Consultation Skills Toolbox​

The GPSA Consultation Skills Toolbox is a repository of useful references and resources for GP supervisors, external clinical teaching visitors and medical educators.

The toolbox is divided into the following sections:

  • The consultation
  • Consultation models
  • Consultation skills
  • Challenging consultations.

The primary resources in this toolbox are the GPSA consultation skills teaching plans. References and other resources referred to in the teaching plans are not duplicated in the toolbox.

Two practical resources we recommend reading are the 2014 AFP article Consultation skill tips for new GP registrars and its 2024 companion article Consultation skill tips for new GP registrars – an update.

It is recognised that International Medical Graduates (IMGs) may have specific teaching and learning needs. For specific tools and resources for IMGs, visit the Supervising International Medical Graduates (IMGs) webpage.

For a broad overview of the teaching consultations skills, have a look at this webinar recording.

At the heart of general practice is the consultation, the means by which GPs deliver best practice care. In its simplest form, the consultation is the sharing of information between patient and doctor, to develop both a common understanding and a plan of management.

Consultation skills encompass communication skills, but also skills such as relationship building, identifying agendas, shared decision-making, time management and follow-up. Development of consultation skills is a fundamental element of Australian general practice training.

2014 AFP paper Consultation skill tips for new GP registrars

Understanding common pitfalls in the consultation can be very useful to guide teaching and learning.

In this video, Dr Andy Morgan discusses common pitfalls in consultations.

There have been a number of formal models of the consultation described in the international literature. Consultation models can be used as a framework to teach registrars about the importance of a structured, patient-centred and safe consultation.

Neighbour’s model proposed that the general practice consultation is ‘a journey, not a destination’, and described five ‘checkpoints’ along the way.

  • Connecting: Have we got rapport
  • Summarising: Do I know why the patient that has come today?
  • Handing over: – Have we agreed on a management plan?
  • Safety netting: – Have I covered the ‘what ifs’?
  • Housekeeping: – Am I in good shape for the next patient?

Neighbour R. The Inner Consultation: how to develop an effective and intuitive consulting style. 2nd ed. Oxford: Radcliffe Medical Press; 2004

The Calgary Cambridge Model incorporates the physical, psychological and social aspects of the consultation. In addition to its five stages, there are two ‘threads’ that run throughout the consultation.

Ron Roth, a GP supervisor from Victoria, has developed his own model as discussed in this recent journal article published in the AJGP (2022): A new framework for teaching the art of general practice consultation to registrars and supervised doctors.

He presents his model in this GPSA webinar.

Teaching the art of general practice consultation

Registrars often struggle to facilitate an effective, organised, and time-efficient consultation with their patients.

Resources

A critical first step in the consultation is to connect with the patient and establish a relationship. This includes building rapport and limiting use of the computer.

Resources

Effective communication is an essential skill in general practice consultations. There is strong evidence linking good communication with improved outcomes for both patients and doctors.
The ‘art of communication’ has been described as applying the most appropriate skills to suit each unique patient-doctor interaction.

Resources

Gathering data comprises the skills of effective history taking and physical examination.

Resources

In this video Dr Skye Boughen discusses how to teach evidence based medicine to your registrar.

Undifferentiated presentations are very common in general practice and establishing a pathological diagnosis is often not a realistic goal. Management of uncertainty of both diagnosis and management is an essential skill for general practitioners.

Resources

In this video Dr Gerard Ingham discusses a simple ‘3R’ approach to managing uncertainty.

In this video, Simon Morgan and Justin Coleman discuss some practical strategies to support registrars to better manage anxiety.

Further reading:

Patient-centred care can be regarded as where ‘the provider tries to enter the patient’s world to see illness through the patient’s eyes’. Common elements of patient-centred care include informing and involving patients; eliciting and respecting patient preferences; engaging patients and sharing decisions in management planning; and continuity of care.

Resources

Cultural competence is defined as ‘the development of awareness and respect for differences in social structure and culture, and acknowledgement of the impacts of these on health and wellness beliefs and ability to engage with health services’. Cultural competence is a core aspect of safe general practice.

