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FAQ: Random Case Analysis

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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Helping you meet your CPD requirements

From 2023, all doctors across Australia are required to complete and record 50 hours of CPD each year. CPD activities must include of a mix of:

  • Educational activities (EA) – Activities that expand General Practice knowledge skills and attitudes, related to the GP’s scope of practice;
  • Measuring outcomes (MO) – Activities that use a GP’s work data to ensure quality results; and
  • Reviewing performance (RP) – Activities that require reflection on feedback about a GP’s work.


GPSA has now achieved official CPD Provider status with RACGP for both our educational webinars / workshops and our research focus groups / interviews.

While we are being set up in the RACGP CPD Home platform, we are happy to email you a Certificate of Attendance for these activities using the details you provide in your registration and evaluation forms.

Noting that equivalent CPD Provider status is in progress with ACRRM, we likewise offer Certificates of Attendance for this and any other non-RACGP CPD Home in accordance with the details you provide us.

GPSA’s comprehensive range of supervisor and general practice resources also count towards your CPD. You can access these here.

The RACGP has packaged GP supervision activities into a simple, pre-approved format for all GP supervisors.

If RACGP is your CPD Home, depending on your role in supervision, a specific number of CPD hours will automatically be applied for the year.

For example, if you are registered with the RACGP as a primary supervisor of one or more registrars, up to 30 hours will automatically be applied to your CPD.

 Secondary supervisors will benefit too, but for a smaller number of hours (we will share this once RACGP provides this information).

The RACGP also recognises the activities of GPs who teach and supervise medical students as CPD.

As a GP supervisor you have at least 2 roles. One is as a GP in clinical practice and the other is as a teacher / supervisor. Your role as a supervisor is very important and much of what you do in this role is captured as CPD.

Your CPD comprises 2 parts: that done to prepare to be a supervisor (modules, workshops) and the supervision you do in practice, week to week, with a registrar.

1.  Preparation for supervising and teaching involves:

  • learning
  • reading
  • participation in online modules and workshops

2. The act of supervision involves:

  • regular reflection on action and interaction with colleagues
  • case review
  • deconstruction of clinical decisions
  • sharing and testing ideas and skills

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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Research - What does GP Supervision cost?

Cost of Supervision Research

GPEx, in association with the University of Adelaide and GPSA, are undertaking a study on the financial costs and revenue associated with teaching and supervision in Australian general practices [link to project clarification document on GPSA website]. First, we want to extend our thanks to the supervisors and practice managers who have been involved in this project.

We have finished interviewing supervisors and practice managers and found that often “teaching a registrar takes a village”. The substantial investment from the supervisor/s and the practice manager were evident. Practice level (eg., having experienced supervisors) and system level (eg., having a suite of resources) factors were seen to enable the teaching and supervision of registrars.

An important theme was that this is not a “one size fits all” model and there was substantial variation across practices. Practices and supervisors want to retain registrars after training and are invested in developing the future GP workforce because they love teaching. These findings informed the development of an online national survey, for which data collection has concluded. A cost revenue analysis is underway and a report of the findings will be available in 2022.

Below are some of the key findings so far:

What the practices said:

  • It’s not just the supervision and teaching
  • The practice manager invests substantial time too
  • Teaching a registrar takes a village
  • There are other financial and non-financial costs
  • It is difficult to quantify
  • It is not a one size fits all model
  • It is part of a complex bigger picture

What makes it easier….

    Practice level 

  • Patient scheduling
  • Experienced supervisors and practice
  • Flexible practice
  • Efficient medicare billings
  • Relationship with registrars

    System Level
  • Available suite of resources
  • Supervisors engaging in activities they enjoy and see the value in
  • Practice-registrar fit
  • Multiple registrars
  • Opportunity for longer placements

Why do we do it?

  • Keeping registrars after training
  • Keeping up to date
  • Intrinsic motivation to support the development to training our future GPs
  • The love of teaching

Visit the GPSA Research page for future updates on this research and it’s findings.

Date reviewed: 02 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.