a flexible and gradually evolving process that aimed to change the mindset of the profession as a whole, rather than specifically mandating particular activities:

\"It would need to be a very broad principle and not too specific, for example simply a statement in the practice policy manual (about a commitment to address health inequality). It helps to move GPs along towards incorporating it in their thinking.\" (Internal College respondent)

A public advocacy role of the College
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Defining an appropriate advocacy role for the college emerged as an important issue. In the past, the College has taken on a public advocacy role in some areas beyond its traditional concerns with professional development. These have included, for example, the issuing of policy statements on Aboriginal reconciliation and the human rights of refugees andasylum seekers \[[@B22]\].

In the interviews and focus groups there was considerable discussion and disagreement about whether this was an appropriate role for the College. Almost all external stakeholders were strongly supportive of an important public advocacy role, seeing this as urgent and feasible. Within the college there was some support for prioritising this on the basis that the College could influence both Government and its members:

\"In the future we need to be strong advocates. For example the government is pouring money into rural areas when urban deprivation receives no attention and the College needs to take a role in pointing this out.\" (Internal college respondent)

\"It is a continual process of promoting a reorientation of practice. The College has a role in promoting the vision that GPs can make