title: Supervising the highly performing general practice registrar.
abstract: BACKGROUND
  There is extensive literature on the poorly performing learner. In contrast, there is very little written on supervising the highly performing registrar. Outstanding trainees with high-level knowledge and skills can be a challenge for supervisors to supervise and teach.
  
  
  METHODS
  Narrative review and discussion.
  
  
  RESULTS
  As with all learners, a learning-needs analysis is fundamental to successful supervision. The key to effective teaching of the highly performing registrar is to contextualise clinical knowledge and skills with the wisdom of accumulated experience. Moreover, supervisors must provide a stimulating learning environment, with regular opportunities for intellectual challenge. The provision of specific, constructive feedback is essential.
  
  
  CONCLUSIONS
  There are potential opportunities to extend the highly performing registrar in all domains of general practice, namely communication skills and patient-centred care, applied knowledge and skills, population health, professionalism, and organisation and legal issues. Specific teaching strategies include role-play, video-consultation review, random case analysis, posing hypothetical clinical scenarios, role modelling and teaching other learners.
authors.affiliation: General Practice Training Valley to Coast, Newcastle, NSW, Australia.
authors.forename: Simon
authors.initials: S
authors.lastname: Morgan
mesh_terms: D002983:Clinical Competence; D003142:Communication; D004503:Education, Medical, Graduate / Q000458:organization & administration*; D005180:Faculty, Medical / Q000458:organization & administration*; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D007858:Learning; D018802:Patient-Centered Care; D010817:Physician-Patient Relations; D013663:Teaching