Skip to main navigation Skip to main content

Aboriginal and Torres Strait Islander GP Training Pipeline

Outcomes

Aboriginal and Torres Strait Islander GP Training Pipeline

Outcomes

The Aboriginal and Torres Strait Islander Cultural and Health Training Framework > Aboriginal and Torres Strait Islander GP Training Pipeline > Outcomes
  1. General Practice is an attractive and attainable career option is visible to Aboriginal and Torres Strait Islander children, youth, young adults, and adults.
OUTCOME STRATEGIES INDICATORS RESPONSIBILITY
Aboriginal and Torres Strait Islander Torres Strait Islander People and communities have a clear understanding of general practice as a medical profession.
  • Increase the profile of general practice in Aboriginal and Torres Strait Islander communities.
  • Community Engagement and Partnership Strategy.
  • Partner with peak Aboriginal and Torres Strait Islander health organisations on raising the profile of general practice.
  • Establish Cultural Advisory Committee to help inform strategies and implementation approaches.
  • Promote Aboriginal and Torres Strait Islander Torres Strait Islander GPs as role models in communities.
  • More communities aware of GP as a profession.
  • Engagement of Cultural Advisory Committee.
  • Increased number of partnerships with peak bodies.
  • Increased community engagement.
  • Public profiles of Aboriginal and Torres Strait Islander GPs that are accessible to communities.
  • RACGP
  • RACGP Training
  • RACGP Communications
  • RACGP Marketing
  • Reconciliation Action Plan
  • Joint Colleges Training Services
All Aboriginal and Torres Strait Islander primary school students know and feel they can aspire to be doctors and GPs.
  • Comprehensive community and primary schools’ engagement strategy including outreach, resources, materials and communication plan.
  • Investigate and engage with organisations who provide scholarship programs.
  • Engage with universities on programs that support and encourage aspiring to tertiary education.
  • Partner with peak Aboriginal and Torres Strait Islander health organisations to develop careers awareness programs or workshops.
  • Engage with families of primary school aged students about health and careers in health.
  • Promote Aboriginal and Torres Strait Islander Torres Strait Islander GPs to primary school students.
  • Aboriginal and Torres Strait Islander students going to culturally appropriate and immersive experiences related to careers in health, medicine and general practice.
  • Engagement of Aboriginal and Torres Strait Islander People in all phases of the program planning and evaluation cycle.
  • Percentage of Aboriginal and Torres Strait Islander representatives on advisory and governance bodies.
  • Increased number of Aboriginal and Torres Strait Islander People involved in the development of new engagement activities (eg school placement programs) and programs or changes to existing initiatives.
  • Public profiles of Aboriginal and Torres Strait Islander GPs that are accessible to communities.
  • RACGP
  • RACGP Training
  • RACGP
Communications
  • RACGP Marketing
  • Reconciliation Action Plan
  • Joint Colleges Training Services
All Aboriginal and Torres Strait Islander high school students know the pathway of how to become a doctors and GPs and how to access it.
  • Comprehensive community and high schools’ engagement strategy including outreach, resources, materials and communication plan
  • Investigate and engage with organisations who provide scholarship programs.
  • Engage with universities on programs that support and encourage aspiring to tertiary education.
  • Partner with peak Aboriginal and Torres Strait Islander health organisations to develop careers awareness programs or workshops.
  • Partner with peak Aboriginal and Torres Strait Islander health organisations to develop a mentoring program for students interested in careers in medicine and general practice.
  • Promote Aboriginal and Torres Strait Islander Torres Strait Islander GPs to high school students.
  • Central register developed to collect data and track interest (training pipeline through to Fellowship).
  • Aboriginal and Torres Strait Islander students going to culturally appropriate and immersive experiences related to careers in health, medicine and general practice.
  • Established programs in partnership with the peak bodies.
  • Evidence of mechanisms to foster engagement with Aboriginal and Torres Strait Islander high school students.
  • RACGP
  • RACGP Training
  • RACGP
Communications
  • RACGP Marketing
  • Reconciliation Action Plan
  • Joint Colleges Training Services
  1. Multiple pathways into medical and GP training are promoted effectively to Aboriginal and Torres Strait Islander Peoples.
