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CEO and DMET message

Chief Executive Officer
Greg McMeel

Welcome to MCCC. We are proud to offer you a general practice training program of the highest standard; preparing you for GP Fellowship and beyond.

With us, you will be supported and mentored by experienced and esteemed supervisors and medical educators in accredited training facilities. Our workshops, interactive webinars and high-quality, curated educational content are designed to complement your in-practice learning and will focus on preparing for your assessments and beyond.

The information detailed in this handbook will provide you with an overview of the important dates, resources and key MCCC support staff available to assist you on your training journey.

Please make yourself familiar with the contents of this handbook as it is important to note that, whilst on the training program, you are required to:

  • Adhere to AGPT, RACGP and ACRRM policies and requirements
  • Follow the suite of MCCC policies
  • Meet the requirements of the MCCC GP Training education program by fully participating in all required activities
  • Work with MCCC GP Training to ensure all required records are accurate and up-to-date
  • Enjoy a mutually respectful relationship.

We look forward to being part of your training journey as you embark on a rewarding, challenging GP training experience.

Director of Medical Education and Training
Dr Angelina Salamone

Congratulations on choosing a career as a specialist GP.

Primary care is the cornerstone of public health and we applaud you for taking up a discipline which is challenging, diverse and provides the privilege of delivering continuity of care for our communities.

No two days in general practice are alike. Our training program will equip you to become a confident, autonomous health professional, able to deliver patient-centred care, manage undifferentiated problems and clinical uncertainty; and practice preventative medicine in rural, remote and/or urban settings.

Our highly-skilled and experienced medical education team have developed resources and teaching activities that are evidence-based, focused on your learning needs, and will prepare you for Fellowship exams; of which we consistently have results above the national average.

Education and support will also be provided during your journey via:

  • Formal and informal in-practice teaching from a passionate and experienced supervisor
  • Regular meetings with a training advisor (TA) who will provide individual guidance and mentoring
  • Opportunities for work-based learning in sub-speciality interest areas
  • Access to a registrar liaison officer (RLO) who can provide information and general assistance
  • Support from the skilled administration team based in our five offices in Bendigo, Geelong, Parkville, Warrnambool and Wodonga.

In addition, I encourage you to embrace the opportunities you will have to learn with and from your peers. Support one-another, share your experiences and develop collegiate networks that will remain with you throughout your career.

I look forward to meeting you and wish you the best on your pathway to a fulfilling, professional career in general practice.

Our philosophy

Our education program is based on the traditional teacher-student or apprenticeship model of training, developed over many years by RACGP and ACRRM. This workplace-based approach involves you working as an independent member of a practice’s medical team under the supervision of an accredited supervisor. The level of supervision is matched to your experience and learning needs.

Workplace based (or in-practice) learning and teaching is augmented by the out-of-practice learning program. We consider in-practice and out-of-practice learning to be inexorably entwined, rather than as separate domains.

Contacts and roles

Contacts and roles

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Our contact details

Roles and support available

We have a network of medical education and program support staff across our footprint to provide guidance and support during your training. We encourage you to become familiar with the roles listed below and also refer to the MCCC support contacts information sheet.

Director of Medical Education and Training (DMET)

Our DMET Angelina Salamone ensures the education and training provided by MCCC is innovative and meets the standards of both ACRRM and RACGP, the requirements of the greater primary health care network and the needs of you, the registrar.

Regional Head of Education (RHE)

The Regional Heads of Education oversee the implementation of the Education Program in each region, supporting the regional team of medical educators as well as working closely with supervisors, practices and you. Your RHE will work directly with you if there are concerns, issues or special requests that cannot be managed by the REAPs or Training Advisors.

Training Support Team
Registrar Education and Practice Support (REAPS) Coordinator

The REAPS Coordinators provide guidance regarding your training pathway and training posts. They oversee the registrar placement process, manage administration tasks associated with assessment activities and review your training data to ensure you are receiving the correct supervision and meeting targets so you are eligible for fellowship.

Training Support Officer (TSO)

Your TSO provides administrative support to both you and your practice. TSOs will be able to answer your questions and monitor the completion of all your required training activities, right through to completing your fellowship paperwork.

Education and Program Support Officer (EPSO)

The EPSOs coordinate the delivery of our education program. They ensure you are on track to complete all mandatory online modules on MeL during the semester and meet your attendance requirements for face-to-face workshops, online learning and webinars.

Medical educators (MEs)

Our medical educators have significant experience in general practice and education.

The role of a medical educator is to:

  • Plan, create, implement and review the out-of-practice component of your learning
  • Assist you to develop and maintain an active plan for learning
  • Share their skills, knowledge and experience
  • Work closely with your supervisors and the greater education team, to support your learning across the entire program.

