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Paediatrics & Child Health

Interim changes to program requirements

The Paediatrics & Child Health Division Basic Training Committee and the Aotearoa New Zealand Paediatrics & Child Health Division Education Committee are currently reviewing the program requirements due to the COVID-19 pandemic. If changes are needed, trainees will be notified as soon as possible and this handbook will be updated.

See our COVID-19 FAQs and announced education and training changes.

Program
overview
Apply
or re-register
Program
requirements
Forms and
resources

Program overview

Basic Training Paediatrics & Child Health Handbook Basic Training in Paediatrics & Child Health is the start of the minimum 6-year training program to become a Paediatrician. This program includes a broad exposure to a comprehensive range of discipline areas that can be further developed during a subsequent Advanced Training program. Learning occurs primarily in the workplace, supported and supervised by consultants and peers.

Program updates

There are no program updates to the Basic Training in Paediatrics & Child Health Program as of March 2020.

Overseeing committees evaluate Basic Training Program requirements every year to ensure that they’re in line with educational best practice. Requirements are published and communicated accordingly.

Basic Training Curricula Renewal will result in the revision of requirements. Changes to the Basic Training Program could substantially impact trainees and an extended notice period is applied before changes are implemented.

You need to ensure that you're referencing the correct handbook.

Entry requirements

Prospective trainees must have:

current general medical registration with the Medical Board of Australia or medical registration with general scope of practice with the Medical Council of New Zealand
an appointment to an appropriate training position at an accredited training site
discussed your application and received approval to apply for Basic Training from the hospital or network Director of Paediatric Education (DPE)

The DPE’s approval is subject to selection processes, training capacity and/or performance of the prospective trainee. Australian trainees are required to have their online application approved by their DPE.

Duration

Basic Training in Paediatrics & Child Health requires 3 years of full-time equivalent (FTE) training.

Training completed previously outside Australia or Aotearoa New Zealand can be applied for Recognition of Prior Learning. Refer to the Recognition of Prior Learning Policy and contact the RACP to confirm your eligibility before submitting your application

Qualification

Basic Trainees are permitted to enrol in Advanced Training within 5 years of completing their Basic Training. Eligibility is dependent on the completion of all requirements of training.

When you have successfully completed your Advanced Training, the overseeing committee will recommended you for admission to Fellowship. You’ll receive an invitation from the RACP to apply for Fellowship to your applicable Division, Faculty or Chapter.

All RACP Fellows in Australia, Aotearoa New Zealand and overseas in active practice must continue to demonstrate they meet the requirements of a Continuing Professional Development program on an annual basis.

Apply or re-register

New and current trainees need to apply prospectively for Basic Training each year.

Trainees must complete their registration online (when registration is open).

Each application for re-registration must have the approval of your local Director of Paediatric Education.

Apply online

Application dates

Australia

28 February | Applications for prospective approval of rotations in the current year.

31 August | Applications for prospective approval of rotations in the second half of the current year.

Aotearoa New Zealand

31 January | Applications for prospective approval of rotations in the current year.

31 July | Applications for prospective approval of rotations in the second half of the current year.

You must organise the timely submission of all necessary documentation and keep a copy of the application for future reference. See program key dates for trainees and supervisors.

Late applications

Late applications may be considered up to 1 month after the deadline.

Applications received later than 1 month after the deadline won’t be considered unless exceptional circumstances can be demonstrated in line with the Special Considerations for Assessment Policy.

Late applications will incur a late fee.

Fees

Standard annual membership fees apply. Go to MyRACP to pay or view previous training program payments.

About your training position

Approval and certification

Basic Training positions are generally to be undertaken at RACP-accredited training sites.

Once you have secured a training position, you must prospectively apply for approval as per the Progression Through Training Policy.

Approval of training periods will be determined by the overseeing committee. To be approved, your individual training program must be consistent with the training requirements and appropriate for that stage in training.

Upon completion of each rotation or calendar year of training, the overseeing committee considers your progress according to the program requirements. If all requirements of training have been satisfactorily completed, the overseeing committee certifies the period of training.

Variations in training

If you need to make variations to your training and information in your application will change, you need to inform the relevant committee as soon as possible.

Certain types of changes can force the approval decision to be revised and this can affect the certification of your training.

See flexible training options for information on part-time training, interruptions to training, withdrawing from training, exceptional circumstances and time limits.

More information

Overseas specialists
Trainee responsibilities

Program requirements

At the end of your Basic Training in Paediatrics & Child Health, you’ll have completed 36 months of certified training time consisting of work-based learning and assessment tools.

The Physician Ready for Expert Practice (PREP) teaching and learning activities are designed to support you in your reflective practice and self-directed learning. A variety of teaching and learning activities and assessments are used, catering to a range of learning needs, styles and situations that may arise in your workplace training.

Go to forms and resources for the Training Program Curricula.

