Will This Be in the Exam? (Part 1 – Understanding Assessment)

Will This Be in the Exam? (Part 2 – Preparing for Success)

How do supervisors help registrars turn everyday clinical work into exam success? In this episode of the ACRRM RG podcast Supervisors’ Compass, Dr James Best and Professor Richard Hays continue their conversation with Dr James Fraser, exploring what really prepares registrars for assessment. The discussion examines why capable registrars can struggle in exams, and highlights the importance of recency of practice, breadth of experience, and learning through real patient care rather than relying solely on study. They also explore the supervisor’s role as an assessor, emphasising how direct observation, workplace based assessments, and constructive feedback provide the most meaningful preparation. With a focus on authenticity and ongoing feedback, the episode reinforces that every patient encounter is an opportunity for learning and exam readiness. For supervisors wanting practical ways to better support registrars, this episode offers clear insights and a reminder that assessment is embedded in everyday practice.   Disclaimer: The views, thoughts, and opinions expressed are those of the speaker and do not necessarily reflect those of the Australian College of Rural and Remote Medicine. The material presented is for general information purposes only.

Will This Be in the Exam? (Part 1 – Understanding Assessment)

How should supervisors respond when registrars ask, “Will this be in the exam?” In this episode of the ACRRM RG podcast Supervisors’ Compass, Dr James Best and Professor Richard Hays are joined by Dr James Fraser to explore what assessment really means in rural generalist training. The discussion challenges the idea that only certain topics are “exam-relevant,” highlighting how ACRRM assessments reflect the breadth of real-world practice and the capabilities required of a competent rural generalist. They also explore the supervisor’s role in assessment, emphasising how everyday clinical teaching, observation, and feedback help prepare registrars for both exams and independent practice. With practical insights and a clear reframing of assessment as part of learning, this episode encourages supervisors to see themselves as active participants in the assessment process.   Disclaimer: The views, thoughts, and opinions expressed are those of the speaker and do not necessarily reflect those of the Australian College of Rural and Remote Medicine. The material presented is for general information purposes only.

Supporting Neurodiverse Learners (Part 2)

In this second part of the conversation, Dr James Best and Professor Richard Hays are again joined by Dr Naomi Luck and Dr Katie Williamson to explore how neurodiversity plays out in rural generalist practice and supervision. The discussion highlights the strengths neurodivergent doctors may bring to rural medicine, including divergent clinical reasoning, big-picture thinking, adaptability, and comfort managing complexity and uncertainty, qualities that are often well suited to rural practice. The panel also turns to the supervisory relationship, acknowledging that neurodiversity is just as likely among supervisors as registrars. They explore how differing thinking styles can shape communication and feedback, and why early conversations about expectations, learning preferences and support structures are key to building effective partnerships. With practical strategies and reflections on evolving cultural change within ACRRM, this episode reinforces a strengths-based approach to supervision and encourages inclusive learning environments where diverse ways of thinking are recognised as assets to rural generalist training.   Key resources: * Broadening an understanding of learners who think differently in medical education (Hays RB, Hartman D, Heggarty P, Harte J): https://doi.org/10.1080/0142159X.2025.2606065 [https://doi.org/10.1080/0142159X.2025.2606065]  * Autistic SPACE: a novel framework for meeting the needs of autistic people in healthcare settings (Doherty M, McCowan S, Shaw SC): https://doi.org/10.12968/hmed.2023.0006 [https://doi.org/10.12968/hmed.2023.0006] * Autistic Doctors International (ADI): https://autisticdoctorsinternational.com/ [https://autisticdoctorsinternational.com/]    Disclaimer: The views, thoughts, and opinions expressed are those of the speaker and do not necessarily reflect those of the Australian College of Rural and Remote Medicine. The material presented is for general information purposes only.

Supporting Neurodiverse Learners (Part 1)

How can supervisors better understand and support neurodiverse learners in rural generalist training? In this episode of the ACRRM RG podcast Supervisors’ Compass, Dr James Best and Professor Richard Hays are joined by Dr Naomi Luck and Dr Katie Williamson to explore what neurodiversity means in the context of medical education and clinical supervision. The discussion unpacks common forms of neurodivergence, including autism, ADHD, and dyslexia, and challenges misconceptions that neurodiverse doctors are less capable or less suited to clinical practice. Instead, the panel highlights the strengths neurodiverse registrars often bring, such as flexible thinking, creativity, strong problem-solving skills, and deep clinical focus. They also reflect on why some registrars may thrive in clinical work yet struggle in more traditional assessment environments, and how supervisors can recognise when additional structure, support, or reasonable adjustments may be helpful, without jumping to labels or assumptions. With practical insights and a strengths-based approach, this episode encourages supervisors to create inclusive learning environments where all registrars can succeed.   Key resources: * Broadening an understanding of learners who think differently in medical education (Hays RB, Hartman D, Heggarty P, Harte J): https://doi.org/10.1080/0142159X.2025.2606065 [https://doi.org/10.1080/0142159X.2025.2606065]  * Autistic SPACE: a novel framework for meeting the needs of autistic people in healthcare settings (Doherty M, McCowan S, Shaw SC): https://doi.org/10.12968/hmed.2023.0006 [https://doi.org/10.12968/hmed.2023.0006] * Autistic Doctors International (ADI): https://autisticdoctorsinternational.com/ [https://autisticdoctorsinternational.com/]    Disclaimer: The views, thoughts, and opinions expressed are those of the speaker and do not necessarily reflect those of the Australian College of Rural and Remote Medicine. The material presented is for general information purposes only.

So You’re Thinking About Becoming a Supervisor?

What motivates clinicians to become supervisors, and what can they expect to gain from the role? In this episode of the ACRRM RG podcast Supervisors’ Compass, Dr James Best and Professor Richard Hays explore the decision to step into supervision and the factors that influence that choice. They discuss the curiosity, uncertainty, and professional reflections that often sit behind becoming a supervisor, including motivations such as professional development, workforce sustainability, and contributing to the next generation of rural generalists. The conversation also acknowledges common concerns around responsibility, trust, and preparedness for the role. Drawing on insights from supervisors at the recent ACRRM Supervisor Summit, the episode highlights the rewards of supervision, including shared learning, professional renewal, and the value of supportive communities of practice. For clinicians considering supervision, this episode offers reassurance, perspective, and encouragement to take that first step. We also extend our thanks to the supervisors who generously shared their insights and experiences at the summit: Dr Sarah Woodland, Dr Graeme Fitzclarence, Dr Mohammed Mohammed, Dr Rachel Dennis, Dr Volker Rockliff Boehm, Dr Tess Goodwin, Dr Katherine Hancock, Dr Saman Maheepala, and Dr Simon Birchley, along with the many other supervisors who also contributed their perspectives.   Disclaimer: The views, thoughts, and opinions expressed are those of the speaker and do not necessarily reflect those of the Australian College of Rural and Remote Medicine. The material presented is for general information purposes only.