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Practice Experience Program (PEP) Mentor guide
Version 2020.2
racgp.org.au Healthy Profession.
Healthy Australia
Practice Experience Program (PEP): Mentor guide. Version 2020.2
Disclaimer
The information set out in this publication is current at the date of first publication and is intended
for use as a guide of a general nature only and may or may not be relevant to particular patients
or circumstances. Nor is this publication exhaustive of the subject matter. Persons implementing
any recommendations contained in this publication must exercise their own independent skill or
judgement or seek appropriate professional advice relevant to their own particular circumstances
when so doing. Compliance with any recommendations cannot of itself guarantee discharge of the
duty of care owed to patients and others coming into contact with the health professional and the
premises from which the health professional operates.
Accordingly, The Royal Australian College of General Practitioners Ltd (RACGP) and its
employees and agents shall have no liability (including without limitation liability by reason of
negligence) to any users of the information contained in this publication for any loss or damage
(consequential or otherwise), cost or expense incurred or arising by reason of any person using or
relying on the information contained in this publication and whether caused by reason of any error,
negligent act, omission or misrepresentation in the information.
Recommended citation
The Royal Australian College of General Practitioners. Practice Experience Program (PEP):
Mentor guide. Version 2020.2. East Melbourne, Vic: RACGP, 2020.
The Royal Australian College of General Practitioners Ltd
100 Wellington Parade
East Melbourne, Victoria 3002
Tel 03 8699 0414
Fax 03 8699 0400
www.racgp.org.au
ABN: 34 000 223 807
ISBN: 978-0-86906-511-2
Published November 2018; updated April 2019, February 2020, March 2020
© The Royal Australian College of General Practitioners 2020
This resource is provided under licence by the RACGP. Full terms are available at
www.racgp.org.au/licence. In summary, you must not edit or adapt it or use it for any commercial
purposes. You must acknowledge the RACGP as the owner.
We acknowledge the Traditional Custodians of the lands and seas on which we work and live, and pay our respects to Elders, past, present and future. 20664.1.13
Practice Experience Program (PEP) Guide for participants 2018–19 1
Practice Experience Program (PEP) Mentor guide
Version 2020.2
ii Practice Experience Program (PEP) Mentor guide
Contents
Introduction to the Practice Experience Program 1
The mentoring role in the PEP 1
Definition 1
Qualities of a PEP mentor 1
Roles and responsibilities of a mentor 2
A PEP mentor is not a clinical supervisor 2
Mentor tasks 2
Regular meetings 3
Information for MEs helping participants make a program determination 4
Process for the discussion 4
Learning plan 6
Learning units 7
The learning program 8
Multisource feedback (MSF) discussion 10
Completion of the program 10
Reporting on progress 11
Raising concerns 11
Maintaining boundaries 11
What to do if things go wrong 11
Conflicts of interest 11
Confidentiality 11
PEP evaluation 12
Acronyms and initialisms 13
Definitions 13
Reference 14
Appendix A. Background information – Summary of the Practice Experience Program 15
Appendix B. List of PEP learning units 18
Appendix C. Learning unit assessment form (template) 19
Appendix D. Learning unit assessable task rubric 20
Practice Experience Program (PEP) Mentor guide 1
Introduction to the Practice Experience Program The Practice Experience Program (PEP) is a self-directed education program designed to support non–
vocationally registered (non-VR) doctors on their pathway to Fellowship of The Royal Australian College of
General Practitioners (FRACGP). The PEP aims to provide targeted educational support for non-VR doctors
to support their learning and provide feedback on their progress towards achieving FRACGP.
The PEP is different to the Australian General Practice Training (AGPT) Program, in that it is an educational
support program with an emphasis on self-directed learning. Participants come from a variety of backgrounds,
with a variety of skills sets. They work in various practice settings, including remote practice, after-hours and
locum services. Their program is therefore individualised and not structured to the group as occurs in AGPT.
In addition, not all participants in the PEP have access to supervisor support or in-practice teaching, but they
receive support in other ways. Unlike AGPT where exams are completed during the program, PEP participants
cannot sit the exams while they are in the program. From January 2022, it will be compulsory that all FRACGP
exam candidates complete a recognised program in order to be eligible to enrol in the exams.
The PEP is delivered in partnership with training organisations (TOs). The PEP is a 3GA program funded by the
Department of Health for which provider numbers can be issued (location restrictions apply). Participants make
a co-contribution payment each term.
The mentoring role in the PEP
Definition
Mentoring is defined as a professional relationship in which an experienced person assists another to develop
specific skills and/or knowledge important for their professional and personal growth.
Effective mentoring requires the development of a sound collaborative professional relationship that provides the
opportunity for reflection and discussion.
