Annual Report - Adelaide to Outback GP Training Program

Key Result Area 3
Quality Educators
AOGP has an over-subscription of
registrars and alumni seeking to become
educators and supervisors.
AOGP has a professional educator
development program that is widely
recognised.
Key Objective #3
Building sustainable supervisory
infrastructure and educational capacity.
Key Objective #5
Expanding AOGP’s evidence-based
decision-making capacity, regarding GP
education, training and workforce issues.
Education Highlights
Quality Educators
Throughout 2010, there have been
a variety of activities designed to
professionally develop educator qualities
and skills with registrars, supervisors,
alumni, and medical educators working
with AOGP.
With specific focus on the development
of Registrars as Teachers, 2010 saw
an increasing number of Registrar
alumni employed as AOGP Medical
Educators (MEs) – always balanced
against an equal number of MEs drawn
from the Supervisor pool. We also
further developed the opportunity for
Registrars to access teacher training
through attendance at ‘The AOGP Skilled
Teacher course’ which in 2010 was able
to be recognised as meeting part of their
training requirements. In 2010 the small
group Registrar Directed Learning events
were reviewed to further strengthen and
increase the opportunities for Registrars
to teach, facilitate and learn from peers
in a supported environment - always with
AOGP Medical Educators as mentors.
Finally a pilot opportunity was created for
Registrars to be involved in the delivery of
an AOGP-facilitated vertically integrated
teaching module, in partnership with the
Discipline of General Practice. This has
been reviewed and will be rolled out as an
ongoing opportunity in 2011.
Delegated Training Post/Supervisor
Accreditation process
A new look delegated Training Post/
Supervisor Accreditation process that
was nationally approved in 2010 builds
on an initial workshop held at AOGP
in mid 2009. At the time SA local
stakeholders agreed in principle with
the need to develop an alternative way
to accredit Supervisors and Training
Posts. The new process will enable
AOGP, as an accredited RACGP and
ACRRM education and training body,
to be delegated the responsibility for the
accreditation of new training practices, and
re-accreditation of existing practices. Our
Supervisors and Practice Managers have
been very positive about this opportunity to
streamline the accreditation process, as it
allows this activity to be incorporated into
the Quality Assurance Framework that they
already commit to as a partner with AOGP.
We worked closely with the national
and local offices of RACGP to enable
this to be implemented within our region
in the 2010–2012 triennium. AOGP
leadership was evident as this streamlined
accreditation gained acceptance and
momentum nationally. I would also like to
acknowledge Roberta Morris for her role
in this work. In her capacity as the Medical
Education Coordinator – Supervisors/
Practices she assisted the AOGP
Management to develop a framework that
was both relevant for AOGP and more
broadly across the nation.
Other education programs
Integration of PGPPP with
AGPT
An exciting development in 2010 was
the AOGP integration of the education
management of the Prevocational GP
Placement Program (PGPPP) for interns
and prevocational doctors, with the
Australian General Practice Training
(AGPT) program for Registrars. Whilst
this integration is new AOGP has been
delivering PGPPP training since 2005,
and last year was asked by GPET to
pick up responsibility for three of the six
public PGPPP posts previously managed
by SAIMET. This brings the number of
PGPPP posts in the AOGP region to 3
rural-based intern posts, 3 urban-based
intern posts, 2 urban-based private RMO
posts, 3 urban-based public RMO posts.
Throughout 2010, 30 interns and 20
RMOs have had overwhelmingly positive
PGPPP experiences. For AOGP there
continues to be a dual objective in
the delivery of PGPPP to interns and
prevocational doctors: one, the delivery of a
quality training experience that contributes
to their medical practitioner competencies
regardless of their intended speciality
focus; and two, exposure to contemporary
and high quality General Practice, as a
medical rotation, to provide them with
an opportunity to test this as a speciality
career option.
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