| Areas of need |
An area of need refers to a community, or population group that may have specific health needs or the geographical context of health delivery. |
| Career advice |
Advice and information provided to an individual about their career, including a career in medicine and/or a career in general practice. |
| Continuing professional development |
Continuing professional development. RACGP CPD describes the learning activities that GPs engage in to develop, maintain and enhance their professional skills. |
Cultural safety and competence
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Cultural safety is determined by Aboriginal and Torres Strait Islander individuals, families and communities. Culturally safe practice is the delivery of safe, accessible and responsive healthcare free of racism through a health practitioner’s ongoing critical reflection about knowledge, skills, attitudes, practising behaviours and power differentials. |
| Direct supervision |
The supervisor has oversight of every case. Cases are reviewed by observing consultations, reviewing a consultation before the patient leaves, or reviewing consultation notes with the registrar. |
| High-stakes decisions |
Decisions that have significant consequences in terms of progression towards and attainment of completion of a course. |
| Indirect supervision |
The supervisor does not review every case. Cases are brought for supervisor review by the registrar according to an agreed clinical supervision plan. The adequacy of the supervision plan is monitored by periodically conducting a review of a selection of cases. |
| In-practice education |
Education that takes place in community general practice under supervision. |
| Medical Registration Addenda |
Includes, but is not limited to, restrictions, conditions, limitations, reprimands, supervision requirements, tribunal outcomes, suspensions, undertakings and/or any other remarks or changes on a Registrar’s medical registration. See Ahpra's website for more information. |
| Mentor/ Mentoring |
A mentor is someone who can answer questions and give advice. They share what it means to be a GP and is someone who listens and stimulates reflection. |
| Out-of-practice education |
Education that occurs outside of regular clinical practice, including workshops, self-directed learning, peer learning and exam preparation. |
| Pastoral care and support |
Care that assists an individual in maintaining their intellectual, emotional, physical, social, and psychological well-being. Such care respects individuality, diversity and dignity. |
| Priority placements |
Placements that prioritise certain cohorts of registrars based on pre-determined criteria |
| Random case analysis |
Random case analysis (RCA) is the term used for the discussion of a recent registrar consultation selected by the supervisor. Importantly the record is chosen by the supervisor (hence ‘random’), involves a discussion (hence ‘case’ rather than ‘record’) and considers the decisions and outcomes of the consultation (hence ‘analysis’). RCA is a well-established tool for teaching and supervision in general practice training. |
Remote Supervision
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Supervision is primarily provided by a supervisor who is offsite, using a model of supervision that provides comprehensive and robust support and training. Remote supervision may be considered when onsite supervision cannot be provided by an accredited supervisor. |
| Special training environments (STEs) |
Sites that offer training opportunities with a limited case mix and different operational arrangements. ADF bases are considered STEs as ADF registrars may train there for some training time, but the site does not offer the full range of patient ages and presentations expected of comprehensive general practice. |
| Stakeholders |
A stakeholder is an individual or organisation that has an interest in the training program and can either affect or be affected by the program. |
| Training sites |
Includes anywhere registrars work, i.e., not solely in general practices. |
| Underserved populations |
Groups within our population who experience disadvantages and higher rates of illness and death than the general population through inadequate access to medical care. Examples include, but not limited to, people who live in rural and remote areas, elderly, low-literacy, lower socio-economic areas, Aboriginal and Torres Strait Islander peoples, and people involved in the justice system. |
| Workplace based assessment (WBA) |
Observation and assessment of a registrar’s practice to track progression through training. Types of assessment include:
- early assessment for safety and learning (EASL)
- clinical case analysis
- multi-source feedback
- mini-clinical evaluation exercise
- clinical audit
- external clinical teaching visit
- mid and end-term appraisals.
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