In the PEP, the role of the mentor is to support learning and program planning, review and discuss assessments
with participants, encourage self-reflection, and provide support and advice about the program. The ultimate aim
is to assist the participant in developing the broad range of competencies outlined in the RACGP Curriculum for
Australian General Practice 2016 that are essential for independent, competent practice in Australia. Mentoring is
an important component of the PEP, as it provides support and guidance for participants during their training.
The PEP mentor role has several components and activities, which might be undertaken by one person or a
number of different people. The mentor role will vary depending on the TO and local context.
Qualities of a PEP mentor
The PEP mentor should ideally:
be an experienced medical educator (ME) where clinical expertise is required
have knowledge of, and experience in, working with doctors who are progressing towards FRACGP
have knowledge of the PEP, including the requirements and policies
have active listening skills
have the ability to deliver constructive feedback
have the ability to identify learning barriers and help resolve issues
be flexible, supportive and empathic.
2 Practice Experience Program (PEP) Mentor guide
Roles and responsibilities of a mentor
The PEP mentor will:
provide a professional relationship
provide non-judgemental advice
encourage self-reflection
encourage problem solving and listen, motivate and inspire
be available at agreed times
refer to appropriate avenues if problems develop
act professionally at all times
identify participants requiring additional support
maintain confidentiality, where appropriate.
A PEP mentor is not a clinical supervisor
Supervision is defined as ‘the provision of guidance and feedback on matters of personal, professional and
educational development in the context of a trainee’s experience of providing safe and appropriate patient care’.1
Clinical supervision can be considered as a requirement to ensure the safety of patients who are seen by a
trainee. Educational supervision is undertaken when helping the trainee to learn.
Some, though not all, PEP participants will have a nominated supervisor. In contrast to AGPT, these supervisors
are not accredited by the TOs, but instead are in place as part of the participant’s medical registration
requirements. These supervisors are not required to provide educational supervision of the PEP activities.
PEP mentors, by contrast, provide support and advice on aspects of the PEP, but do not provide clinical advice or
take the place of a counsellor or treating doctor. PEP mentors are not to become de facto clinical supervisors, a
fact that needs to be made clear to participants from the outset.
The mentor role should also be differentiated from that of a clinical assessor who undertakes the clinical
assessments that form part of the workplace-based assessment (WBA) program. The role of the mentor, in
relation to the WBA, is to review assessment reports, consider how the participant is progressing, and provide
guidance and support to the participant. The multisource feedback (MSF) debrief and discussion is also one of
the mentor tasks.
Mentor tasks
There are number of identified tasks for the mentor. This does not mean that all of these tasks would be
undertaken by one person; rather, this reflects the overall program requirement.
Table 1 outlines the requirements for each participant.
Table 1. Participant requirements
Item Frequency Description
Learning units
ME discussion
of learning
program
Once in first three
months of program
commencement
and once towards
the end of Term 1
This includes:
discussion of Initial Core Skills Analysis (ICSA) results
discussion and confirmation of learning program in terms of time and
units (program needs to be confirmed at least one month before the
end of Term 1)
review of learning plan.
Practice Experience Program (PEP) Mentor guide 3
ME discussion
and
assessment of
learning units
Regularly
throughout each
PEP term
This includes:
regular review of learning units as undertaken by the participant
assessment of learning units and other PEP activities as required
provision of feedback.
Mentoring and reporting
Mentoring and
review of
participant
progress
Regularly
throughout each
PEP term
As a minimum, this includes for each participant:
a minimum of two meetings in Term 1 with each participant (including one meeting within the first month of the first PEP term, and one later in Term 1 before the program confirmation is submitted) and a minimum of one meeting in each subsequent term
regular review of assessments and clinical examination and procedural skills logbook (findings discussed at regular term meetings)
regular review of the participant’s learning plan
reviewing and providing feedback on MSF, which is completed once only during PEP participation (to be discussed at a regular term meeting).
Contribute to
the participant
progress
report
Once per PEP term This summarises a participant’s overall program status, including:
a progress summary with reference to the PEP’s objectives and the participant’s program agreement
any other relevant information and feedback.
The TO must use the prescribed template, with mentors providing input into this report.
Regular meetings
The PEP includes a number of regular meetings, including a minimum of:
two meetings in Term 1 with each participant, with the first meeting taking place within the first month of commencing the PEP, and the second later in Term 1 before the program confirmation form is submitted
one meeting in each subsequent term.
These meetings should take up to one hour.
The first meeting frames the rest of the meetings. It would be useful to establish the objectives for the meetings
so the participant is clear on what needs to be covered and achieved in the time allocated for the meeting. In
addition to objectives, it is good to spend some time setting the boundaries (ie what can and cannot be done) and
expectations from the program. It is also important to establish how contact will be made (eg via TO email, phone,
PEP portal discussions).
