Work-based learning and assessment tools

 

All RACP training programs include work-based assessments to asses a trainee’s day-to-day performance in their workplace.

Work-based assessments aim to facilitate learning through:

RACP training program work-based assessments:

 

Setting learning goals

Learning Needs Analysis (LNA)

The Learning Needs Analysis assists trainees to identify their learning needs, plan their learning objectives, and evaluate their progress for each rotation. The Learning Needs Analysis facilitates the development of an agreed learning plan between a trainee and their supervisor.

Find out more about the Learning Needs Analysis (LNA)

Learning Contract (AFPHM only)

A Public Health Advanced Trainee completes a Learning Contract at the beginning of a training period. The contract includes a description of professional roles, activities and projects that for in that training period linked to the Public Health Medicine Advanced Training Curriculum.

A Learning contract is a negotiated document between an Advanced Trainee in Public Health Medicine and their supervisor who is familiar with workplace learning opportunities.

Trainees complete a Learning Contract Report at the end of each Learning Contract period.

NOTE:

The learning contract is not an online tool in the portal.

Learning contract (doc 157KB)

Learning Contract Report (doc 351KB)

Sample Learning Contract Report (PDF 828KB)

Personal Learning Plan (Clinical Diploma of Palliative Medicine only)

Trainees in the Clinical Diploma of Palliative Medicine training program create a Personal Learning Plan with their supervisor at the start of their training program.

The Personal Learning Plan:

  • Plans how the trainee will complete their training to achieve the knowledge, skill and attitudes necessary in Palliative Medicine, as set out in the Clinical Diploma of Palliative Medicine curriculum
  • Takes into account the trainee’s prior experience
  • Takes into account the trainee’s assessment of their strengths and weaknesses
  • Reflects the trainee’s particular interests

Personal Learning Plan Template (PDF 173KB)

 

Observation of performance

Mini-Clinical Evaluation Exercise (mini-CEX)

The Mini-Clinical Evaluation Exercise is a work-based assessment to evaluate a trainee’s clinical performance in real life settings. A mini-CEX aims to guide a trainee’s learning and improve clinical performance through structured feedback from an assessor.

Find out more about the Mini-Clinical Evaluation Exercise (mini-CEX)

 

Direct Observation of Procedural Skills (DOPS)

The Direct Observation of Procedural Skills is an evidence-based assessment used to guide trainee learning and competency.

The trainee performs a procedure on a patient in the workplace, observed by an experienced and knowledgeable assessor who reviews the trainee’s performance.

The assessor provides feedback to the trainee to help identify learning needs and plan future learning opportunities.

Find out more about the Direct Observation of Procedural Skills (DOPS)

 

Direct Observation of Field Skills (DOFS)

Direct Observation of Field Skills is a variation on the DOPS tool for the Occupational and Environmental Medicine training program.

The Direct Observation of Field Skills assesses a trainee's competency in purposeful evaluation of a workplace or environmental setting.

The trainee conducts a workplace visit with a defined purpose, observed by an experienced and knowledgeable assessor who reviews the trainee’s performance.

The assessor provides feedback to the trainee to help identify learning needs and plan future learning opportunities

 

Direct Observation of Field Skills Information Sheet (PDF 5.078MB)

Ramazzini Presentation (AFOEM only)

All AFOEM Advanced Trainees must present formally for the Ramazzini Award at the AFOEM Stream at the RACP Congress (formerly the AFOEM Annual Scientific Meeting). AFOEM trainees must present at least once during their Occupational and Environmental Medicine training to meet eligibility requirements for Fellowship.

Trainees use the AFOEM Research Project as the basis for their Ramazzini Presentation.

The Ramazzini presentation assesses:

  • A trainee’s communication skills
  • The scientific quality of their Research Project
  • A trainee’s research methodology
  • The presentation as a whole

Find out more about the Ramazzini Presentation

 

Direct Observation of Practical Professional Skills (DOPPS)

Direct Observation of Practical Professional Skills is a variation on the DOPS tool for the Public Health Medicine training program.

The trainee performs a practical professional activity in the workplace, observed by an experienced and knowledgeable assessor who reviews the trainee’s performance.

The assessor provides feedback to the trainee to help identify learning needs, professional skills and plan future learning opportunities.

Direct Observation of Practical Professional Skills Information Sheet

Oral Presentation (AFPHM only)

Public health Physicians need to make oral presentations in a variety of settings, from presenting a research paper at a conference to addressing a public meeting about a contentious public health issue.