Resources

In this video, Karen Nicholls discusses an approach to providing culturally safe care to Aboriginal and Torres Strait Islander patients.

Further reading:

Aboriginal and Torres Strait Islander health teaching plans
Aboriginal and Torres Strait Islander health guide
2008 AFP. ‘Patient-centred care – cultural safety in Indigenous health’

Clinical reasoning has been defined as ‘the sum of thinking and decision-making processes associated with practice … it enables practitioners to take … the best judged action in a specific context.’ It is a core element of high-quality general practice. Clinical reasoning encompasses skills in effective data gathering (history, examination and investigation); data synthesis and interpretation; communication; managing uncertainty; patient-centred care, and evidence-based medicine.

In this video, Simon Morgan explores clinical reasoning in the general practice training setting.

Resources

Risk communication is an essential part of shared decision making and evidence-based patient choice.

Resources

Medical professionalism is regarded as one of the core factors in providing high-quality patient care. Professionalism is closely associated with improvements in doctor-patient relationships, patient satisfaction, and healthcare outcomes.

Resources

In this video, Justin Coleman and Simon Morgan discuss teaching and learning professional and ethical practice in general practice.

Further reading:

Preventive healthcare is a core aspect of many consultations. It includes the prevention of illness, screening activities for the early detection of specific disease, and the promotion and maintenance of health. Preventive health is particularly important in addressing the health disparities faced by disadvantaged population groups, like Aboriginal and Torres Strait Islander people.

Resource

Effective health education involves the provision of accurate, timely, evidence-based, quality health information to patients, taking into account sociocultural factors and their level of health literacy. Two core skills for effective delivery of health education are brief intervention and motivational interviewing.

Resources

Non-rational testing, and/or over-testing, is increasingly recognised as an important issue in health care. Rational use of investigations is one of the core skills of Australian general practice training and previous research has demonstrated that this is a challenging area for GP registrars.

Resource

Rational prescribing is ‘the judicious, appropriate, safe and efficacious use of medicines’, and is known to be a challenging area for GP registrars.

Resources

Management planning is a core aspect of the effective and safe consultation.

Resources

 

The basis of effective continuity of care in general practice is appropriate patient follow up. Safety netting is a key element of follow-up to ensure patient safety and help manage uncertainty.

Resources

Maintaining good quality medical records is a core aspect of good quality practice.

Resources

Recognising one’s limitations and appropriate help-seeking is a core general practice skill, and a fundamental aspect of safe practice and effective learning.

Resource

In this video, Gerard Ingham discusses the call for help list.

Further reading:


2020 AJGP. A ‘call for help’ list for Australian general practice registrars

Time management in the general practice environment is particularly challenging, where every clinical assessment is required to be sufficiently comprehensive in scope to manage the presenting issues and exclude potentially serious causes, but also time efficient in order to meet patient demand. Time management is a core consulting skill but one that can take some time to develop.

Resource

Resources

Telehealth, using either phone or video technology, has increased significantly over recent years as a result of the COVID-19 pandemic. Telehealth consultations can be particularly challenging for IMG doctors as they require high level oral language skills to compensate for unavailability of non-verbal clues.

Resources


In this video, Simon Morgan discusses how to assess the registrar undertaking a telehealth consultation.

Further reading:

RACGP Guide to providing telephone and video consultations in general practice

Resources

Date reviewed: 17 July 2026

Please note that while reasonable care is taken to provide accurate information at the time of creation, we frequently update content and links as needed. If you identify any inconsistencies or broken links, please let us know by email.

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Autofill Post Diagnosis Stage 1 Dementia

For convenience, you can read through this resource here, or use the pdf tools at the top of the document to download and / or print the file.

To download a word version of this document click here.

Date reviewed: 17 July 2026

Please note that while reasonable care is taken to provide accurate information at the time of creation, we frequently update content and links as needed. If you identify any inconsistencies or broken links, please let us know by email.

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Dementia Management Activity

For convenience, you can read through this resource here, or use the pdf tools at the top of the document to download and / or print the file.

 

Date reviewed: 17 July 2026

Please note that while reasonable care is taken to provide accurate information at the time of creation, we frequently update content and links as needed. If you identify any inconsistencies or broken links, please let us know by email.

