Supervisors’ Compass

How can supervisors become mentors, and what makes a mentoring relationship meaningful? In this episode of the ACRRM RG podcast Supervisors’ Compass, Dr James Best and Professor Richard Hays are joined by Associate Professor David Rimmer to explore the role of mentorship in Rural Generalist training and beyond.

The discussion explores the difference between professional mentoring, which helps registrars navigate the systems and expectations of medicine, and developmental mentoring, which supports people to grow, develop their potential and become the person they want to be through the practice of medicine.

David shares his three foundations for effective mentoring: clarity, communication and commitment. He also discusses the importance of trust, vulnerability and clear boundaries, and how mentoring relationships can continue long after formal supervision has ended.

For supervisors, this episode offers insights into the lasting influence they can have on registrars, and the idea that while mentorship cannot always be paid back, it can be paid forward to the next generation.

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.

What does clinical courage look like in Rural Generalist practice, and how can supervisors foster it in registrars? In this episode of the ACRRM RG podcast Supervisors’ Compass, Dr James Best and Professor Richard Hays are joined by Professor Lucie Walters and Dr Emily Moody to explore the concept of clinical courage and its importance in rural and remote medicine. 

The discussion explores how clinical courage goes beyond simply taking risks or acting bravely. It involves understanding contemporary best practice, recognising the realities and constraints of the local context, and adapting care in partnership with patients to meet their needs safely and appropriately.

Lucie and Emily discuss how supervisors can make this often implicit part of Rural Generalist practice more visible to registrars by talking through their decision-making, role modelling clinical courage and supporting registrars to take responsibility without taking over. They also explore the importance of collegial support, community connection, trust and helping registrars gain broad clinical experience.

For supervisors, this episode offers practical insights into helping registrars build the judgement, confidence and adaptability needed to make courageous, patient- and place-based decisions in rural practice.

Key resources:

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.

How can supervisors create clinical placements where registrars feel supported, trusted and able to thrive? In this episode of the ACRRM RG podcast Supervisors’ Compass, Dr James Best and Professor Richard Hays are joined by recently Fellowed Rural Generalist Dr Rebecca (Bec) Devitt, who reflects on her own training to offer a recent registrar perspective on what makes a great clinical placement.

Bec shares what set her best placements and supervisors apart. The discussion explores the importance of understanding a registrar’s previous experience, goals and future clinical context, providing a strong orientation, and recognising the many non-clinical challenges that come with starting in a new practice, hospital and community.

They also discuss building trust, balancing independence with appropriate support, creating a safe environment for questions and difficult conversations, and helping registrars feel part of the broader practice and community.

For supervisors, this episode offers practical insights into creating placements that support learning, wellbeing and belonging while helping registrars grow into confident, capable Rural Generalists.

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.

How can supervisors help registrars turn everyday clinical experience into learning that actually sticks? In this episode of the ACRRM RG podcast Supervisors’ Compass, Dr James Best and Professor Richard Hays explore practical learning theory and what it means for supervision in Rural Generalist training. 

The discussion unpacks common assumptions about registrar learning, including the idea that experience alone is enough, or that registrars will naturally know what they need to learn. They explore key concepts including adult learning, the Zone of Proximal Development, cognitive load, active learning, memory and feedback, showing how these ideas can support more effective teaching in practice.

For supervisors wanting to make teaching moments more effective, this episode offers practical insights into helping registrars reflect, retrieve, apply and build on new knowledge in everyday Rural Generalist 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.

How can supervisors help registrars connect the Fellowship Education Program with everyday clinical practice? In this episode of the ACRRM RG podcast Supervisors’ Compass, Dr James Best and Professor Richard Hays are joined by Dr Matt Ruhl to explore how the program supports registrars on their pathway to Fellowship.

The discussion unpacks what the program includes, how it is structured, and how it aligns with the ACRRM curriculum, assessment, and workplace-based learning. Rather than sitting separately from clinical practice, the program is framed as a practical set of guide rails and guard rails, helping registrars build breadth, confidence, and capability.

They also explore the educational principles behind the program, including work-immersed learning, graded supervision, scaffolding, peer learning, and applying knowledge to real patient care.

For supervisors wanting to better understand what their registrars are engaging with, this episode offers practical insights into using the Fellowship Education Program to support learning conversations and connect program learning with day-to-day Rural Generalist 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.

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.

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.

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:

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.

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:

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.

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.