RACGP educational framework

The RACGP educational framework

RACGP guiding instruments

The RACGP educational framework
Download PDF
    4. RACGP guiding instruments

Last revised: 17 Feb 2021

The RACGP educational framework includes three guiding instruments.


 
Figure 2. RACGP guiding instruments

 

These guiding instruments are public documents and provide direction for learners and education providers at all levels of general practice education from medical school through to post-Fellowship education. They are also used by the organisational units within the RACGP responsible for ensuring high quality and consistency in general practice education.

Under RACGP quality assurance processes, these guiding instruments are evaluated and revised on a regular basis. Revisions to these instruments:

  • advances their coherence with each other
  • aligns them with the RACGP educational guiding principles and the educational imperatives
  • ensures they have utility for the educational programs.

The following sections outline the purposes and objectives of each guiding instrument and how the RACGP envisions they will interact. What is detailed below is only partly realised. There is an aspirational component to the detail provided and this is intended to direct future revisions of the guiding instruments. Appendices 1, 2 and 3 provide further information on the RACGP guiding instruments and outline an analysis of each instrument’s current state, a future vision for each and recommendations for revision.


The Profile of the general practitioner (Profile of the GP) is a public statement of the RACGP’s view of what an Australian GP should be. Broad in its scope, the profile covers the different stages of a GP’s professional journey, from entry into general practice training through to post-Fellowship, and the different contexts in which GPs work in Australia. It also includes specialised and extended areas of expertise and leadership. This guiding instrument outlines the roles GPs perform, values they uphold, behaviours they exhibit and capabilities they possess.

The Profile of the GP aims to be aspirational and inspirational for those contemplating or engaging in a career as an Australian GP. It informs and aligns with the RACGP Curriculum for Australian General Practice, and guides education providers in their development of educational and training programs. It also informs the RACGP educational policies and standards, is a benchmark for judging unprofessional behaviour, and guides return to practice after extended absence.

Appendix 1 provides analysis of this guiding instrument, further information on its current state, a vision for its future, and recommendations for revision.


The RACGP Curriculum for Australian General Practice (the Curriculum) provides direction for educational content, processes and assessment methods. It details the intended outcomes of RACGP education across the GP learning continuum, ensuring general practice education is relevant, high quality and effective. The Curriculum aims to serve the needs of learners and educators engaged with RACGP education and to provide guidance for educational providers. Through directing education, it also aims to address the needs of patients and Australia’s diverse communities as well as respond to national health priorities.

The Curriculum relates to both the Profile of the GP and the RACGP education policies and standards. It translates the capabilities of the Profile of the GP into educational outcomes for guiding education. It provides indicators for these capabilities and educational outcomes to guide assessment. The Curriculum is reflected in the RACGP educational policies and standards, which support the delivery of the Curriculum.

Appendix 2 provides analysis of this guiding instrument, further information on its current state, a vision for its future, and recommendations for revision.

The RACGP education policies and standards outline the parameters for RACGP education delivery and engagement, and aim to maintain the standard of general practice education in Australia. They are designed to ensure high-quality, effective education and safe clinical practice in workplace training. They also provide direction to education providers by detailing RACGP expectations for the delivery of education.

The RACGP education policies and standards align with the RACGP educational guiding principles and the policies, standards and requirements of the Australian Medical Council (AMC) and MBA that relate to the RACGP. As well as being directive, they are also measures of performance for the purposes of accreditation, promoting quality, and for resolving disputes in judging the adequacy of educational delivery and engagement.

The RACGP education policies and standards are informed by the Profile of the GP and support the delivery of the Curriculum.

Appendix 3 provides analysis of these guiding instruments, further information on their current state, a vision for its future, and recommendations for revision.

