Abstract
The lifeline for country medicine' was the description by the Rural Doctors Association of Australia of the Queensland Health Rural Generalist Pathway (RGP). The program promises to redress rural medical workforce issues in Queensland. It may fulfil these promises, but only with the support of rural clinical supervisors and medical educators adapting to new expectations of competencies, of training structure and endpoints of training. These adaptations will be a key element of the RGP success, particularly as other states adopt the approach. This article outlines the lessons learnt and adaptations made by clinical supervisors and medical educators in the Queensland Rural Medical Education group, to deliver the Rural Pathway of the Australian General Practice Training program since the first registrars identifying as RGP appeared in this program in 2006.
Highlights
PERSONAL VIEWRural Generalism and the Queensland Health pathway – implications for rural clinical supervisors, placements and rural medical education providers
'The lifeline for country medicine' was the description by the Rural Doctors Association of Australia of the Queensland Health Rural Generalist Pathway (RGP)
The program promises to redress rural medical workforce issues in Queensland[2]. It may fulfil these promises, but only with the support of rural clinical supervisors and medical educators adapting to new expectations of competencies, of training structure and endpoints of training
Summary
Rural Generalism and the Queensland Health pathway – implications for rural clinical supervisors, placements and rural medical education providers. This article outlines the lessons learnt and adaptations made by clinical supervisors and medical educators in the Queensland Rural Medical Education group, to deliver the Rural Pathway of the Australian General Practice Training program since the first registrars identifying as RGP appeared in this program in 2006. Training to College standards is delivered by a regional training provider (such as Queensland Rural Medical Education [QRME]) for registrars on the AGPT program, whether or not they are on the RGP. Thirty had progressed beyond their second postgraduate year, of whom 24 had undertaken an Advanced Specialisation Term, including 17 who have completed at least their first term in primarycare learning Lessons learned from this experience of students, junior doctors and registrars involved in the RGP relate to workforce, administrative and educational issues
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