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How to: Give Effective Feedback

This resource offers guidance on how to provide effective feedback in GP supervision, focusing on improving communication and fostering professional growth. It emphasises the importance of clear, constructive feedback in enhancing learning outcomes for GP trainees.

For convenience, you can read through this resource here, or use the pdf tools at the top of the document to download and / or print the file. 

Date reviewed: 24 October 2025

Please note that while reasonable care is taken to provide accurate information at the time of creation, we frequently update content and links as needed. If you identify any inconsistencies or broken links, please let us know by email.

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Dementia Driving and Cognition Education Activity

For convenience, you can read through this resource here, or use the pdf tools at the top of the document to download and / or print the file. Download a word document version here.

Date reviewed: 16 July 2026

Please note that while reasonable care is taken to provide accurate information at the time of creation, we frequently update content and links as needed. If you identify any inconsistencies or broken links, please let us know by email.

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Article: Dementia Diagnosis in Practice

For convenience, you can read through this resource here, or use the pdf tools at the top of the document to download and / or print the file.

Source:
Australian Journal of Dementia Care April/May/June 2022 Vol 11 No 2

Date reviewed: 16 July 2026

Please note that while reasonable care is taken to provide accurate information at the time of creation, we frequently update content and links as needed. If you identify any inconsistencies or broken links, please let us know by email.

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Clinical Reasoning Game

Designed for medical students, pre-vocational doctors or GP registrars/RGs, the Clinical Reasoning Game helps you refine your diagnostic reasoning skills in a clinical setting – it’s interesting and engaging which will help retain vital skills and knowledge.

How it works

Number of players: As many as you like!

Aim: To practice diagnostic reasoning on random presentations to generate a broad list of differential diagnoses.
You can refine your differential diagnosis list as more cards are drawn and more information becomes available.
The game ends when it is no longer possible to explain all the information with a single diagnosis.

Purpose: Every player is a winner as they refine their diagnostic reasoning skills. There is no ‘right’ answer – the game is not competitive.

Tips

There are multiple approaches to diagnostic reasoning.
Trial different reasoning models to explore different styles of thinking, and to find potential blind-spots or biases in your thinking.

It is possible to draw a combination of cards which do not make sense, usually due to a clash of the age or gender of the patient with a presenting complaint or observations.
For example:

  • Demographics: 6-week-old male
  • Presenting complaint: Fevers
  • Initial observation: Talking in short sentences

If this happens, you can either consider a more appropriate similar presentation for the duration of the game e.g. consider “talking in short sentences” to mean “respiratory distress,” and proceed on this basis, or discard that card and draw another by clicking on the 2-way arrow icon beneath the card

Let's play!

Step 1 - Choose demographics card
  • To choose – click on the blue card
  • Before choosing the next card, click the 2-way arrow icon (this shuffles the deck to ensure the cards are randomly selected)

Step 2 - Choose a presenting complaint
  • To choose – click on the green card
  • Before choosing the next card, click the 2-way arrow icon (this shuffles the deck to ensure the cards are randomly selected)

Step 3 - Generate a list of differential diagnoses using one of the reasoning models below

There are multiple approaches to diagnostic reasoning. We encourage you to explore different models of diagnostic reasoning, including the surgical sieve, the anatomical model and Murtagh’s PROMPT model.

Consider the body anatomically and think about pathology of any particular structure which could explain the information shown on the cards.

This reasoning model uses a mnemonic to prompt the clinician through a list of possible causes or types of conditions in an effort to aid recall of known diagnoses:

V – Vascular
I – Infectious or Inflammatory
N – Neoplastic
D – Drugs or degenerative
I – Intoxication or idiopathic
C – Congenital
A – Autoimmune or allergic
T – Trauma
E – Endocrine
M – Metabolic or mental

Also known as Murtagh’s Model, PROMPT follows a series of logical steps in considering a differential:
P. What is the probability diagnosis (what is most likely)?
R. What serious conditions must be ruled out?
O. What conditions are often missed?
M. Consider the seven masquerades (conditions which can be difficult to diagnose because of their many possible presentations):

