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FAQ: Effective use of HealthPathways
in clinical practice and GP training

WHAT IS HEALTHPATHWAYS?
HealthPathways offers clinicians locally agreed information to support clinical decision-making at the point of care. It integrates clinical guidance, service and referral options, and patient resources into a single platform tailored for specific local contexts. It is a useful resource for clinical practice and GP training, and enables reflective learning, quality improvement and audit.

HealthPathways

HOW ARE THE PATHWAYS DEVELOPED?
Community HealthPathways is developed by GPs and primary care clinicians for general practice teams. Local GP or primary care clinical editors collaborate with specialists, subject matter experts, and health system and community stakeholders to create and regularly update pathways to ensure they are practical, reflect local reality, and are evidence-based.

Local clinical editors adapt pathways to regional contexts, aligning them with referral criteria, healthcare system processes, and regional services.

Localised pathways are updated regularly. Urgent changes are flagged with “clinical editor notes” until formal reviews are completed.

WHO FUNDS AND RUNS HEALTHPATHWAYS?
In Australia, depending on the area, HealthPathways is funded and supported by state services, the Commonwealth-funded Primary Health Networks (PHNs), or a collaboration of the two. In New Zealand, it is funded and supported by Health New Zealand | Te Whatu Ora.

Streamliners host the platform, partnering with and bringing together HealthPathways Community members in Australia, New Zealand, the UK, and Canada.

Pathways can be shared across the community where appropriate, then customised for local care. Some regions also use hospital-specific pathways, Hospital HealthPathways.

  1. Clinical Pathways: Assessment, management, and referral guidance for conditions. It includes both presentation-based pathways for undifferentiated conditions e.g. headaches or eye problems in children, alongside condition-based pathways e.g. diabetes.
  2. Request Pathways: Information for access and referral to local services.
  3. Resource Pages: Supplementary materials, including medication guides, infection control protocols, and health system information e.g. MBS claim.

Patient information, such as handouts or credible website links, is embedded into pathways to enhance consultations. This is also available at the bottom of the pathways in the patient information section.

HealthPathways provides structured guidance for consultations, refining differential diagnosis, managing rare conditions, curated resources, and insights into the local health system. It helps GPs know local, “how things are done around here” information.

Supervisors can use it for teaching and reflective learning and to identify knowledge gaps. It can support audit and quality improvement.

Information, services and resources for diverse populations, such as interpreter services and community support, enable more equitable care.

Use the “Feedback” button at the bottom right of any page to report issues, suggest improvements, or engage with your local HealthPathways team, including GP colleagues.

They can integrate it into teaching sessions, model its use during case discussions, and encourage registrars to access it regularly.

HealthPathways supports learning and is embedded in GP training to prepare trainees for assessments like the Fellowship exams.

This creates a teaching opportunity to discuss new information with supervisors, evaluate its relevance, and explore its application.

Understanding what resources registrars use, and how they are using them, ensures that registrars are relying on credible tools and using them effectively. It also allows supervisors to align teaching with those resources.

Patients benefit from high-quality, understandable information, evidence-based practices, and streamlined referrals.

A search tip is to use the “Expand All” option or Ctrl+F to find terms within a pathway.

AI assisted Smart Search allows you to navigate directly to the location on the pathway that contains the information you require. This new feature is being progressively released and will be available on all HealthPathways sites by mid-2025.

No, it complements clinical judgement and supports individualised decision-making while enhancing patient care.

Unlike general guidelines, it is tailored to GPs, integrating evidence-based recommendations with local healthcare requirements. Unlike some resources available on the internet, there is robust clinical governance over content.

It provides transparency about what information is needed for a quality referral, increasing the chance of acceptance. It also explains the referral and access criteria within the limitations of a public health system.

Sharing its benefits, demonstrating its use, and promoting frequent reference can encourage adoption.

It enables knowledge sharing and collective improvement through user feedback and updates.

Yes, the CPD reporting feature allows you to log reflective notes on pathway usage, fostering integration of reflective learning into practice. Your personal data is confidential and not shared with anyone. This feature is being progressively released and will be available on all sites by mid-2025.

Pathways also make a useful basis for an audit of your practice and for practice improvement activities.

healthpathwayscommunity.org/Home/Access-to-HealthPathways

HealthPathways is free for clinicians to use.