  1. Thomas H, Mitchell G, Rich J, et al. Definition of whole person care in general practice in the English language literature: A systematic review. BMJ Open 2018;8:e023758. doi: 10.1136/bmjopen-2018-023758.
  2. Australian Commission on Safety and Quality in Health Care. Person-centred care. ACSQHC, 2019 [Accessed 3 August 2020].
  3. Australian Bureau of Statistics. Patient experiences in Australia: Summary of findings, 2018–19. Canberra: ABS, 2019 [Accessed 20 July 2020].
  4. Starfield B, Shi L, Macinko J. Contribution of primary care to health systems and health. Milbank Q 2005;83(3):457–502. doi: 10.1111/j.1468-0009.2005.00409.x. [Accessed 20 July 2020].
  5. Parliament of Australia. The National Health Priority Areas initiative. Current Issues Brief 18 1999–2000. Canberra: Parliament of Australia, 2000 [Accessed 3 August 2020].
  6. The Royal Australian College of General Practitioners. What is general practice? East Melbourne, Vic: RACGP, 2020 [Accessed 20 July 2020].
  7. World Health Organization. Closing the gap in a generation: Healthy equity through action on the social determinants of health: Final report of the Commission on Social Determinants of Health. Geneva: WHO, 2008 [Accessed 21 July 2020].
  8. The Royal Australian College of General Practitioners. RACGP strategic plan 2020–22. East Melbourne, Vic: RACGP, 2020 [Accessed 12 January 2021].
  9. Leeder S, Corbett S, Usherwood T. General practice registrar education beyond the practice: The public health role of general practitioners. Aust Fam Physician 2016;45(5):266–69 [Accessed 19 November 2020].
  10. Medical Board of Australia. Good medical practice: A code of conduct for doctors in Australia. Melbourne: MBA, 2014 [Accessed 20 July 2020].
  11. Breen KJ, Cordner SM, Thomson CJ, Plueckhahsin, V. Good medical practice: Professionalism, ethics and law. New York. Cambridge University Press, 2010. [Accessed 20 July 2020].
  12. Australian Commission on Safety and Quality in Health Care. Australian Open Disclosure Framework – Better communication, a better way to care. Sydney: ACSQHC, 2013 [Accessed 19 November 2020].
  13. Sturman NJ, Saiepour N. Ethics and professionalism in general practice placements: What should students learn? Aust Fam Physician 2014;43(7):468–72 [Accessed 19 November 2020].
  14. World Health Organization. 71st World Health Assembly (WHA) Resolution WHA71.7 on Digital Health. Geneva: WHO, 2018 [Accessed 19 November 2020].
  15. The Royal Australian College of General Practitioners. Views and attitudes towards technological innovation in general practice: Survey report 2017. East Melbourne, Vic: RACGP, 2018 [Accessed 19 November 2019].
  16. Rees C, Francis B, Pollard A. The state of medical education research: What can we learn from the outcomes of the UK Research Excellence Framework? Medical Education 2015;49(5):446–48. [Accessed 19 November 2019].
  17. Brown J, Bearman M, Kirby C, Molloy E, Colville D, Nestel D. Theory, a lost character? As presented in general practice education research papers. Medical Education 2019;53(5):443–57. [Accessed 19 November 2019].
  18. Knowles MS, Holton EF III, Swanson RA. The adult learner: The definitive classic in adult education and human resource development. 7th edn. London: Routledge, 2012. [Accessed 19 November 2019].
  19. Schön DA. The reflective practitioner: How professionals think in action. New York: Basic Books, 1983. [Accessed 19 November 2019].
  20. Kolb DA. Experiential learning: Experience as the source of learning and development. 2nd edn. Upper Saddle River, NJ: Pearson FT Press, 2015. [Accessed 19 November 2019].
  21. Wenger E. Communities of practice: Learning, meaning, and identity. Cambridge: Cambridge University Press, 1998. [Accessed 19 November 2019].
  22. Billett S. Toward a workplace pedagogy: Guidance, participation, and engagement. Adult Education Quarterly 2002;53(1):27–43. [Accessed 19 November 2019].
  23. Engeström Y, Miettinen R, Punamäki RL. Perspectives on activity theory. Cambridge: Cambridge University Press, 1999. [Accessed 19 November 2019].
  24. Carraccio C, Englander R, Van Melle E, et al. Advancing competency-based medical education: A charter for clinician–educators. Acad Med 2016;91(5):645–49. [Accessed 19 November 2019].
  25. Australian Medical Council. Competence-based medical education. Consultation paper. Kingston, ACT: AMC, 2010 [Accessed 21 July 2020].
