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.

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.

What sets a registrar up for success in a new placement, and how can supervisors lay the groundwork for a productive and trusting learning relationship? In this fifth episode of the ACRRM RG podcast Supervisors’ Compass, Dr James Best and Professor Richard Hays explore the crucial first few weeks of supervision, a period that can shape the entire training placement.

They discuss why these early weeks matter so much, how to establish a safe and supportive learning environment, and the importance of clarity around expectations, communication, and help seeking. Drawing on insights from supervisors at the recent ACRRM Supervisor Summit, the episode highlights practical approaches to building rapport, understanding learning needs, and fostering psychological safety from day one.

For supervisors, this episode offers guidance and reassurance on how to start strong, creating conditions where both supervisor and registrar can thrive, learn together, and set the tone for a rewarding placement ahead.

We also extend our thanks to the supervisors who generously shared their insights and experiences at the summit: Dr Christine Hampshire, Dr Tess Goodwin, Dr Graeme Fitzclarence, Dr Volker Rockliff Boehm, Dr Pieter Oosthuizen, Dr Mohammed Mohammed, Dr Sarah Woodland, and Dr Sally Street, along with the many other supervisors who also contributed their perspectives.