Requirements overview

Australia

Core and non-core training

Supervision (per rotation)

Network Director (where a network exists)
Director of Physician Education
Educational Supervisor
Ward/Service Consultant (term supervisor, 1 per training rotation)

Teaching and learning requirements

4 x Learning Needs Analysis (ideally 1 per rotation of 10 weeks or more) per year
1 x Professional Qualities Reflection (optional)

Assessments

1 x Ward/Service Consultant Report per rotation
4 x Mini-Clinical Evaluation Exercises (ideally 1 per rotation) per year
2 x Progress Reports (1 x Mid-Year, 1 x Annual) per year

By the end of Basic Training

You will have completed 36 months of certified training time consisting of:

24 months minimum of core training, including:
- 9 months minimum in general paediatric medicine
- 3 months minimum in paediatric emergency medicine
- 3 months minimum in neonatology in a perinatal unit (maximum total of 12 months across both perinatal and non-perinatal units)
- 3 months minimum in a paediatric medical specialty
9 months minimum at a Level 3 Teaching Hospital over the course of training
12 months maximum spent completing either required or optional training rotations
completion of a Paediatric Advanced Life Support course (or equivalent)

Remember: Completion of your Developmental and Psychosocial Training during your Basic or Advanced Training is required for you to be eligible for admission to Fellowship.

Advanced Training eligibility

To be eligible to progress into Advanced Training, you must successfully complete both the Divisional Written Examination and Divisional Clinical Examination in Paediatrics & Child Health to fulfil your Basic Training Program requirements.

There are no exemptions from sitting these examinations.

Aotearoa New Zealand

Core and non-core training

Supervision (per rotation)

Network Director (where a network exists)
Director of Physician Education
Educational Supervisor
Ward/Service Consultant (term supervisor, 1 per training rotation)

Teaching and learning requirements

1 x Learning Needs Analysis per rotation, 2 per year minimum
1 x Professional Qualities Reflection per year

Assessments

1 x Ward/Service Consultant Report per rotation
4 x Mini-Clinical Evaluation Exercises (ideally 1 per rotation) per year
2 x Progress Reports (1 x Mid-Year, 1 x Annual) per year

By the end of Basic Training

You will have completed 36 months of certified training time consisting of:

24 months minimum of core training, including:
- 9 months minimum in general paediatric medicine
- 3 months minimum in paediatric emergency medicine
- 3 months minimum in neonatology
- 3 months minimum in a paediatric medical specialty (6 months maximum in any 1 paediatric specialty, except general paediatric medicine)
12 months maximum spent completing either required or optional training rotations
completion of an Advanced Paediatric Life Support course (or equivalent)

Remember: Completion of your Developmental and Psychosocial Training during your Basic or Advanced Training is required for you to be eligible for admission to Fellowship.

Advanced Training eligibility

There are no exemptions from sitting these examinations.

Program key dates

Australia

January

31 January | Previous year's Annual Progress Report due
31 January | All PREP assessments due

February

28 February | Approval of Basic Training, including Continuation of Registration and interruptions, applications close
Learning Needs Analysis
Divisional Written Examination

March

Divisional Written Examination results released
Divisional Clinical Examination applications open and close
Mini-Clinical Evaluation Exercise

April

Learning Needs Analysis self-evaluation

May

1 May | Assessment of Recognition of Prior Learning applications close
Divisional Clinical Examination
Learning Needs Analysis

June

Divisional Clinical Examination results released
Mini-Clinical Evaluation Exercise

July

Learning Needs Analysis self-evaluation

August

31 August | Approval of Basic Training (second half of the year) applications close
31 August | Mid-Year Progress Report due
Learning Needs Analysis

September

1 September | Assessment of Recognition of Prior Learning applications close
Mini-Clinical Evaluation Exercise

October

Professional Qualities Reflection (optional)

November

1 November | Annual Approval for Basic Training (next year) applications open
Divisional Written Examination (next year) applications open
Learning Needs Analysis

December

Divisional Written Examination (next year) applications close
Mini-Clinical Evaluation Exercise

Aotearoa New Zealand

January

31 January | Approval for Basic Training (first half of the year) applications close
Learning Needs Analysis

February

Divisional Written Examination

March

Divisional Written Examination results released
Divisional Clinical Examination applications open and close
Mini-Clinical Evaluation Exercise

April

Learning Needs Analysis self-evaluation

May

1 May | Assessment of Recognition of Prior Learning applications close
Divisional Clinical Examination

June

Divisional Clinical Examination results released
Mini-Clinical Evaluation Exercise

July

31 July | Approval for Basic Training (second half of the year) applications close
31 July | Mid-Year Progress Report due
Learning Needs Analysis

August

Professional Qualities Reflection

September

Mini-Clinical Evaluation Exercise

October

Learning Needs Analysis self-evaluation

November

Divisional Written Examination (next year) applications open
Mini-Clinical Evaluation Exercise

December

20 December | PREP assessments due
20 December | Annual Progress Report due
Divisional Written Examination (next year) applications close

Time-based requirements

Time-based requirements ensure adequate training time for you to gain the necessary learning experiences across a range of rotations spanning 3 years of training (36 months FTE).

At least 24 of the 36 months of training must be undertaken in Australia and/or Aotearoa New Zealand. This is to ensure that trainees receive adequate exposure to local practices and health services.

Refer to training setting requirements for information on the minimum and maximum time you can spend at various accredited hospitals.

Australia

Core training

You must spend a minimum of 24 months in core training rotations that are approved by your Director of Paediatric Education. Time requirements must be completed satisfactorily, including pro-rata leave.

