Central to the RACP’s Education Renewal Program is the Curricula Renewal project, which will redesign, develop and implement 40 curricula across the RACP’s Basic and Advanced Training programs following a competency-based medical education framework.
Read the latest on Curricula Renewal and find further information
We are currently reviewing and updating the majority of our training materials in consultation with a wide range of internal and external stakeholders, and adapting our administrative processes accordingly. We will transition to the renewed curricula for Basic Training from 2018 onwards. The renewed curricula will replace the current curricula and the PREP Program Requirements Handbooks.
Read more about:
• what the changes will mean for trainees
• what the changes will mean for educators
• what the changes will mean RACP Fellows and the wider healthcare sector
• why the changes are being made
• how we are implementing the changes.
What will this mean for trainees?
Trainees will benefit from an improved training experience, with a focus on practical, competency-based workplace learning and progress. The new curricula clearly define the behaviours, actions and knowledge that trainees must demonstrate, based on the RACP Professional Practice Framework
. In addition, planned assessment programs will include multiple measures of performance to show trainee competence over time, rather than in isolation. These improvements will be supported by new technology and learning resources.
What will this mean for educators?
Directors of Physician Education and supervisors will benefit from curricula that provide clear guidance on teaching requirements, as well as increased support through technology, teaching resources and professional development. The new curricula clearly define the behaviours, actions and knowledge that educators should impart to trainees, based on the RACP Professional Practice Framework
. This will help them calibrate judgements of trainee performance.
What will this mean for Fellows and the wider healthcare sector?
The renewed curricula will be subject to ongoing evaluation and improvement. This will ensure that RACP graduates enter the workforce with current knowledge, demonstrate best practice approaches, and are competent and safe practitioners. The new curricula clearly define the high-quality behaviours, action and knowledge that the medical community, wider healthcare sector and patients can expect from Fellows of the RACP.
Why is the RACP making these changes?
The competency-based approach to medical education shifts the focus from the amount of time spent on training, to more meaningful measures of trainee achievement, skills development and performance. This approach is fast becoming an international standard for quality medical education; by implementing this new approach the RACP will ensure that physicians in Australia and New Zealand are trained to the highest possible standard. Watch our videos explaining the case for change and what is changing.
How is the RACP implementing the changes?
In the second half of 2016 we consulted with members, healthcare workers and training sites on the draft Basic Training curricula. The feedback gathered is now being used to inform the final iterations of the Basic Training Curricula, which will be rolled out from 2018. Curricula for Advanced Training will follow in the coming years.
This work is being overseen by the RACP’s Curriculum Advisory Group:
Dr David Thomas FRACP (Chair)
Dr Jon Ho Chan FAFRM
Dr Terry Donald PSM, FRACP
Dr Melanie Fentoullis
A/Prof N. Deborah Friedman FRACP
A/Prof Michael Gabbett FRACP
Prof Nicholas Glasgow FAChPM
A/Prof Matthew Links FRACP
Dr Mick O’Keeffe FRACP
Prof Stephen Opat FRACP, FRCPA
Dr Benjamin Rogers FRACP
Dr Paul Timmings FRACP
Prof Tim Wilkinson FRACP