  1. Depression
  2. Diabetes
  3. Drugs
  4. Anaemia
  5. Thyroid dysfunction
  6. Spinal dysfunction
  7.  Urinary tract infection

T. Is this patient trying to tell me something?

Step 4 - Choose a general observation card
  • To choose – click on the brown card
  • Refine your differential diagnosis based on this additional information. This may mean discarding diagnoses or adding new ones.
  • Before choosing the next card, click the 2-way arrow icon (this shuffles the deck to ensure the cards are randomly selected)

Step 5 - Choose a finding or results card
  • To choose – click on the red card
  • Further refine your differential diagnoses based on this new information.
  • Before choosing the next card, click the 2-way arrow icon (this shuffles the deck to ensure the cards are randomly selected)

Step 6 - Find a single diagnosis which explains all the information present
  • Repeat Step 6 until there is only one single possible diagnosis which explains all the information present, at which point the game ends.
  • If there is no single possible diagnosis (leaving you to conclude that the patient must have two or more conditions to explain all the information gathered)… the game ends!

This resource, under the branding “Clinical Reasoning: The Game”, was originally created by GP Synergy with the support of the Australian Commonwealth Government under the AGPT Program.
To maximise accessibility, General Practice Supervision Australia (GPSA) has adapted The physical game to an online version under Intellectual Property rights granted in January 2023.

Date reviewed: 20 August 2026

Please note that while reasonable care is taken to provide accurate information at the time of creation, we frequently update content and links as needed. If you identify any inconsistencies or broken links, please let us know by email.

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FAQ: Helping your Registrar manage Patients with Long COVID

This webpage complements the webinar recordings on this topic, available either via our YouTube channel or in audio format by clicking on the corresponding button below:

Let’s start with a case study

Identifying Long COVID

During your weekly teaching session, Nicole, your GPT1 registrar, asks you about a patient she has seen with ‘possible long COVID’:

  • 46-year-old woman
  • works as a hospital cleaner
  • PCR confirmation of COVID infection 8 weeks earlier
  • acute respiratory illness lasted 5 days
  • since respiratory illness settled, has experienced:
    • persistent fatigue
    • ‘brain fog’
    • muscle aches 
  • has missed a number of days of work over this period

Nicole says that “it sounds like Long COVID”, but admits she has never managed anyone with this before. She asks for your advice on how to proceed.

Apart from clinical care, what broad themes of quality general practice should be considered when responding to a registrar in Nicole’s situation?

What does the registrar need to learn?

Learners will come with learning needs – mainly those they want to learn. These are driven by identified knowledge and skill gaps, and exams…

But there are many things they need to learn.

The RACGP uses the star analogy to describe general practice through 5 domains of general practice:

How would you help Nicole address the Unknown Unknowns in this scenario?

Teaching the registrar about uncertainty in the context of Long COVID

    • Accept that uncertainty is inevitable
    • Gather sufficient data
    • Identify the patient’s agenda
    • Reason analytically
    • Share decision-making
    • Seek evidence
    • Safety net

Why is Nicole asking for help?

What is the registrar really asking of you?

"Save me!"
"Help me!"
"Reassure me!"

How can the PQRST framework be used here?

What is the PQRST model?

P – What is the patient’s problem?
Q – What is the registrar’s question?
R – How well does the doctor reason?
S – What is the solution?
T – What can be taught?

Frequently Asked Questions

The term ‘long COVID’ is generally used to describe both:

  • Ongoing symptomatic COVID-19 – COVID-19 symptoms lasting more than 4 weeks
  • Post-Acute Sequelae of COVID-19 (PASC), also known as post-COVID-19 condition/syndrome

“Post COVID-19 condition occurs in individuals with a history of probable or confirmed SARS-CoV-2 infection, usually 3 months from the onset of COVID-19 with symptoms that last for at least 2 months and cannot be explained by an alternative diagnosis.

Common symptoms include fatigue, shortness of breath and cognitive dysfunction, as well as others that generally have an impact on everyday functioning. Symptoms may be new onset, following initial recovery from an acute COVID-19 episode, or persist from the initial illness.”