  26. Pangaro L, Ten Cate O. Frameworks for learner assessment in medicine: AMEE Guide No. 78, Medical Teacher 2013;35(6):e1197–1210 direct=true&AuthType=sso&db=edsbl&AN=RN333042111&site=eds-live&scope=site [Accessed 20 July 2020].
  27. Torre DM, Schuwirth LWT, Van der Vleuten CPM. Theoretical considerations on programmatic assessment. Med Teach 2020;42(2):213–220. doi: 10.1080/0142159X.2019.1672863. [Accessed 20 July 2020].
  28. Lockyer J, Carraccio C, Chan MK, et al, on behalf of the ICBME collaborators. Core principles of assessment in competency-based medical education. Med Teach 2017;39(6):609–16. doi:10.1080/0142159X.2017.1315082. [Accessed 20 July 2020].
  29. Norcini J, Burch V. Workplace-based assessment as an educational tool. AMEE Guide No. 31. Med Teach 2007;29(9):855–58. [Accessed 20 July 2020].
  30. Brown J, Kirby C, Wearne S, Snadden D. Remodelling general practice training: Tension and innovation. Aust J Gen Pract 2019;48(11):773–78 [Accessed 19 November 2020].
  31. Bartle E, Thistlewaite E. Becoming a medical educator: Motivation, socialisation and navigation. BMC Med Ed 2014;14, Article 110. doi: 10.1186/1472-6920-14-110. [Accessed 19 November 2020].
  32. Windsor J, Searle J, Hanney A, et al. Building a sustainable clinical academic workforce to meet the future healthcare needs of Australian and New Zealand: Report from the first summit meeting. Intern Med J 2015;45(9):965–71. doi: 10.1111/imj.12854. [Accessed 19 November 2020].
  33. beyondblue. National Mental Health Survey of Doctors and Medical Students. Hawthorn, Vic: beyondblue, 2013 [Accessed 19 November 2020].
  34. The Royal Australian College of General Practitioners. Self-care and mental health resources for general practitioners. East Melbourne, Vic: RACGP, 2018 [Accessed 19 November 2020].
  35. National Rural Health Commissioner. National Rural Generalist Taskforce: Advice to the National Rural Health Commissioner on the development of the National Rural Generalist Pathway. Canberra: National Rural Generalist Taskforce, 2018 [Accessed 20 July 2020].
  36. Coalition of Peaks. National Agreement on Closing the Gap, 2020. Canberra: Coalition of Peaks, 2020 [Accessed 20 July 2020].
  37. The Royal Australian College of General Practitioners. Aboriginal and Torres Strait Islander health: Position statement. East Melbourne, Vic: RACGP, 2017 [Accessed 20 July 2020].
  38. Queensland Government. Health Practitioner Regulation National Law Act 2009 [Accessed 20 July 2020].
  39. Medical Board of Australia. Registration standard: Continuing professional development. Melbourne: MBA, 2016 [Accessed 20 July 2020].
  40. Australian Medical Council. Standards for assessment and accreditation of specialist medical programs and professional development programs by the Australian Medical Council 2015. Kingston, ACT: AMC, 2015 [Accessed 20 July 2020].
  41. Andresen L. A useable, trans-disciplinary conception of scholarship. Higher education research and development 2000;19(2):137–53. [Accessed 20 July 2020].
  42. Swanwick T, Forrest KAT, O’Brien BC. Understanding medical education: Evidence, theory, and practice. 3rd edn. Hoboken, NJ: Wiley-Blackwell, 2018. [Accessed 20 July 2020].
  43. Australian Qualifications Framework Council. Australian qualifications framework. 2nd edn. Canberra: AQFC Council, 2013 [Accessed 3 August 2020].
  44. Confederation of Postgraduate Medical Education Councils. Australian curriculum framework for junior doctors. Version 3.1. Melbourne: CPMEC, 2012 [Accessed 3 August 2020].
  45. Englander R, Cameron T, Ballard AJ, Dodge J, Bull J, Aschenbrener CA. Toward a common taxonomy of competency domains for the health professions and competencies for physicians. Acad Med 2013;88(8):1088–94. doi: 10.1097/ACM.0b013e31829a3b2b. [Accessed 3 August 2020].
  46. Weggemans MM, van Dijk B, van Dooijeweert B, Veenendaal AG, Ten Cate O. The postgraduate medical education pathway: An international comparison. GMS J Med Educ 2017;34(5):Doc63. [Accessed 3 August 2020].
  47. Holmboe ES, Sherbino J, Englander R, Snell L, Frank JR, on behalf of the ICBME collaborators. A call to action: The controversy of and rationale for competency-based medical education. Med Teach 2017;39(6):574–81.doi: 10.1080/0142159X.2017.1315067. [Accessed 3 August 2020].