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Date reviewed: 19 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 Empowering Neurodivergent Registrars

This FAQ content has been created from the webinar Empowering Neurodivergent Registrars delivered by Dr Katie Williamson click here to watch

Neurodiversity in General Practice

Neurodivergent individuals, including those with ADHD and autism, bring unique strengths to medical practice. However, without adequate support, they may struggle with the demands of general practice training. They may come into general practice training with a diagnosis, or somewhere on their journey of learning more about their neurodiversity.

ADHD is a disorder of regulation. Approximately 4% of Australians under age 45 have a diagnosis of ADHD. Cognitive, physical and emotional dysregulation all feature to some degree in all people with ADHD. Doctors with ADHD often have strengths in creativity and cognitive dynamism. They may have excellent problem-solving skills and have clinical courage. In general practice, they may be excellent diagnosticians and have the capacity to manage uncertainty. However, they may struggle with overly creative lists of differential diagnoses and be prone to over-investigation.

To have been successful in medical studies with ADHD, a doctor must have a high intellect and resilience. They often have high energy, take calculated risks and exhibit attention variability. They can excel in environments where quick thinking and adaptability are required. If undiagnosed and untreated, they may struggle with executive dysfunction, time management, organisation and attention. Exam preparation can be very challenging and ultimately impact success.

Autism is a difference of communication and affects approximately 1% of Australians. Autistic people often have strengths in attention to detail, ethics, rules and heightened sensory awareness. Again, these can be very beneficial traits for diagnostic medicine and creating evidence-based management plans. Autistic doctors are deeply empathetic (emotional empathy is over-developed while cognitive empathy is reduced) with obvious benefit in the general practice environment. Evidence has shown that when appropriately supported autistic people are highly productive.

Many neurodivergent doctors face stigma, with some reluctant to disclose their diagnosis due to fear of discrimination. In those undiagnosed, stigma can lead to a blind spot in professional awareness and personal development. With the constant demands of masking in an environment with high level communication, autistic doctors are at a higher risk of burnout. Anxiety and depression are much more common in the autistic population. In a recent survey by Autistic Doctors International, as many as 77% had ever considered suicide. Autistic doctors may misunderstand hierarchy and have been labelled as demanding, or troublemakers, having only been victim of “talking truth to power”.

When discussing neurodiversity with a registrar, it’s important to approach the topic sensitively and compassionately, as neurodivergent conditions can be stigmatised. A supervisor may notice issues like executive dysfunction, anxiety, feeling overwhelmed, exam difficulties, or feedback on communication from staff or patients. Supervisors might consider raising the topic by focusing on observed concerns. Instead of making a direct diagnosis, it is helpful to ask questions about potential underlying issues and offer support to help the registrar identify possible challenges. A compassionate and understanding approach is key.

Supervisors can:

  • Offer personalised accommodations for learning
  • Be aware of and sensitive to the needs of neurodivergent registrars
  • Focus on strengths and provide practical support to address challenges
  • Foster a supportive, inclusive work environment that recognises the value of neurodiversity.

Support can include reasonable workplace accommodations such as part-time work, flexible hours, and emotional support from supervisors. Structuring training requirements, like project planning and deadlines, can help neurodivergent registrars manage their tasks. Small group learning adjustments and informing medical educators about a registrar’s condition can also provide tailored support. Consider stepping through the Autistic SPACE model. ADHD Registrars may need assistance with directing the creative process and focusing on key features of a clinical presentation rather than becoming overwhelmed with masses of details.

There are various resources available for neurodivergent doctors, including psychologists, ADHD coaches, and professional job coaching services. Additionally, support groups like Autistic Doctors International and ADHD Coaches Australasia provide valuable connections and training for neurodivergent medical professionals.

While exam formats remain the same, registrars with neurodiverse conditions may be eligible for accommodations such as extended time or breaks during exams. These adjustments can help registrars perform at their best without feeling overwhelmed.

Summary
What are the key points for medical educators and supervisors?

  • The importance of adapting teaching and supervision methods to support neurodivergent registrars.
  • A strengths-based approach that values the unique qualities neurodivergent doctors bring to the profession.
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Date reviewed: 19 July 2026

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Maximising the educational value of the ECTV FAQ

What is the ECTV?

External clinical teaching visits (ECTVs) are a key teaching and formative assessment method in Australian GP training. They are a highly valuable educational activity for registrars. As well, they act as a ‘second set of eyes’, and thus are an excellent way to review alignment between supervisor and training program assessments of a registrar’s progress.

