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 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.
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.
Registrars often struggle to facilitate an effective, organised, and time-efficient consultation with their patients.
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.
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.
Gathering data comprises the skills of effective history taking and physical examination.
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.
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.
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.
In this video, Karen Nicholls discusses an approach to providing culturally safe care to Aboriginal and Torres Strait Islander patients.
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.
Risk communication is an essential part of shared decision making and evidence-based patient choice.
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.
In this video, Justin Coleman and Simon Morgan discuss teaching and learning professional and ethical practice in general practice.
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.
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.
Counselling is a common element of the general practice consultation.
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.
Rational prescribing is ‘the judicious, appropriate, safe and efficacious use of medicines’, and is known to be a challenging area for GP registrars.
Management planning is a core aspect of the effective and safe consultation.
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.
Maintaining good quality medical records is a core aspect of good quality practice.
Recognising one’s limitations and appropriate help-seeking is a core general practice skill, and a fundamental aspect of safe practice and effective learning.
In this video, Gerard Ingham discusses the call for help list.
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
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.
In this video, Simon Morgan discusses how to assess the registrar undertaking a telehealth consultation.
RACGP Guide to providing telephone and video consultations in general practice
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.
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.
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.
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.
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.
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.
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.
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.
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:
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




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):
T. Is this patient trying to tell me something?




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

The term ‘long COVID’ is generally used to describe both:
“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.”
‘Sick and Tired: Casting a long shadow’ summary of report recommendations:
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.
Your female registrar discusses a 50 year-old man she saw this morning for a checkup:
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.
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
** Coleman J. Excessive PSA testing in general practice. Med J Aust 2021; 215 (5)
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.
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.