The Oral Presentation Assessment exercise assesses the competency ‘Ability to communicate effectively through oral discussions and presentations’, and to provide an opportunity for feedback to the trainee.

Assessment of an oral presentation does not include assessment on the scientific quality of work the presentation is based on.

NOTE:

If the presentation is for the Gerry Murphy Prize competition, the scientific quality of the work and its significance for public health are considered. There are also additional criteria for this situation.

Oral Presentation Information Sheet

Discussion

Case-based Discussion (CbD)

Case-based Discussion is an assessment used to evaluate an Advanced Trainee’s professional judgement in clinical cases.

A Case-based Discussion involves a comprehensive review of clinical cases between an Advanced Trainee and an assessor. After the Case-based Discussion, the assessor provides a trainee with feedback to develop improvement strategies and structure future learning.

Find out more about Case-based Discussion (CbD)

In-Training Long Case Assessment (ITLCA) (AFRM only)

An In-Training Long Case Assessment encounter involves a comprehensive review of a clinical case between an Advanced Trainee in Rehabilitation Medicine and their assessor.

The trainee consults with a patient and completes a written consultation summary sheet, considering short- and long-term rehabilitation management plans.

The trainee then discusses their patient assessment and proposed management plans with the assessor.

Immediately after the interview, an assessor provides feedback to a trainee across a range of areas relating to clinical knowledge, clinical decision-making and patient management.

NOTE:

An assessor directly observes one Formal Long Case Assessment per year of Advanced Training (commencing after the first year of training).

Find out more about In-Training Long Case Assessment (ITLCA)

 

Writing and reflection

Professional Qualities Reflection (PQR)

The Professional Qualities Reflection allows a trainee to articulate and formalise ideas and insights about their professional development.

The Professional Qualities Reflection allows a trainee to reflect on an event, or series of events, that is medically and professionally significant to them. Through analysis of the event(s), a trainee is able to identify and integrate new skills and knowledge, and improve performance.

Find out more about the Professional Qualities Reflection. 

Written Communications Portfolio (AFOEM only)

The Written Communications Portfolio is a mandatory Stage C exit assessment for AFOEM Advanced Trainees. The portfolio assesses a trainee’s ability to convey written information effectively and appropriately in a variety of scenarios.

The portfolio includes two reports:

  • Workplace Assessment (based on individual cases)
  • Medicolegal (based on individual cases)

Find out more about the Written Communications Portfolio

 

Logbook (Clinical Diploma of Palliative Medicine only)

Trainees completing the Clinical Diploma in Palliative Medicine are required to submit a logbook of cases studied throughout their training term.

The logbook should include:

  • Reviews of 50 cases, including
  • A brief summary of each case and a reflection on what the trainee learned from that particular patient

All patients included in the logbook should be de-identified.One electronic typed copy must be emailed to PallMedDiploma@racp.edu.au.

Logbook template (doc 1MB)

 

Case study (Clinical Diploma of Palliative Medicine only)

Trainees completing the Clinical Diploma in Palliative Medicine submit a case study in their last month of Diploma training.

Trainees submit the case study:

All case studies are reviewed by two assessors. Case studies are marked as satisfactory or unsatisfactory.

Resubmission of Case Studies

If the case study is marked as unsatisfactory, the trainee is required to resubmit their case study addressing the issues raised by the two assessors.
A trainee has a maximum of 3 submissions for one project. Two unsatisfactory resubmissions of the case study are accepted before the trainee is required to submit a new case study. 

Trainees must resubmit their case study:

When resubmitting a revised case study, a cover letter outlining the changes made in response to the reviewers’ comments should be included. The TCPM recommends the presentation of responses to the reviewers’ comments is to summarise the responses in table form as follows:

Colum 1: Reviewers’ comments.
Colum 2: Detail about what changes were made.
Colum 3: Page and paragraph details, with one separate row for each of the reviewers’ comments.

Resubmissions are not accepted without the signed Resubmitted Case Study Cover Sheet, on which are the Educational Supervisor’s signature and comments and cover letter. Trainees are required to resubmit their case studies to PallMedDiploma@racp.edu.au Please note that hardcopies and faxed copies will not be accepted.

Marking criteria

Coversheets

Research capabilities

Advanced Training Research Project

Implementing from 2017, the College Education Committee has approved a set of streamlined research project requirements for inclusion in all Advanced, Chapter and Faculty training programs. Implementation and due dates vary between programs, so please check your relevant training handbook for program specific information.

Research Project Guidelines (PDF 550KB)

Advanced Training Research Project Marking Criteria (doc 140KB)

See the Advanced Training programs.