What is Programmatic Assessment (PA) and Workplace-Based Assessments (WBA)?

ECTVs are a Workplace Based Assessment (WBA) activity and part of Programmatic Assessment. There has been a shift towards programmatic assessment in medical education, focussing on the importance of multiple low-stakes assessments throughout training, as opposed to a single high-stakes summative assessment at the end. WBA are core to PA, in authenticating learning and developing skills such as managing uncertainty and maintaining professionalism.

Is the purpose of the ECTV teaching or assessment?

ECTVs are designed as both a teaching and assessment method, but there is a potential conflict inherent in this which needs to be carefully managed.

How can the educational value of the ECTV be enhanced?

GPSA has developed a ‘How to…’ guide for supervisors on maximising the educational value of the ECTV. It covers five areas and is intended to be a practical guide. These areas include:

  • Planning for the visit
  • Interacting with the teaching visitor
  • Reviewing the ECTV report
  • Discussion with the registrar
  • Follow-up

Resources

Date reviewed: 18 July 2026

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Supporting and Training Registrars in Poorly Resourced Environments

How is it possible to effectively support and train registrars in poorly resourced environments?

To effectively support and train registrars in poorly resourced environments, RVTS has identified that addressing the registrar’s professional and non-professional needs is crucial. By considering the contexts of person, place, and program, a supportive environment can be created where registrars feel comfortable, confident, competent, and have a sense of belonging and bonding with peers. This promotes effective training in challenging settings.

The Remote Vocational Training Scheme (RVTS) uses distance education and remote supervision to deliver training without requiring registrars to leave their communities. This model has proven successful over 24 years, training more than 500 doctors in 350 communities. Almost 80% of participants achieve fellowship while providing an average of 5.2 years of service in their training location.

Three key take-home points:

  1. Training registrars in resource-poor environments involves more than providing remote supervision; a holistic professional support package must be in place for success.
  2. It’s not for everybody. Training in poorly resourced environments requires resilience and resourcefulness and is better suited to more experienced doctors.
  3. Family support as part of the training package is highly valued.

What strategies can be implemented to support registrars in poorly resourced environments?

RVTS has used multiple strategies over the years, each tailored to individual registrars and settings. However, the following have been important.

  • Regular Contact and Supervision: Frequent interactions with supervisors and medical educators through phone calls, emails, and visits ensure continuous support and guidance. RVTS employs a structured supervision schedule with initial frequent contacts tapering over time as registrars become more confident and experienced.
  • Flexible Approach: Adopting a flexible training approach to account for the varied situations faced by remote doctors is crucial. This involves tailoring supervision and support to meet individual needs and circumstances.
  • Face-to-Face Meetings: Organising regular face-to-face meetings to build group cohesiveness and update essential skills, especially in emergency medicine. RVTS schedules workshops twice a year, which also include social events to foster building a network and community.
  • Collegial and Peer Support: Encouraging peer interactions through weekly teletutorials, WhatsApp groups, and peer study groups, fostering a sense of belonging to a special group.
  • Family Support: Incorporating family support in the training package, such as enabling families to attend workshops, significantly contributes to retention and well-being.
  • Simple Technology Solutions: Using straightforward technology solutions such as phone, email, web-based resources, and Zoom/Teams meetings.to avoid the need for on-site technical support.

What is an evidence-based framework for supporting registrars in poorly resourced environments, and how can I apply it?

The University of Queensland recently undertook an evaluation of RVTS since its inception in 2000 and found evidence to support the effectiveness of RVTS ‘ efforts in training doctors in poorly resourced environments. This has informed the development of an evidence-based framework that includes:

  • Personalised Support: Tailored education and personal support from supervisors, many of whom are former registrars familiar with the local context. These supervisors serve as independent longitudinal mentors throughout the training, providing continuous, unbiased, and empathetic guidance that is relevant to the specific challenges faced by registrars.
  • The provision of holistic professional support that promotes comfort, confidence, competency, belonging, and professional bonding (the “3Cs and 2Bs”) among the registrars.
  • Continuity of Care: Provides consistent, quality care tailored to community needs in low-resource areas. This fosters…
  • Community Trust: Doctors’ longer tenure builds patient trust and deeper learning. RVTS Doctors spend an average of 5.2 years in the same practice, fostering stability.