The outcomes of the Initial Core Skills Analysis (ICSA), including the individual learning program and the self-
reflection, should be reviewed and discussed at the first meeting. These will form the basis of the initial
development of a learning plan.
In Term 1, participants commence the core units. They will need to select their units for the remainder of their
program by the end of that term. In addition, they can vary their program time. Both program time and units need
to be discussed with the participant, and the meeting is an opportunity to guide reflection about the program.
The meeting at the end of Term 1 is essential in helping participants finalise their program. Further detail is
included in the following section.
The content of subsequent meetings includes a discussion about progress on WBA, feedback about learning
units, review and update of the learning plan, logbook review and discussion about any particular program issues
that have arisen.
4 Practice Experience Program (PEP) Mentor guide
Information for MEs helping participants make a program determination Participants in the PEP Standard Stream have the option to increase or decrease their program time by one term
between the minimum (two terms) and maximum (five terms). It is expected that five learning units will be
completed during each term.
An increase in program time will allow extra time to work in general practice, and will include extra learning units
and WBAs.
A decrease in program time will reduce the number of learning units, and there will be fewer WBAs and less time
working in general practice.
The core units are mandatory and commence in Term 1, but participants need to nominate their remaining
learning units. This decision needs to be made for the program confirmation form to be submitted, hence it occurs
later in Term 1. For participants to make an informed decision about their learning program, they need to be able
to discuss their choices with an ME. That discussion and the outcomes are recorded on the PEP portal.
Background information about the PEP is included in Appendix A.
Process for the discussion
Contact the PEP participant and organise a time to discuss their program. This meeting needs to happen before
the program confirmation form is submitted and once the direct observation and case discussion have been
completed, as information from these assessments will form part of the discussion. It can be done as a face-to-
face or distance meeting.
Once a discussion has been completed, the participant will fill out the program confirmation form on the PEP
portal. This is a record of their decision in respect to their learning program time and units. The form needs to be
submitted at the latest by 20 business days from the start of Term 2.
The ME is not expected to make a decision on behalf of the participant, but to help them decide the length and
content of their program. If the ME does not agree with the final decision made by the participant, this should be
noted at the time of acknowledging their submission on the form by leaving a note in the comments section.
Sources of background information to assist MEs and key issues to discuss with participants are listed below.
Sources of information
There are a number of sources of information to inform the discussion.
Personal factors such as insight into performance, factors affecting ability to complete the program or expectations will be evident from a discussion with the participant
Assessment results should be available on the PEP portal.
Recommendations may be available from an ME or the TO.
Checklist of areas to discuss
Key areas and points to discuss with participants include the following:
current decision and reasons
assessment results – PEP Entry Assessment (PEPEA), ICSA, WBA, learning units, MSF (if available)
any recommendations from MEs and/or TO made in relation to progress
barriers (and likelihood of these to change – ongoing or otherwise)
insight into personal skills and weaknesses and identified learning needs
consequences and understanding of the decision.
More detail about the questions and areas for discussion are included in Table 1.
Practice Experience Program (PEP) Mentor guide 5
Table 1. ME discussion with participant: Areas for discussion
Topic Questions Considerations
Current participant
decision and
reasons
What is the current decision?
What are the reasons for this decision?
What are the expectations of the
decision?
If the expectation is to allow extra time to
complete unfinished work, extra work will be
allocated in regard to learning units and WBAs
If the expectation is that leaving the PEP early
will allow the participant to sit exams, there may
be consequences if they are unsuccessful and/or
wish to reapply to PEP in the future. Repeating
PEP incurs greater costs (refer below). It is also
important that the participant be aware of the
requirements to be exam eligible.
Assessment
results – ICSA,
WBA, learning
units, MSF
(if available)
What were the ICSA results?
Related to time
MCQ scores and any mismatch in confidence levels
Any potential issues, such as limited scope of practice
How do these results accord with the decision
and understanding of the participant?
What are the results of the WBA?
Are they at the standard expected, or above or below?
Has remediation been recommended?
What feedback about performance has been given?
How do these results accord with the decision
and understanding of the participant?
If below the standard, are there reasons for this
(eg personal or practice factors)? If so, do these
reasons still exist or has the situation changed?
What are the results of the learning unit
assessments?
Have the participant’s current units been completed or are they expecting that they will be able to complete these in extra time?
Have they met the expected standard?
Are there additional learning areas that they have identified?
Reducing time in the PEP will mean less time to
complete unfinished tasks.
Additional time will allow the participant to
complete more units if they have identified extra
learning areas.
Training
organisation (TO)
Have any recommendations about time
and units been made by the TO?
Is the participant aware of these
recommendations?
Do these support or contradict the participant’s
decision?
Has the participant engaged in the
program? If not, will this continue or is
change expected?
Lack of engagement may result in not completing
the program satisfactorily, which impacts provider
number access.
