||A 0.5 FTE research and medical education term undertaken as part of the AGPT program over 52 calendar weeks.
||Addenda on a registrar’s medical registration may include restrictions, conditions, limitations, reprimands, supervision requirements, tribunal outcomes, suspensions, undertakings and/or any other remarks or changes. Refer to the AHPRA website for more information.
|Accredited Australian or New Zealand hospital
- an Australian hospital accredited by a postgraduate medical council against the Australian Medical Council requirements, or
- a New Zealand hospital accredited by a postgraduate medical council against the Medical Council of New Zealand requirements.
|Additional rural skills training (ARST)
||A training term of 52 calendar weeks (FTE) in an accredited training post that provides the appropriate depth and breadth of experience necessary to meet the requirements of the particular ARST curriculum.
||The three-year period, separate to training program time, during which a registrar can attempt Fellowship exams.
||The medical practitioner eligible to sit RACGP Fellowship exams.
|Completion of training
||The formal end point of the AGPT program, as assessed by an exit interview and completion of training report.
|Comprehensive Australian general practice
||Comprehensive Australian general practice:
prioritises holistic clinical person-centred healthcare
is founded on ethical and socially responsible practice
addresses the health needs of all people living in Australia in an equitable way
meets the particular needs of underserved populations, including those living in rural and remote regions and Aboriginal and Torres Strait Islander peoples.
Refer to the Comprehensive Australian general practice guidance document for more information.
|Conflict of interest
||A conflict of interest may arise in a situation where it could reasonably be concluded that a person’s capacity to make a decision on a matter is influenced by the fact that they hold other interests. A conflict of interest may include:
Refer to the GP in Training Safety and Wellbeing Policy for more information.
- an actual conflict of interest
- a potential conflict of interest
- a perceived conflict of interest.
|Core vocational training
||The mandatory components of the AGPT program: three terms of general practice placements (GPT 1,2,3) and an extended skills training term.
||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.
|Education and training requirements
||The mandatory components of the AGPT.
|Extended skills training
||A 26-calendar week (FTE) term that gives a registrar the opportunity to extend their skills in community general practice or pursue an area of interest relevant to general practice.
||Admittance to either:
- Fellowship of the RACGP (FRACGP), or
- FRACGP and Rural Generalist Fellowship (FRACGP-RG).
||The exams run by the RACGP that assess competency for unsupervised general practice anywhere in Australia. They include:
- Applied Knowledge Test (AKT)
- Key Feature Problem (KFP) test
- Clinical Competency Exam (CCE).
|Full-time equivalent (FTE)
||For the AGPT program, the RACGP determines FTE to mean 38 hours per week spent in training, which includes all practice time, and education and training program activities.
|General practice training terms
||In the AGPT program, referred to as GPT1, GPT2 and GPT3. The extended skills term is sometimes referred to as GPT4.
||The time medical practitioners spend working in different medical disciplines in an accredited Australian or New Zealand hospital.
||Education that takes place in community general practice under supervision.
|Local RACGP team
||RACGP staff with local knowledge and relationships who support registrars from the time they enter the AGPT program through to Fellowship. The team includes a training coordinator, medical educator, cultural mentor and an administrator.
|Modified Monash Model
||The Modified Monash Model (MMM) defines whether a location is a city, rural, remote or very remote. MMM 1 is a major city and MMM 7 is very remote. Overseas doctors (international medical graduates and foreign graduates of an accredited medical school) who are subject to section 19AB of the Health Insurance Act 1973 (Cwlth) must train on the rural pathway in MMM 2–7 areas. More information on MMM areas can be found on the Department of Health website.
||RACGP staff with oversight of the overall AGPT program, providing high-level educational leadership. They may provide guidance and decision-making in particular circumstances, such as educational support and remediation, application for extended leave and managing critical incidents.
||Education that occurs outside of regular clinical practice, including workshops, self-directed learning, peer learning and exam preparation.
||The medical practitioner who has ultimate responsibility for a registrar and manages their supervision by the supervisory team to ensure safe patient care. A primary supervisor provides formal and informal teaching, feedback and assessment.
||A Services Australia online identity verification and authentication system.
||The training coordinator and medical educator assigned to a registrar.
||The length of time required to complete the AGPT.
||A Medicare provider number is given to eligible health professionals who are recognised for Medicare services, and allows them to claim, bill, refer or request Medicare services, A registrar must apply for a unique provider number prior to starting in a general practice placement.
|RACGP Rural Generalist Fellowship
||The award of Rural Generalist Fellowship (FRACGP-RG).
|Regional RACGP team
||The team that manages a training region and provides support to the local team with specialised resources and expertise. Includes a registrar liaison officer, practice manager liaison officer, supervisor liaison officer and cultural educator. They may be involved in accreditation of training sites and educational workshops.
||A medical practitioner enrolled in the AGPT program.
||The process by which a registrar receives additional support in order to address performance concerns.
||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.
||The condition of being protected from or unlikely to cause danger, risk or injury. Educational safety is defined as a learning environment that values support, respectful communication, bidirectional feedback, reflection and the acquisition of new skills. It meets the learner’s current level of competency and learning needs and facilitates growth and learning.
||The medical practitioner contributing to a registrar’s supervision and education under the guidance of the primary supervisor. They may temporarily take on the duties and responsibilities of the primary supervisor when they are absent.
||An accredited GP who works in an accredited training practice and takes responsibility for the education and training needs of the registrar while in the practice.
||An area in which the RACGP delivers general practice training.
||A health service accredited by the RACGP where the registrar may undertake their general practice training. For AGPT registrars, this excludes the mandatory hospital training time.
||Subdivisions of the AGPT program: the general stream and the rural stream.
||The state of being comfortable, healthy or happy. Educational wellbeing is ensured when the registrar feels engaged, safe and supported in the learning environment.
||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.