AGPT practice and supervisor handbook

Glossary

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Table of contents

Last revised: 27 Mar 2024

Glossary

Academic post	A 0.5 FTE research and medical education term undertaken as part of the AGPT program over 52 calendar weeks.
Accredited Australian or New Zealand hospital	Either: 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)	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.
Candidacy	The three-year period, separate to training program time, during which a registrar can attempt Fellowship exams.
Candidate	The medical practitioner eligible to sit RACGP Fellowship exams.
Completion of training	The point at which the RACGP deems that the Registrar has completed their Training Program requirements, as per the Training Program Requirements Policy.
Comprehensive Australian general practice	As defined in the Comprehensive Australian General Practice Guide.
Conflict of interest	A situation in which it is reasonable to conclude that an individual’s or group of individuals’ personal interests directly conflict with the best interests of the GPiT or where individuals’ actions may be influenced by their personal interests rather than education and training outcomes. A Conflict of Interest includes, but is not limited to, when: close personal friends or family members are involved, an individual or their close friends or family members may make financial gain or gain some other form of advantage, and an individual is bound by prior agreements or allegiances to other individuals or agencies that require them to act in the interests of that person or agency or to take a particular position on an issue.
Core vocational training	General practice term (GPT)1, GPT2, GPT3 and Extended Skills Training term of the AGPT program.
Cultural safety	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.
Designated Supervisor	The medical practitioner who has ultimate responsibility for a registrar and manages their supervision by the supervisory team to ensure safe patient care. A designated supervisor provides formal and informal teaching, feedback and assessment.
Education and training requirements	The mandatory components of the Registrar's RACGP-Approved Program as defined in the relevant Registrar handbook.
Extended skills training	A 26-calendar week (FTE) term undertaken to extend the depth and breadth of the Registrar’s skill base in an area relevant to general practice.
Fellowship	Admittance to either: Fellowship of the RACGP (FRACGP), or FRACGP and Rural Generalist Fellowship (FRACGP-RG).
Fellowship exams	The exams run by the RACGP that assess competency for unsupervised general practice anywhere in Australia including: Applied Knowledge Test (AKT) Key Feature Problem (KFP), and 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.
Hospital rotations	The time medical practitioners spend working in different medical disciplines in the jurisdiction of an accredited Australian or New Zealand hospital.
In-practice education	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. MM 1 is a major city and MM 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 MM 2–7 areas. More information on MM areas can be found on the Department of Health and Aged Care website.
National team	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.
Out-of-practice education	Education that occurs outside of regular clinical practice, requiring specific resourcing not easily provided within the practice environment, including interactions with experienced practitioners and educators from outside the Registrar’s work environment.
PRODA	A Services Australia online identity verification and authentication system.
Program team	The training coordinator and medical educator assigned to a registrar.
Program time	The length of time required to complete the AGPT program.
Provider number	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 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 and cultural educator. They may be involved in accreditation of training sites and educational workshops.
Registrar	A medical practitioner enrolled in the AGPT program.
Remediation	The process by which the Registrar receives additional support requiring funding and suspension of Program Time in order to address performance concerns.
Remote supervision	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.
Safety	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.
Supervisor	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.
Supervisor Professional Development	Activities designed to improve the skills of the GP supervisor as an educator. SPD is the term used to distinguish these skills from CPD which is the term used for professional development as a clinician.
Training region	An area in which the RACGP delivers general practice training as defined by the relevant Training Program.
Training site	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.
Training stream	Subdivisions of the AGPT program. These are: the general stream, and the rural stream.
Wellbeing	The state of being comfortable, healthy or happy. Educational wellbeing is ensured when the registrar feels engaged, safe and supported in the learning environment.
Workplace-based assessments	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.

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