OUTCOME STRATEGIES INDICATORS RESPONSIBILITY
The is a clearly identified and supported pathway from medical school to general practice training for Aboriginal and Torres Strait Islander medical students.
  • Connect early with medical students interested in GP and track their progress through training.
  • Utilise effective career tracking system to monitor progression through careers.
  • Liaise with universities for increasing and enhancing opportunities in general practice throughout training.
  • Mature entry medical students interested in general practice are mentored and supported appropriately.
  • Collaborate with Australian Indigenous Doctors’ Association (AIDA) to promote general practice training and its supports.
  • Collaborate with Indigenous General Practice Trainee Network (IGPTN) to promote general practice training and its supports.
  • Identify existing or develop scholarship schemes that support medical training for Aboriginal and Torres Strait Islanders.
  • Clear information portals and contacts are established.
  • Culturally appropriate career guidance and counselling is available and accessible.
  • Increased interest in General practice from medical students who identify as Aboriginal and Torres Strait Islander.
  • Central register developed to collect data and track interest (training pipeline through to Fellowship).
  • Engagement of Aboriginal and Torres Strait Islander People in all phases of the program planning and evaluation cycle.
  • Partnership in place with scholarship organisations.
  • Marketing strategy engaging with Aboriginal and Torres Strait Islander university students.
  • RACGP
  • RACGP Training
  • RACGP Communications
  • RACGP Marketing
  • Reconciliation Action Plan
  • Joint Colleges Training Services
Allied health and other university students interested in general practice can transition to medical school and subsequently GP training effectively.
  • Allied health and other university students interested in general practice have accessible information about transition from one career pathway to another.
  • Clear information portals and contacts are established.
  • Culturally appropriate career guidance and counselling is available and accessible.
  • Aboriginal and Torres Strait Islander students going to culturally appropriate and immersive experiences related to careers in health, medicine and general practice.
  • Increased interest in General practice from allied health and other students who identify as Aboriginal and Torres Strait Islander.
  • Identified pathways to transition into medicine then GP training.
  • Evidence of support mechanisms to ensure allied health and other university students interested in general practice can transition to medical school and GP training effectively.
  • RACGP
  • RACGP Training
  • RACGP
Communications
  • RACGP Marketing
  • Reconciliation Action Plan
  • Joint Colleges Training Services
The is a clearly identified and supported pathway into general practice training for Aboriginal
and Torres Strait Islander interns and Junior Medical Officers (JMOs).
  • Connect early with interns and JMOs interested in GP and track their progress through training.
  • Utilise effective career tracking system to monitor progression through careers.
  • Liaise with hospitals and other organisations for increasing and enhancing opportunities in general practice throughout prevocational training.
  • Collaborate with Australian Indigenous Doctors’ Association (AIDA) to promote general practice training and its supports.
  • Collaborate with the Indigenous General Practice Trainee Network (IGPTN) to promote general practice training and its supports.
  • Clear information portals and contacts are established.
  • Culturally appropriate career guidance and counselling is available and accessible.
  • Application and selection into general practice training effectively supported.
  • Identify, develop, and implement appropriate scholarship schemes that support general practice training for Aboriginal and Torres Strait Islanders.
  • Increased interest in General practice from JMOs who identify as Aboriginal and Torres Strait Islander.
  • Increased number of Aboriginal and Torres Strait Islander JMOs choosing general practice training.
  • Formal relationship or agreement with AIDA.
  • Formal relationship or agreement with IGPTN.
  • RACGP
  • RACGP Training
  • RACGP
Communications
  • RACGP Marketing
  • Reconciliation Action Plan
  • Joint Colleges Training Services
Rural generalism is promoted as a training pathway for Aboriginal and Torres Strait Islander doctors.
  • Connect early with interns and JMOs interested in rural generalism and track their progress through training.
  • Early career information about rural generalist training is available and accessible.
  • Priority selection and placement policies for rural interested Aboriginal and Torres Strait Islander doctors.
  • Application and selection into rural generalist training pathways is effectively supported.