Barriers/difficulties
in the program
Are there barriers to learning or
performance that have affected results
to date?
Barriers to learning may indicate the need for
extra support or remediation.
Will these change in the remainder of
the program?
Ongoing barriers may result in not completing the
program satisfactorily and if not addressed affect
future performance in exams
6 Practice Experience Program (PEP) Mentor guide
Insight into
personal skills and
weaknesses
What is the participant’s personal
opinion of their standard compared to
the opinions of MEs in the WBA?
The standard to be met is that expected in the
exams. Mismatch in opinions may indicate
participant lack of insight into the required
standard against current level. Can they identify areas that they need to
work on in order to reach the standard,
and how do these compare with
recommendations from the MEs or TO?
Consequences
and understanding
of decision
How will changing the program time
affect learning units and assessments
required?
An increase in program time will allow extra program time and will include extra learning units and WBAs.
A decrease in program time will reduce the time available to complete learning units or assessments if these have not been done in Term 1
Exam eligibility – how will the time
changes impact exam eligibility?
A GPE assessment is required in order to
accurately assess exam eligibility. This cannot be
estimated based on the participant’s CV, as
various factors affect the assessment.
What is the impact on future program
eligibility?
If a participant fails their exams and wishes to
reapply for the PEP, it is important to remember
that decisions to accept a participant back into
the program are made at the discretion of the
RACGP. Issues such as failure to participate in
the program or reducing program against advice
might be considered.
Will the changes impact provider
numbers?
Provider numbers can be continued for three
years after the program if it is completed
satisfactorily. If the program is not completed
satisfactorily, provider number access through
the program is discontinued.
How will the changes impact program
costs?
Increasing or decreasing program time affects
the costs paid. In addition, any participant who
leaves the program but later reapplies and is
accepted will not be eligible for a funding subsidy
from the government, so will need to meet the full
costs of the program.
CV, curriculum vitae; ICSA, Initial Core Skills Analysis; ME, medical educator; MCQ, multiple choice question; MSF, multisource
feedback; PEP, Practice Experience Program; RACGP, Royal Australian College of General Practitioners; TO, training organisation;
WBA, workplace-based assessment
Learning plan
It is the participant’s responsibility to engage with the learning program and drive their own learning. The mentor’s
role is to provide support.
Reviewing the participant’s logbook, learning plan, WBA reports, learning unit assessment tasks and learning unit
progress provides evidence of engagement and gives an indication of how the participant is progressing. The
learning plan should include evidence that the participant is reflecting on feedback from all program activities, and
using this feedback to develop action items.
The participant learning plan is accessed online, and the mentor is able to review and comment on the learning
plan via the PEP portal.
Practice Experience Program (PEP) Mentor guide 7
Participants should be encouraged to consider focus areas for each term, taking into consideration:
ICSA results, including the self-reflection
learning units completed
feedback from assessments
mentor discussions.
Once the focus areas are identified, the participant then considers:
actions (‘What will I need to do?’)
timelines (‘When will I complete this?’)
support and resources required (‘How will I do this?’)
measurement of progress (‘How will I measure my progress?’).
Participants are encouraged to document a minimum of four and maximum of 10 action items per term.
The learning plan should be updated at least every six months.
Learning units
The role of the PEP mentor includes:
regular review of learning units as undertaken by the participant
assessment of learning units and other PEP activities as required, as well as provision of feedback.
The mentor will have access to the learning units via the RACGP portal and learning management system (LMS),
and will be able to provide their feedback via the portal assessment form.
Educational background to the learning units
The program promotes self-directed learning by encouraging regular reflection about personal knowledge and
skills. The learning units include a series of tasks that are undertaken in clinical practice in order to make the link
between the acquisition of knowledge from online learning and application into the individual’s context.
For learning to occur, it needs to be accompanied by feedback and reflection. Further, completion rates of online
programs can be low unless there is support from other sources. Participants therefore need the opportunity to
discuss and receive feedback about the activities they complete while in the program. In addition, participants are
encouraged to reflect on feedback received, specifically about what further learning might be useful, and to
document this in their learning plan, which is maintained throughout the program.
Structure of the learning units
More than 30 learning units have been developed and are mapped against the RACGP curriculum. Each unit
equates to approximately 30 hours, so it is expected that five units be completed each six months. All activities
in the unit aim to extend and apply skills rather than simply build theoretical knowledge.
The individual units address important aspects of the topic but are not intended to be exhaustive in their
coverage. Participants are encouraged to extend their learning through a list of resources that accompanies each
unit, although they are not expected to read all of the resources provided. Some units cover similar areas – for
instance, women’s health, pregnancy care and sexual and reproductive health. What may appear to be missing in
one unit might be covered in a related unit. Every attempt has been made to eliminate unnecessary duplication.
