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- Directors’ Quick Reference
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- Fact Sheet 1.7 Australian Health System and Medicare
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- Practices
- Professional Development
- Providing Structure to the Consultation
- Resources
- Before The Registrar Starts Check List
- Before the registrar starts FAQ
- Behaviour Self-Audit Checklist
- Bullying and Harassment: Pursuing Zero Tolerance in General Practice Guide
- Bullying, Discrimination and Sexual Harassment
- Cultural Inclusion Checklist
- Cultural Inclusion Policy
- Cultural Inclusion Policy
- Decision Guide for Notifiable Conduct
- Employment and Training Checkin
- FAQ Workforce Planning & Prioritisation
- Frequently Asked Questions
- Identifying and Managing Medico-legal Risks FAQ
- Incident Reporting Form: Bullying and Harassment
- Mandatory reporting of colleagues FAQ
- Medicare compliance FAQ
- MPN post-fellowship FAQ
- Navigating Services Australia for practice / supervisor payments FAQ
- Orientation Checklist for GP Registrars
- PM Guide to Vocational Training Placements
- POLICY: Social media template
- Practice Resources
- Practice Resources
- Practice well-being: leading from the front during a crisis FAQ
- Proactively Addressing Conflict in Registrar Placements For GP Supervisors and Practice Managers Guide
- Registrar leave FAQ
- Shared debt recovery scheme FAQ
- Supervision Resources
- ‘It could be anything’ – Helping your registrar manage uncertainty FAQ
- A “Call for Help” List for Supervisors and Registrars FAQ
- Abdominal Pain
- Abnormal Liver Function Tests Teaching Plan
- Abnormal Uterine Bleeding
- Aboriginal and Torres Strait Islander Health
- Aboriginal and Torres Strait Islander Health Assessments Teaching Plan
- Acne Teaching Plan
- Activity Sheet: Talking with Adolescents
- Acute Bronchitis Teaching Plan
- Acute Monoarthritis Teaching Plan
- Ad hoc supervision and informal teaching FAQ
- Adolescent Health teaching plan
- Adults with disabilities teaching plan
- Allergic Rhinitis Teaching Plan
- An introduction to GP supervision – roles, responsibilities and rewards FAQ
- Antenatal Care teaching plan
- Anxiety Teaching Plan
- Are they safe in there? Clinical supervision and the use of Random Case Analysis FAQ
- Are you OK? Self-Care Prompt
- Article: ‘Building’ a History Rather Than ‘Taking’ One
- Article: Cultural Diversity in Health Care
- Assessing and managing registrars with performance issues to work well FAQ
- Assessing your registrar’s telehealth consultations FAQ
- Asthma Teaching Plan
- Atrial Fibrillation Teaching Plan
- Attention Deficit Hyperactivity Disorder (ADHD) Teaching Plan
- Austalian Slang Dictionary
- Auto Fill Post Diagnosis Stage 1 Dementia
- Back Pain Teaching Plan
- Breaking Bad News
- Breast Lumps
- Calgary – Cambridge Framework
- Care of RACF Residents Teaching Plan
- Case Study 1: How to Break Bad News
- Case Study 2 How to Break Bad News
- Cellulitis Teaching Plan
- Chest Pain Teaching Plan
- Child Abuse Teaching Plan
- Child Mental Health and Wellbeing Teaching Plan
- Chronic Kidney Disease Teaching Plan
- Clinical Reasoning
- Clinical Yarning Teaching Plan
- Coeliac disease Teaching Plan
- Common infections in general practice – FAQ Part 1
- Common infections in general practice – FAQ Part 2
- Consultation Questions – Open Versus Closed
- Consultation Skills Toolbox
- Contraception Teaching Plan
- Contraception: an update for GP supervisors FAQ
- COPD FAQ
- COPD Teaching Plan
- Cough Teaching Plan
- Culture and Mental Illness
- Dementia – diagnosis Teaching Plan
- Dementia diagnosis in practice
- Dementia Driving and Cognition Education Activity
- Dementia Management Teaching Plan
- Dementia Post Diagnosis Management Autofills
- Dementia Resources
- Dementia Webinar Activity – Medication Management
- Depression Teaching Plan
- Dermatitis Teaching Plan
- Developing Communication Skills in Stage 1 of the Constultation
- Diabetes Mellitus – Screening, Diagnosis and Assessment Teaching Plan
- Diagnosing Dementia Teaching Plan – Webinar Activity
- Diarrhoea Teaching Plan
- Difficult Doctor – Patient Relationships
- Difficult Doctor-Patient Relationships
- Diverticular Disease Teaching Plan
- Dizziness Teaching Plan
- Doctors’ health and self-care teaching plan
- Domestic Violence in a Pandemic – a Primary Care Response FAQ
- Early Medical Abortion (EMA)
- Educational Resources – clinical topics catalogue
- Endometriosis FAQ
- Endometriosis Teaching Plan
- Erectile Dysfunction Teaching Plan
- FAQ – Long COVID
- FAQ Effective use of HealthPathways
- FAQ Empowering Neurodivergent Registrars
- FAQ How can GP supervisors better facilitate reflective practice in their registrars?
