(07) 3552 8100

GPTQ is leading or collaborating with several RTOs and university partners on research projects recently awarded through the competitive 2018-19 RACGP Education Research Grants (ERGs). See below for a brief synopsis of studies currently underway. Depending on your professional role, you may receive an email inviting you to participate in one or more of the studies.

Why GP registrars make decisions to initiate, avoid or delay help-seeking from supervisors?

Registrar-initiated Oversight, Support and Advice (ROSA): help-seeking in general practice training, is a qualitative study which aims to increase our understanding of why general practice (GP) registrars make decisions to avoid, delay, or initiate help-seeking from supervisors. Individual interviews will be conducted with registrars on their reflections on decisions made during an External Clinical Teaching (ECT) visit about seeking (or not seeking) help, views about asking for help, and previous experiences. Findings will be used to develop a conceptual model of registrar decision making to initiate ad hoc supervision.

Where do Medical Educators come from?

This qualitative study aims to explore the barriers and enablers to the recruitment and retention of (current, former and potential) MEs in vocational general practice training. Focus groups and an online survey of current, former and potential MEs will be conducted to provide an insight into the barriers and enablers in both recruitment and retention for a career in medical education. An understanding of factors that influence the decisions to begin, continue, or leave a position as a GP working as a medical educator will help inform future decisions and planning to manage workforce needs.

Reflecting on global assessment in training and education

Reflecting on global assessment in training and education (RATE) is a follow-up study to the recently completed RACGP ERG project, Global Assessment (GA) in medical Training and Education (GATE). GATE helped define factors that experienced assessors use to define competence in each domain of practice, for each stage of training, and in different contexts. RATE will further define these criteria within a broader group of assessors (GP Supervisors, ECT Visitors, and MEs) in addition to defining biases that may influence GA, and the effect of awareness of both competencies and biases. Participants will complete a survey after submitting a routine training assessment (e.g. ECT report, GP Supervisor report). Defining these factors and promoting this knowledge to those involved in undertaking GAs throughout GP training will enhance the validity and reliability of this increasingly important selection and assessment tool.

Please contact Michelle Sheldrake (msheldrake@gptq@qld.edu.au) or Peter Coxeter (pcoxeter@gptq@qld.edu.au) if you are interested in finding out more about the projects or would like to enquire about participating.