  48. Ten Cate O. Competency-based postgraduate medical education: Past, present and future. GMS J Med Educ 2017;34(5):Doc69. doi: 10.3205/zma001146. [Accessed 3 August 2020].
  49. Grant J. Understanding medical education: Evidence, theory and practice. 2nd edn. London: John Wiley & Sons, 2014. [Accessed 3 August 2020].
  50. Ten Cate O, Carraccio C. Envisioning a true continuum of competency-based medical education, training, and practice. Acad Med 2019;94(9):1283–88. doi: 10.1097/ACM.0000000000002687. [Accessed 3 August 2020].
  51. Swanwick T, Forrest K, O’Brien BC, editors. Understanding medical education: Evidence, theory and practice. Hoboken, NJ: Wiley Blackwell, 2011. [Accessed 3 August 2020].
  52. Eraut M. Informal learning in the workplace. Stud Contin Educ 2004;26(2):247–73. [Accessed 3 August 2020].
  53. Billett S. Authenticity and a culture of practice within modes of skill development. Australian and New Zealand Journal of Vocational Education Research 1993;2(1):1–29. [Accessed 3 August 2020].
  54. Hunter, K, Thomson, B. A scoping review of social determinants of health curricula in post-graduate medical education. Can Med Educ J 2019;10(3):e61–71 [Accessed 20 November 2020].
  55. McDonald M, Lavelle C, Wen M, Sherbino J, Hulme J. The state of health advocacy training in postgraduate medical education: A scoping review. Med Educ 2019;53(12):1209–20. doi: 10.1111/medu.13929. [Accessed 20 November 2020].
  56. de la Croix A, Veen M. The reflective zombie: Problematizing the conceptual framework of reflection in medical education. Perspect Med Educ 2018;7(6):394–400. doi:10.1007/s40037-018-0479-9. [Accessed 20 November 2020].
  57. Schei E, Fuks A, Boudreau JD. Reflection in medical education: Intellectual humility, discovery, and know-how. Med Health Care Philos 2019;22(2):167–78. doi: 10.1007/s11019-018-9878-2. [Accessed 20 November 2020].
  58. Sales B, Macdonald A, Scallan S, Crane S. How can educators support general practice (GP) trainees to develop resilience to prevent burnout? Educ Prim Care 2016;27(6):487–93. doi:10.1080/14739879.2016.1217170. [Accessed 20 November 2020].
  59. Sultan N, Torti J, Haddara W, Inayat A, Inayat H, Lingard L. Leadership development in postgraduate medical education: A systematic review of the literature. Acad Med 2109;94(3):440–49. doi:10.1097/ACM.0000000000002503. [Accessed 20 November 2020].
  60. Sadowski B, Cantrell S, Barelski A, O›Malley PG, Hartzell JD. Leadership training in graduate medical education: A systematic review. J Grad Med Educ 2018;10(2):134–48. doi: 10.4300/JGME-D-17-00194.1. [Accessed 20 November 2020].
  61. Manski-Nankervis JE, Sturgiss EA, Liaw ST, Spurling GK, Mazza D. General practice research: An investment to improve the health of all Australians. Med J Aust 2020;212(9):398–400.e1. doi: 10.5694/mja2.50589. [Accessed 20 November 2020].
  62. Mesko B, Győrffy Z, Kollár J. Digital literacy in the medical curriculum: A course with social media tools and gamification. JMIR Med Educ 2015;1(2):e6. doi: 10.2196/mededu.4411. [Accessed 20 November 2020].
  63. Sturgiss E, Haesler E, Anderson K. General practice trainees face practice ownership with fear. Aust Health Rev 2016;40(6):661–66. doi: 10.1071/AH15153. [Accessed 20 November 2020].
  64. Tekian A, Hodges BD, Roberts TE, Schuwirth L, Norcini J. Assessing competencies using milestones along the way. Med Teach 2015;37(4):399–402. doi: 10.3109/0142159X.2014.993954. [Accessed 20 November 2020].
  65. Reed S, Shell R, Kassis K, et al. Applying adult learning practices in medical education. Curr Probl Paediatr Adolesc Health Care 2014:44(6);170–81. doi: 10.1016/j.cppeds.2014.01.008. [Accessed 20 November 2020].
  66. World Organization of National Colleges, Academies and Academic Associations of General Practitioners/Family Physicians (WONCA). Bangkok: WONCA, 2020. Available at www.globalfamilydoctor.com [Accessed 20 November 2020]. [Accessed 20 November 2020].
  67. United Nations Economic, Scientific and Cultural Organization. Prototype of a national curriculum. Paris: UNESCO, 2017 [Accessed 2 December 2020].
  68. Schneiderhan J, Guetterman TC, Dobson M, 2019, Curriculum development: A how to primer. Fam Med Community Health 7(2):e000046. doi: 10.1136/fmch-2018-000046. [Accessed 2 December 2020].
This event attracts CPD points and can be self recorded

Did you know you can now log your CPD with a click of a button?

Create Quick log

Advertising