- FAQ Men’s Health
- FAQ Supporting and Training Registrars in Poorly Resourced Environments
- Fatigue Teaching Plan
- Feedback FAQ
- Feedback Guide
- Fever in Children Teaching Plan
- Fitness to Drive Teaching Plan
- Follow Up and Safety Netting Consultation Skills Teaching Plan
- Foot and Ankle Problems Teaching Plan
- Formal teaching and problem case discussion FAQ
- General Practice Supervisory Relationship Measure (Supervisors)
- Genomics in General Practice Teaching Plan
- GORD Teaching Plan
- GOUT Teaching Plan
- GP Supervisory Relationship Measure
- GPSA as CPD Provider
- Guide Navigating bullying,discrimination and sexual harassment in the general practice workplace
- Haematuria Teaching Plan
- Hand and Wrist Teaching Plan
- Headache Teaching Plan
- Health Education, Brief Intervention and Motivational Interviewing Consultation Skills Teaching Plan
- Heart Failure Teaching Plan
- Helping registrars build skills in Advance Care Planning FAQ
- Helping the Registrar Manage Patients impacted by Domestic Violence
- Helping the Registrar Plan Their Learning
- Hepatitis C Teaching Plan
- Hereditary Haemochromatosis Teaching Plan
- History Taking Consultation Skills Series Teaching Plan
- How to conduct a telehealth consultation FAQ
- How to do … Direct Observation
- How to do… problem case discussion
- How To Make the Most of the ECTV
- How to Manage COVID-19 FAQ
- How to Support Best Practice Use of AI Scribes
- How to Teach a Procedural Skill FAQ
- How to teach registrars about managing mental health conditions FAQ
- How to teach your registrar about coeliac disease FAQ
- How to… Assess and teach clinical reasoning during case discussion
- How to… Give Effective Feedback
- How to… Random Case Analysis
- Hyperlipaemia
- Hypertension Teaching Plan
- Identifying Aboriginal and Torres Strait Islander Status Teaching Plan
- Identifying and Supporting GP Registrars at Risk Guide
- Identifying and Supporting GP Supervisors at In Difficulty
- Identifying and supporting GP supervisors in difficulty FAQ
- Immunisations
- Inclusive healthcare
- Inflammatory Bowel Disease Teaching Plan
- Information Sheet: How Do I Ask About Alcohol and Other Drugs
- Information Sheet: Taking a Sexual History
- Insomnia Teaching Plan
- Intimate Partner Violence Teaching Plan
- Introduction to Aboriginal and Torres Strait Islander People and their Health Teaching Plan
- Introduction to consultation and feedback FAQ
- Irritable Bowel Syndrome
- Knee Pain Teaching Plan
- Learner wellbeing and self-care
- Leg Ulcers Teaching Plan
- LGBTQIA+ Health and Inclusive Healthcare in General Practice – An Introduction to Teaching and Learning Guide
- LGBTQIA+ HEALTHCARE Health Needs of People With Intersex Variations
- LGBTQIA+ inclusive healthcare
- Life hacks and self care FAQ
- Long-acting reversible contraception (LARC)
- Lower Urinary Tract Symptoms Teaching Plan
- Lymphadenopathy Teaching Plan
- Management of Type 2 Diabetes Mellitus Teaching Plan
- Managing dementia care FAQ
- Managing dementia stage 3 – Advanced Care FAQ
- Managing the patient with ADHD FAQ
- Managing the stress and mental health of GP registrars FAQ
- Managing Uncertainty Consultation Skills Teaching Plan
- Managing Uncertainty in General Practice
- Maximising the educational value of the ECTV FAQ
- Mechanics of prescribing in general practice teaching plan
- Medico-legal Risks of After-Hours/On-Call for GP registrars and supervisors FAQ
- Menopause Teaching Plan
- Metabolic dysfunction-associated fatty liver disease (MAFLD) Teaching Plan
- Minimising diagnostic error – strategies to support your registrar FAQ
- Multiple Myeloma Teaching Plan
- Navigating Medicare teaching plan
- Neck Pain Teaching Plan
- Nocturnal Enuresis Teaching Plan
- Non-melanoma Skin Cancer Teaching Plan
- Observing your registrar: refine your skills FAQ
- Open versus Closed Questions – Worksheet
- Orientation to GP Supervision
- Osteoarthritis Teaching Plan
