Feedback and Evaluation

Program evaluation of the new curricula is occurring as a continuous process from implementation through to graduate outcomes.

Continuous evaluation will enable us to monitor new curricula implementation and outcomes and assure program efficiency while identifying opportunities for improvement for current trainees and for subsequent cohorts. The aims of the Curricula Renewal evaluation are:

1. To evaluate the initial implementation of the new RACP training curricula to inform their ongoing implementation. This includes iterative feedback loops of participant feedback early in implementation to assist in amendments if needed and support successful implementation through iterative waves and cohorts.
2. To evaluate how and to what extent the new RACP training curricula meet the objectives of curricula renewal, including graduate outcomes and the adoption of competency-based medical education (CBME) principles.

You can provide feedback anytime about your experiences with the new curriculum by completing our feedback survey. The survey will take approximately 5 minutes to complete.

Your feedback will help us to:

• identify areas for improvement to inform ongoing program development
• facilitate sufficient support for trainees and educators
• understand what's working well in the new curriculum

See the Educational research and evaluation page for more details on the College’s approach to evaluation and read our published reports.

Workforce capacity

We acknowledge the time and commitment that will be involved in enacting training program changes and the introduction of a new technology system. A recent survey explored supervisors` experiences, challenges and needs. This work is shaping an action plan that includes advocating for protected time for supervision in discussions with jurisdictions and improving support for supervisors through clear role expectations, concise resources, and timely assistance.

Early and ongoing evaluation data from this roll-out will help inform resourcing and supervisor capacity within your training settings and networks. It will take time to provide a realistic expectation and quantification of what resources will be required within the setting. Our plan is to:

• have a phased roll-out approach with a reduced assessment load in 2025, i.e., to start the roll-out slowly as we listen and learn about how it’s going in reality.
• evaluate the program delivery and gather better data to quantify the time/resources required for supervisors to deliver each program in practice
• use the evidence-base from the program evaluation to advocate for protected time for supervisors
• keep Directors of Physician/Paediatric Education and Heads of Departments updated on the progress and plans for the advocacy work throughout the year and in the lead up to assessment requirements increasing in 2026.