  • PASC is an emerging health issue, both in Australia and internationally.
  • Uncertainty remains regarding the prevalence of PASC in Australia.
  • Due to Australia’s unique context, the prevalence and impact of PASC will likely differ from that experienced internationally.
  • PASC develops in patients after the acute phase of COVID-19, regardless of initial disease severity.
  • It is a multisystemic condition with unclear pathogenesis.
  • With more than 200 symptoms described in the literature, patient presentation varies.
    Symptoms can be episodic and may fluctuate or relapse over time.
  • Known risk factors include:
    • Female sex
    • Older age
    • Not being up-to-date with vaccination against COVID-19
    • Severity of initial COVID-19 infection
    • Pre-existing co-morbidities
  • A current challenge with diagnosing PASC is the lack of consensus regarding classifications and diagnostic criteria.
  • No PASC specific diagnostic tests are currently approved in Australia.
    • If a diagnostic test was developed, it would require evaluation under the Therapeutic Goods Administration’s in vitro diagnostic regulatory framework.
    • To be funded under Medicare, the Medical Services Advisory Committee would need to assess its comparative safety, clinical effectiveness, cost-effectiveness, and total cost, and provide advice to Government.   
  • There are no medicines currently listed on the Pharmaceutical Benefits Scheme for the treatment of PASC.
    • Medicines may be available to treat symptoms related to PASC.

Sick and Tired: Casting a long shadow’ summary of report recommendations:

  • Improving data and data linkage on COVID-19 including long COVID through a single COVID-19 database
  • A definition of long COVID for interim use in Australia
  • Evidence-based guidelines for diagnosis and treatment co-designed with patients with lived experience
  • A nationally coordinated research program for long COVID and COVID-19
  • Improving COVID-19 vaccination communications for all population groups
  • Continuing to review the benefits of, and expanding access to, antiviral treatments for COVID-19
  • Improving the support provided to people experiencing long COVID with a focus on primary care supports
  • Indoor air quality and ventilation
  • The central role of primary care, particularly GPs, in management of people with PASC was emphasised throughout the Inquiry given:
    • A large proportion of patients with PASC have chronic symptoms.
    • PASC is considered to be a multisystem disease that can have psychosocial impacts.
  • Most people with PASC can be effectively managed through primary care services.
    • A small number of patients may require other (non-GP) specialist care.
  • People with PASC symptoms are likely to seek review from their GP in the first instance.
    • GPs have a key role in diagnosing, managing and supporting people with PASC.
  • For those requiring multidisciplinary care, GPs play an important role in referring patients to allied health services and coordinating ongoing patient management.
  • To be effective, primary care needs to be supported with education, specialist input, guidelines and resources.
  • Most people with PASC will receive management and support through primary care.
  • The Department of Health and Aged Care is developing a National PASC Plan. The Plan will be informed by:
    • Input from a number of areas across the Department
    • Recommendations handed down by the Committee
  • Key aims of the Plan are to:
    • Improve health system ability to deliver models of clinical care to people living with PASC
    • Develop PASC health resources for the public and healthcare providers
    • Support research to increase our knowledge of PASC and guide future policy and clinical care
  • The plan will be part of the Australian Government’s formal response to the Committee’s findings.

Date reviewed: 16 July 2026

Please note that while reasonable care is taken to provide accurate information at the time of creation, we frequently update content and links as needed. If you identify any inconsistencies or broken links, please let us know by email.

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FAQ: Teaching Your Registrar About Men's Health

Let’s start with a case study

Preventative interventions in males

Your female registrar discusses a 50 year-old man she saw this morning for a checkup:

  • born in Vietnam
  • emigrated in 1998
  • speaks reasonable English
  • a smoker
  • obese
  • high lipids
  • BP 164/90
  •  HbA1c 6.6%
  • has always thrown his National Bowel Screen kit in the bin.

She admits she became frustrated when much of the discussion side-tracked to whether he should get an STI check, because he said “I am married and don’t need those sorts of things”, becoming visually upset. 

What are the possible learning points for your registrar?

  1. in terms of the consultation flow?
  2. in terms of communication?
  3. in terms of clinical value for preventive health effort?