To effectively apply this framework:

  • Consider the registrar as a whole person by recognising the educational and psychosocial needs of registrars.
  • Encourage registrars to stay in the same practice for stability and community integration.
  • Implement supervision models that ensure independent, structured, unbiased, and continuous support throughout training.
  • Tailor training to the registrar’s specific work environment.
  • Foster community building through social and professional networks.

What resources are available to support training registrars in poorly resourced environments?

The following resources are helpful:

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Date reviewed: 18 July 2026

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How can GP supervisors better facilitate reflective practice in their registrars?

What is reflective practice?

‘The aim of all supervision and feedback is to make learners reflect on their practice’.

Clinical practice is far from straightforward. GPs practice complex competencies in a clinical world rich with uncertainty and where the textbook knowledge only provides some of the answers. Clinical decision-making therefore requires GPs to combine experience-based knowledge with evidence-based knowledge, but also to constructively process both formal and informal feedback.

The ability to reflect is necessary for efficient use of feedback and essential when performing complex competencies in practice. It has been argued that the ability to reflect on one’s own role and performance is the key factor in expertise development – indeed, that the aim of all supervision and feedback should be to facilitate the learner’s reflection on their own practice.

What is the difference between ‘clarifying supervision’ and ‘expanding supervision’?

‘Clarifying supervision’ is based on direct instruction and confirmation of a decision, whereas ‘expanding’ or ‘broadening supervision seeks to generate reflection through questions that create ‘productive struggle’, link knowledge with practice, or broaden the case. The nature of the registrar and situation may determine which type of supervision is most appropriate, but expanding supervision allows for significantly greater reflection and professional development.

How do I enhance reflection?  Asking good questions is the key. For example:

  • What are your considerations?
  • Why did you choose… (to give an ACE/these tests)?
  • Why do you think she seeks the doctor just now?
  • Is this normal for… (people at that age)?
  • Did you ask about… (symptoms/concerns)?
  • Is that a high ALAT value?
  • What could have made you choose to refer the patient?
  • How does this situation differ from..
  • What if… (the patient had a fever)
  • Would it affect your decision if you knew that…?
  • What would be the next step?
  • What would be your second choice in case of side effects?
  • What else could it be?

Reflective questions can be used at all times of case discussion, even in the brief corridor consultation.

It is important to not ‘examine’ the registrar and make them feel uncomfortable.

  • Time
  • Registrar preparation
  • Choosing the right material (e.g. patient case)
  • Thinking about what they need your help with
  • 40-20-40 model (40% of the learning happens before the session (preparation) and 40% afterwards (implementation))

How can we assess reflection? What is the GAR tool?

Some competencies require discussions broader than a series of patient cases. It is important to assess reflection because of its link to good clinical practice. A new tool has been developed called the Global Assessment of Reflection Ability (GAR) (Lillevang et al. BMC Medical Education (2020) 20:352).
The GAR is a tool for formative and summative assessment of the ability to reflect. It works in two parts.

Part 1 – Preparation:

This begins with the trainee presenting his/her mind map/written presentation which then is the basis for a structured discussion between trainer and trainee that includes references to the concrete experience that the trainee has had.

Part 2 – Structured discussion:

The trainee produces a mind map or similar written presentation in a concept formation process addressing a concrete, complex competency. The trainee is given 1-2 weeks for the preparation and uses the description of the competency in the curriculum.

During the discussion the trainer assesses the following:

  • Does the trainee show ability to reflect on the problem/competency and on his/her own role as a GP according to the matter?
  • Does the trainee demonstrate relevant analytical skills concerning the problem/competency?
  • Is the trainee able to participate in an open-minded dialogue and demonstrate relevant flexibility?

The focus of the discussion is on formative aspects leading to a plan for further learning, but it also includes a summative assessment of whether the competency is successfully achieved.

What are the three most important take away points?

  1. The aim of all supervision and feedback is to make learners reflect on their practice
  2. Reflection is facilitated by asking good questions
  3. Preparation by the registrar (where able) significantly enhances learning

What are some useful references and resources?

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Date reviewed: 18 July 2026

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Brave enough to be vulnerable: exploring a GP Training prerequisite

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

Findings of this GPSA-led research were presented at the WONCA worldwide family medicine conference in October 2023. 