AFOEM Research Project

AFOEM Advanced Trainees undertake one major research project relevant to Occupational and Environmental Medicine during their training. This project forms the basis for the Ramazzini Presentation.

Find out more about the AFOEM Research Project


Performance evaluation

Progress Reports – Basic Training and Advanced Training

Progress reports facilitate regular and meaningful communication between supervisors, trainees and the RACP.

Progress Reports:

  • Provide regular feedback and meaningful guidance to enable further progress
  • Assess a trainee’s strengths and weaknesses
  • Assess a trainee's progress as measured against expected standards for stage of training
  • Assess whether a trainee’s educational achievements so far are satisfactory or unsatisfactory
  • Facilitate the identification of trainees encountering difficulty, and the provision of appropriate and timely support as required
  • Provide updated information to the relevant Education Committee throughout the course of each trainee’s training program

Basic Training progress reports

Supervisors assess Basic Trainees using three kinds of progress reports:

  • Ward service consultant reports
  • Mid-year progress reports
  • Annual reports
Find out more about Basic Training progress reports.

Advanced Training progress reports

Supervisors assess Advanced Trainees using three kinds of progress reports:

  • Mid-year progress reports
  • Final Supervisor’s Reports
Find out more about Advanced Training progress reports.

Find out more about Basic Training progress reports.

Find out more about Advanced Training progress reports.

 

Mid-session Supervisor's Report (Clinical Diploma of Palliative Medicine only)

A Mid-session Supervisor's Report provides trainees completing the Clinical Diploma in Palliative Medicine and their supervisors with an opportunity to reflect on a trainee’s progress and discuss and note any problems during the training rotation.

Trainees and supervisors should complete a Mid-Session Supervisor's Report at their quarterly meeting.

Trainees need to submit the Mid-Session Supervisor's Report halfway through their training rotation. Trainees should keep a copy of the Mid-Session Report for their next quarterly meeting.

Mid-Session Report (doc 195KB)

Trainees Report (New Zealand)

All Advanced Trainees in New Zealand must submit a Trainees Report to the Specialist Advisory Committee. The Trainee Report covers a period of four, six or 12 months depending on the training program.

The Trainee's Report outlines a trainee's work for the year, under the headings of:

  • Clinical responsibilities
  • Teaching
  • Education programme
  • Research, publications, formal presentations
  • Diagnostic techniques
  • Other relevant information

A trainee must ensure that the report includes enough detail for the Specialist Advisory Committee to determine the adequacy of the trainee's experience.

NOTE:

  • Trainees should refer to "Requirements for Physician Training" in their Training Handbook for more information on the Trainees Report
  • The Specialist Advisory Committee may delay final accreditation for FRACP unless they are satisfied that a trainee has met all training program requirements

See your Advanced Training handbook on your ​Advanced Training program page or contact advancedtraining@racp.org.nz for further information about Trainees Reports

Training Status Report (TSR) (AFOEM only)

The Training Status Report monitors an Occupational and Environmental Medicine Advanced Trainee's progress throughout the Occupational and Environmental Medicine program.

A TSR assists a trainee to plan their training and includes feedback from the Mentor and Director of Training.

The report also provides confirmation of the trainee's status as Active or Inactive.

Training Status Report Form (PDF, 4 MB)

Training Status Report Form Word document (doc 452KB) 

Trainee Term Evaluation Form (TTEF) (AFRM only)

Advanced Trainees in Rehabilitation Medicine complete a brief survey at the end of each training term to rate their training experience.

Trainees determine whether they would recommend the training term to others and provide an overall rating of the training term.

Trainee Term Evaluation Form provides a tool where trainees feel safe to respond in an honest, open fashion.

NOTE:

The completed forms are confidential. Only a single College staff member and the New Fellow Representative appointed by the AFRM Education Committee have access to the completed Trainee Term Evaluation Forms.

Trainee Term Evaluation Form Information Sheet

Where can I access online versions of the work-based assessment tools?

Access online assessment tools on the Training Portals:


Work-based Assessment resources
View your training handbook for program-specific information on assessment requirements:

Download:

​Contact us

Australia

Basic Training

Phone: +61 02 9256 5454

Email: PREP_BT@racp.edu.au

Advanced Training

Phone: +61 02 9256 5445

Advanced Trainees: ​advancedtraining@racp.edu.au

New Zealand

Basic Training

Phone: +64 04 472 6713

Email: basic.training@racp.org.nz

Advanced Training

Phone: +64 04 472 6713

Email: advanced.training@racp.org.nz

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