Advanced Training Supervision


Roles, responsibilities and how to apply

Changes to supervisory roles and responsibilities and a selection process will be introduced from December 2018 as part of the Supervisor Support Strategy.

Chapter and Divisional Advanced Training

Supervisor

A supervisor helps an advanced trainee plan their learning pathways by facilitating opportunities for teaching and learning.

To apply, a trainee must nominate you as their supervisor as part of their annual application for Advanced Training.

Responsibilities

  • Plan and facilitate a trainee’s learning path.
  • Facilitate teaching and learning opportunities and the development of knowledge and skills.
  • Provide comprehensive and timely feedback on a trainee’s progress and achievement.
  • Provide leadership and support within the workplace.
  • Meet with a trainee a minimum of 4 times per year to help them develop, implement and review effective training plans.
  • Complete periodic supervisor reports.
  • Model exceptional clinical practice.
  • Report to the relevant RACP Education Committees.

Australasian Faculty of Occupational and Environmental Medicine​ (AFOEM)

Supervisor

An AFOEM supervisor is a Faculty Fellow, endorsed by the Regional Training Program Director. An AFOEM supervisor provides an AFOEM trainee assistance with completion of their requirements for Fellowship.

Responsibilities

  • Provide quality time with the trainee to make recommendations on their training.
  • Provide comprehensive and timely feedback on a trainee’s progress and achievement (6-monthly Training Status Reports, 6-monthly review).
  • Advise a trainee on educational opportunities to improve clinical practice.
  • Attend regional training meetings (if their trainee is presenting).
  • Attend the Annual Training and Annual Scientific Meetings.
Where possible, trainees should have at least 2 supervisors (at different times) during their training program to promote a wider range of experiences for the trainee. Trainees should have regular contact with their supervisor – at least monthly, preferably fortnightly. 

Apply

A trainee must nominate you as their supervisor as part of their Annual Prospective Application for Advanced Training. 

If you're interested in being an AFOEM supervisor, you can contact the Regional Training Program Director.

Regional Training Program Director

The Regional Training Program Director (TPD) provides support to AFOEM trainees in a regional area.

If you're interested in becoming a Regional Training Program Director, email OccEnvMed@racp.edu.au

Responsibilities

  • Manage the operation of the training program within your region.
  • Provide information and advice to prospective trainees regarding prerequisites for entry to the training program.
  • Facilitate the endorsement of an Educational Supervisor for each trainee.
  • Review and endorse all trainees' 6-monthly report forms.
  • Provide post-examination guidance.
  • Liaise with the Faculty office regarding trainees.
  • Ensure awareness of changes to the training program.
  • Hold regular meetings with Educational Supervisors to review the trainee's progress.
  • Ensure that Educational Supervisors are aware of and fulfill their roles.
  • Encourage Educational Supervisors to attend the Annual Training Meeting and the Australia and New Zealand Society of Occupational Medicine Annual Scientific Meeting.
  • Participate in Faculty Training Committee in Occupational and Environmental Medicine meetings and teleconferences.
  • Facilitate the Faculty's training objectives at the regional level.

Current Regional TPDs

Aotearoa New Zealand: Dr Rod Douglas, Dr Alexandra Muthu (Deputy)

New South Wales: Dr Nee Chen Khoo, Dr Maurice Harden (Deputy)

Queensland: Dr Kalesh Seevnarain

South Australia: Dr Isle-Marie Stockhoff

Victoria: Dr Robyn MacBeth, Dr Majid Rahgozar (Deputy)

Western Australia: Dr Steven Clarke, Dr Roger Lai (Deputy)

Defence Force/Military: Position vacant – contact your closest state TPD.

Australasian Faculty of Public Health Medicine (AFPHM)

Regional Education Coordinator

Responsibilities

  • Advise trainees and potential trainees of training opportunities in their state.
  • Discuss the choice of supervisor and mentor with trainees.
  • Review all applications and supervisor reports and present them to the regional committee.
  • Assist in remediation for trainees where appropriate.
  • Attend National Teaching and Learning Subcommittee meetings.
  • Inform regional committees of training matters.
A senior AFPHM Fellow acts as Regional Education Coordinator in each region.