- Osteoporosis Teaching Plan
- Otitis Media Teaching Plan
- Overweight and Obesity Teaching Plan
- Patient safety
- Patient safety incidents teaching plan
- Patient-centred care consultation skills teaching plan
- Peripheral neuropathy teaching plan
- Peripheral oedema teaching plan
- Peripheral vascular disease teaching plan
- Physical examination consultation skills series teaching plan
- Pigmented skin lesions teaching plan
- Planning learning FAQ
- PODCASTS
- Polyarthritis teaching plan
- Polymyalgia Rheumatica and Giant Cell Arteritis Teaching Plan
- Polypharmacy & Deprescribing Consulation Skills Teaching Plan
- Practice Developing Communication Skills – exercises
- Practice-Based Teaching Guide
- Preparing your registrar for StAMPS FAQ
- Preventative health and screening consulation skills teaching plan
- Professional and Ethical Practice Consultation Skills Teaching Plan
- Psychedelic-assisted therapy for mental illnesses FAQ
- Quality Medical Records Consultation Skills Teaching Plan
- Questioning Strategies to Extend Thinking
- R4.17 Australian Slang Dictionary
- R4.18 Slang Terms in the Consulting Room Information Sheet
- R4.19 Body Slang Exercise Worksheet
- Random Case Analysis FAQ
- Random Case Analysis in General Practice Guide
- Rational Antibiotic Prescribing Consultation Skills Teaching Plan
- Rational Prescribing Guide
- Rational Prescribing in General Practice Consultation Skills Teaching Plan
- Rational Test Ordering Consultation Skills Teaching Plan
- Rational Test Ordering FAQ
- Red Eye Teaching Plan
- Reducing diagnostic error teaching plan
- Reflective practice FAQ
- Self-assessment tool for IMG GP registrars
- Sepsis Teaching Plan
- Sexually Transmitted Infections Teaching Plan
- Shoulder pain teaching plan
- Sinusitis Teaching Plan
- Slang Terms in the Consulting Room
- Smoking Cessation Teaching Plan
- Sore Throat Teaching Plan
- Strategies for dealing with the challenging patient
- Structure of the Consultation – Building the Relationship
- Structure of the Consultation – Closing the Session
- Structure of the Consultation – Explanation and Planning
- Structure of the Consultation – Gathering Information
- Structure of the Consultation – Initiating the Session
- Study Skills Guide – Template Illness and Management Script
- Study Skills Guide for GP Registrars Studying Smarter, Not Harder
- Superficial Bursitis Teaching Plan
- Supervising the International Medical Graduate (IMG) GP registrar FAQ
- Supervising the International Medical Graduate (IMG) GP Registrar Guide
- Supervision in After-Hours Environments Guide
- Supervision in After-hours Environments in General Practice
- Supervision of registrars undertaking teleconsultations FAQ
- Supervision Plan
- Supervisor assessment tool for IMG GP registrars
- Supporting GP registrars to manage patient boundaries FAQ
- Supporting your registrar to provide best practice care for nursing home residents FAQ
- Supporting your registrar to provide best practice Disability Care FAQ
- Supporting your registrar’s preparation for the Clinical Competency Examination FAQ
- Teaching & Learning
- Teaching Clinical Reasoning Guide
- Teaching professional and ethical practice FAQ
- Teaching professionalism in general practice FAQ
- Teaching professionalism in general practice guide
- Teaching that connects FAQ
- Teaching the diagnosis of dementia FAQ
- Teaching Your Registrar About Chronic Disease Management and MBS Related Items
- Teaching your registrar about Chronic Disease Management: how to complete a Care Plan FAQ
- Teaching your registrar about Chronic Disease Management: how to complete a Time-Based Health Assessment FAQ
- Teaching your registrar about LGBTQIA+ Inclusive Care FAQ
- Teaching your registrar about STI management FAQ
- Teaching your registrar how to approach dermatological problems FAQ
- Teaching your registrar how to conduct a consultation FAQ
