2017 MCCC Registrar Handbook

GPT3/PRR3
25% 75%
ES/PRR4/Elective
25% 75%
*This is preferred but not mandated
3.8 Patient Numbers
Registrars workload needs to be monitored to ensure they are not seeing too many, or for that
matter not enough patients. It is anticipated that the step up to increased patient numbers will be
done in consultation with the registrar and supervisor.
Please refer to the RACGP policy for further information.
3.9 Registrar training and consultation information (RCTI)
Registrar workload is recorded in the monthly Registrar Teaching and Consultation Information
record (RTCI) in Pivotal. An overview of the RCTI process will be provided at the orientation
workshop. For more information on the RTCI process, visit the Pivotal website.
3.10 Diversity of Practice Experience (RACGP Ruling)
All RACGP registrars must have experience in more than one practice in their training. This will
involve a full six-month semester at another practice.
Any exemption from this requirement will need to be assessed on an individual basis by your local
RHE and the DMET, and will require substantiated evidence as to why the exemption is required.
Final approval will be given by the RACGP Censor. Please refer to the RACGP policy for further
information.
3.11 GPT1, 2 & 3 (RACGP) or PRRT1, 2 & 3 (ACRRM) registrars
These terms focus on the transition from tertiary care to primary care. Registrars will consolidate
and increase skills in the general practice environment. These terms must be in an accredited
teaching practice with MCCC over an 18 month (FTE) period.
Registrars receive direct supervision and teaching from the accredited supervisors. There is expected
to be a high level of supervision, graduated responsibility and an increasing patient load. An
orientation will be given at each new practice.
3.12 Assessments
The MCCC General Practice Learning Program features assessment that is formative in nature and
occurs throughout the program, and summative which is facilitated by the respective colleges.
Formative Assessment is embedded in the teaching and learning program, enabling feedback that is
timely, relevant and enhances learning. It will draw on a range of methods appropriate to context
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