Education policy

Education policies underpin all College training programs and are developed and revised regularly.

The education policy development process has been designed to ensure that policies are collaboratively developed and shaped by key stakeholders.

Training

Academic Integrity in Training Policy

This policy sets out the meaning of academic integrity in the context of RACP training. The policy defines the principles that underpin the RACP approach to academic integrity and the roles and responsibilities of the relevant parties.

College members are expected to adhere to the Academic Integrity in Training Process in cases of suspected academic misconduct. 

Academic Integrity in Training policy

Accreditation of Training Settings Policy

This policy defines the aims, principles, process and criteria for the accreditation of training settings for trainees.

Accreditation of training settings policy
Standards for accreditation of training settings

Assessment Policy

This policy sets out the principles that define how assessments and assessment programs are planned, implemented and evaluated at the RACP in order to ensure the quality of assessment processes related to RACP training. It requires committees responsible for assessments and programs of assessment to demonstrate progress towards the Standards for RACP Assessment Programs. Committee preparation and staged implementation is currently underway.

Assessment policy
Standards for RACP Assessment Programs

Educational Leadership and Supervision Policy 

This new policy will provide a framework for supervisory practice, including principles and standards for supervision. The RACP Framework for Educational Leadership and Supervision provides educational leaders and supervisors with increased clarity around their leadership roles and responsibilities, and recognition of their professionalism, skills, knowledge, competence and experience. It introduces new supervisor role structure and descriptions, as well as supervisor standards, selection process, training requirements and evaluation guidance. 

The policy and framework are currently being communicated to all impacted stakeholders. Implementation will commence from December 2018.

Educational Leadership and Supervision Policy
RACP Framework for Educational Leadership and Supervision

Flexible Training Policy

This policy outlines the flexible training options available for RACP trainees (including Fellows in training) enrolled in Division, Faculty and Chapter training programs. The policy details requirements for meeting the standards of training,  how to apply for flexible training arrangements, provisions for part-time training, interruptions during a training program, intervals between training programs and exceptional circumstances.

Flexible Training Policy (current, from 1 January 2017)
Flexible Training Policy - 'At a Glance' (current, from 1 January 2017)
Trainee and Supervisor Guide – Progression Through Training and Flexible Training policies (2016)
Flexible Training Policy (effective 1 August 2020)

Progression Through Training Policy

This policy sets out provisions for the completion of training requirements, time limits to complete training programs, registration and application for approval of training, prospective approval and certification of training, absence during training, certification of training and progression decisions, failure to progress in training and exceptional circumstances.

Progression Through Training Policy (current, from 1 January 2017)
Progression Through Training Policy – 'At a Glance' (current, from 1 January 2017)
Trainee and Supervisor Guide – Progression Through Training and Flexible Training policies (2016)
Progression Through Training Policy (effective 1 August 2020)

Recognition of Prior Learning (RPL) Policy 

This policy outlines the requirements for the formal recognition of experience obtained prior to entry to an RACP training program. It defines who may apply for RPL and what categories of learning may be eligible. It describes the principles to be addressed when making an application for RPL and in assessing applications for RPL, as well as possible outcomes after assessment of an application.

Recognition of Prior Learning Policy (current, from 1 January 2015)
Recognition of Prior Learning Policy FAQs (2015)
Recognition of Prior Learning Policy – Guide for Applicants (2015)
Recognition of Prior Learning Policy (effective 1 August 2020)

Apply

Recognition of Prior Learning application form
Recognition of Prior Learning portfolio sample

Selection into Training Policy 

This policy sets out the principles which underpin selection into RACP training programs. It outlines criteria for eligibility and selection into RACP training programs, and standards for the process of selection into training at RACP accredited training settings.

The Selection into Training Policy has been approved by the College Education Committee with the staged implementation of the policy currently underway.

Selection into Training Policy

Special Consideration for Assessment Policy

This policy sets out the process of considering the particular circumstances affecting a trainee and the special provisions or arrangements available to alleviate the impact of those circumstances. Special consideration does not excuse a trainee from meeting a requirement, or performance standard for examinations or work-based assessments.

Special Consideration for Assessment Policy
Special Consideration for Assessment application form and guide

Trainee in Difficulty Support (TIDS) Policy

This policy outlines principles for the trainee, the supervisor and the College to use when a trainee is in difficulty, including the roles and responsibilities of all parties involved.

Trainee in Difficulty Support Policy
Trainee in Difficulty Support Policy FAQs
Trainee in Difficulty Support process
Interactive Training Support pathway

Post-training

Overseas Trained Physicians and Paediatricians (OTPs) Assessment

See overseas specialists.

Continuing Professional Development (CPD) participation policy

CPD Participation Policy (current, from February 2016) (PDF)

CPD Participation Policy (effective 1 January 2020)

Participation by Fellows in Preparatory Courses for Assessment Policy

This policy defines the obligations of Fellows in relation to participation in preparatory courses (commercial and non-commercial) or training sessions for centrally administered College assessments.

Participation by Fellows in Preparatory Courses for Assessment Policy

Post-Fellowship Specialty Recognition Policy

This policy provides a framework for Fellows to be recognised by the RACP in a specialty or specialty field (hereafter referred to as ‘specialty’) related to an RACP training program. It applies to Fellows seeking recognition in a specialty which is different to that in which the Fellow is currently recognised by the RACP. It also applies where a Fellow gained Fellowship before Advanced Training Committees were established and is currently recognised by the RACP as a Specialist Physician or Specialist Paediatrician without a nominated specialty.

Post-Fellowship Specialty Recognition Policy
Post-Fellowship Specialty Recognition application form and guide
Post-Fellowship Specialty Recognition referee report form
Post-Fellowship Specialty Recognition employment history table
Post-Fellowship Specialty Recognition assessor guide

Appeals

Reconsideration, review and appeals process

See RACP By-laws to view the process by-law, application forms and FAQs.

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