Standard 9

Feedback and assessment

Theme: Curriculum implementation

Training provider criteria and requirements

9.1 | The training provider establishes that a trainee’s learning plan maps to the curriculum.

Learning plans are completed in accordance with training program requirements. While the trainee is responsible for their learning plan, the training provider provides time for a trainee and a supervisor(s) to develop and complete the plan.

During this process, the supervisor establishes the learning identified by the trainee maps to curriculum and the learning activities described within the rotation description.

9.1.1 | The training provider facilitates trainee completion of their rotation plans, phase plans, learning captures, observation captures, rotation report and progress reports.

A trainee is responsible for completing the curriculum’s assessment requirements. Successful completion of these activities are dependent on the setting:

  • providing time and opportunities for these interactions
  • ensuring staff fulfil their responsibilities
  • encouraging staff to identify work experiences suitable for completion of work-based assessments

The training provider is to ensure learning captures and observation captures are completed monthly and that rotation and phase progress reports are completed.

9.2 | The training provider delivers trainee work-based assessments.

The training provider establishes work-based assessments are consistent with the training program requirements and are mapped to the curriculum. Assessment occurs in a timely manner, aligns with the training program requirements and assesses the trainee’s performance.

Where applicable, RACP assessment tools are used. The type and time of work-based assessments, including formal feedback, is outlined to a trainee at the commencement of the training program and each rotation. This outline includes who is responsible for the assessment and how information will be gathered. The assessment and process of assessment are transparent, clear and understood by both trainee and supervisor.

9.3 | The training provider supports trainees to successfully complete their RACP assessments.

Trainees are supported to complete RACP assessments including exams, projects and research. This support includes study leave and provision of advice from Fellows, exam preparation courses, study groups, trial exams and facilitation of clinical exams.

9.3.1 | The training provider provides examination preparation activities for a trainee eligible to sit the RACP Written and Clinical Examinations.

Examination preparation activities involve study groups, trial examinations and study leave, including leave to complete the examination.

9.3.2 | The training provider offers clinical examination placements equal to or greater than the number of trainees it has who are eligible for the clinical examination.

A training provider of a principal training program is required to host the RACP Clinical Examination.

A training provider, at a minimum, has the same number of examination places as examination candidates. A training provider can achieve this by working with other training providers.

9.4 | The training provider regularly monitors a trainee’s performance and assesses their longitudinal progression by observing their patient care, taking account of work-based assessments and obtaining informal and formal feedback from supervisors.

The training provider has a clear, equitable process by which a trainee’s progression is assessed. The process requires action is taken when a gap is identified. The training provider(s) has a discreet process for sharing information between educators about the performance and progression of a trainee. The process is applied equitably and is transparent to the trainee. A trainee always has a clear understanding of their performance and progression.

9.4.1 | The training provider ensures sufficient meetings are undertaken between a trainee and their supervisors to accurately determine the trainee’s learning goals and to measure their performance and progress.

Meetings between a supervisor and trainee is an opportunity to:

  • evaluate wellbeing
  • outline expectations
  • provide advice
  • complete learning plans
  • give feedback on performance and progression
  • complete reports

A rotation supervisor is to meet 3 times with a trainee to:

  • discuss and finalise the rotation plan
  • review a trainee’s progress midway during the rotation
  • finalise the rotation report

An education supervisor is to meet 5 time with a trainee to:

  • discuss and finalise the rotation plan
  • review a trainee’s progress midway during the rotation
  • finalise the rotation report
9.4.2 | The training provider uses Progress Review Panels to monitor trainees' performance, determine a trainee's progression status and their completion of the training program.

9.5 | The training provider has a clear process to identify, manage and support a trainee where there is a concern about their performance, progression, professionalism or conduct.

An educator(s) identifies a trainee with a difficulty early and participates in their remediation. A trainee in difficulty is managed in accordance with the RACP Trainee in Difficulty Support Policy (PDF). The trainee knows what the concern is and the support, and action to be taken for remediation. This is documented and action is undertaken.

A trainee is not to progress if they fail to meet the curriculum’s learning outcomes. When the concern cannot be resolved, support services are provided and advice needs to be given on alternative career options.

Setting criteria

9.6 | A trainee receives constructive informal and formal feedback on their performance and is supported to act on it.

The trainee’s supervisor(s) provides regular constructive informal and formal feedback. Trainee feedback discussion includes a conversation about their wellbeing, performance and progress.

Feedback identifies success, strengths and areas for development. Where an area for development is identified, advice is provided on how to develop. A range of health professionals contribute to the feedback being provided to the trainee.

9.7 | A supervisor providing feedback or performing an assessment has expertise in delivering feedback, the area being assessed and the assessment tool, acts honestly and can justify their statements and decision.

A supervisor understands the assessment process and has the skills, time, and resources to provide regular feedback and undertake an assessment. Professional development opportunities are provided to enhance a supervisor’s skills.

Close overlay