Required rotations	Time requirement
General paediatric medicine	9 months (33 to 39 weeks) minimum
Neonatology The neonatology rotation must be completed in a perinatal unit that includes the long-term management of ventilated babies. Training in a Neonatal Intensive Care Unit (NICU) without inborn facilities doesn't meet this requirement.	3 months (10 to 13 weeks) minimum
Paediatric emergency medicine The rotation must occur in a paediatric emergency department or dedicated paediatric section of a mixed emergency department, where the trainee only sees paediatrics patients.	3 months (10 to 13 weeks) minimum
Paediatric specialty rotation Adolescent health Cardiology Clinical genetics Clinical pharmacology Endocrinology Gastroenterology/hepatology Haematology Immunology and allergy Infectious diseases Medical oncology Metabolic Nephrology Neurology Palliative medicine Rehabilitation Respiratory and sleep medicine Rheumatology	3 months (10 to 13 weeks) minimum
Developmental and Psychosocial Training Training can be completed during either Basic Training (optional) or Advanced Training Refer to Developmental and Psychosocial Training for the full list of allowed rotations.	6 months (over entire training program)

Note: Rotations can only be certified towards one requirement. For example, rehabilitation would be considered for either Developmental and Psychosocial Training or paediatric specialty training. If you would like the Training counted towards a specific requirement, you need to clearly state this on your Basic Training application form.

Non-core training

You can spend a maximum of 12 months in non-core training, with the option to complete additional core training in place of non-core training. All rotations must be approved your Director of Paediatric Education.

Rotation	Maximum time allowed
Neonatology in a non-perinatal unit (NICU)	12 months (across perinatal and non-perinatal NICU)
Paediatric intensive care unit (PICU) Surgery Nights Relieving	6 months
Supervised research Clinical Improved Projects Adult medicine rotations Dermatology – 3 months maximum General practice – 3 months maximum Obstetrics and gynaecology – 3 months maximum Rotations are to be supervised and prospectively approved by the DPE.	6 months (one or a combination of)
Anaesthetics	3 months

Aotearoa New Zealand

Core training

You must spend a minimum of 24 months in core training rotations that are approved by your Director of Paediatric Education (DPE). Time requirements must be completed satisfactorily, including pro-rata leave.

Required rotation	Time requirement
General paediatric medicine	9 months minimum 27 months maximum
Neonatology 12 months maximum in neonatology, including skills in neonatal resuscitation and intensive care OR sufficient experience in neonatal training to acquire the appropriate skills to manage neonatal emergencies and provide consultation to primary care providers, as determined by the DPE based on a review of logbook experience or other sources	3 months minimum 12 months maximum
Paediatric emergency medicine (or sufficient experience in acute general paediatrics to manage common emergencies, as determined by the DPE)	3 months minimum 12 months maximum
Paediatric specialty rotations in any one specialty, except general paediatric medicine (or sufficient exposure as determined by the DPE)	3 months minimum 6 months maximum

Non-core training

A maximum of 12 months can be spent in medical specialties non-core training rotations.

Rotation	Maximum time allowed
Adult medicine rotations: can include up to 3 months of adult medicine, obstetrics, supervised general practice Supervised research Nights Relieving	6 months
Anaesthetics Surgery	3 months

Training location requirements

Basic Training in Paediatrics & Child Health must take place at RACP-accredited training sites.

Training settings

Australia

Level 3 teaching hospitals

Up to 36 months of Basic Training can be undertaken in Level 3 paediatric teaching hospital.
At least 9 of the 36 months of Basic Training must be spent in a Level 3 paediatric teaching hospital.

Level 2 teaching hospitals

Up to 27 months of Basic Training can be undertaken in Level 2 paediatric teaching hospitals.

Secondment hospitals

Training at a paediatric secondment hospital can occur while on rotation in a Level 2 or 3 paediatric teaching hospital.
A maximum of 12 months can be undertaken per paediatric secondment hospital.

Aotearoa New Zealand

Before beginning training at a new training site, trainees should confirm with their Director of Paediatric Education (DPE) the maximum period of Basic Training permitted at that hospital.

Training outside Australia and Aotearoa New Zealand

While training overseas, you must comply with all requirements for Basic Training. This includes the completion of assessments, receiving appropriate supervision and achievement of learning objectives as outlined in the Basic Training and Professional Qualities Curriculum.

You must have received approval from your DPE before applying prospectively to the College for approval to train overseas.

Supervision key roles

Supervisors provide you with appropriate support and guidance to complete your training program.

Network Director

Network Directors provides educational leadership and oversight of the network training program, where a network exists. Their responsibilities include:

providing educational leadership across a network of training settings
being responsible for coordinating the delivery of the Basic Training Program (and all other training programs) across all settings within a network, ensuring the standards of training are of the highest quality
establishing appropriate systems to support a supportive training culture

As the College moves towards a network training structure, it's anticipated that this role will be a requirement across Australia and Aotearoa New Zealand.

Director of Paediatric Education

The Director of Paediatric Education (DPE) provides educational leadership and oversight of training program delivery. Their responsibilities include:

providing educational leadership within a training site
planning, implementing, managing and advocating for the RACP Training Program in accordance with College training requirements

DPEs may be part of a networked training program.

Educational Supervisor

Educational Supervisors provides oversight of a trainee's longitudinal progression. Their responsibilities include:

overseeing and monitoring the longitudinal progress of a trainee
assisting trainees to plan learning, providing timely feedback on progress
assembling the evidence of progression to make summative progress decisions, mid-year and end-of-year progress reports

Ward/Service Consultant

Ward/Service Consultants provide oversight of trainee teaching, learning and assessment on a rotation. Their responsibilities include:

providing direct oversight of trainees during a rotation
assisting trainees to plan teaching opportunities for the rotation
conducting work-based assessments
providing feedback and completing rotation reports

More information

Basic Training supervision

Work-based learning and assessment tools

A work-based learning and assessment tool requirement stipulates what you must achieve as part of your training program.