Current Regional Education Coordinators

Aotearoa New Zealand — Dr Phil Hider

Australian Capital Territory — Dr Bronwen Harvey 

New South Wales — Dr Victoria Hayes and Dr Greg Stewart

Northern Territory — vacant

Queensland — Dr Mark Stickley

South Australia — Dr Matthew McConnell

Tasmania — vacant

Victoria — Dr Simon Crouch

Western Australia — Dr Charles Douglas

Trainee representative — vacant

If you're interested in becoming a Regional Education Coordinator, email PublicHealth@racp.edu.au

Supervisor

AFPHM supervisors are directly responsible for overseeing all or some of the work of a Public Health Medicine trainee in the their place of employment.

Responsibilities

  • Consult with the Regional Education Coordinator to discuss a trainee’s supervision.
  • Liaise with a trainee to establish a learning plan.
  • Review a trainee's performance and provide constructive feedback and promote public health competencies.
  • Meet with a trainee regularly and make recommendations on their training.
  • Advise a trainee on educational opportunities to improve clinical practice.
  • Formally assess a trainee's performance over the period of training by completing a supervisor report at the end of the training year.

Apply

A trainee may have 1 supervisor who oversees all training activities or a number of supervisors that each oversee specific parts of their training program.

A trainee must nominate you as their supervisor as part of their annual application for Advanced Training.

AFPHM supervisors are preferably AFPHM Fellows but they can also be a non-medical public health practitioner, a specialist in another field of medicine, or a scientist or researcher in a public health area.

If a trainee is unable to secure a supervisor who is an AFPHM Fellow, they must have an AFPHM supervisor as their co-supervisor.

Mentor

Mentoring is where an experienced colleague guides an Advanced Trainee through their development as a physician. This can occur in various contexts and relationships, formally and informally, where conversations, feedback, learning activities and modelling are offered.

An AFPHM mentor is a formal mentoring relationship, designed to expand and strengthen a trainee’s experience in public health, and support the trainee on their journey to becoming a public health physician.  It’s likely a trainee will also have a range of informal mentors throughout their training, including supervisors, other senior colleagues and peers. 

Mentors also benefit from a successful mentoring relationship through improving teaching and training skills and gaining personal satisfaction in knowing they’re contributing to the future development of their profession. 

To become a mentor, a trainee must nominate you as part of their annual application for Advanced Training.

Role

The role of an AFPHM mentor is to guide the overall professional development of a trainee as they move through the Public Health Medicine Advanced Training Program. Ideally as a mentor, you’ll help your trainee:

  • develop their skills and professional values as a public health physician
  • identify appropriate training positions and training plan to fulfill the required competencies of the training program
  • identify any areas of weakness and help the trainee plan ways to address these
  • achieve their professional objectives
  • develop professional networks
  • develop their long-term career plan and professional goals
  • support the trainee should they encounter problems or difficulties with their training or assessment, including referring the matter to the Regional Education Coordinator if needed

The mentor does not have to work directly with the trainee but they must not be involved in a supervisory capacity, including specific assessments such as Direct Observation of Professional Practice Skills (DOPPS).

For trainees, it is ideal that they retain the same mentor throughout their training program.

Responsibilities

  • Sign off on Application to Commence Training, Learning Contracts and Learning Contract Reports
  • Be familiar with training program requirements and promote the public health medicine curriculum competencies
  • be available for regular communication with the trainee

For the mentoring relationship to be meaningful, we expect mentors to meet trainees (or have other contact) at least once every 3 months. At a minimum, you’re to meet with your trainee at least once per year to discuss your professional development and progress through the training program.

Note: Trainees are responsible for initiating contact and planning meetings.

Managing the relationship

While some mentoring relationships are successful intuitively, these ‘keys to a successful mentoring relationship’ can be a useful guide.

  1. Develop a relationship of trust
  2. Define roles and responsibilities
  3. Establish short-term and long-term goals
  4. Collaborate to solve problems

Like any relationship, the mentoring relationship tends to follow developmental stages, and these keys are also common descriptions of those stages. How quickly the relationship moves through each stage is unique to each relationship.

