Supervisor roles

Basic Training

Director of Physician Education (DPE)

A Director of Physician Education takes a macro level approach to foster a link between the RACP and a training site.

There is typically one DPE per geographic network or large hospital.

A Director of Physician Education aims to:

  • Provide leadership within their workplace or geographic area
  • Oversee the Basic Training program and provide support for Basic Trainees within their training site(s)
  • Provide support to Educational Supervisors and Ward/ Service Consultants
  • Establish and facilitate local support networks
  • Complete program administrative work as required

To learn more about the roles and responsibilities of a Director of Physician Education, download RACP Supervisor Roles and Responsibilities.

See the list of current DPEs for Adult Medicine and Paediatrics & Child Health.

Educational Supervisor

An Educational Supervisor helps a Basic Trainee plan their learning pathways by facilitating opportunities for teaching and learning.

There is typically at least one Educational Supervisor for Basic Training within a hospital or training site.

An Educational Supervisor aims to:

  • Oversee the training program for a small group (3 - 5) of Basic Trainees within their hospital
  • Meet with each trainee a minimum of twice per year to assess their progress
  • Complete mid-year and end of year progress reports
  • Provide regular and timely feedback
  • Provide assistance with training and assessment
  • Complete program administrative work as required

To learn more about the roles and responsibilities of an Educational Supervisor, download RACP Supervisor Roles and Responsibilities.

Ward Service Consultant (Rotational Supervisor)

A Ward Service Consultant (Rotational Supervisor) actively supervises and supports a Basic Trainee during their Physician Training. A Ward Service Consultant is a clinician but may not be an RACP Fellow.

There is typically at least one Ward Service Consultant per Basic Trainee.

A Ward Service Consultant aims to:

  • Provide direct educational support
  • Facilitate the development of knowledge and skills
  • Model exceptional clinical practice
  • Conduct Work-based assessments
  • Provide regular and timely feedback on a trainee’s progress and achievement
  • Assist a trainee with their learning plans
  • Complete Ward Service Consultant Reports*

To learn more about the roles and responsibilities of a Ward Service Consultant, download RACP Supervisor Roles and Responsibilities.

*In NSW, trainees can complete the HETI End of Term report in place of the Ward Service Consultant Report.

Professional Development Advisor (PDA)

A Professional Development Advisor facilitates a Basic Trainee’s personal and professional development, guided by the Professional Qualities Curriculum.

A PDA aims to:

  • Facilitate the development of knowledge and skills guided by the Professional Qualities Curriculum
  • Meet with a trainee a minimum of twice per year
  • Facilitate critical review and reflection on a trainee's practice
  • Provide timely and comprehensive feedback on a trainee’s progress and achievement

To learn more about the roles and responsibilities of a Professional Development Advisor, download RACP Supervisor Roles and Responsibilities.

Advanced Training

Supervisor

A supervisor helps an Advanced Trainee plan their learning pathways by facilitating opportunities for teaching and learning.

A supervisor aims to:

  • 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 four times per year to help them develop, implement and review effective training plans
  • Complete periodic progress reports
  • Model exceptional clinical practice
  • Report to the relevant RACP Education Committees
To learn more about the roles and responsibilities of an Advanced Training supervisor, download the Learn more about the roles and responsibilities of a Director of Physician Education (DPE). (PDF 160KB)

AFOEM

Supervisor

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

Where possible, trainees should have at least two 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 but preferably fortnightly.

A supervisor aims to:

  • Provide quality time with the trainee to make recommendations on their training
  • Provide comprehensive and timely feedback on a trainee’s progress and achievement (six-monthly Training Status Reports, six-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

Regional Training Program Director (TPD)

A Regional Training Program Director provides support to AFOEM trainees within a regional area.

A Regional TPD aims to:

  • Manage the operation of the training program within their 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 six-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 fulfil their roles
  • Encourage Educational Supervisors to attend the Annual Training Meeting and the Annual Scientific Meeting
  • Participate in Faculty Training Committee meetings and teleconferences
  • Facilitate the Faculty's training objectives at the regional level

See the list of current Regional Training Program Directors

Remote Area Training Program Director (TPD)

The Remote Area Training Program Director is a member of the Faculty Training Committee with the same responsibilities as Regional TPDs.

A Remote Area TPD also aims to:

  • Develop and implement training activities suitable and accessible to trainees in remote areas
  • Facilitate regular teleconferences for regional training meetings

AFRM

Clinical Supervisor

Clinical Supervisors provide assistance to an AFRM Trainee during their Rehabilitation Medicine training at the RACP.

A Clinical Supervisor aims to:

  • 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

To learn more about the roles and responsibilities of a clinical supervisor, download the the Guidelines for AFRM Clinical Supervisors (PDF 377KB)

To learn more about clinical supervision in Rehabilitation Medicine (General) Advanced Training, ​view the clinical supervision guide (Rehabilitation Medicine General) (PDF 95KB)

To learn more about clinical supervision in Rehabilitation Medicine (Paediatrics) Advanced Training, view the clinical supervision guide (Rehabilitation Medicine ​Paediatrics) (PDF 96KB)

Mentor (not-compulsory)

A mentor supports an AFRM Trainee throughout their training in Rehabilitation Medicine.

A mentor aims to:

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

AFPHM

Regional Education Coordinator

Each State and Territory has a senior Fellow of the AFPHM who acts as Regional Education Coordinator.

A Regional Education Coordinator aims to:

  • 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 the national Teaching and Learning Subcommittee meetings
  • Keep regional committees informed of training matters

See the list of current regional education coordinators.

Supervisor

An AFPHM Supervisor is directly responsible for overseeing either all or some of the work of a Public Health Medicine trainee in the trainee's place of employment. A trainee may have one supervisor who oversees all training activities, or a number of supervisors, who each oversee specific parts of the training program.

Preferably an AFPHM Supervisor is a Faculty Fellow, 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 a Faculty Fellow, they must have a FAFPHM supervisor as their co-supervisor.

A supervisor aims to:

  • 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

Mentor

A mentor advises an AFPHM Trainee on the overall plan of their training program. Mentors should be Fellows of the Faculty who are familiar with the work and career of the applicant and are able to serve as the applicant's adviser and role model.

A trainee should discuss the selection of an appropriate mentor with their Regional Education Coordinator.

A mentor aims to:

  • Ensure a trainee’s training program will provide them with a range of experiences, and promote Public Health Medicine competencies
  • Sign a trainee’s application form to indicate they endorse the trainee's program plan
  • Support a trainee if they encounter problems or difficulties with their training or assessment
  • Provide advice to trainees, and if necessary, refer the matter to the Regional Education Coordinator

Become a supervisor

Learn more about becoming a supervisor for Basic or Advanced Training.

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