8 Practice Experience Program (PEP) Mentor guide
Each unit has three key components:
1. Online learning activities.
2. In-practice activities – for example, case studies, clinical audits, reflective pieces, literature analysis, review of
practice policies and procedures, or review of clinical documents such as referral letters. A number of units
ask participants to produce case studies. A case study template is provided for this purpose.
3. A reflection on learning from the activity and its application to practice, and a further reflection on any future
learning activities that can be included in the learning plan.
The PEP Specialist Stream learning units are similar, although the final reflection is optional.
For the PEP Standard Stream, one of the in-practice activities is the ‘assessable’ activity – that is,
participants receive feedback about their work on this activity from an ME. Participants are not aware which
activity is assessable in each unit.
In the PEP Specialist Stream, participants write a final reflective essay about their learning and experience.
This is assessed by the ME and feedback is provided.
The learning program
The learning units that a participant completes form their learning program. Of the units, there are seven core
units that are completed by all participants. The remaining units are elective; participants can choose which of
these they will complete. In choosing units, participants are encouraged to consider their ICSA results, previous
experience, current learning and practice needs and previous learning.
A full list of learning units is included in Appendix B.
The assessable tasks
The assessable tasks within the learning units vary but usually consist of either:
case studies, or
reflective pieces – about an activity such as an audit, review or visit and its application to individual practice.
Exemptions
The RACGP is reviewing the exemptions process in order to take into account any prior learning undertaken by
the participant. This guide will be updated accordingly.
Assessing the tasks
In any assessment task, it is important to know:
the standard expected
how results will be used (whether for feedback or a pass or fail assessment)
what aspects of the answer are to be assessed – marking rubrics may be provided to help guide the assessor in their decision making.
For assessable tasks, the standard expected is that which would be expected of a competent general practitioner
(GP) as this is the standard that participants need to meet in order to attain Fellowship. There is no pass/fail result
in the PEP, and nor are marks or final score awarded. There is, instead, an emphasis on providing feedback.
Completion of the units and quality of the work alone does not indicate progression or competency but may be
used in an overall assessment when looking at all the assessments of the PEP. However, feedback provided to
participants through the assessment report for the learning units is very important and the main focus of the
report.
There are two components of the assessment to consider. One is the overall assessment as rated against
standard criteria. This will provide a global rating of ‘at the standard’, ‘progressing towards the standard’ or
‘significant margin for improvement’ for the task. The second component is specific written feedback to the
participant.
A template for the assessment has been provided (Appendix C). This template is used with all activities. The
marking rubric (Appendix D) applies to common elements of assessment activities and assesses the level of
engagement in learning, ability to reflect and overall quality of work. Criteria for this assessment are included in
Practice Experience Program (PEP) Mentor guide 9
the template. Use the performance lists in the rubric to make an overall assessment of how the participant is
performing against each of the relevant criteria. The question being asked is: ‘Is this participant performing at
the standard expected?’
Written feedback is provided about the individual activity content via the assessment template. This feedback
can also be discussed with the participant at their mentor meetings.
A suggested approach to assessing the tasks:
1. Read the task.
2. Consider briefly reviewing the other tasks in the unit to provide context and additional information on the
standard of work.
3. Make an overall assessment using the template provided via the LMS.
4. Provide written feedback.
The written feedback is approached in terms of what has been done well, what needs improvement and
suggestions for achieving this.
The feedback and report go to the participant. Therefore, there are some important points to note in writing the
feedback:
Address the participant directly in the report.
Use supportive language and try to offer specific examples and practical suggestions.
Try to avoid abbreviations where possible.
Remember that if in your assessment you comment about written skills, you need to ensure that your spelling and grammar are also well done!
Feedback for case studies
Many of the case studies use a template that guides the participant to reflect on relevant aspects of history-taking,
examination and management, as well as to offer insight into clinical reasoning (through questions about
differentials, red flags etc) and aspects related to the ethical, legal and communication aspects of each case.
As you would with a case-based discussion, think about:
Did the participant identify the important aspects of the history and examination, including the psychosocial?
Did they demonstrate sound clinical reasoning?
Were there any important diagnoses not considered?
Were investigations appropriate and justified?
Was the management plan reasonable and sufficiently detailed?
Are they able to reflect on the effectiveness or otherwise of communication?
Are they able to reflect on the important issues in the case and refer to relevant guidelines?
Are they able to identify relevant practice systems?
Are there any outcomes recorded and reflection about these? Do these indicate insight into important aspects of the case?
Are there any further resources or learning activities that you can identify that might assist?
Feedback for other activities
What activity has been undertaken? Is evidence of completion required and has this been provided?
Has enough detail been provided about the activity?
Describe the quality of the reflection. Does this demonstrate the ability to translate what has been learned into practice?
Are there any further resources or learning activities that you can identify that might assist?
