Australian journal of general practice · 2026
Optimising a culture of learning with peer-led small group learning sessions.
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Sallos Anna, Burgess Annette, Need Penny, Prentice Shaun
Аннотация
BACKGROUND: The Royal Australian College of General Practitioners (RACGP) delivers the Australian General Practice Training (AGPT) Program. This includes an out-of-practice education program predominantly involving small group learning sessions (SGLs) facilitated by local medical educators.
OBJECTIVE: This article explores the RACGP AGPT model's emphasis on peer-led SGLs, describing what they are and their educational benefits.
DISCUSSION: Stable small groups that meet regularly enable a positive learning environment by developing strong relationships among members, sharing reflective discussions about their clinical practice and increasing registrars' autonomy over their learning. Benefits include enabling peer benchmarking and enhancing registrars' professional identity. A positive learning culture within peer-led SGLs can be optimised by appropriate 'scene setting' during the first small group meeting, ongoing mutual sharing of knowledge and clinical practice, and effective facilitation by the medical educator. As the group matures, general practice registrars build lifelong skills in directing their ongoing education and learning.
OBJECTIVE: This article explores the RACGP AGPT model's emphasis on peer-led SGLs, describing what they are and their educational benefits.
DISCUSSION: Stable small groups that meet regularly enable a positive learning environment by developing strong relationships among members, sharing reflective discussions about their clinical practice and increasing registrars' autonomy over their learning. Benefits include enabling peer benchmarking and enhancing registrars' professional identity. A positive learning culture within peer-led SGLs can be optimised by appropriate 'scene setting' during the first small group meeting, ongoing mutual sharing of knowledge and clinical practice, and effective facilitation by the medical educator. As the group matures, general practice registrars build lifelong skills in directing their ongoing education and learning.