  • Prioritise rural experiences in GP rotations for Aboriginal and Torres Strait Islander junior medical officers.
  • Establish an effective mentoring experience.
 Increased number of Aboriginal and Torres Strait Islander rural generalist trainees and Fellows.
  • RACGP Training
  • RACGP Rural
  • RACGP Marketing
  • RACGP Education
  • RACGP National Faculty of Aboriginal and Torres Strait Islander Health
  • RACGP Workforce and Pipelines
  1. A career as a GP is considered a positive, achievable and desirable career choice for Aboriginal and Torres Strait Islander doctors.
OUTCOME STRATEGIES INDICATORS RESPONSIBILITY
Aboriginal and Torres Strait Islander prevocational doctors are choosing general practice as a preferred career.
  • Experiences in Aboriginal and Torres Strait Islander health.
    • Integrative/longitudinal exposure to primary care/GP practice rural and urban.
  • Developing culturally appropriate community of practice and peer training models.
  • Communication/marketing strategy to destigmatise GP career – not ‘just’ a GP.
  • Comprehensive strategy to shift culture in medical training – become a GP to serve the community; reflects Aboriginal and Torres Strait Islander values – integrative, holistic, longitudinal and relational.
  • Outreach program - GP/RG to spend time with Aboriginal and Torres Strait Islander students at universities.
  • Mentorship and leadership program established - exposure to Aboriginal and Torres Strait Islander GPs in medical school.
  • College present at careers expos.
  • Liaise with AIDA re conference and other opportunities.
  • Establish small/regional peer communities – opportunities to connect with peers and kin and Country.
  • Connect colleges and universities through Aboriginal and Torres Strait Islander health units.
  • Ensure linkage with IGPTN connections.
  • Remove barriers to training on Country and provide supports.
  • Identify and establish partnerships for financial support.
  • Central register developed to collect data and track interest (training pipeline through to Fellowship).
  • Increase in number of Aboriginal and Torres Strait Islander doctors enrolling in GP/RG.
    • Retention rates of Aboriginal and Torres Strait Islander doctors in general practice.
  • RACGP Training
  • RACGP Marketing
  • Aboriginal and Torres Strait Islander Health Faculty
  • IGPTN
GP/RG trainees’ eligibility for training and selection:
  • All trainees know what the eligibility criteria are for training and how to apply.
  • Application and selection support for Aboriginal and Torres Strait Islander applicants.
  • Provide accessible information and clear communication on eligibility criteria.
  • Ensure clear understanding of core terms required.
  • Provide clear information about what is required in training.
  • Application support – College/Faculty led application support.
  • Case management pathways implemented for training – Aboriginal and Torres Strait Islander health/rural health/other.
  • Modified application process available.
  • Induction process supported for Aboriginal and Torres Strait Islander applicants.
  • Mentoring/Networking – connect applicants to IGPTN or others with experience of the process.
  • Collect data on applicants who weren’t successful. Use data for modifications of system.
  • Identify and provide resourcing and support for process.
  • Unpack the application and selection items in the GP Training Strategy and identify gaps.
  • Improvement in Aboriginal and Torres Strait Islander People’s experiences of services and programs.
  • Mentor/buddy system in place and supported.
  • Program incorporates understanding of the holistic approach to health and role of the family and community in its planning, design and implementation, such as through the program logic and/or objectives.
  • Profession-led training KPI 28 – Population parity (<1% to >3%).
  • RACGP Marketing
  • RACGP Selection
  • RACGP Eligibility
  1. Aboriginal and Torres Strait Islander People have equitable access to GP training and are appropriately supported to gain Fellowship.
OUTCOME STRATEGIES INDICATORS RESPONSIBILITY
All Aboriginal and Torres Strait Islander doctors who apply for training and meet the eligibility criteria will be offered training places.
  • Selection processes are fair and equitable for Aboriginal and Torres Strait Islander doctors.
  • Selection processes are culturally appropriate and safe for Aboriginal and Torres Strait Islander doctors.
  • Transparent and implemented policies that support priority selection of Aboriginal and Torres Strait Islander doctors into GP training.
