Term
|
Definition
|
| Applied Knowledge Test |
A component of the RACGP Fellowship exams designed to assess the application of knowledge in the clinical context of Australian general practice. |
| Assessment |
The systematic process for making judgements on the participant’s progress, level of achievement or competence, against defined criteria and standard. |
| BEACH data |
Bettering the Evaluation and Care of Health (BEACH) data is a national study of GP clinical activity that is used to analyse and report on the content of GP-patient encounters |
| ‘Call for help’ list |
A list of patient presentations or situations in which a registrar is expected to seek help from their supervisor |
| Candidate |
The medical practitioner eligible to sit RACGP Fellowship Exams. |
| Clinical audit |
A clinical audit is a quality improvement process that seeks to improve patient care and outcomes through systematic review of care against explicit criteria. |
| Clinical Competency Exam |
A component of the RACGP Fellowship exams designed to assess clinical competence and readiness for independent practice as a specialist GP. |
| Colleague |
A professional who the doctor directly works with in the same practice or indirectly works or collaborates with through the broader healthcare system. Includes other GPs, nursing and administrative staff, allied health professionals and non-GP specialists. |
| Competency |
An observable ability, integrating multiple components such as knowledge, skills, values, and attitudes. |
| Comprehensive Australian general practice |
As defined in the Comprehensive Australian general practice guidance document |
| Core vocational training |
The mandatory components of the AGPT program: three terms of general practice placements (GPT1,2,3) and an extended skills training term. |
| Curriculum and syllabus |
The RACGP curriculum and syllabus for Australian general practice describes the key competencies and learning outcomes of general practice education. It informs the development and delivery of training programs and guides learners by detailing the scope of educational content to be learnt across the domains of general practice, with suggestions for learning modalities and educational resources. |
| 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. |
| External clinical teaching visit |
An in-practice observational assessment, involving the direct observation of registrars in the context of their practice, by an external clinical teacher or medical educator. It includes the opportunity to provide education during the visit. |
| Feedback |
Specific information about the comparison between a registrar’s observed performance and a standard, given with the intent to improve the registrar’s performance. |
| 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. They include:
- Applied Knowledge Test (AKT)
- Key Feature Problem (KFP) test
- Clinical Competency Exam (CCE)
|
| Formative assessment |
Described as assessment for learning that uses low-stakes assessments. Formative assessments are activities in which a judgement about a registrar’s competency and learning needs is used to give feedback to the registrar on performance, encourage self-reflection and provide training. |
| Framework |
A conceptual structure for placing things in relation to each other. |
| General practice training terms |
In the AGPT and FSP program, referred to as GPT1, GPT2 and GPT3. The extended skills term is sometimes referred to as GPT4. |
| GPT |
- General practice training terms on the AGPT program:
- GPT1
- GPT2
- GPT3
|
| High-stakes assessment |
A summative assessment with major/significant consequences for a registrar’s training. |
| Key Feature Problem (KFP) |
The KFP is one of the RACGP Fellowship exams and is designed to assess clinical decision making and clinical reasoning in practice. |
| Local 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. |
| Low-stakes assessment |
A formative assessment used to give feedback on performance, encourage self-reflection and provide training. |
| Medical educator |
An experienced and qualified person who delivers education to the registrar; normally a GP but can also be a suitably qualified and experienced non-GP. |
| Portfolio |
A collection of evidence of learning progress and completion of assessments. Can include data that is quantitative (eg test scores) and qualitative (eg supervisor reports, self-reflections, practice visit reports). |
| Profession-led training |
The operational model for RACGP’s vocational training program as distinct from AGPT, delivered under the control of the Department of Health until 2022. |
| Progress |
Demonstrated improvement in competency. |
| Progressive assessment |
The assessment of registrars throughout training for the purpose of directing their education and for determining progress decisions based on the achievement of competency milestones. |
| ReCEnT |
The Registrars Clinical Encounters in Training research project measures the types of patients and conditions they are seeing during their training. It involves the registrar completing encounter forms for 60 consecutive consultations. |
| Registrar |
A medical practitioner enrolled in the Australian General Practice Training (AGPT) program or Fellowship Support Program (FSP). |
| Remediation |
The process by which a registrar receives additional support in order to address performance concerns. |
| Summative assessment |
Generally a high-stakes assessment, this is an activity in which a judgement is made against refined standards about a registrar’s competency. These judgements inform decisions such as progression, supervision needs and final sign-off of completion of training. |
| 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. |
| Training program |
Either the:
- Australian General Practice Training Program (AGPT), or
- Fellowship Support Program (FSP).
|
| Training region |
An area in which the RACGP delivers general practice training as defined by the relevant training program. |
| Workplace-based assessment |
Observation and assessment of a registrar’s practice to track progression through training. |