In terms of health value, what are the greatest risks for this patient?

For a man aged 50, the benefit is greatest for quitting smoking (24 fewer deaths per 1000 males per decade), which is 10 times the benefit of lowering lipids in a man with metabolic syndrome and 50 times greater than from participating in regular colorectal cancer screening.*

Benefits for women are generally lower, as their baseline risk is lower.*

*Ewald B, Del Mar C, Hoffman T. Quantifying the benefits and harms of various preventive health activities. AJGP (2018) vol 47:12

At what ago do you recommend PSA screening to your mal patients during a general checkup?

  • Screening is not recommended because the benefits have not been clearly shown to outweigh the harms
  • GPs have no obligation to offer PSA testing to asymptomatic men
  • If requested, after specific discussion to address the benefits and harms (from overdiagnosis and overtreatment) of prostate cancer screening, a PSA test is acceptable
  • There is no doubt Australian doctors order too many PSA screening tests.**

** Coleman J. Excessive PSA testing in general practice. Med J Aust 2021; 215 (5)

 

BEACH statistics: male presentations in general practice

Frequently Asked Questions

  • Overweight or obese; 1/4 older boys, 2/3 adult males
  • Sufficient physical activity in men ≥ 65y; 25%
  • Sufficient fruit and vegetable intake; 5%
  • 4 out of 5 heroin overdose deaths occur in males
  • 93% workplace deaths are in males (56% of the workforce)
  • Convicted for acts of violence, 90% male
  • Victims of violence, 80% male
  • Documented behavioural problems in schools, 90% male.
  • In every age group (including infancy) male deaths > female
  • In 1900, average life expectancy males 55y, female 58y
  • <14y M:F Death from accidental injury 2:1
  •  15–24y M:F MVA 3:1, suicide 3:1, all-cause 3.6:1
  • 25–65y M:F CAD 4:1, accidents 4:1, suicide 3:1, cancer 2:1, all-cause 2:1
*** Murtagh’s General Practice, 8th edition (2022). Ch 102 Male Health
  • Ask health screening questions and discuss preventative health measures 
  • Raise sexual and mental health concerns
  • Use their language – men have a wide variety in health literacy, sometimes unexpectedly
  • Assessing the patient’s literacy goes a long way in how you engage with each person and what type of health language you use  
It is common that those with a lower health literacy have bigger health problems (lower socio-economic)
Yes!
  • This can increase men’s engagement in their own health and therefore their relationship with their GP 
  • Understanding the individual and what their interests are (i.e. footy team, occupation etc ) can enhance future engagement 
  • Revealing your own interests (within reason – e.g. your footy team) can also enhance a patient-doctor relationship
  • When appropriate, simplify messages and instructions:
    • Information overload can be a major problem especially with complex medical issues  
    • A simple approach can mean the difference between a patient engaging and disengaging
    • Clear-cut simplified written instructions can be helpful
These can be summarised by the 5 A’s approach****
  1. Ask about risk factors or early signs of major health problems.
  2. Assess the level of risk and diagnose as early as possible.
  3. Advise and motivate patients to lower their risk. 
  4. Assist patients with pharmacological and non-pharmacological therapies.
  5. Arrange referral and follow-up. 

Date reviewed: 07 August 2026

Please note that while reasonable care is taken to provide accurate information at the time of creation, we frequently update content and links as needed. If you identify any inconsistencies or broken links, please let us know by email.

This website uses cookies. Read our privacy policy.

Supervision in After-Hours General Practice

Supervising general practice in after-hours environments can present unique challenges and opportunities for effective mentorship. This page provides practical guidance and resources for supervisors navigating after-hours care settings.

For convenience, you can read through this resource here, or use the pdf tools at the top of the document to download and / or print the file. This best-practice resource should be read in conjunction with the GPSA Supervision in After-Hours Environments Guide.


Date reviewed: 16 July 2026

Please note that while reasonable care is taken to provide accurate information at the time of creation, we frequently update content and links as needed. If you identify any inconsistencies or broken links, please let us know by email.

This website uses cookies. Read our privacy policy.