  • Accurate and safe identification of Aboriginal and Torres Strait Islander GP training applicants.
  • IT systems that support identification, selection, and prioritisation of Aboriginal and Torres Strait Islander applicants.
  • Commitment to increase the quota of Aboriginal and Torres Strait Islander doctors selected into training.
 100% of eligible Aboriginal and Torres Strait Islander doctors are offered a training place.
Increase in number of Aboriginal and Torres Strait Islander doctors selected for GP training.
  • RACGP Training
  • RACGP Selection
  • RACGP Training Pipelines
  • RACGP Policy
Aboriginal and Torres Strait Islander doctors are effectively and efficiently supported through the selection processes.
  • Enhanced selection support processes and resources.
  • Develop Aboriginal and Torres Strait Islander trainee information and specific guidance.
  • Dedicated contact person in place.
  • Culturally appropriate individualised case management approaches.
  • Webinars and information sessions tailored to Aboriginal and Torres Strait Islander Torres Strait Islander applicants.
  • Early connections with Aboriginal and Torres Strait Islander medical educators and Censor for Aboriginal and Torres Strait Islander health.
  • Positive feedback on selection process from Aboriginal and Torres Strait Islander applicants.
  • Established selection supports.
  • RACGP Training
  • RACGP Selection
  • RACGP Training Pipelines
  • RACGP Policy
Priority placements for Aboriginal and Torres Strait Islander trainees.
  • Transparent and implemented policies that support priority placements for Aboriginal and Torres Strait Islander GP trainees.
  • Placement policy that supports the socio-cultural needs of Aboriginal and Torres Strait Islander trainees and their families.
  • Placement policy that respects and supports the desire to work on or off Country.
  • Priority for AMS/ACCHO placements.
  • Opportunities for desired or highly sought-after training placements are easily accessible to Aboriginal and Torres Strait Islander trainees.
  • Site visits to communities that might be future placements or career options.
 Program incorporates understanding of the holistic approach to health and role of the family and community in its planning, design and implementation.
Positive feedback on placement process from Aboriginal and Torres Strait Islander trainees.
100% of Aboriginal and Torres Strait Islander trainees are placed via priority placement process.
  • RACGP Training
  • RACGP Selection
  • RACGP Training Pipelines
  • RACGP Policy
Flexibility of placements for Aboriginal and Torres Strait Islander trainees.
  • Flexible training options within training regions including part time options and composite posts.
  • Enable transferring from placements or between regions for family and cultural needs with appropriate efficiencies.
 Positive feedback on placement process from Aboriginal and Torres Strait Islander trainees.
Transfer data supports that Aboriginal and Torres Strait Islander trainees have been able to transfer from placements or regions for family or cultural need reasons.
  • RACGP Training
  • RACGP Training Pipelines
  • RACGP Policy
Aboriginal and Torres Strait Islander GP trainees are effectively and efficiently supported through training.
  • Culturally appropriate individualised case management approaches.
  • Dedicated and culturally safe training coordinators.
  • Enhanced supports for training logistics.
  • Cultural educators, cultural mentors, medical educators, supervisors, practice managers all have shared understanding of case management approach.
  • Cultural awareness training for all participants in training program.
  • Develop local, regional and national peer networks to enhance cultural connection and peer mentoring and support.
  • Peer support programs are actively encouraged and resourced.
  • Encourage and enable engagement with AIDA.
  • Encourage and enable engagement with IGPTN.
  • Engage Department of Health on appropriate resourcing and funding to support Aboriginal and Torres Strait Islander GP trainees.
  • Improvement in Aboriginal and Torres Strait Islander People’s experiences of services and programs.
  • Evidence of collaboration processes between RACGP Training and JCTS Staff to support Aboriginal and Torres Strait Islander GP trainees through training.
  • Program incorporates understanding of the holistic approach to health and role of the family and community in its planning, design and implementation,such as through the program logic and/or objectives.
  • Proportion of Aboriginal and Torres Strait Islander participants who felt the program was holistic and reflects Aboriginal and Torres Strait Islander values.
  • Racism policy and associated processes established.
