General Information
Teaching and Learning Program
Formal Teaching
Formal teaching should be organised and delivered by appropriately skilled and experienced staff, applying currently accepted educational principles to the teaching program. In general, the program will be organised by the DPT on a hospital basis, although, in Australia, state-based programs at a central site may also be provided. Smaller hospitals may wish to use videoconferencing facilities to aid teaching. The structured educational program should be of sufficient duration to achieve the training objectives. Ideally, all trainees and trainers will receive a written copy of the general and formal teaching course objectives from the DPT. It is recommended that this should be a minimum of 120 hours per year (e.g. 3 hours per week for 40 weeks).


Access to Resources
To meet the objectives of the training program, the trainees require access to general facilities and resources that include:
  • a library containing recognised texts and a relevant range of current journals;
  • a computerised database (e.g. Medline) with access available both in hours and out of hours for study purposes, and 24 hour access for clinical purposes;
  • ready access to computers;
  • facilities for teaching in a clinical setting;
  • facilities for meetings and teaching sessions;
  • a structured learning program;
  • audiovisual teaching equipment.

A broad range of clinical staff is expected to have input into the trainees' educational experience.


Modules
Learning in the clinical setting and the formal educational program of the hospital will not provide completely for the professional development needs of trainees. Trainees are encouraged to select self-directed learning modules (courses) which meet their needs and broaden their professional experience. Information regarding possible modules and suggested courses is available from the College.


Clinical Supervision
Clinical supervision will come from a number of people through each year of the basic training program and is not solely provided by the DPT. The clinical supervisor is usually the current consultant in charge of the clinical team to which trainees are attached. Clinical supervisors will usually have no more than 2 basic trainees under their supervision at any one time.

For trainees on night rosters adequate supervision includes:
  • ready availability of consultants;
  • a morning report process supervised by a senior clinician.

The level of supervision required is dependent on the ability of trainees and will vary as trainees acquire competencies and progress through training. Opportunities for directly supervised, indirectly supervised and monitored, and relatively independent clinical practice should be provided according to the ability of trainees. As a guide, 8 hours per week of direct trainee/supervisor clinical contact are expected, plus one hour per week of trainee/supervisor individual contact. Supervision may include ward rounds. Trainees essentially work closely with the clinical supervisor.

The responsibilities of a clinical supervisor are to:
  • direct clinical responsibility for the work of all members of the clinical team;
  • review the training objectives for each placement with trainees at the beginning of the placement;
  • objectively assess progress against the training objectives at regular intervals during and at the end of each placement;
  • create a suitable individual learning environment;
  • encourage trainees to critically evaluate their progress;
  • ensure that a wide range of opportunities for clinical skill development is available;
  • provide frequent feedback to trainees;
  • provide summative assessment to the DPT.
The DPT will determine the trainees’ suitability to apply to sit for the examination.

The apprenticeship model of training requires planned, systematic and deliberate teaching. The supervisor offers structured training that is intentional, planned, monitored and followed up. This includes:
  • demonstrating knowledge and skill;
  • being a role model in how to relate to colleagues and patients;
  • providing appropriate level of hands-on experience;
  • guiding trainees through regular practice;
  • setting clear objectives and targets to support trainees' learning;
  • supervising progression through the steps that lead to mastery;
  • promoting appropriate autonomy of trainees;
  • accepting that one can learn with and from trainees.


Educational Supervision
Individual direct educational supervision provided by the supervisor should include:
  • ensuring that trainees make effective use of the learning environment provided;
  • directing and focusing learning so trainees develop good self-directed training techniques;
  • ensuring that trainees develop an understanding of the wider aspects of vocational training.


Lecture and Study Programs
In some Australian states/territories the RACP state committees offer lecture programs to which trainees may subscribe. Contact details for state offices is found on the College website*.

There are other lecture and study programs offered by universities or private organisations in both Australia and New Zealand. The College does not oversee these. However, trainees may wish to make their own investigations regarding the programs, some of which are advertised in the College publication, RACP News*.
*You will need to be a member of the RACP to access this section of the website, if you don't have a password to access the Members site you can register for access.



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This page was last edited: 12 September 2003