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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Dr Sue Harrison, OAM shares insights into Supervision

We congratulate Sue on being recognised in the 2024 Australia Day Honours List for her service to rural medicine.

Dr Sue Harrison, a rural generalist in Echuca and one of ACRRM’s founding fellows, has been a GP and Visiting Medical Officer (VMO) in Echuca and Moama (Victoria/NSW) for the past 40 years. In addition to her experience in clinical work as a GP and GP Anaesthetist, Sue is also senior lecturer for the University of Melbourne RCS and engaged with remote supervision of a RVTS registrar and occasional GP locums.

Sue talked with GPSA about her contribution to supervision, and more.

When did your involvement with supervision begin?

Sue has a made a valuable contribution to the training and supervision of our future workforce. This began over two decades ago in rural general practice. The practice she worked at had a “supervisory team focus” managing learners at different levels. She took on a more active role in supervision when she became a practice owner.

What qualities are needed to be a good supervisor?

“I think that you need to have an interest in education and trained but I think you also need to have an interest in the people under your supervision as people individually. Where are we going? What are your goals? How can we help you to get there? How can we make this available placement for you? Those are the questions that I like to ask.”

“I try to make sure that I have an understanding of what their current curriculum is and what they’re actually trying to get out of the placement. The aim is to optimize the experience for the learner but also optimize the usefulness within the practice of having that person as an engaged learner so that they’re actually contributing to the practice team.”

Why is quality supervision so important for trainees?

“I think it’s important that students or learners feel safe with what they’re doing in the practice. My experience over the last 25 years is that students are probably less experienced and less well ready for practice. As such, by the time they get to General Practice they often haven’t had as much clinical experience as I would have expected someone who was trained 25 years ago to have. So, supervisors have to be quite cognizant that sometimes they need a bit more hand-holding to get to a place where they feel safe in that independent practice environment.”

Can you share a highlight that you’ve had in your role supervising either medical students or other learners?

“An ongoing highlight for me is when I have the opportunity to work with people who I supported during their training, and they remember the time they spent with me positively. Sometimes that had a big influence on their career decision making.”

“I’m especially thrilled to be working with other rural generalist doctors whose training I’ve been involved in and to see them working in, or working as, a rural generalist throughout Australia.”

“Rural doctors make enormous investments into education and supervision which has positive flow on affects to the communities they work in.”

“An aspect of the rural community that I’ve been especially proud of is that some young doctors have taken up the baton of rural medical politics and advocacy. In particular, Dr Megan Belot, immediate past-president of RDA, who I have mentored and have a long-lasting friendship with. Also, my daughter, Dr Emily Harrison, who is now on the Board of RDA and a Council Member with ACRRM. I am so proud that they’ve taken up these voluntary roles and that their passion about rural medicine has resulted in such big commitments.”

What would you like to say to Australia’s supervisors?

 “I have four messages for supervisors and the supervision sector:

– Call for integrated supervisor training

“Firstly, I’d like to call for the organisations who support learning in general practice – so the colleges and those in the prevocational space and medical schools – to recognize that supervision training is important, but that GPs don’t need to do a separate lot of supervision training for each of those organisations. I believe these organisations should work together to provide the training and updating rather than mandate that it’s duplicated for every environment. I strongly believe the organisations concerned should get together an cooperate.”

– Supervisor PD

“In my role as Victorian SLO with ACRRM, I’m advocating that we make it as easy as possible for our supervisors to stay engaged with ongoing professional development in the supervision space.”

– Engage younger colleagues

“The next thing I would say is to engage your younger colleagues with supervision early in the piece, even as a registrar, to start letting them see that that it’s an important part of their role as a doctor. So, looking at opportunities for vertical integration of training within practices.”

– Spend some time getting to know learners and trainees.

“I encourage supervisors to spend time to get an idea of who this learner is and where they’ve come from. Even if each learner’s medical knowledge is the same, there are going to be different things they need assistance with. I need to know who this person is where they come from and what are they hoping to get out with us and for their career progression. What can we do to make this day as useful to you as possible whilst of getting the work done? This approach gives me a level of safety in my current hospital roles. Knowing that this person has just arrived from a city hospital this week and has been doing rotations in great big teams where the work is less hands on, and now I’m asking them to actually step up to be a very active member of my team.”

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Date reviewed: 26 June 2025

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FAQ: Working Through the Facts about Workforce Planning and Prioritisation 

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:

Webinar Video
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What is the WPP project?

