Educator leadership, support and wellbeing
Theme: Training support
Training provider criteria and requirements
5.1 | An educator is selected, inducted, trained, appraised and recognised.
Selection criteria, roles and responsibilities and competencies for RACP educators are outlined in the Educational Leadership and Supervision Policy (PDF) and the Competency Framework for medical educators.
A position description exists for each educator role. A Fellow selected to be an RACP educator meets the selection criteria and has the qualifications, knowledge, and clinical skills and experiences and supervision competencies to undertake the role. Their role in training is incorporated into their position description and/or contract.
The educator is inducted into the role, so they understand their training program curriculum and requirements. Educator responsibilities are clearly defined and communicated.
Educators participate in professional development and training to improve their knowledge and skills. The appraisal of an educator is undertaken by Director of Training and follows the RACP process. It considers their teaching and assessment abilities, professionalism and ability to plan, implement and manage training.
The appraisal process acknowledges challenges, celebrates success and encourages the educator to aspire to quality. Support is provided to assist educators with challenges.
5.2 | An educator has the capacity to train and lead.
Educators have a workload, trainee number, time and resources that enable them to fulfil their training roles and responsibilities. An educator is expected to deliver training that:
- promotes high-quality care
- provides a positive learning experience
- contributes to the trainee’s achievement of the curriculum learning goals and training program requirements
A training provider is expected to support an educator to achieve their responsibilities. This includes:
- monitoring their capacity to train and lead
- providing appropriate training
- addressing any concerns that they raise about their responsibilities
- ensuring a supportive environment
- helping them to manage difficult trainees
A supervisor has time allocated to complete their training and assessment responsibilities. They are supported by a Director of Training who works with them to deliver and improve training and assessment and to manage a trainee in difficulty.
A Director of Training is compensated for their time and has the authority and resources, including staff, to fulfil their training program leadership and management responsibilities.
An educator requires office space, administrative support and access to educational expertise to undertake their duties.
5.2.1 | A rotation supervisor can supervise a maximum of 3 Basic Trainees and an education supervisor can supervise a maximum of 5 Basic Trainees at any one time. When a supervisor is both a rotation and education supervisor, the maximum number of trainees supported is 6.
A Basic Trainee is registered with either the RACP Adult Internal Medicine or Paediatrics & Child Health Division.
Where possible, trainees in the foundation, consolidation and completion phases are equitably distributed to education supervisors.
5.2.2 | Rotation and education supervisors are allocated time to complete their supervisory responsibilities.
Educators utilise RACP resources and incorporate recommendations into the training program. The resources recommended for the training program are listed in the Basic Training Learning, Teaching and Assessment Program requirements.
5.3 | An educator is supported to maintain health and wellbeing and seek help if needed.
An educator works in a safe environment that supports their wellbeing and health. The training provider supports an educator by:
- encouraging work-life balance, social support and community in the workplace
- encouraging them to take responsibility for their own health and wellbeing
- supporting prevention and recovery
An educator has access to resources to support their health and wellbeing. The resources include:
- access to opportunities for professional debriefing
- support and mentorship
- educator forums
- assistance with resolution of difficulties in trainee-educator relationships
- time out (when required)
- confidential counselling and occupational health services
A clear process, which is resourced, exists to identify, manage and support an educator where there is a health or wellbeing concern.
5.4 | The Training Provider ensures Educators have completed all the RACP Supervisor Professional Development Program Modules.
Consultants and Fellows who haven’t been educators previously have 12 months to complete the RACP Supervisor Professional Development Program modules.