A comprehensively structured learning environment is important to support seamless educational interactions, observations, and mix of learning interventions. It enables GP supervisors to utilise the whole context to promote learning.
What?
Six elements, 19 objectives, and 53 descriptors of quality for the general practice learning environment.
Why?
So practices can plan for, establish, and regularly appraise the quality of their learning environment for improved educational outcomes.
How?
Completing Learning Environment health check assessment tool/s, and accessing feedback and resources, like those listed below.
| GPCLE OVERVIEW |  VIEW |
| GPCLE FRAMEWORK | VIEW |
| GPCLE JOURNAL ARTICLE | VIEW |
Planning teaching and valuing education, educators, and learners is a critical founding component to quality learning environments.
This includes things such as:
 | NTCER Agreement | VIEW |
 | FAQ: 2023 Update to NTCER and Employment Contracts | VIEW |
| Registrar Employment in 2023-25: FAQs | VIEW |
 | TEMPLATE: GP Registrar Position Description |  DOWNLOAD |
 | GUIDE:Vertical and Horizontal Learning Integration in General Practice | VIEW |
| GUIDE: Supervision in After-Hours Environments in General Practice | VIEW |
| GUIDE: Identifying and Supporting GP Supervisors at Risk in General Practice | VIEW |
Element two supports a practice’s commitment to quality care and quality improvement.
This includes:
| INFO SHEET: Vision, Mission and Values | VIEW |
 | CHECKLIST: Self-Assessment – Behaviour Audit | VIEW |
| GUIDE: Supervision in After-Hours Environments in General Practice | VIEW |
| GUIDE: Identifying and Supporting GP Supervisors in difficulty | VIEW |
Creating a positive learning environment is critical to productive teaching and learning. This includes ensuring that the environment is welcoming, safe, that there is clarity on learning needs, and supervisors have the right tools and resources for quality teaching.
Things which you can do to create a positive learning environment include:
| GUIDE: The New Supervisor Guide to Best Practice Supervision in General Practice | VIEW |
| GUIDE: Aboriginal and Torres Strait Islander Health | VIEW |
| GUIDE: Supervising the International Medical Graduate (IMG) GP Registrar | VIEW |
| GUIDE: Identifying and Supporting GP Registrars at Risk in General Practice | VIEW |
 | Teaching plans | VIEW |
| Teaching and learning with flash cards | VIEW |
| RACGP Five steps towards excellent Aboriginal and Torres Strait Islander healthcare | VIEW |
| Workplace Discrimination, Bullying and Harassment Policy (Human Rights Commission) Template | VIEW |
| Registrar orientation | VIEW |
| CHECKLIST: Cultural Inclusion | VIEW |
| CHECKLIST: Orientation | VIEW |
| POLICY: Cultural Inclusion template | VIEW |
| SELF-ASSESSMENT: IMG GP registrar | VIEW |
| SELF-ASSESSMENT: GP Supervisor of the IMG GP registrar | VIEW |
| POLICY: Social media template | VIEW |
| TEMPLATE: Random case analysis | VIEW |
| TEMPLATE: Registrar learning plan | VIEW |
| DECISION GUIDE: Mandatory Reporting for Notifiable Conduct | VIEW |
| FORM: Incident Reporting Form – Bullying and Harassment | VIEW |
Clinical education and training is a collaborative arrangement between training providers and health services that draws on the complementary skills, experience, resources and expertise of the two sectors. Health service and training provider relationship are unique.
Effective relationships that meet the needs and interests of the partners are based on mutual respect, working together, and strong communication.
Effective communication is a key component of high quality learning and involves good communication amongst all staff in the practice. Effective communication supports improved teaching and learning and ensures the practice continues to operate effectively as a health service provider when learners are present.
Ways to support this include:
| INFO SHEET: Communication and building professional relationships | VIEW |
| GUIDE: Giving Effective Feedback in General Practice | VIEW |
| GUIDE: Identifying and Supporting GP Supervisors in Difficulty | VIEW |
| Performance management | VIEW |
| CHECKLIST: Call for help list | VIEW |
| TEMPLATE: Performance management discussion | VIEW |
| TEMPLATE: Supervisor-registrar discussion record | VIEW |
| Termination | VIEW |
| SELF-ASSESSMENT: GP supervisor profile | VIEW |
Element six ensures that the learning environment has the right resources and infrastructure to enable quality learning, this includes things like:
GPTA Ltd t/as GP Supervision Australia
PO Box 787 Gisborne Vic 3437
Level 40/140 William Street Melbourne Vic 3000
admin@gpsa.org.au