Wrench Tool: Mentoring Goal Form (DOC) (optional)

Being a good mentor

Literature lists a number of attributes in a mentor that are valued by mentees, including:

  • active listening
  • building trust
  • being available
  • being encouraging and inspiring
  • determining goals and building capacity
  • enthusiasm for teaching
  • sensitivity
  • understanding training program requirements
  • being flexible enough to adapt different approaches to different trainees and situations
SPDP 3 — Work-based Learning and Assessment Public Health Medicine

Mentors are welcome to attend the RACP Supervisor Professional Development Program (SPDP) 3 — Work-based Learning and Assessment Public Health Medicine workshops.

The 3-hour workshop facilitated by a trained AFPHM Fellow includes discussions and activities which provide opportunities to practice your skills.

The workshop assists supervisors to do the following within a public health training environment:

  • Discuss the purpose and importance of work-based learning and assessment.
  • Analyse the process of planning for learning and assessment.
  • Identify the challenges and solutions associated with work-based assessment in a complex environment.
  • Draw on evidence of learning and achievement to determine overall performance and progression.
Mentoring tips

Be available and interested

  • Where possible, respond to a trainee’s request to meet up.
  • Aim to be interested and empathetic and demonstrate active listening.
  • Intermittently check in with your trainee outside of planned meetings to see how they’re going and share information (for example, journal articles, new guidelines) on public health that you think might be of interest to them or contribute to their growth

Resist the temptation to give all the answers

  • While you should offer advice and teaching when requested, try to guide your trainee to discover information for themselves and come to their own conclusions.
  • A good method is answering questions with questions, for example ‘What would you do?Why do you think that? What would you do instead if X happened instead of Y?
  • You can help facilitate contacts for your trainee, when they are seeking guidance in areas that fall outside your expertise.

Share your own experiences and lessons learned

  • Do this when requested but remind the trainee that these may be different to theirs.
  • You can also share experiences in a general way, for example “… in this situation one thing that worked for me was...”

Help identify opportunities and contacts

Make useful connections for your trainee, such as introducing them to colleagues, making them aware of training and employment opportunities and facilitating their involvement in specific projects where appropriate. 

Familiarise yourself with the training program

Where possible attend workshops and/or other faculty events to keep up to date on requirements to complete training.

Reflect and seek feedback on your mentoring

  • One method of self-reflection is to ask yourself after a meeting or occasionally: “How well am I demonstrating the attributes of a good mentor?”
  • Discussing this with a colleague can also be helpful.
  • You can also ask your trainee to rate you on these attributes, however be aware that the power differential in the relationship may impact on the validity of this information
  • Tools that can aid self-reflection and assessment are:

Developing a successful mentoring relationship

Byintgton. T, (2010). Keys to Successful Mentoring Relationships, Extension Journal, 48(6).

Davis S and Rosewell, A. (2016). Results of a Workshop on Improvement of Field Epidemiology Training in the Asia-Pacific (unpublished).

Lee. A, Dennis. C, Campbell, P. (2007). Natures Guide for Mentors. Nature, 447 791-797.

Centre for Health Leadership & Practice (2003). ‘Mentoring Guide: A Guide for Mentors(PDF). Public Health Institute, Oakland, CA

Australasian Faculty of Rehabilitation Medicine (AFRM)

Clinical Supervisor

Clinical supervisor's plan and facilitate a Rehabilitation Medicine trainee's training pathway and learning plan, assess and report on their training and provide feedback on their progress

To apply, you must:

Responsibilities

  • Assess and report on AFRM training.
  • Provide feedback on an AFRM trainee’s progress.
  • Plan and facilitate a trainee’s training pathway and learning plan.
  • Meet with a trainee fortnightly to review performance and provide constructive feedback to help them meet the competencies for rehabilitation medicine.

Mentor (optional)

A mentor supports an AFRM trainee throughout their Advanced Training in Rehabilitation Medicine.

Responsibilities

  • Support a trainee if they encounter problems or difficulties with their training or assessment.
  • Provide advice to trainees.

Apply

A trainee must nominate you as their mentor as part of their annual application for Advanced Training.
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