Supervisor professional development calendars

The 2026.1 out-of-practice professional development calendars are now available on our website. Each regional calendar covers the same types of events; however, the dates will vary according to local planning. Be sure to choose the calendar for your region and your registrar's training stage.  

Workplace-based assessment improvements

Thanks to feedback from surveys and our supervisor and practice manager liaison officers, these improvements have been made to workplace-based assessment (WBA) forms accessed via the training management system (TMS): 

• Mini-CEX and RCA assessment forms – repetitive questions have been removed 

• Mid and end-of-term assessment forms – a summary of overall performance and competency progression section replaces two other sections to make the form more concise 

• EASL assessment form – confirmation of the supervisor’s review of the registrar’s EASL MCQ outcome report has been added 

• All WBA forms – information for each competency area has been linked to assist with completion of the assessment 

• the goals section has been made optional for completion 

The EASL MCQ assessment (undertaken by registrars prior to entering GPT1 for the first time) now has 100 questions. The additional questions will provide valuable information to assist supervisors in assessing a registrar’s clinical safety and identify any learning needs to be addressed in the development of the registrar’s teaching plan. 

2026.1 ReCEnT project

Discussing your registrar's ReCEnT report is one of the most important steps to help them reflect on their practice, inform their learning plan and identify areas for improvement. 

The Registrar Clinical Encounters in Training (ReCEnT) report shows what patient exposure your registrar might be missing, helping you both plan future placements, learning opportunities and exam preparation more effectively. You can use one of your scheduled teaching sessions to take your registrar through the report. 

If your registrar is required to complete ReCEnT in 2026.1, they'll receive an email from ReCEnT online with instructions on how to complete their encounter forms and the due date. 

All registrars in NSW, Vic, ACT, Tas, SA, WA, NW Qld and SE Qld are participating this semester. Please see the key dates below. For more information on the ReCEnT project and how to use the registrar report, visit our website. 

 Key dates for 2026.1

*Registrars with out-of-sync term start dates will be included in these later distributions. 

Note: For NW Qld and WA, only GPT1 and GPT2 registrars complete ReCEnT in 2026.1. For all other regions, GPT1, GPT2 and GPT3 registrars are included. 

GPs in Training Wellbeing report and Committee EOIs

Supporting wellbeing across GP training 

The latest GPs in Training Wellbeing Committee annual report shows the progress we've made in supporting registrars and supervisors. Key highlights include advocacy for Every Doctor Every Setting (EDES) Framework, practical training improvements and the launch of the Registrar Wellbeing Project and RACGP Wellbeing Hub. 

The recent Medical Training Survey results are very positive but show there's still work to do. While around 90% of trainees feel their workplace supports wellbeing and safe supervision, one in three have experienced or witnessed bullying, harassment or discrimination during training. Aboriginal and Torres Strait Islander trainees are disproportionately affected. 

Read the full GPs in Training Wellbeing Committee annual report. 

Help shape the future – join the Committee 

We're looking for registrars and supervisors to join the GPs in Training Wellbeing Committee and help create initiatives that support the safety, wellbeing and training experience of GPs in training. 

We particularly encourage applications from people who: 

• identify as Aboriginal or Torres Strait Islander, and/or 
• are based in NT, SA, ACT or remote and rural communities 

Applications close 26 February 2026. Submit your expression of interest (EOI) and resume to GPiT@racgp.org.au.  

GP training incentive payments

The Australian Government has introduced three incentive payments for AGPT registrars from 2026.1, designed to support the transition from hospital-based work to community general practice.  

GPT1 incentive payment: 

Eligible registrars will be contacted by their training coordinator with a request to complete an online declaration. Once the registrar has completed their declaration, a payment schedule will be generated, and Services Australia will release their incentive payment on a monthly basis. Payments cannot be made until this declaration has been completed.  

Study and parental leave incentives: 

Registrars must submit a leave application form available in the TMS document library, including required supporting evidence and completion of the linked declaration. Payments are scheduled once the application is reviewed and approved in accordance with eligibility criteria.  

Supervisors and practice managers are encouraged to support registrars by ensuring placement details are confirmed promptly and by directing any eligibility or payment queries to the training coordinator. 

Rural Generalist Fellowship accreditation

The RACGP has submitted its application to the Australian Medical Council (AMC) to accredit the College's Rural Generalist Fellowship training program, following recognition of Rural Generalism as a subspecialty of general practice in 2025.  

The submission addresses the AMC's accreditation standards and demonstrates the quality of our RG training. The College strengthened the program in 2022 with a dedicated emergency medicine curriculum and updated Additional Rural Skills Training. 

The AMC will now review the submission, with an update expected by mid-2026. There are no changes to training, enrolment or Fellowship arrangements at this time.  

For more information, visit our website or contact rural@racgp.org.au. 

Evidence in practice

Why face-to-face teaching visits still matter 

The RACGP’s GP Training Research team recently published a paper on External Clinical Teaching Visits (ECTVs), comparing observation of physical examination skills across face-to-face and remote ECTVs. 

The findings: 

When teaching visits were conducted remotely via video, external visitors were less likely to see registrars performing physical examinations compared to when visits happened in person. 

Physical examinations weren’t observed at all in 15% of remote visits, compared to 5% of face-to-face visits. 

What this means for training: 

These findings further support a hybrid ECTV program: 

• Remote ECTVs are educationally useful and offer pragmatic benefits (see previous findings), but face-to-face visits provide more opportunities for visitors to observe registrars performing physical examinations and discuss feedback on their physical examination skills 
• Rather than replacing face-to-face visits, remote visits can supplement them – striking a balance between the pragmatic benefits of remote delivery and the unique observational opportunities afforded by face-to-face visits 

Contact us

For any queries about the information enclosed, please contact your local training team.