Teaching and Training

All of our Doctors and staff place high importance on education and training and our clinics provide a quality teaching network for medical undergraduate, postgraduate registrars and allied health professionals.

Undergraduate Medical Students


Through the Discipline of General Practice at the University of Adelaide, 4th, 5th and 6th year medical students undertake GP placements at our clinics under the supervision of a GP Supervisor. Since 2017, 3rd year medical students from Flinders University also undertake GP placements at our clinics under the supervision of a GP Supervisor.

General Practice Registrars

Our Doctors are committed to the education, training and mentoring of General Practice Registrars. As of 1st January 2016, Registrars will come to our Clinics through GPEx, see http://www.gpex.com.au/.
Our clinics then facilitate training that complies with the standards of the relevant colleges and which integrates experiential learning, curricula objectives and the Registrar’s educational and professional goals.
We have teaching sessions to provide clinical education within the Practice and our Registrars have the opportunity to attend other professional development programs including external education sessions through GPEx or self directed through other organisations.
Experience can be gained in all General Practitioner services including minor operations, immunisations (childhood, travel etc), industrial medicine (employment medicals and Work Cover consultations) and student health.

Continuing Professional Development

All of our Doctors and staff at our Clinics are given the opportunity to actively participate in continuing professional development in their particular field.

Multidisciplinary Education

   UniHealth Playford Building from Curtis Road    

The teaching and training at the Unihealth Playford GP Super Clinic involves a wide range of health care professionals and places a strong emphasis on multidisciplinary learning. This approach emphasises the importance of integrated teamwork in the care of patients and how each health professional's role contributes to that care. This is particularly important for good management of patients with chronic disease. Students are invited to attend multidisciplinary complex case discussions and to work together on shared tasks while on placement.
Of particular importance to this approach is the concept of ‘self care’ and ‘self management’ and the role of the health professional as a health coach and lifestyle modification facilitator rather than ‘expert’. Techniques in motivational interviewing and simple counselling are a focus of the multidisciplinary education. Core competencies relevant to working as part of a team will be assessed as part of the education process.
All students undertaking professional training at the clinic participate in structured cultural competence training, particularly as it applies to the primary health care setting. A goal for the clinic is that all students have the opportunity to participate in the delivery of services to Indigenous clients and, as appropriate, other culturally and linguistically diverse populations. This may include experiences such as health care delivery with the aid of translation services, provision of linguistically appropriate education materials for patients, and awareness of the particular health risks and health care needs of relevant cultural populations.

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