10 Practice Experience Program (PEP) Mentor guide
General feedback
Was the written communication clear and appropriate to the task?
Is the participant able to reflect on what they have learned and how they will apply this in their practice?
Are they able to reflect on their learning needs?
Are they able to reflect and select cases relevant to their scope of practice?
Did they engage with the task?
Feedback for the PEP Specialist Stream task
The learning unit assessment for the PEP Specialist Stream consists of a single reflective essay. Participants are
asked to reflect on their learning and in-practice experience with specific reference to:
a comparison between previous experience in general practice and the Australian context
the challenges in their current practice and how to manage these
key points from the learning units and areas for future learning.
The assessment is made of the completion and quality of the reflection and the participant’s ability to provide a
meaningful reflection about present and future learning (WBA competency 6 – Professionalism). The feedback
can refer to:
the quality of the writing and comprehensiveness of the responses
the level of detail, quality of the comparison and ability to reflect on how past general practice experience can be applied to current practice
ability to reflect on current practice and identify supports – the assessor may make suggestions to assist with supports or future learning activities
the quality of the reflection about learning – whether this demonstrates the ability to translate what has been learned into practice
whether there is ability to reflect on strengths and weaknesses and whether future learning needs target these appropriately
any further resources or activities that the assessor can suggest that might assist with future learning.
Multisource feedback (MSF) discussion
Each participant will complete one MSF. This is comprised of colleague and patient evaluations, a reflective
exercise and a discussion with an ME. The ME needs to discuss the participant’s reflection on the results.
The participant should then document points raised in the discussion and upload this to the portal.
Completion of the program The program is individually focused in that participants complete the program in the way that best maximises their
individual learning needs. They are provided educational opportunities, resources and support to make the most
of their time in the program. They may choose to leave the program before completion or to only complete certain
aspects, but they are encouraged to make the most of the opportunities offered.
Progression through the program is monitored through feedback and assessments. Where it is felt that this is not
satisfactory, remediation may be offered although this is at an additional cost and a participant may choose to
decline.
Currently, it is not an eligibility requirement to have completed a program in order to sit the RACGP Fellowship
exams. This will change from 2022 onwards.
Practice Experience Program (PEP) Mentor guide 11
Reporting on progress Mentors might be required to provide input into the participant’s progress and completion reports. The reporting is
completed using a standard template and reflects progress in areas such as learning unit completion and
assessments undertaken.
Raising concerns If there are concerns about any aspect of the participant’s performance or progress, they should be addressed
in accordance with the TO’s policies and procedures. If an ME identifies a participant they believe requires
additional support, this should first be escalated to the TO. The TO will then liaise with the RACGP PEP team
if required.
Maintaining boundaries
The mentor needs to ensure appropriate boundaries in the relationship with their participant are in place and
clearly articulated from the outset. The mentor is not expected to provide clinical advice and should avoid doing
so. Maintaining a strictly professional relationship is important.
Communication should be via agreed channels only, and mentors are advised to follow the agreed procedures.
What to do if things go wrong
Some of the risks of mentoring include:
lack of agreement between mentor and participant about the expectations of the mentoring role
lack of interest or commitment to the program by either mentor or participant
personality clashes between mentor and participant
overdependence by participant on the mentor (especially if personal issues arise)
failure of mentor to foster goals and address self-identified needs of the participant, and instead imposing their own goals, beliefs and approach on the participant
inappropriate behaviour by either party
negativity at termination of the relationship (termination may occur through participant choice, a mentor ceasing their role, or at the end of the program).
The best prevention for problems is following guidelines by setting out the commitment required, and establishing
objectives and the expectations of the relationship at the outset.
However, even with the best of intentions and the best structure and support within a program, things can go
wrong, and a mentoring relationship may not prove successful. How this is managed depends on the cause of the
problem. TO support and appropriate procedures will be relevant in this situation.
Conflicts of interest
Consideration should be given to instances where knowledge of, or interactions with, the participant might
influence the ability to provide a suitable mentoring relationship.
The mentor must not be:
a relative or domestic partner of the participant
an employee or employer of the participant.
Ideally, the mentor should not have a close personal relationship with the participant.
Confidentiality
Mentors are reminded that the material they work with in the PEP is confidential and should be treated as such.
It should not be reproduced or passed onto other parties unless required as part of the PEP, and when authorised
in writing by the RACGP or by law.
12 Practice Experience Program (PEP) Mentor guide
On termination or expiry of their appointment, mentors must immediately return to the RACGP (or, if so
requested, destroy) all documents containing any confidential information.
PEP evaluation Evaluation of the PEP will be critical to inform ongoing program development and improvement. The evaluation
will help to:
determine the needs of non–vocationally registered doctors and facilitate tailored participation in the PEP
monitor and report program implementation to determine and document progress in achieving the key program objectives
investigate the extent to which program objectives and expected outcomes are achieved, and the enablers and barriers surrounding these outcomes
inform ongoing program improvement.