- Teaching your registrar how to engage and manage obese and overweight patients FAQ
- Teaching yourself and your registrar about Aboriginal and Torres Strait Islander Health FAQ
- Team Leadership in General Practice Guide
- Telehealth and Aboriginal and Torres Strait Islander patients FAQ
- Template: Random Case Analysis
- The General Practice Learning Environment Call for Help list
- The GP Supervisory Relationship Measure for Registrars (GP-SRMR)
- The New Supervisor in General Practice Guide
- Thyroid disease teaching plan
- TIA & Stroke
- Time management consultation skills series teaching plan
- Tinnitus teaching plan
- Upper respiratory tract infection teaching plan
- Urinary incontinence teaching plan
- UTI Teaching Plan
- Vertical and Horizontal Learning Integration in General Practice Guide
- Viral illness teaching plan
- Vitamin B12 deficiency teaching plan
- Voluntary Assisted Dying in Victoria FAQ
- What can Findings of the ReCEnT Project Contribute to Supervisors’ Training of their registrars? FAQ
- What to teach your registrar about identifying and treating patients with a history of childhood trauma FAQ
- What to teach your registrar about patient testing, treatment and prevention of HIV AIDS FAQ
- What to teach your registrar about prenatal screening FAQ
- What to teach your registrar about Veterans’ Health FAQ
- What to teach your registrars about behavioural issues in children FAQ
- Workers compensation
- Worksheet: Attitudes to Alcohol and Other Drugs
- Worksheet: Attitudes to Mental Health
- Worksheet: Perceptions About Causes and Treatment of Mental Disorders
- Writing quality referrals consultation skills teaching plan
- Young people with depression FAQ
- Consultation Game – Extra Content
- Topical Teaching
- Teaching Plans
- Telehealth with Aboriginal Patients who are Hard of Hearing
- The future of GP training with ACRRM and RACGP FAQ
- The future of GP training with ACRRM FAQ
- The future of GP training with RACGP FAQ
- Training Requirements
- Workplace Discrimination, Bullying and Harassment Policy
- Apps and Games
- General Practice Clinical Learning Environment Framework
- Strategic Planning 2023
- Teaching Plans
- This resource has been retired
- Using the Workplace Conduct Incident Report Form
- Women in GP Supervision
- Advocacy
- Research
- ‘It’s the vibe’: quantifying ‘quality’ in the general practice clinical learning environment’,
- 2018 GPSA National Survey Report
- 2021 GPSA National Survey Report
- 2022 GPSA National Survey Report
- 2023 GPSA Annual National Supervision Survey Report
- 2024 National Survey Report
- 2025 National Survey Report
- Brave enough to be vulnerable: a GP Training requirement
- Burnout? It’s more common than not
- CIRCLE Explanatory Statement – P4 Interviews
- Exploring innovations: the ‘Syndicate Employment Model’
- Fixing the leaky general practice training pipeline: identifying placement barriers and enablers
- GP/RG supervision: Roles and responsibilities
- GP/RG supervision: The benefits
- GP/RG supervision: Understanding payments and professional development
- More Supervisors for Teaching the Next Generation of Rural GPs
- Pathway to becoming a RACGP AGPT GP/RG supervisor (on-site)
- Research – what does GP Supervision cost?
- Research Manuscript Repository
- Research: Orientation to Supervision: Team Supervision information sheet
- Serious games in medical education – explanatory statement
- Supervision Roadmap: Rural Generalist Training in Victoria
- The supervision team: A team-based approach to general practice supervision
- Women in Supervision – Summary of Findings
- WONCA APR Poster Presentation
- National Survey
- Research Themes
- ACRRM’s Flexible Funding Model Explained FAQ
- National Consistent Payments (NCP) and Flexible Funding for GP Training FAQ
Contact
GPTA Ltd t/as GP Supervision Australia
PO Box 787 Gisborne Vic 3437
Level 40/140 William Street Melbourne Vic 3000
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