The AGPT Workforce Planning and Prioritisation (WPP) project aims to deliver robust, independent, evidence-based advice to DoHAC and the GP specialty Colleges to inform AGPT training placement priorities.

Key Elements

  • Understanding the community need for general practitioners across our communities.
  • Combining data about workforce need with information from GP catchments about training capacity.

By looking at these two elements together, the WPPOs aim to identify upcoming areas of need for GP trainees to future-proof healthcare services for communities across Australia.

What facts about the WPPOs might help dispel the concerns our members have?

Workforce Needs Assessment

The common approach across the various WPPOs involves a workforce needs and training capacity assessment using data obtained from the Commonwealth at a GP catchment level. The size and breadth of the separate jurisdictions necessitates a different form of data collection and evaluation across the country. In Victoria, for example, there are 153 GP catchments. These are non-overlapping geographical areas that depict a boundary to show where patients will generally travel to access most of their GP services. 

It’s important to understand that this analysis is being done at the GP catchment level, and not within a GP practice itself.

The WPP team aims to provide the Commonwealth with accurate information about community need for the GP workforce, collating demographic data, population data and qualitative data from broad regional consultation to identify supply, demand and training capacity. Then there is an analysis of the gap between demand and supply in a GP catchment, drawing on supply indicators such as the number of GPs in a catchment, the FTE of GP’s, and the number of services that are being provided to patients based on Medicare data. At the end of the workforce needs assessment, the WPPOs will compare and contrast GP catchments to provide a workforce need ranking based on the data looking at demand and supply.

Looking at training capacity and training quality in the catchments is a key element of the WPP.

So how does the WPPO work out what training capacity looks like and how do they measure it?

There is as yet no fixed method of performing the WPP grant activities.

Measuring training quality is something the WPPOs are only now developing and working on. They are really happy to hear feedback on what “quality training” means to different people, which underpins their need to engage with supervisors, GPs, practice managers and registrars: to make sure they are representing the story of their catchments appropriately. So when they look at training capacity, this is what they have heard directly from you, and from your colleagues and other stakeholders.

These are the important things the WPPOs need to be thinking about:

  • Supervision capacity
  • Practice characteristics 
  • Understanding the quality of training that’s been provided. 
  • Lifestyle factors that help decide if GP registrars want to work in one area over another.

The WPPOs do not have all of this information available. So they need to engage with key stakeholders within their local communities to understand:

  • What makes great training capacity
  • What are the gaps?
  • What are the challenges?
  • What are the solutions that we need to be focusing on?

The experience of supervisors and training practices that are currently in place who may not be in areas of need going forward… Is this being taken into consideration?
Are those two reports mutually exclusive to the point where that won’t be factored in workforce and capacity?

No, they’re definitely not mutually exclusive. The WPPOs will be combining workforce need and training capacity to determine one overall priority level.

There will be five priority levels for the GP catchments and each of those priority levels comes with a recommendation that the WPPOs put forward to the Colleges on what needs to be done in this area. For example, priority one catchments have a high workforce need, and an identified high training capacity. So they’re ready to go.

The WPPOs have worked through a scale that also goes down to areas that have got a high need but low capacity. So these are priority areas they need to act on to increase training capacity – and that could be any number of things identified through this report. They might need remote supervision models, they might need more supervisors, there might need to be more practices accredited. There will be possible local solutions provided within each GP catchment.

It is really important that the WPPOs understand the role of the supervisor, the training quality, the satisfaction of our supervisors, and their intent to supervise into the future. All of these factors come into play when talking about future planning to give clarity to what’s happening in these catchments.

WPPOs are also piloting an analysis of Training Pathways as one of the outcomes they want to achieve for GP trainees as part of the WPP is being able to provide a training environment where registrars can train in or complete their whole pathway in one particular region, to help prevent them having to move around all the time.

For those that do want to settle in areas, understanding training pathways and gaps in training pathways will be really helpful and a really useful tool for the Colleges to be able to plan and support registrars as they move through their training.

The next part of the WPP is looking at workforce needs ranking and a training capacity ranking for each GP catchment and translating this into one of five priority levels.

WPPOs will provide the government and GP colleges with advice on current actions, recommendations and future recommendations so they can understand what needs to be done to build capacity in areas that don’t have capacity at the moment.

