FSP Newsletter

Fellowship Support Program Newsletter

March 2023

Dear Supervisors, Registrars and Practice Managers

Welcome to the Fellowship Support Program newsletter, March 2023 edition.
Every month we update you on news, recent changes, and friendly reminders that will support you while you're on the program.

Supervisor & Registrar News

EASL

By now you should have completed the EASL components which included:

EASL Pack -This pack contains guidance documents/forms that are there to assist you in the EASL as an FSP supervisor.
Clinical case analysis (CCA) Registrar/s, you will have completed two cases which you have uploaded into the FSP Portal. Supervisors, please ensure you have reviewed and assessed. They will appear under the Assessments area of the portal as CCA entry.
Direct observations (Mini-CEX) of your registrar’s consultations (four cases) uploaded and assessed by your supervisor. The feedback is submitted in the FSP Portal.

*If you have not completed the above and need extra support, please reach out to your Regional Training Coordinator today.

MCQ (Multi Choice Questionnaire) results If you are a supervisor and would like to see your registrar/s results please refer to your registrar's documentation section to see the MCQ.

Registrars, please ensure your EASL pack is uploaded to the Documentation section of your FSP portal. This must be completed for accreditation and RPLE.

Supervisor - In-practice teaching

Now that the EASL is completed, Supervisors need to conduct on-going supervision and in-practice education.

Year 1 (GPT1 and 2) – minimum 1 hour per fortnight of scheduled and uninterrupted time.

In-practice teaching
Most teaching activities are conducted by the supervisor and relate to the registrar’s daily case load; for example, one-on-one clinical case discussions and mentoring.

Other activities might include direct observation, case-based teaching, patient scenario discussions, joint consultations, formal teaching on specific topics, review of recorded consultations, demonstration of and participation in clinical procedures, random case analyses, small group discussions and cultural education.

Teaching time requirements
Teaching time includes both formal and informal teaching activities, and the amount of time required depends on the registrar’s stage of training.

Some scheduled teaching sessions should be one-on-one that address the registrar's individual learning needs. For example, observation of consultations, review of medical records, feedback, assessment, and critical incident review.

Practice managers

You have the important task of ensuring time is set aside for teaching. Teaching sessions should ideally be scheduled in the first hour of a consulting session or before consulting starts in the morning. Scheduling teaching sessions at lunchtime or at the end of the day should be avoided as these times are prone to interruptions or participants running late.

Education Calendar

Term 1 calendar is located on the FSP resources page which provides upcoming registrar assessments are planned and fortnightly teaching topics for in-practice teaching.

Workplace-Based Assessments

Workplace-Based Assessments (WBA) sessions are now well underway with our Medical Educators, and we would like to ensure your awareness of how each session is planned out.

What is a WBA?
The workplace-based assessment program forms part of your FSP training and involves the observation and assessment of your practice in your own workplace via a range of formats. It allows your Medical Educators to track your progression through training, ensuring you receive the support that you need to gain the clinical competencies and skills relevant to your stage of training and to progress to Fellowship.

You’ll receive feedback following each of your assessments to allow you to reflect on your progress and plan additional learning opportunities with the support of your supervisor, ME or training coordinator.

It’s important that you schedule time for assessment, feedback and personal reflection.

On the day of your WBA, the booking will take up to three hours and you’re required to undertake two activities within the allocated session: the Mini-Clinical Evaluation Exercise, and the Clinical case analysis (CCA).

Below we have roughly described how a session is planned out.
These timeframes are a guide only, and you can adapt timings on the day if required. For example, you may wish to discuss your CCA cases first, and then see patients.

Please remember, each WBA that your MEs submit on the FSP portal will require your acknowledgement for it to be finalised.

What to Do Once Booking Confirmed?

Liaise with your Practice Manager to aim for the following appointment structure below and complete two CCAs no later than five days prior to the scheduled WBA. Please note these timeframes are a guide only and you may wish to adapt timings on the day to suit your schedule, e.g., begin with your CCAs and then see patients.

If you can, log in 5 minutes early to ensure your technology is working and you’re ready for the session to begin.

