Trainee responsibilities

The PREP Program is based on the philosophy that learning should be trainee-centred and physician-led.

Trainees are responsible for: 

  • seeking a suitable supervisor to support completion of formative and summative assessments, teaching and learning tools, and application forms
  • submitting forms and documentation by the required deadlines
  • securing appropriate training positions
  • researching and accessing new learning resources as necessary
  • providing new supervisors with copies of past Supervisor’s Reports and any other information relevant to their progress at the commencement of each rotation. If a trainee is unable to provide this information then the College may do so on their behalf.
  • being familiar with and adhering to college policies.

As adult learners, trainees are expected to: 

  • be familiar with College educational requirements as outlined in program requirement handbooks and curricula
  • identify their learning needs, set learning objectives and discuss these objectives with their supervisor
  • initiate meetings with their supervisor to regularly discuss and receive feedback on their progress in the training program
  • fulfil all learning and assessment requirements of the training program, ensuring these are submitted on time
  • attend teaching sessions organised within their training setting
  • actively seek feedback and respond appropriately to feedback on their performance and achievements
  • actively seek mentorship in their progression towards independent practice as a physician
  • reflect on their performance and development as a learner, teacher and professional in order to meet the required standards.

Trainees are expected to be involved in teaching and mentoring and as such it is expected that they will: 

  • learn the skills of teaching
  • act as a role model and mentor for junior doctors
  • impart medical knowledge to junior colleagues and other members of multidisciplinary teams in formal and informal settings.

Receiving feedback

Feedback received by trainees should be used to identify gaps in their knowledge or skills, refine clinical and professional practices, and plan their future learning.

To maximise the benefits of these opportunities, trainees should: 

  • listen carefully to feedback, and avoid internally refuting or categorically defending themselves against feedback they perceive to be negative
  • clarify anything they are unsure about, i.e. test their understanding by rephrasing what they have heard, and asking for confirmation that it is correct
  • consider and ask for suggestions on how to practically apply their supervisor’s feedback
  • develop an action plan on how to proceed from there.

College support for trainees

The College is committed to supporting trainees who are experiencing difficulty in their training. If trainees or supervisors are experiencing difficulty, they should contact the Education Officer for their specialty and the Training Support Unit.


The College will aim to provide a high-quality educational framework and educational tools appropriate for training in clinical and non-clinical settings, and in doing so will seek to: 

  • facilitate a level of training whereby, upon a trainee’s satisfactory completion of the training program, the minimum standards attained comply with the professional and educational requirements of the College as accredited by the Australian Medical Council and Medical Council of New Zealand
  • provide training programs, developed in conjunction with Fellows and trainees, relevant to each specialty and suitable for implementation in accredited workplace settings under the guidance of supervisors
  • provide access to information about the contents and objectives of each training program
  • provide trainees and supervisors with the opportunity to give the College feedback on all aspects of the training program
  • inform trainees and supervisors within a reasonable time period of any changes to the curriculum, structure of the training program and any other significant alterations, other than minor timetabling changes, which may affect them
  • facilitate internal and external reviews of College training and assessment programs to promote continuous improvement.
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