AFOEM Training Curriculum

Introduction

The new curriculum which will begin from January 2011, has three stages and also incorporates the entire RACP Professional Qualities Curriculum.

• Download the AFOEM 2011 Curriculum Synopsis (PDF | 569KB)
• Download the AFOEM Curriculum 2011 (PDF | 3.59MB)

Transitional Arrangements for AFOEM Training 2012

The new AFOEM Training Curriculum, under the College-wide Physician Readiness for Expert Practice (PREP) framework came into effect from 1 January 2011. The PREP Framework introduces a common structure to all RACP training programs and aligns the PREP Basic and Advanced Training programs across the Divisions, Faculties and Chapters.

Some key PREP components were introduced in 2011 and affected all trainees and educational supervisors to varying degrees. Additional components will be gradually introduced over the next few years and this educational pack contains information on the updated requirements for 2012.

Transitional Arrangements for AFOEM Training 2011

• Transitional Arrangements for AFOEM Training 2011 for Trainees
• Transitional Arrangements for AFOEM Training 2011 for Supervisors

Changes to the Curriculum - Your Questions Answered

Dr David Goddard, Physican Educator, provides an overview of the changes to the AFOEM curriculum in the following videos.

For more detail about the training program, click here (PPT | 4.90MB) to view Dr Goddard's Oct 2010 presentation "Future of Training and Supervision in AFOEM".

What's In The New Curriculum?

For trainees or intending trainees, the new AFOEM curriculum outlines: how to get in, how to finish and what to learn as you go along. The curriculum states entry criteria, assessment modes, and details the knowledge and skills that should be developed as part of training. It also refers to the scope and potential sources of learning and broadly guides the order in which abilities are to be acquired.

Some broad features remain the same, for example:

• There are still nine competencies - called Domains in the curriculum.
• There is still no fixed training period, although there will be a minimum period before advance-level assessment can be attempted, and a maximum time in the program.
• There is still a set of formal assessments.

What's Changed?
 

• We have introduced a basic stage of training. It gives deliberate and strong emphasis to development of clinical skills, critical appraisal skills and professional qualities.
• We have expanded the competency of communication to incorporate the whole of the RACP Professional Qualities Curriculum. This competency now includes explicit reference to areas such as ethics, cultural competency, health advocacy, and quality and safety. Professional Qualities such as communication, patient safety, ethics and advocacy are essential to success in the practice of occupational and environmental medicine because external stakeholders can so powerfully influence the effectiveness of a physician - in positive and negative ways.
• We have brought in a second advanced stage called "Approaching consultancy". This was at the suggestion of a trainee who wanted the AFOEM training program to do more to build trainees' fluency and confidence for consultant-level practice.
• There are now 172 learning objectives within 61 Themes. With each learning objective detail on the knowledge and skills required, is provided.
• Assessments mark the end of each stage - the basic stage and each of the two advanced stages.
• Importantly, there will be a gradually-expanding suite of ways by which trainees with their supervisors can appraise their learning as they go - so-called formative assessments - that assist a trainee to assess where his or her learning is at.
  

Page Last Reviewed or Updated: 2012-02-09