Type of assessment

Formative assessments focus on learning through feedback and guidance. The College’s formative assessments aid you and your supervisor through a formal feedback discussion, prompting areas for discussion highlighted by your performance. The College’s formative assessments are based on existing workplace-based assessment methods and best practice in medical education.

Summative assessments focus on judgements about trainee progression, resulting in pass or fail decisions on a trainee’s performance.

Developmental and Psychosocial Training

Australia

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Overview

Developmental and Psychosocial (D&P) Training assists trainees to develop a sophisticated understanding of child development, encompassing physical, cognitive, emotional, behavioural and social areas, which should be gained from the perspective of the child within the family and in the context of the community.

A mandatory period of D&P Training for all paediatricians was introduced to ensure that the changing nature of paediatric practice is reflected in the training programs.

Apply

Prospective apply for D&P Training via the Basic Training online registration system or through your Advanced Training specialty’s registration process.

Basic Trainees: If you didn’t apply for D&P Training in your online application, you must submit a Basic Training Developmental and Psychosocial Training application form (DOC) by the application deadline.

Allowed rotations

Adolescent health
Child & adolescent psychiatry
Child protection
Community paediatrics
Developmental/behavioural paediatrics
Palliative medicine
Paediatric psychiatry
Refugee health
Rehabilitation/disability medicine
Other terms focusing on the above experiences and if approved by the Director of Paediatric Education (DPE)^*

^*DPE approval should consider the purpose of a D&P rotation.

These areas reflect a holistic approach to the health problems of children and young people. An understanding of the roles and inter-relationships of many allied health and community-based services, in a way that distinguishes them from experience in organ-based specialties, is required.

Approved training options

A prospectively approved psychosocial training position (6 months)

The 6-month training program can be completed in one of these formats:

2 x 3-month terms
1 x 6-month block
a continuous part-time position, such as 2.5 days a week for 12 months^*

A prospectively approved rural position (6 months)

Complete the 6-month training comprised of a documented weekly program in the psychosocial training areas with an appropriate level of supervision.

Attendance at a prospectively approved clinic

The 6-month training program can be completed in one of these formats:

2 x sessions a week for 18 months, or
1 x session a week for 3 years

You must also complete an approved learning module.

^*A conglomerate of experience for shorter time periods adding up to 6 months will not be acceptable.

Approved clinics

An approved clinic is determined to be a clinic where other health and/or educational professionals are involved, and supervision is directed by a paediatrician who is experienced in one or multiple areas of D&P Training, such as behaviour, development, rehabilitation and child protection.

Approved learning module options

An approved learning module includes one of the following options:

Evidence of attendance at a lecture series at a recognised institution, related to the D&P Training areas.
3 x referenced case reports/essays demonstrating comprehensive understanding of 3 different issues in the areas of psychosocial training – for example rehabilitation or community paediatrics (1500 to 2000 words each).
Completion of the Griffith Mental Developmental Scales course.

Other prospectively approved modules may be considered.

Resources

Advanced Training Developmental and Psychosocial Training Supervisor's Report form (DOC)
Basic Training Developmental and Psychosocial Training application form (DOC)
Basic Training Developmental and Psychosocial Training Supervisor's Report form (DOC)

Requirements

Requirement

1 x 6-month period of training during your Basic or Advanced Training

Deadline

You must complete your Developmental and Psychosocial Training by the end of Advanced Training.

At the end of your rotation, you must submit a Basic Training Developmental and Psychosocial Training application form (DOC) for certification.

Supervision

A satisfactory Supervisor’s Report for Developmental and Psychosocial (D&P) Training is required for your training to be certified.

You must nominate a supervisor for your D&P Training component during your Basic or Advanced Training.

Advanced Trainees who want their D&P Training rotation to count towards their specialty training time must also submit a specialty Supervisor’s Report.

Resources

Advanced Training Developmental and Psychosocial Training Supervisor's Report form (DOC)
Basic Training Developmental and Psychosocial Training Supervisor's Report form (DOC)

Aotearoa New Zealand

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Overview

A mandatory period of D&P Training for all paediatricians was introduced to ensure that the changing nature of paediatric practice is reflected in the training programs.

Apply

Prospective apply for D&P Training via the Basic Training online registration system or through your Advanced Training specialty’s registration process.

Basic Trainees: If you didn’t apply for D&P Training in your online application, you must submit a Basic Training Developmental and Psychosocial Training application form (PDF) by the application deadline.

Allowed rotations

Adolescent health
Child & adolescent psychiatry
Child protection
Community child health
Community paediatrics
Developmental/behavioural paediatrics
Palliative medicine
Rehabilitation/disability paediatrics

Rotations not suitable for D&P Training:

Paediatric gastroenterology^*
Paediatric neurology^**

^* Exceptions may be possible if rotation is specifically designed to have a D&P Training focus. However, this would be unlikely in Basic Training and would require specific prospective approval.
^** Rotation usually not possible unless there is significant developmental focus. Not possible at SHO level.

Logbook (Advanced Training)

Alternatively, you can gain the required training by managing suitable cases over a longer period with appropriate supervision. Your training must be documented in a logbook.

