Teaching and Supervising Registrars

As the Australian General Practice Training (AGPT) program is based on an adult learning model, the experience, supervision and teaching that you provide registrars during their general practice placements is the mainstay of their training.

Teaching and Supervision

Although often spoken of together, supervision and teaching are two different, although, overlapping components of the GP supervisor role.


This component includes:

  • delivery of formal and informal (opportunistic or corridor) practice-based teaching
  • consultation review and feedback
  • procedural and essential skills training.

There are many useful resources for teaching available, from the ACRRM and RACGP curricula to WAGPET eLearning.


This component focuses on:

  • accessibility and availability for support and the informal teaching
  • monitoring of patient load to ensure appropriate volume and variety for the GP registrar's experience
  • ensuring adequate time for learning
  • supporting the doctor-in-training to plan their learning
  • providing formal and informal assessment and feedback.
The GP supervisor’s responsibilities

As a GP supervisor, you and the training facility adhere to the Australian College of Rural and Remote Medicine (ACRRM) and/or the Royal Australian College of General Practice (RACGP) education and training standards to ensure GP registrars have all that is needed to successfully complete their training in general practice.

Your primary role as a GP supervisor are:

  • ensure the GP registrar receives a comprehensive orientation to the training facility at the start of their placement
  • provide the appropriate level of on-site supervision for the GP registrar's level of training
  • provide the appropriate level of in-practice teaching for the GP registrar's term level
  • assist the GP registrar to develop a learning plan.
GP registrars' curricula

Both ACRRM and the RACGP have a curriculum for AGPT training. Each identifies the knowledge and skills required for a registrar to be competent to practise unsupervised anywhere in Australia. In addition, both colleges have curricula for Advanced Skills training, as well as identifying practical/procedural skills required for general practice.

These are useful documents to help:

GP education

WAGPET's education program for GP registrars aims to:

  • provide opportunities to meet the curriculum requirements of ACRRM and RACGP
  • consider the learning needs of a diverse group of urban and rural doctors
  • deliver education using a variety of modalities in a multitude of settings
  • utilise the expert experience of health professionals in Western Australia and further afield
  • promote vertically-integrated and adult-learning principles
  • support contextual education in our practice environments by GP supervisors
  • ensure GP registrars have opportunities to explore medical research, evaluation and teaching opportunities
  • deliver an integrated education and assessment program, built around assessment for learning.

The development of the education program has been based on a review of the RACGP and ACRRM curricula, keeping in mind the most appropriate methods of delivery for each education discipline. For more information, read the Training Facility Handbook.

Practice-based teaching

Practice-based teaching can be formal or informal (corridor or opportunistic) and practice-centred (focused on what practice and doctors specifically offers) or learner-centred (identified by the learner's needs).

The requirements at each training level are outlined in the Training Facility Handbook.

Resources for teaching

Both ACRRM and the RACGP recommend a number of textbooks and reference material for registrar training which are available on loan through the WAGPET library or your rural GP network.