The education program consists of both formal and informal learning. Informal learning occurs largely through experiential learning in a clinical setting and through access to a supervisor, mentors and others in the practice. This is considered in Standard 2.
Standard 3 relates to the quantity and quality of formal education activities provided within the program. The education program consists of learning that occurs within and outside of a clinical setting. This is termed in-practice and out-of-practice education, and may occur in groups of varying size, in one-on-one situations or be self-directed. It may be supported by online resources.
A quality educational program will be learner-focused, based on sound medical education theory and align with best practice. Registrars within the program will have a range of prior experiences, learning needs and preferences, and be working in various settings and geographical locations. Delivery of the training program therefore needs to be adaptable to the different contexts and the needs of learners. The teaching and learning methods that are used should be those that best fit the intended outcome of the program. For example, online modules and learning resources are useful for knowledge while simulation or supervised practice are good for skills development. Relationship-based activities such as peer or other facilitated learning groups facilitate the development of professional identity, attitudes and benchmarking.1
Educational program content in training must be within the scope of general practice. The RACGP curriculum and syllabus describes the range of competencies required of a GP and is the basis for the educational content. In addition, the content of the educational program should include considerations of the priority areas as defined in the guiding principles of the RACGP educational framework.
The health of Australia’s First Peoples is a national priority, and while Aboriginal and Torres Strait Islander health may be delivered as standalone activities as needed, the principles of equitable and culturally safe healthcare must also be embedded within the program. For this to occur, Aboriginal and Torres Strait Islander people need to be meaningfully involved in all aspects of the design, delivery and review of the training program.
Additionally, the program should promote self-reflection, encourage self-directed learning and a growth mindset2. These transferable skills are essential for continuing professional development as a fellowed GP.
General practice is well-positioned to contribute to evidence-based research to support the delivery of quality care to the community. Research literacy is the ability to critically interpret research and apply the evidence to enhance clinical practice.2 It also encompasses the ability of a GP to clearly communicate findings from research to patients as part of informed decision-making.3 GP registrars report less access to research opportunities than their counterparts in other specialist medical training programs.4 Registrars should be enabled to improve their research literacy skills and provided with opportunities to participate in programs of research.