Medical educators may also be training advisors, external clinical visitors or supervisors within a practice.


Supervisors play a key role in registrar training. Your supervisor is an experienced general practitioner who works in a practice or post that has been accredited by either or both colleges.

Training advisors (TA)

You will be allocated a Training Advisor to support you during your training. They will conduct a Training Advisor Review Meeting (TARM) once or twice a semester for an hour, either in person or via interactive technology.

The role of the TA is to:

  • Review your portfolio to ensure you are up to date with the submission of all requirements
  • Oversee the development and review of your individual learning plan and recording of those on SWAN or alternate recording methods
  • Provide mentorship, support and help in times of stress
  • Career guidance

The role of the training advisor is one that is independent from the practice. They are experienced medical educators employed by MCCC GP Training and their role is to assist you with your training planning, as well as providing pastoral support.

Important or serious information shared at the training advisor review meeting will be noted and shared with the Regional Head of Education. At times, you may request that this information remain confidential, however, if resolution of issues or concerns is to occur, the training advisor and/or RHE may need to discuss the concerns with the relevant parties. The role of the TA is to be supportive, informative and assist our GP trainees in these situations.

Pastoral and Learning Support (PALS) Team

MCCC’s pastoral and learning support (PALS) team are a group of MEs from each region whose role is to ensure there is individualised support to assist registrars to achieve their learning goals and to meet training, education and assessment requirements.

Key to this process are the formative assessments that are undertaken at the beginning of your TT1 and TT2 terms as well as periodically through training. These assessments are used by training advisors, the supervisors and the PALS team to determine whether a registrar has attained the benchmark skills and attributes expected at their stage of training.

Cultural educators

MCCC’s cultural educators and mentors work with you to increase cultural understanding and build knowledge about Aboriginal culture.

More information can be found under the Aboriginal and Torres Strait Islander health section on the MCCC website.

Contacts and support

Please find details of who to contact within MCCC in our support contacts information sheet.

Learning platforms and resources

Learning platforms and resources

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MeL, SWAN and website

Access the education support platforms detailed below via our website. Passwords are emailed to you early in training and ‘how to’ documentation is available on MeL.

Important: Please ensure your address, phone and email details are always current on SWAN throughout your training. Having your current information is also essential for MCCC when pre-populating and printing your provider number applications.

MCCC Training Records and Administration System

  • Feedback reports
  • Learning Plan
  • To Do List
  • RCTIs (timesheet, leave etc)

Support – swan@mccc.com.au

Policies and forms

The MCCC website hosts all the AGPT, RACGP and ACRRM policy and form links, as well as MCCC’s own policies. These policies provide detailed information about the education and training aspects of the program and the necessary forms.

Please take the time to familiarise yourself with these policies. They should also be used as a resource to answer questions you may have throughout your training.


Our friendly, knowledgeable program team is dedicated to supporting you and will be in frequent contact to ensure you are on track to complete your training milestones.

It is important to check your ‘To Do’ list in SWAN as this indicates due dates for submitting reports and lists activities needing to be completed.

You will also receive a quarterly registrar e-newsletter called GP Pulse. This outlines important upcoming workshop/webinar dates and additional networking or educational opportunities to supplement your training.

Make sure to also follow us on social media to keep informed of events happening in your region.

You can find us on Facebook, Twitter, LinkedIn and Instagram.

Other important resources

This handbook is not intended to replace the vocational training information and requirements of the AGPT, RACGP or ACRRM websites. Additionally, this handbook provides MCCC specific information and should be used in conjunction with the Australian General Practice Training (AGPT) Guide for GP Registrars.

Please ensure you take the time to explore the above websites as well as websites for GPRA and GPSA. These will inform you about your rights and responsibilities as a GP registrar.

Acronyms, abbreviation and definitions

The medical education sector has an abundance of acronyms. Please refer to the MCCC Acronyms, Abbreviations and Definitions document for further information.

Training pathways

Training pathways

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Pathway diagram

Your journey to Fellowship may be different to your registrar colleagues. The below diagram shows the GP terms and additional skill posts you can undertake during your training with ACRRM and RACGP. If you have queries regarding the sequence of your training terms, please speak with the REAPS in your region.

Image source: ‘Australian General Practice Training’, General Practice Training in Australia – The Guide, Department of Health, 2019, p14.

College membership


Once selected into the MCCC training program via RACGP or ACRRM or both, you MUST be a paid member of the relevant college throughout your training, even if you are in hospital training.

Any training time without a valid membership will not actually count towards your training time. The membership type must be reflective of your stage of training, eg, registrar.

Should you take leave from the program, it is your responsibility to notify the college to defer and then restart your membership.