You must keep a record of at least 12 cases you've personally managed under supervision.

In your logbook, your entries must cover a range of conditions:

Developmental problems, with a focus on the response of parents, families and caregivers to the diagnosis and ongoing care of the child with special needs.
Pervasive developmental disorders.
General learning disability – the behaviour problems that arise secondary to this condition.
Chronic illness – behavioural and psychological problems resulting from chronic illness, and parent and family difficulties resulting from chronic conditions, such as diabetes, epilepsy, chronic arthritis, chronic respiratory disease, physical disability and childhood cancer.
Common behavioural paediatric problems such as enuresis, encopresis, sleep disturbance, eating difficulties, attention deficit and hyperactivity disorder, conduct disorder, anxiety, depression, and pre-school behavioural adjustment disorders.

You're to provide a summary of the issues involved in each case and how they were managed. Copies of clinical letters are not appropriate.

Cases will generally accumulate over a 2-year period and each case record must be signed by the supervisor.

Resources

Advanced Training Developmental and Psychosocial Training Supervisor's Report form (DOC)
Basic Training Developmental and Psychosocial Training application form (PDF)
Basic Training Developmental and Psychosocial Training Supervisor's Report form (PDF)
General Paediatrics Psychosocial Logbook example (PDF)
General Paediatrics Psychosocial Logbook template (DOC)

Requirements

Requirement

1 x 3-month period of training during your Basic or Advanced Training

Deadline

You must complete your Developmental and Psychosocial Training by the end of Advanced Training.

At the end of your rotation, you must submit a Developmental and Psychosocial Training application form (PDF) for certification.

Supervision

Trainees must nominate a paediatrician with a special interest and skill in behavioural paediatrics or, where available, a child psychiatrist or paediatric clinical psychologist, to act as their supervisor.

The RACP will provide the nominated supervisor with information about the requirements for the logbook as well as review the logbook.

A satisfactory Supervisor’s Report for Developmental and Psychosocial Training is required for your training to be certified.

Advanced Trainees who want their Developmental and Psychosocial Training rotation to count towards their specialty training time must also submit a specialty Supervisor’s Report.

Resources

Basic Training Developmental and Psychosocial Supervisor's Report form (PDF)
General Paediatrics Psychosocial Logbook example (PDF)
General Paediatrics Psychosocial Logbook template (DOC)

Learning Needs Analysis

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Overview

A Learning Needs Analysis (LNA) embeds the process of planning and evaluating learning in the trainee’s practice.

The LNA is designed to help you:

tailor your learning experiences and build on clinical knowledge and skills
enhance face-to-face communication with your supervisor
provide information on your learning needs and progress
reflect on your strengths, limitations and future learning strategies

Your ward/service consultant or supervisor are responsible for:

advising you of available learning opportunities and resources
ensuring you have set appropriate goals and identified achievable learning objectives
reviewing your completed LNA and providing you feedback

Step-by-step: Learning Need Analysis

You need to complete a specified number of LNAs each year, per rotation. Refer to the training program requirements for the required number.

Prepare for your LNA

To plan the learning objectives for each training period, discuss the learning opportunities and resources available with your ward/service consultant or supervisor.

Meet with your consultant/supervisor to discuss:
- career goals
- personal strengths and weaknesses
- strengths and constraints of the training site/rotation, including the expertise of the medical staff and the resources available
- requirements established in the curriculum, the Professional Practice Framework and Professional Standards (PDF)

Create your LNA: Part 1

Log into your online training portal and create a new LNA
Basic Training Portal^* | Advanced Training Portal | AFOEM Portal | AFRM Portal

You'll be prompted to enter:
- learning goals for the training period
- self-evaluation on current competency for the goals identified
- learning objectives from the curricula that map to their goals (optional)
- strategies and resources that will assist their learning
- contact details of additional supervisors (optional)
Submit Part 1 of your LNA

You and your consultant/supervisor can meet to review and improve your LNA

Begin implementing your LNA over your training period

Complete your LNA: Part 2

At the end of your training period, you'll complete a self-evaluation of your LNA.

Provide your input on:
- competency in the areas specified in the learning plan
- evidence of learning
- reflection on training period
Complete your LNA by submitting LNA Part 2

Your consultant/supervisor can access your completed LNA

^* New trainees who don't currently have access to the Basic Training Portal can complete a Learning Needs Analysis form (DOC). You don't need to submit this to your supervisor. When you have access to the portal, fill in your LNA online.

Resources

Video tutorial

Requirements

Requirement | Australia

4 x Learning Needs Analysis (LNA) minimum to be completed per year (1 per training rotation, 2 per 6-month period)

Trainees must submit their LNA by the end of each rotation, no later than 31 January in the following year.

Requirement | Aotearoa New Zealand

2 x LNA per year, 1 per training rotation

Trainees must submit their LNA by 20 December.

Pro-rata PREP tools apply for trainees who are interrupting their training for 8 weeks or more over a year.

Submit your LNA via the Basic Training Portal

Mini-Clinical Evaluation Exercise

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Overview

The Mini-Clinical Evaluation Exercise (Mini-CEX) is a formative assessment for trainees to receive timely, structured feedback on their performance in real clinical situations.