It is critically important that the WPP team engage with people on the ground at the coalface working in GP practices. They need to talk to registrar’s, supervisors, practice managers and other key stakeholders in this area to identify issues, barriers and solutions and capture this information in their reports that are provided  to the Commonwealth and to work with the Colleges to find solutions.

1. Supervision2. Practice Characteristics3. Training Quality4. Lifestyle
Access to accredited supervisorsAccess to Accredited General Practices (meet RACGP standard)Are trainees experencing diverse paitent load (e.g. structured)Access to Housing
Capacity to supervise based on clinical workloadAccess to Accredited AGPT Training FacilitiesCapacity to work across Community facilities (e.g.RACF)Access to Schools
Supervision: Trainee ratioActive and Accredited AGPT Training FacilitiesAccess to Childcare
Quality SupervisionAccess to Training Space within GP PracticesAccess to Aiport
Supervisor SatisfactionAccess to Multidisciplinary TeamsAccess to Public Transport
Supervision complexity of TraineesSense of Community Belonging (culture)
Quality Internet Connectivity
Dinning and Leisure Opportunities
Sports and Recreation Facilities

WPPOs need to continue to and already have engaged with current past and future AGPT registrar’s to continue to develop the training capacity rubric. WPPOs really need to engage with those who are coming through the system as well, because things change quite quickly.

WPPOs are engaging with supervisors and practice managers about what impacts training capacity. They know that practice managers run the practices and do a fantastic job, they’re often the first point of call, particularly from a training perspective. So it’s really important to engage with those practice managers who can provide us with that information.

The things that WPPOs want from general practices, supervisors and practice managers, we really want to find out their perspectives. So from a supervisors perspective, what are the things that matter to you, and how can we use that information within our reports. WPPOs want to know about your experiences. They think it is really important to find out the experiences you’re having in regard to supervising, and training your trainees as well as getting some suggestions from you as to how to solve or look at these problems. They don’t know everything, they are asking for that information.

What are some of the things that are missing that you can identify for WPPOs? And solutions?

The best possible way to improve the quality of training?
WPPOs certainly not saying that GP training has been at a poor quality but they are looking to how we can contribute to improvement. WPPOs need to look at continuous improvement and hear from supervisors to get that information that leads to improvement.

  • How can WPPOs continuously improve
  • Whatdo you think works well
  • What do you think doesn’t work well
  • What issues you think WPPOs can fix and how WPPOs can fix those
  • WPPOs understand the data doesn’t tell the full story
  • What are the things that will impact you continuing to be a supervisor?
  • What are the things that will impact you stopping from being a supervisor?
  • What will impact those younger supervisors or younger trainees coming through that might want to be supervisors in the long term?
  • How do WPPOs look at succession planning? What are the things that impact that?
  • Quality is important.

What is consistent is that we all want quality practices, quality training and quality supervision.

What would you use to measure quality when WPPOs are talking about quality training, quality supervision? Is there a metric you’re using?

What outcomes would the WPPOs use to measure quality?

WPPOs do not think there is an absolute measure of quality. It’s about talking to registrars and supervisors to try and identify what quality supervision is.

Trainees have different ideas to describe what they think quality is. WPPOs pull all this information together and try to come up with an answer to what we can measure that against.

The matrix below shows a number of different factors that influence the quality and capacity of training. These are indicators that registrar’s say has an impact on where they would choose to go.

1. Supervision2. Practice Characteristics3. Training Quality4. Lifestyle
Access to accredited supervisorsAccess to Accredited General Practices (meet RACGP standard)Are trainees experencing diverse paitent load (e.g. structured)Access to Housing
Capacity to supervise based on clinical workloadAccess to Accredited AGPT Training FacilitiesCapacity to work across Community facilities (e.g.RACF)Access to Schools
Supervision: Trainee ratioActive and Accredited AGPT Training FacilitiesAccess to Childcare
Quality SupervisionAccess to Training Space within GP PracticesAccess to Aiport
Supervisor SatisfactionAccess to Multidisciplinary TeamsAccess to Public Transport
Supervision complexity of TraineesSense of Community Belonging (culture)
Quality Internet Connectivity
Dinning and Leisure Opportunities
Sports and Recreation Facilities

This is a national approach. WPPOs are applying the same methodology to look at both rural regional and metropolitan GP catchments.

What WPPOs are hearing and what they are finding is that the situations that WPPOs are dealing with are very different depending on what GP catchments they are working with.

