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Regional training organisations

RACGP Standards for general practice training

RACGP Standards for general practice training

The second edition of the RACGP Standards for General Practice Training (formerly the RACGP VT Standards) have been endorsed and have been uploaded. Prior to the training standards being uploaded onto the website you are able to download a copy.

Download the Standards for general practice training (PDF)

Models of Supervision and other variations to the training standards

The training standards allow for increased flexibility in how supervision is offered to registrars – especially those in rural and remote areas.

Under the training standards, models of supervision need to be approved by the RACGP.
Approved models of supervision are available to enable RTOs to select a model that may be relevant to their situation. Models may be adapted but the RTO will need to make an application to the RACGP to have the model approved.
As more models are approved, they will be uploaded to this site.

Other variations may also be considered. This may include (but are not limited to) alternative ways of meeting the paediatric rotation requirements and diversity of practice requirements in some settings.

Background on the 2nd edition

The second edition of the RACGP standards for general practice training (training standards) was endorsed by the RACGP Council in December 2015. Changes to the training standards contained in the second edition is based on stakeholder feedback and follows insights gained through the first round of Bi-College Accreditation.

Feedback was consistent from a range of stakeholders. The main areas of concern focused on the following areas:

  • explanations that accompanied the standards that some found too proscriptive and in some cases confusing,
  • clarification about what was meant by benchmarking against competencies,
  • clarification about levels of supervision and how this can be managed.

These concerns were addressed in the following ways:

  • Additional guidance that may be of use to those less familiar with the training standards and how to meet them is included for each criteria. At the same time RACGP requirements have been clearly specified. These requirements are the inputs that need to be met to comply with RACGP policies and the Accreditation Management Agreement, limitations imposed by external funding (e.g. the amount of funded face-to-face teaching hours), processes to ensure the delivery of general practice training (i.e. requirements for continuity of care, range of presentations etc.) , essential processes to comply with Bi-College Accreditation and the requirements of the Australian Medical Council that are placed on the RACGP as a specialist medical college. The number of requirements has been kept to a minimum.

  • Where competencies have been mentioned, they are now clearly linked to the Competency Profile of the General Practitioner, and the revised Curriculum for Australian General Practice.

The second edition of the RACGP Standards introduces one new standard (2.4) and nine new criteria to meet the standard. This new standard addresses a gap between Bi-College Principles 1 and 7 and the training standards. There is also a new outcome (1.3.3) with three new criteria.

The second edition remains outcomes-based and is enhanced by the addition of clear RACGP requirements, examples of evidence and guidance for the RTO in determining the best ways in which to comply with the training standards.

RTOs are measured against the training standards during Bi-College RTO Accreditation, annual reporting and conditions or recommendations monitoring. In collaboration with the RACGP they will be used to create new benchmarks for excellence in general practice training.

In the second addition of the training standards, RTOs continue to have the freedom to decide how to manage the training program. However, they will still need to seek the guidance of and permission from the RACGP in a few key areas such as variations to the training standards (for instance models of supervision and diversity of practice) as well as training post accreditation.