Network principles for prevocational medical training - HETI

General practice training terms
At a time when trainee numbers are increasing, the extra training capacity provided by general
practice placements is a welcome addition to the prevocational training program. General practice
training terms are valued highly by participating trainees, providing wide and varied experiences in
primary health care in a supportive learning environment.
Most general practices take a single trainee at a time, and it is highly disruptive to the practice if
the allocated trainee position is not filled continuously from term to term. It is important that this
is acknowledged in the workforce planning of the network. In general, pulling a trainee out of a
general practice placement should not be considered an appropriate option for filling an unexpected
workforce shortage in a hospital. General practices that cannot get prevocational trainees on a
regular basis are likely to pull out of the prevocational program altogether.
Prevocational general practice placements are organised through general practice regional training
providers (the same organisations that manage general practice vocational training). Each regional
training provider appoints a GP DPET who oversees the prevocational trainees who are in general
practice placements managed by that organisation.
It is a good idea for networks to provide regular opportunities for GP and hospital-based DPETs,
JMO Managers and others involved in prevocational training to meet and get to know each other.
Managing trainees in difficulty
If a trainee is having difficulty meeting performance requirements, within a single training term, this
may be managed by the term supervisor in consultation with the Director of Prevocational Education
and Training for that training site. The Trainee in difficulty handbook gives detailed guidance about
how to manage the range of problems that may arise. Most difficulties will be temporary and can be
remediated fairly quickly with active management.
If the trainee’s difficulties are likely to continue across more than one term and on rotation to other
training sites, the situation should be discussed between the responsible DPETs as soon as
possible and reviewed at the next network committee meeting.
Discussions of individual trainees are conducted in a closed session without the presence of
trainees or guests. Considerations of safety and quality of patient care must have top priority,
followed by the objective of giving the trainee every reasonable opportunity and assistance to
remediate his or her performance.
Many strategies can be employed to help a trainee who has serious performance deficiencies:
• z Providing a mentor.
• z Providing extra learning opportunities.
• z Providing psychosocial supports.
• z Referring the trainee to a counsellor, doctor or coach.
• z Allowing a period of extended leave.
• z Giving the trainee a buddy to work with.
• z Making the trainee supernumerary (observing and learning rather than working).
• z Requiring the trainee to repeat the term.
• z Shifting the trainee to a term that is less challenging (with the aim of returning to a higher level
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