  • RACGP Training
  • RACGP supervisor training
Assessment support for Aboriginal and Torres Strait Islander registrars.
  • Assessment processes and procedures are culturally appropriate, and evidence based.
  • Assessment processes and procedures do not disadvantage Aboriginal and Torres Strait Islander trainees.
  • Assessment support processes and resources are tailored for Aboriginal and Tores Strait Islander trainees.
  • Aboriginal and Torres Strait Islander trainees have access to a suite of enhanced assessment support activities and resources to ensure assessment success.
  • There is Aboriginal and Torres Strait Islander medical educator leadership and governance over assessment support and resources.
  • RACGP collaborates with IGPTN on supporting assessment and exam success.
  • All assessments are culturally safe including workplace- based assessments (WBAs).
  • The Censor for Aboriginal and Torres Strait Islander health has a crucial role in assessment support.
  • Clear and timely guidance on special considerations for assessment and exams.
  • Identify organisational ‘champions’ also to provide support.
  • Program incorporates understanding of the holistic approach to health and role of the family and community in its planning, design and implementation.
  • Having identified Aboriginal and Torres Strait Islander positions.
  • Percentage of Aboriginal and Torres Strait Islander People recruited and employed.
  • Percentage of Aboriginal and Torres Strait Islander People recruited and employed in management or leadership roles.
  • Evidence of collaboration processes between RACGP Training and JCTS team to support Aboriginal and Torres Strait Islander GP trainees through training.
  • RACGP Training
  • RACGP Aboriginal and Torres Strait Islander Faculty Censor
  1. Training is socio-culturally safe, responsive, and person centred to the needs of Aboriginal and Torres Strait Islander GPs in training.
OUTCOME STRATEGIES INDICATORS RESPONSIBILITY
GP training is culturally safe and responsive to the needs of Aboriginal and Torres Strait Islander trainees.
  • Implementation of the cultural safety element of the Framework.
  • Develop alternative cultural safety training for Aboriginal and Torres Strait Islander trainees in the context of building resilience and coping strategies to navigate training and careers in what are currently culturally unsafe systems.
 Aboriginal and Torres Strait Islander trainees report feeling culturally safe throughout their training.
Decrease in experiences of racism reported through the Medical Training Survey (Medical Board of Australia).
  • RACGP
  • Joint Colleges Training Services
  • RACGP Evaluation Team
Financial hardship does not disadvantage Aboriginal and
Torres Strait Islander trainees.
  • Enhanced supports and programs for Aboriginal and Torres Strait Islander trainees do not come at an additional cost to training.
  • Aboriginal and Torres Strait Islander trainees are supported to remain on the AGPT training pathway until they gain Fellowship.
  • Explore scholarships for training to support financial hardship.
  • Consider ways to decrease exam fee burden for Aboriginal and Torres Strait Islander trainees. Some examples might be:
    • Percentage reduced fees/discount.
    • Fee waivers (i.e. first attempt, or second attempt waived).
    • Longer financial hardship payment plans.
    • Repeat sit exam cost payment plans.
    • Exam fee scholarships.
  • Explore emergency financial assistance for training costs.
  • Explore placement relocation financial aid as appropriate.
 Scholarships and fee policies and structures that demonstrate supporting equity for Aboriginal and Torres Strait Islander Peoples.
  • RACGP Finance
  • RACGP Training
Aboriginal and Torres Strait Islander trainees are encouraged and supported to engaged with the Indigenous General Practice Trainee Network (IGPTN).
  • Attendance at IGPTN workshops twice a year are endorsed by the College.
  • IGPTN activities that support Aboriginal and Torres Strait Islander trainees are considered an integral part of training. Including face to face and online activities.
  • Aboriginal and Torres Strait Islander trainees can claim work release hours to attend IGPTN events. They do not have to use personal, annual or study leave.
  • RACGP formally and actively collaborates with IGPTN.
  • RACGP assists IGPTN with relevant resources including People support to assist the learning and development of Aboriginal and Torres Strait Islander GP trainees.
  • Appropriate RACGP business units support the work of IGPTN including but not limited to marketing, training, assessment, Faculty of Aboriginal and Torres Strait Islander health.