5-10 minute introduction with ME (1:1) No Patient
Patient 1 - 30 minutes (patient consultation 15 minutes & 1:1 feedback with ME 15 minutes)
Patient 2 - 30 minutes (patient consultation 15 minutes & 1:1 feedback with ME 15 minutes)
Patient 3 - 30 minutes (patient consultation 15 minutes & 1:1 feedback with ME 15 minutes)
Patient 4 - 30 minutes (patient consultation 15 minutes & 1:1 feedback with ME 15 minutes)
Clinical Case Analysis 1 – 20 minutes (no patient)
Clinical Case Analysis 2 – 20 minutes (no patient)
10 minute final discussion with ME (1:1) No Patient

How to Set up on the Day of Assessment?

Locate zoom link from booking confirmation email or saved calendar invitation.
Log into zoom on your laptop or mobile phone with audio and video on. Place your device in an appropriate position in the consulting room for the Medical Educator to see and hear the consultations.
Log into zoom on your work computer to share screen of medical notes (if possible but not mandatory if Practice system does not allow) but do NOT connect audio or video. This will allow you to share screen your medical notes with the assessor.
Ensure your Practice/Clinic team have obtained signed patient consent forms and saved to patient file.

Helpful resources for your upcoming WBA

How to submit the clinical case analysis - refer to page 10
FSP patient consent form
FSP FAQs – Workplace-based assessment
Information on Workplace-based assessments

*Remember* if you wish to test your technology, arrange a quick zoom session with your Regional Training Coordinator.

Recognition of prior learning and experience (RPLE)

RPLE will be assessed at the end of your current GPT1 (first term of FSP) If approved, this is an opportunity to reduce your Fellowship Support Program time from two years to 18 months.

How is RPLE determined?
The general practice experience component of RPLE is determined by the review of your GPE assessment. If you already have a valid GPE assessment confirming you have the required two calendar years (FTE) of comprehensive Australian general practice experience, there is no need to submit another assessment.

If you don’t have a valid GPE and you ‘d like to be considered for RPLE, we strongly recommend that you apply for a GPE assessment as soon as possible.
The determinations for RPLE will be undertaken by the Progress Review Committee after Monday 24 April 2023.

There is no ‘formal’ assessment for RPLE, as such. At the end of your first six months on the FSP, the Progress Review Committee will review your GPE assessment and your progress to that date to decide if you will be offered RPLE. You must also be deemed to be progressing ‘at expected standard’ on the FSP training program progress report within your first six-months.
Accepting RPLE is optional; you may wish to decline the offer of RPLE and complete a two-year FSP program.

What do I need to include in your GPE assessment application?
If you're applying for a GPE assessment for the first time because you believe you can meet the RPLE requirements, the process for applying is detailed in the RACGP’s Applying for a General Practice Experience Assessment Guidance document.

Aboriginal and Torres Strait Islander health

All registrars are expected to develop competence in Aboriginal and Torres Strait Islander health, and it is a core unit of the RACGP curriculum and syllabus. Completion of a cultural awareness module is mandatory in the first training term.
You will be able to access the cultural awareness module via GPlearning.

General News

CPD has changed for doctors across Australia

As of 2023, continuing professional development (CPD) has changed for not only GPs, but doctors of every specialty across Australia. The Medical Board of Australia (MBA) has outlined new annual CPD requirements, but the RACGP is here to help you navigate the changes as your trusted CPD home.

Instructional videos available on You Tube

You can stream these videos via YouTube but please note they are not available to the public and can only be accessed via these links:

Your safety and wellbeing

Supporting the wellbeing of GPs

The Royal Australian College of General Practitioners is committed to supporting members in their pursuit of clinical excellence and ensuring that general practice remains a satisfying and rewarding vocation. The college also recognises that maintaining a healthy work/life balance is essential for general practitioners to create the best possible practice environment for our members and the patients we serve.

From time to time issues arise in our lives that cause concern. They can lead to sleepless nights, an inability to stay focused, feeling down generally and a sense that we have no control. Regardless of where they come from, they can weigh us down and affect all areas of life including our ability to function well at work.

Please refer to the following links: