Published by GPEx on December 17, 2019

supervisors-workshop

Placement, Performance and Policy – Dr Paul Dilena, Director of Medical Education and Training

Given the anticipated reduced registrar intake numbers, a workshop on placement equity had been conducted at the previous supervisor workshop.

The outcome was that the rural practices emphasised placement based on workforce need and the metropolitan practices with less reductions suggested decisions based on quality of the training experience.

It was suggested that the next workshop that GPEx could have a session based on how supervisors see quality being assessed and monitored by GPEx.

Some key features raised in the presentation were a positive learning environment, supervisor role modelling and good feedback to registrars. An updated supervisor policy has recently been finalised and is available for review here.

Highlighted areas were the sections on in practice supervision presence, out of hours support and the need for supervisors not to have any AHPRA conditions on their practice.
Given recent placement interviews, supervisors were reminded of the need to follow best practice in adhering to appropriate interview questions with respect to personal information of registrars.”

GPEx Exams Collective – Dr Penny Need

Launched in October, the Exams Collective platform has now been live for almost 12 weeks and is receiving very positive responses.

The platform was designed in response to feedback from both current and former registrars and provides access to resources to assist in successful preparation for tackling the college exams and assessments.

The community board, where knowledge is shared via ‘Cases of the Week’ presented by GPEx Medical Educators, has proven to be the most popular section of the platform, with over eight and a half thousand interactions in the 12 weeks since the GPEx Exams Collective came online.

With over 300 weekly active users, the engagement week on week continues to climb.

Other information can be accessed includes clinical images, and example MCQ and KFP style questions to enhance clinical reasoning skills. Resources and information relevant to ACRRM based assessments and RACGP exams can also be found and share within the platform.

We encourage you to log on to GPEx Exams Collective today via GPEx One and share your feedback too.

Research in Workplace-based Assessments in GP Training – Dr Emily Kirkpatrick, Medical Educator

Workplace-based Assessments (WBAs) have been very topical over the past 12 months, with GPEx leading a large-scale RACGP National Education Research Grant looking at in-practice assessments over 2018 and 2019. WBAs have unique advantages over other assessment types as they permit the direct assessment of a registrar’s actual performance.

There is no current WBA Framework for Australian General Practice (GP) Training, however, GPEx delivered on this research outcome and presented the college with a best-practice, evidence-based framework moving forward. As part of the research six simultaneous research projects and an environmental scan were completed over a 7-month period, involving nine GP training organisations (RTOs) representing every state in Australia. A national Steering Group governed the project with guidance from international experts.

The recent supervisor workshop provided the ideal platform to discuss WBAs and the current programme at GPEx. Insights were presented on the current best practice for use of workplace-based assessments in medical training. Strategies for implementing workplace-based assessments tailored to the general practice training context were discussed and supervisors were provided with the opportunity to ask questions with regards to their views and concerns around the assessor / assessee relationship in undertaking WBAs.

The streams of research undertaken were: a hermeneutic literature review; an audit of WBAs in the 9 RTOs; a qualitative investigation into direct observation of registrar consultations; focus groups and interviews of 127 registrars, supervisors and medical educators across Australia; quantitative and qualitative analysis of entrustable professional activities as assessment and self-reflection tools in three RTOs; WBAs as predictors for exam performance and remediation.

Supervisors were interested in the role of the procedural skills logbook and how this could be used to empower registrars when asking for additional supervision. There was great interest in the role of video review direct observations and the fact that this had been removed from the best-practice framework, instead being listed as a remediation or as required communication skills assessment. There was also a keen desire to redesign the learning plan and look at the use of real-time, reflective and useful learning logs. Fortunately, GPEx has been awarded a grant for 2020 to look at Learning Logs in more depth, which will be led by Dr Emily Kirkpatrick and partnering with NTGPE and Flinders University.