  • Increased engagement with IGPTN.
  • Formal agreements with IGPTN.
  • More Aboriginal and Torres Strait Islander trainees engaging with IGPTN.
  • RACGP Training
  • RACGP Assessment
  • RACGP Marketing
  • Faculty Aboriginal and Torres Strait Islander Health
  • Joint Colleges Training Services
  • Australian Indigenous Doctors’ Association (AIDA)
  • Indigenous General Practice Trainee Network (IGPTN)
Aboriginal and Torres Strait Islander trainees are encouraged and supported to engaged with the Australian Indigenous Doctors Association (AIDA).
  • Attendance at the annual AIDA conference is endorsed by the College.
  • AIDA activities that support Aboriginal and Torres Strait Islander doctor and GP trainees are considered an integral part of training. Including face to face and online activities.
  • Aboriginal and Torres Strait Islander trainees can claim work release hours to attend AIDA events. They do not have to use personal, annual or study leave.
  • RACGP formally and actively collaborates with AIDA.
  • Appropriate RACGP business units support AIDA work including marketing, training, assessment, Faculty of Aboriginal and Torres Strait Islander health.
  • New Aboriginal and Torres Strait Islander Fellows are supported to attend AIDA Conference in their year of Fellowship to receive their AIDA Fellowship award.
  • Increased engagement with AIDA.
  • Formal agreements with AIDA.
  • More Aboriginal and Torres Strait Islander trainees engaging with AIDA.
  • RACGP Training
  • RACGP Assessment
  • RACGP Marketing
  • Faculty Aboriginal and Torres Strait Islander Health
  • Joint Colleges Training Services
  • Australian Indigenous Doctors’ Association (AIDA)
  • Indigenous General Practice Trainee Network (IGPTN)
  1. Population parity or beyond is achieved in the number of Aboriginal and Torres Strait Islander trainees enrolled in the RACGP training program and of RACGP Fellows
OUTCOME STRATEGIES INDICATORS RESPONSIBILITY
Percentage of Aboriginal and Torres Strait Islander trainees reflects training equity.
  • Full commitment to and implementation of the Framework.
  • Population parity or greater is achieved in training for Aboriginal and Torres Strait Islander trainees.
  • RACGP
  • RACGP Training
  • RACGP Workforce
  • RACGP Pipelines
Percentage of Aboriginal and Torres Strait Islander GP Fellows reflects workforce equity.
  • Full commitment to and implementation of the Framework.
  • Population parity or greater is achieved in training for Aboriginal and Torres Strait Islander GP Fellows.
  • RACGP
  • RACGP Training
  • RACGP Workforce
  • RACGP Pipelines
  1. The Aboriginal and Torres Strait Islander GP workforce is encouraged and nurtured to grow its leadership, clinical and academic skillset and research potential
OUTCOME STRATEGIES INDICATORS RESPONSIBILITY
Fellowship support and leadership opportunities.
  • Develop a mentoring program.
  • Career leadership opportunities are identified, advertised and supported.
  • Provide information about medical educator pathway and support to engage.
  • Provide information about supervisor pathway and support to engage.
  • Opportunities for formal governance training to support leadership knowledge and skills development.
  • Leadership and career pathways identified, promoted and supported.
  • Percentage of Aboriginal and Torres Strait Islander People recruited and employed.
  • Percentage of Aboriginal and Torres Strait Islander People recruited and employed in management or leadership roles.
  • Retention of Aboriginal and Torres Strait Islander staff.
  • Mentoring system in place and supported.
  • Self-reported higher levels of satisfaction and support.
  • Investment in leadership and governance training and employment opportunities for Aboriginal and Torres Strait Islander People increases over time.
  • RACGP
  • RACGP Training
  • RACGP People and Capability
  • Faculty of Aboriginal and Torres Strait Islander Health

Aboriginal and Torres Strait Islander GP Training Pipeline >The Pipeline Serpent > Guiding principles > Objectives > Outcomes

© 2025 The Royal Australian College of General Practitioners (RACGP) ABN 34 000 223 807