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Practice Experience Program is a self-directed education program designed to support non vocationally registered doctors on their pathway to RACGP Fellowship
RACGP offer courses and events to further develop the knowledge you need to develop your GP career
2022 RACGP curriculum and syllabus
for Australian general practice
The Abuse and violence: working with our patients in general practice provides the best-available current evidence for GPs
Stay up-to-date with the latest information and resources on the COVID-19 vaccine rollout.
Download the Standards for general practice (5th edition) - a benchmark for quality care and risk management in Australian general practices
Coronavirus (COVID-19) resources for general practitioners
Advice and guidelines for GPs and practice teams to help protect general practice information systems
Video consultations can provide convenient and accessible healthcare delivery
Read all of the RACGP reports and submissions on various healthcare topics
Read all of the RACGP position statements on various healthcare topics
Join our RACGP Facebook groups
AGPT practice and supervisor handbook
The RACGP approach to in-practice assessment of registrars during training is known as Workplace Based Assessment (WBA). There are a number of assessments that make up WBA. These occur at multiple points throughout training and supervisors have a key role in these assessments.
Early assessment for safety and learning (EASL)
The Early Assessment for Safety and Learning (EASL) has been designed to assist you develop a safe clinical environment for your registrar’s patients. It will also help you understand your registrar’s learning needs and in developing the registrar’s ‘Clinical Supervision Plan’.
The EASL has three components:
EASL is completed within the first four weeks of GPT1. For more information about the EASL, refer to the Early Assessment for Safety and Learning Supervisor – A guide for supervisors.
Mid-term and end-of-term appraisals
Supervisors are also asked to complete a mid- and end-of-term appraisal with their registrars in each of GPT 1, 2 and 3.
The multiple opportunities for feedback are also opportunities to assess your registrar. When you provide feedback, you should also reflect on how the registrar’s performance relates to the expected standard at this stage of training. These multiple assessment points can be used to inform mid- and end-of-term appraisals.
For more information about mid-term and end-of-term appraisals, refer to the Mid-term and end-of-term appraisals: a guide for GP Supervisors.
External clinical teaching visits
External clinical teaching visits (ECTVs) are formative assessment processes and each registrar must take part in at least five during training. We aim to conduct these assessments twice in GPT1 and 2 and once in GPT3, although this may vary due to unforeseen circumstances. ECTVs may also be used as an educational tool to support registrars if required.
Each visit entails an external experienced GP (external clinical teaching [ECT] visitor) attending your practice (in person or remotely) to observe the registrar during consultations and conduct case-based discussions and random case analyses. During the ECTV the registrar should have no patients booked in for the first 30 minutes to allow time for the ECT visitor to discuss the educational goals for the ECTV. After this, patients should be booked in every 30 minutes to allow time for feedback immediately following each consultation. At the end of the visit there will be an opportunity for the supervisor and the ECT visitor to discuss the registrar and their progress.