A Mini-CEX aims to:

evaluate your clinical performance in a real-life setting
guide your learning and improve clinical performance through structured feedback from an assessor
identify ways for you to improve your practice in areas such as communication, history taking, physical examination and professional practice

Areas of assessment

You must complete encounters on a range of cases, each focusing on specific parts of the clinical encounter:

History taking
Medical interviewing skills
Physical examination skills
Professional qualities
Counselling skills
Clinical judgement
Organisation and efficiency

Step-by-step: Mini-Clinical Evaluation Exercise

You need to complete a specified number of Mini-CEXs each year to meet the program requirements. Refer to the Mini-CEX requirements for the specified number per training year.

Arrange a Mini-CEX with your assessor – discuss and agree on curriculum areas that require focus and your assessor will then choose an appropriate consultation.

Provide your assessor a Mini-CEX rating form:
Basic Training (PDF) | Advanced Training (PDF) | AFOEM (PDF)

Undertake a patient consultation while being observed by your assessor – allow for 15 to 20 minutes.

Your assessor will complete the Mini-CEX rating form and provide you with feedback – allow for 10 to 15 minutes.

Once you have received feedback, both you and your assessor sign the rating form.

Enter data from your completed Mini-CEX rating form into the online Mini-CEX tool in your training portal.
Basic Training Portal
Advanced Training Portal
AFOEM Portal
AFPHM Portal
AFRM Portal

Submit a copy of your completed form to your assessor using the online Mini-CEX tool.

Requirements

Requirement

4 x Mini-Clinical Exercise Evaluation (Mini-CEX) at a minimum are to be completed per year, 1 per quarter or rotation

Pro-rata tools apply for partial learning.

Deadlines

Australia: Due by the end of each rotation, no later than 31 January of the following year.
Aotearoa New Zealand: Due by 20 December.

Submit your Mini-CEX via the Basic Training Portal.

Resources

Basic Training Mini-CEX rating form (PDF)

Paediatric Advanced Life Support course

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Overview

A Paediatric Advanced Life Support (PALS) course or equivalent ensures that you have the skills to support patients requiring resuscitation.

If you have completed a PALS course within 12 months prior to entering Basic Training, you can submit your course certification.

The RACP doesn't endorse any PALS course provider.

Requirements

Requirement

1 x Paediatric Advanced Life Support (PALS) course or equivalent, before the end of your Basic Training

Submit a certified copy of your PALS certificate before completing Basic Training.

We recommend you complete an PALS course within your first year of Basic Training.

Professional Qualities Reflection

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Overview

A Professional Qualities Reflection (PQR) allows a trainee to reflect on an event, or series of events, that is medically or professionally significant to them.

Through analysis of the event, you’ll be able to identify and integrate new skills and knowledge to improve your performance.

Reflecting on your professional qualities can cause you to question your beliefs, attitudes and behaviours, and develop new ideas and insights to inform your future practice.

When planning your PQR, you should consider:

What happened?
Why did it happen?
What did you learn?
How can you improve patient care?
What action did you or will you take?

Refer to your specific PQR program requirements.

Choosing an event

Analyse an event or events that impacts your professional practice.

The event can be positive or negative but doesn't have to be dramatic or life threatening. The event should relate to a variety of different encounters you might experience in a healthcare setting.

Step-by-step: Professional Qualities Reflection

Go to your online training portal:
Basic Training portal
Advanced Training portal
AFOEM portal
AFPHM portal
AFRM portal

Select the PQR tool and create a new entry.

Describe an event, or series of events, of professional significance.

Reflect on the event. How did you respond to it?

Detail the insights you gained from the event(s) and how it will impact your medical professionalism.

Submit your completed PQR to your Professional Development Advisor^* (Basic Training) or Supervisor (Advanced Training) through your online training portal.

Arrange with your Advisor or Supervisor a time to discuss your PQR.

At your meeting/interview, discuss your PQR with your Professional Development Advisor or Supervisor and seek feedback on your future practice.

Qualified Privilege

Australia

The PQR is a quality assurance activity that has been declared on behalf of the Minister of Health and Aged Care by the Chief Medical Officer of the Department of Health under Part VC section 124X of the Health Insurance Act 1973 under the Commonwealth Qualified Privilege Scheme.

Aotearoa New Zealand

Information entered in the PQR tool and which has become known solely as a result of the PQR is protected under the Health Practitioners Competence Assurance Act 2003.

The Act outlines conditions which apply to use of the PQR, which include:

information already existing, for example in patient notes, is not protected
information entered in the PQR cannot be disclosed to, or recorded by, others who are outside the PQR activity

The Minister of Health can authorise disclosure for investigation purposes if they are satisfied that the material relates to a serious offence.

Anonymity and confidentiality

The RACP strongly advises de-identifying any information entered in a PQR. Please de-identify any names of patients, peers, persons or organisation(s) to protect the privacy of individuals/organisation(s) in accordance with the Privacy Act 1988 (Cth) and the Australian Medical Association Privacy Handbook.

The College won’t release any information that you give in this self-reflective tool to any third party without consent unless it’s required to do so by law.

^* A Professional Development Advisor doesn’t need to be a RACP Fellow. For example, your Advisor can be your Ward/Service Consultant (term supervisor) or an Advanced Trainee.

Requirements

Requirement | Australia

1 x Professional Qualities Reflection (optional)

Trainees can submit their PQR by 31 January in the following year.

Requirement | Aotearoa New Zealand

1 x Professional Qualities Reflection per training year

Trainees must submit their PQR by 20 December.

Submit your PQR via the Basic Training Portal.