The RACGP will manage the formal evaluation of the PEP, and has appointed an evaluation coordinator for
this role.
You will be asked to participate in a number of activities during your participation to assist in the program’s
evaluation. These may include:
responding to short online surveys
participating in focus groups or interviews.
Practice Experience Program (PEP) Mentor guide 13
Acronyms and initialisms AGPT Australian General Practice Training
GP general practitioner
ICSA Initial Core Skills Analysis
IMG international medical graduate
LMS learning management system
ME medical educator
PEP Practice Experience Program
QI&CPD
Program
Quality Improvement and Continuing Professional Development Program
RACGP Royal Australian College of General Practitioners
TO training organisation
WBA workplace-based assessment
Definitions
Term Definition
Applicant A medical practitioner who is applying for entry to the PEP
Assessment The systematic process for making judgements on the participant’s progress, level of
achievement or competence against defined criteria
Feedback Specific information about the comparison between a participant’s observed performance and a
standard, given with the intent to improve the participant’s performance
Medical
educator
(ME)
An individual who provides education in the domain of general practice. Their responsibilities
may include education, support and guidance, networking and stakeholder relations,
organisational support and professional development
Mentoring A professional relationship in which an experienced person assists another to develop specific
skills and/or knowledge important for their professional and personal growth
Participant A medical practitioner who has been accepted into the PEP, and has signed a Learning
Agreement with the RACGP
Performance What is actually undertaken in practice
Portfolio A collection of evidence of learning progress and completion. Can include quantitative data
(eg test scores) and qualitative data (eg mentor reports, self-reflections, practice visit reports).
It allows real-time monitoring by both learners and faculty of progress towards Fellowship, with
opportunity for remediation of areas of weakness. It will also include an activity logbook
Progress Demonstrated improvement in clinical skill
Workplace-
based
assessment
(WBA)
The assessment of day-to-day working practices undertaken in the working environment.
WBAs enable assessment of competencies in a real-world setting
14 Practice Experience Program (PEP) Mentor guide
Reference 1. Kilminster S, Cottrell D, Grant J, Jolly B. AMEE Guide No. 27: Effective educational and clinical supervision. Med Teach
2007;29(1):2–19.
Practice Experience Program (PEP) Mentor guide 15
Appendix A. Background information – Summary of the Practice Experience Program To enter the Practice Experience Program (PEP), participants need to complete the PEP Entry Assessment
(PEPEA) satisfactorily, unless they were granted an exemption.
They then complete the Initial Core Skills Analysis (ICSA). The ICSA includes 150 multiple choice questions
(MCQs) matched to the learning units, a self-reflection and video analysis. Combined with information from their
curriculum vitae (CV) about previous experience, scope of practice and recency, and their CPD records, an
individual learning program time is made and learning units recommended. Once in the program, the following are
completed by all participants.
Time in the program: this is the time spent working in general practice. The minimum time in the PEP
Standard Stream is two terms, and the maximum is five terms. One term is six calendar months long.
PEP participants can work full time or part time while on the program. The minimum part-time hours that need
to be maintained are 14.5 hours per week over at least two days per week. In order to also complete the
educational part of the program, it is recommended that a maximum of 38 hours per week is worked if full
time. The education program consists of learning units for which the time commitment is the same irrespective
of full- or part-time clinical work.
Learning units: five units are completed each term (Figure A1.1). Some are core units that should be
completed in Term 1, the remainder are selected from a range of options. On average, learning units take about 30 hours to complete; therefore, 150 hours of study each term are expected. There is one assessment task in each unit, but participants do not know which of the tasks is the assessment task.
Workplace-based assessments (WBAs): a number of assessments are based in the workplace to provide
feedback about progress towards the standard expected at the point of Fellowship. These assessments are:
direct observation of consultations using a Mini-Clinical Evaluation Exercise (Mini-CEX), which occurs every term
clinical case analysis, which can be through random case analysis and/or case-based discussion, and which occurs every term
multisource feedback, which is completed once during the program.
Learning plan: this needs to be maintained throughout the program.
Logbook of procedural and examination activities: this is also completed during the program.
Contact with a medical educator (ME) mentor: the ME from the training organisation (TO) meets with the
participant during the term.
16 Practice Experience Program (PEP) Mentor guide
Figure A1.1. PEP timeline
ICSA, Initial Core Skills Analysis; ME, medical educator; MSF, multisource feedback
Fellowship exams
The Royal Australian College of General Practitioners’ Fellowship exams (FRACGP) are completed after the
educational phase of the program. A participant can enrol in the exams while in the PEP but cannot sit them.
This is to allow those near the end of their program time to enrol and sit shortly after they complete their program.
