F4 – Induction, training and supporting performance

Recognising and responding to adverse health impacts associated with FDSV – including child abuse, child sexual abuse, neglect, and coercive control – is essential for compassionate and effective patient care. FDSV can have significant short‑ and long‑term health impacts, and general practice is often a point of contact for people experiencing or affected by violence. Building capability across the practice team supports confidence, safety, and a coordinated response that is consistent with the National Plan to End Violence against Women and Children 2022–2032. It is estimated that a full-time GP sees around five women per week who have experienced intimate partner violence in the last 12 months, representing an opportunity for early intervention and ongoing support.

Professional development discussions are a valuable opportunity for employees and managers to:

• provide feedback
• set goals
• align their expectations
• identify strengths and areas for improvement.

A well conducted discussion can lead to improved performance and personal development, while fostering better communications and understanding in the team.

For each role, the practice could create a position description that includes the title of the role and the responsibilities and duties of the person in that role. This can then form the basis of:

• recruiting for the role
• training and development
• setting lines of accountability
• monitoring performance
• managing remuneration
• planning for succession.

Staff are required to sign their position description to indicate that they understand their role and responsibilities.

While all members of the practice team need induction, independent doctors in practice are not required to sign position descriptions.

All members of the practice team need to undergo induction when they commence work, so that they understand the practice’s:

• strategic approach to the provision of healthcare, including its mission, values, and commitment to safety and quality
• strategic and operational plans
• day-to-day operations, including systems, policies, and procedures
• workplace health and safety (WHS) requirements
• privacy and confidentiality requirements
• use of practice equipment and ICT, including internal data security measures, relevant to their role
• recall and reminder systems.

The induction needs to also include information about:

• key public health regulations
• local health and community services (for example, pathology, hospitals, referral networks).

Training is a continuous process, and regular training is needed to achieve competency when there are changes to the practice’s processes, systems, and equipment.

A strong professional development culture enhances employee growth, satisfaction, and capability.

Effective professional development means that the practice:

• has a clear professional development framework with scheduled discussions and defined objectives
• sets realistic goals that are aligned with the needs of the person and the practice
• tracks progress and recognises achievements
• has mechanisms for two-way feedback and open dialogue
• identifies learning opportunities, such as training and mentoring.

Managers need to document key discussions, actions, and development needs. These discussions are collaborative and separate from salary reviews.

Training prepares the practice team to recognise signs that may be consistent with abuse or violence and to respond safely and respectfully when a patient raises or reports concerns, noting that such experiences occur outside the practice. Training does not require staff to screen or conduct clinical assessment.

To implement a practice pathway for members of the practice team, the practice could:

• adopt recognised guidance, such as the RACGP’s White Book and relevant HealthPathways
• keep a simple internal framework that outlines where resources are located, includes safe‑contact prompts, and identifies who to ask for assistance
• make available a brief local referral list, including after‑hours or crisis support contacts, and note these resources during induction or team briefings.

Practices are not expected to develop or deliver their own training. The practice could link team members to recognised training options and accept evidence of completion from external providers.

Members of the practice team are expected to complete training that is appropriate to their role. Where a team member has personal safety concerns or may be at risk of vicarious trauma, the practice could offer supportive alternatives to enable safe completion of the required training (for example, a different format, mode or timing).

When implementing or adopting guidelines, the practice could maintain an up‑to‑date collection of relevant resources and referral information and make these easily accessible to the team. Resources are provided below.

Medicare billing requirements are complex and subject to change. Awareness of reliable Medicare billing education resources supports accurate, ethical billing practices and helps reduce the risk of unintentional errors or non‑compliance.

The practice could:

• make members of the practice team aware of authoritative Medicare billing education resources relevant to their role (for example, MBS Online, AskMBS, RACGP Medicare guidance, or Department of Health and Aged Care materials)
• include information about available Medicare billing resources during induction, role‑specific training, or team briefings
• encourage team members involved in billing, claiming or administrative processes to access optional Medicare billing education or refresher activities appropriate to their responsibilities
• support ongoing awareness of updates to Medicare requirements by sharing relevant guidance or updates as they arise.

CPR training needs to:

• be conducted by an accredited training provider approved under the Australian Skills Quality Authority (ASQA) framework
• comply with ARC guidelines
• include the operation of an automated external defibrillator (AED), according to manufacturer’s instructions
• require trainees to physically demonstrate their skills and competency at the completion of the CPR course. CPR training that is completed solely online does not meet this requirement.

The RACGP requires that team members complete this training at least once every three years. (Other professional bodies may have different requirements for the frequency of CPR certification.)

A whole-of-practice approach to CPR training could build team confidence and readiness.

If the practice uses artificial intelligence (AI) tools, training needs to:

• include information about the safe and effective use of these systems
• support the practice team to understand the purpose, limitations, and appropriate use of AI tools
• reinforce the importance of clinical oversight and judgement when interacting with AI-generated outputs.

Given the rapid pace of change and complexity in the AI space, practices need to update their training regularly to reflect new capabilities, risks, and regulatory requirements.

Training or education in person-centred care could include:

• respecting the rights of consumers
• ensuring patient privacy and dignity
• communication skills
• shared decision-making
• understanding what matters and is most important in their care for an individual consumer
• understanding of and respect for different beliefs, customs and traditions.

This training could be provided by the practice or by external providers.