Progress Report

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Overview

Progress Reports provide comprehensive, timely and constructive feedback to Basic Trainees by facilitating regular and meaningful communication between supervisors, the Director of Physician Education (DPE) and trainee. Supervisors complete Progress Reports at regular intervals throughout Basic Training.

Progress Reports are designed to:

enable the Educational Supervisor/DPE and the trainee to identify strengths and areas for development
guide the trainee’s learning by providing useful feedback on their performance
help in identifying trainees encountering difficulties so they can receive appropriate and timely support

Progress Reports types

	Mid-year Progress Report	Annual Progress Report
Initiated by	Educational Supervisor	Educational Supervisor
Completed by	Educational Supervisor or DPE via the Progress Report tool in the Basic Training Portal	Educational Supervisor or DPE via the Progress Report tool in the Basic Training Portal
Time period covered	First 6 months of training (Adult Medicine trainees only)	12 months of training (clinical year)
Due date	Australia: 31 August	Australia: 31 January
Due date	Aotearoa New Zealand: 31 July	Aotearoa New Zealand: 20 December
Sent to	Trainee via Progress Report tool	Trainee via Progress Report tool

Step-by-step: Progress Report

The trainee contacts their Educational Supervisor/DPE and advises them of when their Progress Report is due.
The Educational Supervisor/DPE logs on to the Basic Training Portal, selects their trainee, and accesses the Mid-Year Progress Report or Annual Progress Report online tool.
The Educational Supervisor/DPE describes the trainee’s strengths and areas for development, focusing on the learning objectives identified in the trainee’s Learning Needs Analysis, and drawing on:
1. the Ward/Service Consultant Report, completed by the consultant towards the end of the rotation/run
2. any of the trainee’s Learning Needs Analyses completed for preceding rotations
3. other formative assessments, such as observations made by assessors in the trainee’s normal working environment and then recorded in the Basic Training Portal
4. discussions with the trainee during formal and informal meetings
5. their own observations
The Mid-Year Progress Report sees the Educational Supervisor/DPE suggest an action plan for the trainee on how they can meet their training requirements for the rest of the year.

The Annual Progress Report will indicate whether the Educational Supervisor/DPE believes the trainee is below, at or above the level expected for their current stage of training.

In all reports, the Educational Supervisor/DPE indicates whether the trainee has addressed the areas for development identified in previous Progress Reports.

The Educational Supervisor/DPE and trainee meet to discuss the completed report.

The Educational Supervisor/DPE submits the report online.

The trainee logs on to the Basic Training Portal and comments on the submitted report.

Assessment and feedback

Progress Reports provide feedback to you on the following 3 areas:

Clinical progress – history-taking skills, synthesis of findings, patient care, procedural skills, therapeutics and patient management planning.

Medical expertise – management of acute medical problems, undifferentiated presentations, organ system disorders, disease processes and other common presentations.

Professional qualities – the domains covered in the Professional Qualities Curriculum (PDF).

Requirements

Requirement

1 x Mid-Year Progress Report
1x Annual Progress Report per year

Deadlines

Australia
Mid-Year Progress report is due by 31 August.
Annual Progress Report is due by 31 January of the following year.

Aotearoa New Zealand
Mid-Year Progress report is due by 31 July.
Annual Progress Report is due by 20 December.

Access the Progress Report via the Basic Training Portal.

Resources

Progression Through Training Policy

Ward/Service Consultant Report

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Overview

Ward/Service Consultant Reports are completed at the end of each rotation by your Ward/Service Consultant. The Report provides feedback on your clinical competence and professional qualities. The Ward/Service Consultant Report is submitted to your Educational Supervisor/DPE, who uses their feedback to inform the completion of the Progress Report.

The Ward/Service Consultant Report is designed to:

provide the Educational Supervisor/DPE with meaningful and constructive feedback on the trainee’s performance, periodically throughout the year
assist Educational Supervisors/DPEs in completing Mid-Year and Annual Progress Reports
assist in identifying trainees encountering difficulties in training so they can receive appropriate and timely support

Report process

The Ward/Service Consultant Report form (PDF) is available in hard copy format only.

NSW trainees can use the HETI End of Term Report instead of the Ward/Service Report, if applicable.

Ward/Service Consultant Report
Initiated by	Trainee
Completed by	Ward/Service Consultant (Term Supervisor)
Time period covered	Duration of rotation
Due date	Towards the end of the rotation
Sent to	Educational Supervisor by the trainee

Step-by-step: Ward/Service Consultant Report

The trainee:

accesses the Ward/Service Consultant Report form on the Basic Training Portal
completes the Educational Supervisor/DPE, personal and rotation/run sections of the form
emails the form to their Ward/Service Consultant

The Ward/Service Consultant:

completes the Ward/Service Consultant Report for the rotation/run, providing honest, meaningful feedback on the trainee’s progress, identifying their strengths and areas for development
emails the completed report to the trainee’s Educational Supervisor/DPE

The Educational Supervisor/DPE:

takes the Ward/Service Consultant Report into account when completing the Progress Report

Assessment and feedback

The Ward/Service Consultant Report provides feedback on your progression in the following 5 key areas:

Clinical skills – history-taking, synthesising findings and patient management planning.
Medical expertise – management of critically ill patients, acute medical problems and undifferentiated presentations.
Patient care and therapeutics – management of general and ongoing care, prescription of appropriate pharmacotherapy and management of surgical problems.
Procedural skills – performance of procedures and care following procedures.
Professional qualities – the domains covered in the Professional Qualities Curriculum (PDF).