From conversations with colleagues in metropolitan PHN’s that they are experiencing enormous growth in populations in some of the outer corridors around Melbourne and that’s having a big impact on the numbers of GPs that we have available in those areas. It is a real supply and demand issue.

Being able to forecast these sorts of population growth is going to be really helpful when WPPOs are looking at the future placement of AGPT registrar’s, whereas in perhaps some of our rural communities, WPPOs are finding, they have supervision, difficulties trying to provide supervisors in some of these GP catchments, where they have practices that are keen to have GP trainees, but they might be solo practices with limited capacity. So this presents a different and unique challenge in those catchments. It is the same approach, but very different solutions and very different issues that WPPOs need to capture.

What about where there’s huge capacity to train but low workforce need? How do WPPOs preserve that?

Is that something that’s been factored in as at the moment WPPOs have some really engaged supervisors? Obviously, there are members who are very concerned that they won’t have training going into the future and they have set themselves up for it, they’ve gone to great expense and put a lot of investment of time and energy into it.

WPPOs do include these in their recommendations and their priority levels. WPPOs do address catchment areas that have a lower workforce need, and a higher training capacity so that they are flagging these issues with the Colleges so that they’re aware.

One of the reasons WPPOs have different indicators are to looking at quality. This is very important. There’s a need to put registrar’s into certain places where there is workforce need. It is also really important to have a look at the quality of training to make sure WPPOs do not lose that quality of training moving forward.

Ultimately, to have the independence and evidence based information, provided a report to the Colleges around the training capacity and the workforce need. So that then there’s more visibility, more informed information to assist, the decisions associated with distribution, training and support.

WPPO’s have an important role in generating those ratings so that it can then be used for informed decision making with transparency and visibility.

  • Quality Practices – Quality Training – Quality Supervision
  • Stakeholder perspectives and experiences
  • Supervisor challenges and opportunities
  • Balancing data and local knowledge
  • Validate with local knowledge

What about the impact on placement processes and placement priorities within the college? Do the WPPOs know how this will shape placement for 2024 and beyond?

The Commonwealth will be utilising the findings from the WPP organisations to work with the Colleges to inform prioritisation to support a better distribution of GP trainees across the country.

VICTORIAN WPP CONSORTIA APPROACH

Murray PHN is the lead WPPO for Victoria with experience in servicing and providing support to the Victorian catchment jurisdiction. It is anticipated that there will be some commonalities across each of the jurisdictions but they all have their own respective Workforce Planning and Prioritisation Organisation.

Roles and responsibilities

The Commonwealth Department of Health and Ageing

Policy and funding responsibilities, ultimately responsible for the AGPT program and its structure, architecture and resourcing.

ACRRM and RACGP (The Colleges)

Training responsibilities for registrar’s. They manage the program delivery for registrar training, previously delivered by the RTO system.

Workforce Planning and Priority Organisations (“WPPOs”)

Organisations undertaking the workforce planning and prioritisation role of identifying workforce need and training capacity. This process is conducted through a robust and independent process in collaboration with stakeholders to have an understanding of the local context in order to support the training and distribution of registrar’s within each of the jurisdictions.

Victoria WPP (Murray PHN)

Part of a consortium of Victorian PHNs that are undertaking the WPPO role in capturing workforce need and training capacity information, assessing this information and providing independent reports to the department. 

Contact details for your state/territory WPPO

The WPP process is undertaken through a jurisdiction by jurisdiction approach. 

Each of the jurisdictions are working closely together to enable the refinement and improvement of the reporting processes and to strengthen capacity through collaboration and information sharing.  

Vic

Dr Catherine Lees

Email c.lees@murrayphn.org.au

Website https://www.murrayphn.org.au/

Jodie Green

Email jodie.green@wapha.org.au

Philippa Gately
Email P.Gately@chnact.org.au

April Robinson
Email: april.robinson@ntphn.org.au

Matthew Vincent
Email matthew.vincent@gpex.com.au

Nick Kaine
Email kaine@hrplustas.com.au

Date reviewed: 25 April 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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Best Practice Principles for Supervision

While every supervisor / registrar pair is unique, and supervision must be tailored to meet the needs of the individuals and the context in which they work, there are some generic best practice principles that broadly apply…

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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More supervisors for teaching the next generation of rural GPs

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: 15 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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