Because they are unable to sit exams while in the program, a participant’s exam attempt time is suspended –
that is, PEP time does not contribute to the three-year cap on exam time.
Exam enrolment requires a current general practice experience (GPE) assessment showing at least:
four years’ full-time equivalent (FTE) general practice experience in the last 10 years
one year’s FTE general practice experience in the last four years
one year’s FTE Australian general practice experience in the last four years
six months’ FTE in comprehensive Australian general practice experience in the last four years.
Notes:
1. A GPE assessment is a comprehensive review of previous experience in Australia and overseas. It cannot be
assumed to be the same as what has been recorded on the participant’s CV, as factors such as scope and hours
will also influence the result. The ICSA uses Australian general practice time only in the determination of program
time. This is based on the CV supplied if a GPE is not available. Therefore, it should not be assumed that the ICSA
time will necessarily be the same as the GPE. It is the GPE time that is used in determining exam eligibility.
A GPE application is required and can take at least 12 weeks; this needs to be considered when a participant is
thinking of enrolling in the exams.
Practice Experience Program (PEP) Mentor guide 17
2. From 2022, it is expected that all applicants will need to have completed a program (AGPT or PEP) in order to sit
the exams.
Provider numbers
During the PEP, participants access a provider number that allows them to bill at A1 Medicare rates. If they
complete the PEP satisfactorily they can continue to access a provider number for up to three years after
completion in order to allow them to continue to work towards exam eligibility and sit the exams.
Satisfactory completion of the PEP means participants have:
engaged in the program – with mentors, TOs and RACGP
completed assessments, including learning units
worked in the PEP-approved general practice for at least the minimum part-time hours throughout the program
demonstrated an ability to self-reflect.
If participants do not complete the program satisfactorily they may lose access to their provider number in the
post-education phase.
The provider number extension requires that participants make a genuine effort to achieve Fellowship. It is
expected that they will enrol and sit the Fellowship exams as soon as they are eligible after completing the PEP.
They are also expected to continue working the minimum part-time hours.
If a participant is not eligible for the exams at the end of three years, their provider number will not be extended
further. However, in certain other circumstances, the provider number may be extended further such as in
extenuating and unforeseen circumstances or while awaiting Fellowship. These are outlined in the PEP policies.
Costs
Participants pay for participation in the program and also receive a subsidy from the government. Any participant
who leaves the program early and later reapplies and is accepted will not be eligible for a funding subsidy from
the government, so will need to meet the full costs of the program.
Withdrawal
Participants can voluntarily withdraw from the program at any time and can reapply in the future, but acceptance
back into the program is at the discretion of the RACGP.
Participants can also be withdrawn if they cannot meet the terms of participation through issues such as changes
to medical registration, misconduct, failure to maintain appropriate employment, failure to pay co-payment, and
failure to meet the educational requirements or engage in the program.
Remediation
Remediation in the PEP may be recommended by a TO, but is optional. There is a maximum time of six months
for remediation and it is completed in addition to the PEP time. Remediation activities are determined and
completed based on needs as identified from a formal assessment.
More details can be found in the PEP polices.
18 Practice Experience Program (PEP) Mentor guide
Appendix B. List of PEP learning units Core units (completed by all participants)
1. Core unit 1: Practising in context
2. Core unit 2: Safety
3. Core unit 3: Emergencies and disaster management
4. Core unit 4: General practice specific skills
5. Core unit 5: Evidence in practice
6. Core unit 6: Communication and consulting skills
7. Core unit 7: Aboriginal and Torres Strait Islander health
Elective units (selected by participants)
1. Children and young people
2. Adult medicine – Cardiovascular
3. Adult medicine – Rheumatology
4. Adult medicine – Respiratory
5. Adult medicine – Gastrointestinal
6. Adult medicine – Haematology
7. Adult medicine – Endocrine
8. Adult medicine – Neurology
9. Adult medicine – Renal/urology
10. Adult medicine – Infectious disease
11. Pregnancy care
12. Care of older persons
13. Women’s health
14. Men’s health
15. Sex, gender and sexual diversity
16. Sexual and reproductive health
17. Individuals with disabilities
18. Travel medicine
19. Addiction medicine
20. Abuse and violence
21. Psychological health
22. Dermatology
23. Eye medicine
24. Ear and nose medicine
25. Musculoskeletal and sports medicine
26. Oral health
27. Oncology
28. Palliative care and pain medicine
29. Residential care
30. Refugee and asylum seeker health
Practice Experience Program (PEP) Mentor guide 19
Appendix C. Learning unit assessment form (template)
20 Practice Experience Program (PEP) Mentor guide
Appendix D. Learning unit assessable task rubric
Practice Experience Program (PEP) Mentor guide 21
22 Practice Experience Program (PEP) Mentor guide
Healthy Profession.
Healthy Australia.