Standard 2
Learning environment
Theme: Environment and culture
Training provider criteria
2.1 | Physicians embody the professional standards set out in the RACP Professional Practice Framework and are prepared to be involved in the training, education and assessment of trainees.
Trainee learning is greatly influenced by the way the doctors around them practise medicine. This impacts on the quality of their practice following graduation and throughout their career. Doctors, particularly physicians, are role models for trainees and illustrate how to practise medicine professionally.
2.2 | The training provider seeks and responds to concerns about training from trainees and educators.
Concerns, including grievances, about training can be raised openly and safely. A process is in place to seek and respond to training concerns. Trainees and educators are informed of this process and their responsibilities and are encouraged to raise concerns.
Concerns are investigated and dealt with effectively. A training provider acts to improve trainee experiences and support educators. The actions taken are reported back to trainees and educators. Effective action is taken immediately when an educator raises concern about an inability to deliver training.
Setting criteria
2.3 | The setting has a learning environment and culture which values, supports and delivers equitable physician training.
An effective learning environment is culturally safe. Cultural safety focuses on the patient experience to define and improve the quality of care. The setting effectively delivers health care services that meet the social, cultural, and linguistic needs of patients. It’s a set of behaviours, attitude, policies and training that together enable the setting and its staff to work effectively in cross-cultural situations.
An effective learning environment:
- values the work of trainees and Fellows
- embraces evidence-based patient and population-centred care
- has doctors who demonstrate what is outlined in Good Medical Practice demonstrates professionalism, teamwork, effective leadership and communication
- emphasises the importance of learning
- supports learning for all professional groups
- promotes and provides high-quality and accessible learning experiences
- fosters an environment of inquiry, scholarship and professional development
- supports trainees and educators to engage in activity that improves training
- values and recognises staff contributions to training
2.4 | The setting provides a safe, respectful learning environment and addresses any behaviour that undermines self and/or professional confidence as soon as it is evident.
Supervision is conducted lawfully, professionally and in accordance with the RACP Code of Conduct.
The setting has a process to address and prevent bullying, discrimination, harassment and sexual harassment in accordance with the RACP Respectful Behaviour in College Training Programs. The process is publicised to trainees and educators.
2.5 | The setting maximises the educational value of tasks assigned to a trainee.
The assignment of tasks is linked to the curriculum. Training should not be compromised by trainees regularly carrying out routine tasks that don’t support patient care and have little educational value.