Resources

Ward/Service Consultant Report form (PDF)
Professional Qualities Curriculum (PDF)

Requirements

Requirement | Australia

1 x Ward/Service Consultant Report per rotation

Complete your report at the end of each rotation.

Requirement | Aotearoa New Zealand

1 x Professional Qualities Reflection per training year

Complete your report by 20 December.

You don’t need to submit the report to the College. However, you should retain a copy of all reports for your own records.

Resources

Ward/Service Consultant Report form (PDF)

Examinations

Divisional Written Examination

The Divisional Written Examination is a summative assessment ensures that you have achieved a standard of knowledge that allows you to progress to an Advanced Training Program.

The exam is held in February each year in all capital cities and select major regional centres across Australia and Aotearoa New Zealand.

See Divisional Written Examination for a comprehensive guide on the examination process and key dates.

Requirement

Pass the Divisional Written Examination

Eligibility

To sit the Divisional Written Examination, you must:

be registered with the College
have completed 24 months FTE of certified Basic Training
be in an accredited training position or an approved interruption of training
complete and submit all PREP requirements
comply with the requirements in the Progression Through Training Policy
have paid all College training fees

You can still apply for the exam even if you haven’t yet completed all your training requirements for the year by the exam application deadline. To be eligible by the Exam date, submit all PREP requirements, including your Annual Progress Report by the exam key dates.

Resources

College Learning Series

Divisional Clinical Examination

The Divisional Clinical Examination is a summative assessment that assess your clinical and interpersonal skills and clinical acumen to determine if you’ve reached the standards required to complete Basic Training.

The exam is hosted across Australia and Aotearoa New Zealand and you're required to travel to a different city or state from where you reside to complete your exam.

You won’t be examined in hospitals where you’ve had training rotations.

See Divisional Clinical Examination for a comprehensive guide on the examination process and key dates.

Requirement

Pass the Divisional Clinical Examination

Eligibility

Australia

To sit the Divisional Clinical Examination, you must have:

passed the Divisional Written Examination
renewed your registration as a trainee for 2020
completed all necessary training requirements
paid all College training fees

Aotearoa New Zealand

To sit the Divisional Clinical Examination, you must complete these requirements by December:

Passed the Divisional Written Examination
Be in an accredited training position or an approved interruption in training
Complete all PREP requirements
Comply with the requirements in the Progression Through Training Policy
All College training fees paid in full

Overseas Trained Physicians need to check their eligibility requirements with your overseas trained physicians case officer before applying.

Resources

College Learning Series

Attempt limits

From 2017 onwards, the number of examination attempts have been reduced from 5 to 3. To view your exam attempts to date, go to the Basic Training Portal.

Transitional arrangements

The transitional arrangements provide additional time to complete examination attempts and don't extend the time limit to complete other Basic Training requirements as set out in the Progression Through Training Policy (see Item 3). They are in place to ensure current Basic Trainees aren't disadvantaged.

Examination status (as of 1 January 2017)	Written Exam attempts	Clinical Exam attempts	Maximum time limit to complete exam attempts
New Basic Trainees
Commencing from 2017	3	3	N/A – Examinations must be completed within 8 years of commencing training
Current Basic Trainees
With no exam attempts	3	3	8 years from 1 January 2017
With no exam attempts who registered in 2016 for the 2017 Written Exam	5	3	8 years from 1 January 2017
Basic Trainees
With 1 attempt or more at the Written Exam	Up to 5	5	8 years from 1 January 2017
With 1 or more attempt at the Clinical Exam	N/A	Up to 5	5 years from 1 January 2017

Note: Time requirements exclude parental leave as set out in the Flexible Training Policy.

Continuing Basic Trainees

Continuing Basic Trainees are those who have completed the time-based training requirements but have other requirements, such as examinations, to complete before progressing to Advanced Training.

Unless in a period of approved interruption, Basic Trainees must continue to complete their training requirements, which includes assessments and learning activities under supervision, until they pass their Divisional Clinical Examination.

More information

Forms and resources
Examinations
Education policies

Forms and resources

Curriculum

Basic Training Paediatrics & Child Health Curriculum (PDF)
Professional Qualities Curriculum (PDF)

Basic training portal

Forms and reports

Developmental and Psychosocial Training application form | Australia (DOC)
Developmental and Psychosocial Training Supervisor's Report form | Aotearoa NZ (PDF)
General Paediatrics Psychosocial Logbook template | Aotearoa NZ (DOC)
Developmental and Psychosocial Training Supervisor's Report form | Australia (DOC)
Developmental and Psychosocial Training Supervisor's Report form | Aotearoa NZ (PDF)
Mini-Clinical Evaluation Exercise rating form (PDF)
Ward/Service Consultant Report form (PDF)

RACP resources

RACP Online learning resources is home to all online learning opportunities for trainees, with its range of online learning courses, resources and interactive learning content. It also hosts:

College Learning Series is an interactive online resource specifically targeted to the needs of Basic Trainees.
Curated collections are learning resource guides based on the contributions and peer review of RACP Fellows and other experts.

Pomegranate Health podcast is a monthly medical podcast created by physicians, for physicians.

Evolve is a physician-led initiative to ensure the highest quality patient care through the identification and reduction of low-value practices and interventions.