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Background: Teachers want students to focus on their learning to become capable doctors; yet, students primarily want to focus on passing their exams. How much of this paradox is explained by learning and assessment being seen as two different entities rather than as the continuum of one and the same process? How may the two areas be more closely and effectively linked?, Aim: This article describes and illustrates a conceptual framework for an approach termed capability-based portfolio assessment., Results and Conclusions: Thinking about capability, i.e. the ability to perform in the real world, is needed for a contemporary curriculum and assessment design. A capability-focus will help students to integrate the foundations of medical practice with learning how to become a capable, reflective and life-long learner. A well-structured capability portfolio, regularly presented and reviewed, will be a useful tool to guide the journey, and should have the potential to help drive deep learning and allow the assessment of capabilities that are hard to assess using conventional approaches. Assessment based on portfolio approaches should not equate to increasing the overall assessment burden as it will reduce the need for more traditional assessment methods.

Over the past decade the Australian health care system has moved rapidly toward a greater emphasis on medical care being provided within the community. This trend can only continue as our population ages and levels of chronic and complex illness continue to rise. Primary care now includes: a higher proportion of general practitioners working in group practices supported by practice nurses and allied health professionals- both on site and in the community, increased patient presentations for chronic and complex disease - often compounded by mental health and social issues, and, more hospital in the home, early discharge and similar programmes enabling shared management of sicker patients in the community.

The nature of The Royal Australian College of General Practitioners (RACGP) examination came under scrutiny in a recent debate among RACGP members, some of who suggested exploring an alternative pathway for assessment linked to continuing medical education. This article outlines key issues underpinning the examination that is part of the requirements for attaining Fellowship of the RACGP (FRACGP). It provides an overview of the theory and practice of assessment for general practice. The RACGP examination has an international reputation for quality, validity and reliability, a reason why the RACGP has been asked to assist many others in establishing and/or reviewing their own examination processes.

Objective: The aim of this study is to assess general practice registrars' (GPRs) learning needs in relation to their procedural skills development and compare these with the learning opportunities offered by their general practice supervisors (GPSs)., Method: A 43 item questionnaire was designed to assess the procedural skills development needs of GPRs. The questionnaire was administered to GPSs and GPRs., Results: GPRs can expect to consolidate their skills in the areas of joint injections. ENT procedures and some small surgical procedures. They are unlikely to gain experience in the areas of proctology, the use of the microscope as a diagnostic tool, cardiac stress testing, hearing assessment and some less frequently needed procedures. Respondents identified spinal mobilisation manipulation, flexible sigmoidoscopy, colposcopy and fine needle aspiration biopsy as procedures they would like to see performed in general practice., Conclusion: GPRs are keen to enhance their procedural skills in a wide range of areas. They cannot necessarily expect that their general practice attachment will provide the opportunities to develop all skills desired. The Royal Australian College of General Practitioners (RACGP) Training Program needs to provide registrars with a list of core skills that are expected of every general practitioner (GP). To ensure this objective is achieved, innovative learning opportunities for GPSs and GPRs in the domain of psychomotor competencies need to be developed.