A guide to managing performance concerns in general practice registrars


Last revised: 01 May 2020

  • Cohen D, Rhydderch M, Cooper I. Managing remediation. In: Swanwick T, editor. Understanding medical education: Evidence, theory and practice. 2nd edn. Edinburgh and Oxford: Association for the Study of Medical Education and Wiley Blackwell, 2013.
  • Cox J, King J, Hutchinson A, McAvoy P. Understanding doctors’ performance. Oxford: Radcliffe Publishing, 2006.
  • Creuss RL, Creuss SR, Steinert Y. Amending Miller’s pyramid to include professional identity formation. Acad Med 2016;91(2):180–85. doi: 10.1097/ACM.0000000000000913.
  • Dwyer AJ, Morley P, Reid E, Angelatos C. Distressed doctors: A hospital-based support program for poorly performing and ‘at risk’ junior medical staff. Med J Aust 2011;194(9): 466–69. doi: 10.5694/j.1326-5377.2011.tb03063.x.
  • Epstein RM. Assessment in medical education. N Engl J Med 2007;356(4):387–96. doi: 10.1056/NEJMra054784
  • Epstein RM, Hundert EM. Defining and assessing professional competence. JAMA 2002;287(2):226–35. doi: 10.1001/jama.287.2.226.
  • Gladman G. The identification of the general practice registrar needing assistance. Australas Med J 2011;4(6): 308–14. doi: 10.4066/AMJ.2011.757.
  • Hodges BD, Ginsburg S, Cruess R, et al. Assessment of professionalism: Recommendations from the Ottawa 2010 conference. Med Teach 2011;33(5):354–63. doi: 10.3109/0142159X.2011.577300.
  • Irby DM, Hamstra SJ. Parting the clouds: Three professionalism frameworks in medical education. Acad Med 2016;91(12):1606–11. doi: 10.1097/ACM.0000000000001190.
  • Kalet A, Guerrasio J, Chou CL. Twelve tips for developing and maintaining a remediation program in medical education. Med Teach 2016;38(8):787–92. doi: 10.3109/0142159X.2016.1150983.
  • Lucey CR, Boote RM. Working with problem residents: A systematic approach. In: Holmboe ES, Hawkins RE, editors. Practical guide to the evaluation of clinical competence. Philadelphia, PA: Mosby Elsevier, 2008; p. 201–15.
  • Magin P, Stewart R, Turnock A, Tapley A, Holliday E, Cooling N. Early predictors of need for remediation in the Australian General Practice Training Program: A retrospective cohort study. Adv Health Sci Educ Theory Pract 2017;22(4):915–29. doi: 10.1007/s10459-016-9722-5.
  • NACT (National Association of Clinical Tutors) UK (May 2018). Supporting Trainees: A guide for supervisors. Practical advice for educational and clinical supervisors (Accessed 24 July 2019).
  • O’Sullivan H, van Mook W, Fewtrell R, Wass V. Integrating professionalism into the curriculum: AMEE Guide No. 61. MedTeach 2012;34(2):e64–77. doi: 10.3109/0142159X.2012.655610.
  • Paice E, Orton V. Managing the trainee and doctor in difficulty. In: Hastie A, Hastie I, Jackson N, editors. Postgraduate medical education and training: A guide for primary and secondary care. Oxford: Radcliffe Publishing, 2005; p. 165–75. doi: 10.1201/9781315383583-15.
  • Steinert Y, The ‘problem’ learner: Whose problem is it? AMEE Guide No. 78, MedTeach 35(4). doi: 10.3109/0142159X.2013.774082.
  • Winston KA, Van Der Vleuten CP, Scherpbier AJ. The role of the teacher in remediating at-risk medical students. MedTeach 2012;34(11):e732–42. doi: 10.3109/0142159X.2012.689447.
  • Zaharias G, Jones KM, Johnson C, Longman C. Health concerns, personal problems and underperformance in general practice registrars. MedEdPublish 2019;8(3):article no. 13. doi: 10.15694/mep.2019.000162.1.