New Curriculum Trainees
The Training Support Pathway and Policy offers a clear and tailored support system to help trainees maintain their capability to progress through their RACP training.
The Training Support Pathway
The Training Support Pathway process is designed to provide enhanced support to trainees who find themselves in difficulty during RACP training, as outlined in the Training Support Policy (PDF). The pathway has 3 escalating levels of support:
Stage 1: Local Support
Stage 2: College Oversight
Stage 3: Comprehensive Review of Training
- Identify
- Early identification of concerns
- Assess and diagnose
- Support and manage locally by the training team, with no college oversight
Stage 1: Local Support
Stage 2: College Oversight
Stage 3: Comprehensive Review of Training
- College oversight begins
- Training Program Committee (primary panel) reviews and monitors trainee progress, alongside the local team
- Additional period of support with more formalised conditions and structure
Stage 1: Local Support
Stage 2: College Oversight
Stage 3: Comprehensive Review of Training
- Comprehensive Review of Training and progression decision
- College oversight begins
- Trainee committee monitors trainee progress alongside local team
- More formalised conditions and structured support
A trainee may need enhanced support if they:
- aren’t making expected progress in training
- aren’t meeting performance standards
- are experiencing health or wellbeing issues affecting their training
- are having difficulties with a supervisor or training environment
If a trainee’s behaviour meets the threshold for mandatory notification, they should be referred to Ahpra or the Medical Council of New Zealand.
Stage 1: Local support
Stage 1 focuses on early support within the local training setting to help address concerns and keep training on track. Support is managed locally (e.g. by the supervisor and/or DPE), with no formal College oversight at this stage.
When Stage 1 may begin
Stage 1 can be started at any time and does not need to wait for a progression decision or formal review.
It may be initiated by any of the following people based on identified areas of improvement:
- a supervisor
- a Director of Physician Education (DPE)
- the trainee
Common reasons include:
- minor concerns about performance, behaviour or documentation
- early signs a trainee is not progressing as expected
- a recommendation for additional support
- a progression decision of progress with conditions
What trainees and supervisors need to do
Stage 1 is a joint process between the trainee and supervisor/DPE, focused on identifying issues early and addressing them in a practical way.
Identify and agree on areas for improvement
- Discuss the concerns openly
- Clearly define what needs to improve
Set learning goals and/or conditions
Depending on when Stage 1 is initiated:
Before a progression decision:
- Set custom learning goals in the TMP
After a progression decision with conditions:
- Review and discuss the conditions set by the Panel
- Add additional custom learning goals if needed
Agree on how progress will be monitored
- Schedule regular check-ins or supervision meetings
- Track progress through:
- Rotation Plan
- Progress Reports
- Focus on progress against any set custom learning goals or conditions
Complete required actions
This may include:
- completing outstanding training requirements
- gaining experience in specific areas
- improving performance, behaviour or documentation
- responding to any formal conditions in TMP by the due date
What this support may involve
Support at this stage is practical and tailored to the trainee's needs, and may include:
- agreed learning goals aligned to curriculum requirements
- structured supervision and regular feedback
- targeted training experiences or exposure
- documentation of progress in training records
Outcomes of Stage 1
Progress is reviewed regularly, and outcomes depend on improvement:
If concerns are resolved:
- support concludes, or
- training returns to standard monitoring
If concerns continue:
- support may continue at Stage 1,
- conditions may remain or be updated, or
- referral to Stage 2 may be considered
College visibility at Stage 1
While there is no active College management at this stage:
- progression decisions, conditions, learning goals and outcomes are recorded in the TMP
- this information can be viewed by relevant College staff and future supervisors to support continuity
Stage 2: College oversight
Stage 2 provides structured support with formal College involvement for trainees who need additional oversight beyond the local training setting. Support is managed jointly by the local training team and the College.
When Stage 2 may begin
Stage 2 is initiated when concerns require more structured support and formal monitoring.
It may be triggered by:
- persistent concerns following Stage 1 support
- a progression decision of unable to progress to the next phase in the TMP
- more serious concerns about performance, behaviour or progress
- a formal request for escalation by the supervisor or panel
- confirmation by the overseeing Training Program Committee
What trainees and supervisors need to do
Stage 2 builds on Stage 1, with clearer expectations, formal conditions and learning goals, and closer monitoring.
Confirm concerns and expectations
- The Training Program Committee reviews progress and confirms the need for Stage 2
- Clear expectations are set for improvement
Review and follow conditions
- Formal conditions are set and recorded in the TMP
- The trainee and supervisor review and discuss:
- what the conditions mean
- what actions are required
- Additional learning goals may be agreed to support improvement
Follow a structured support plan
- A more structured approach to support is implemented
- This may include:
- targeted learning activities
- defined timeframes for improvement
- closer supervision
Monitor and review progress
Regular progress reviews are conducted by:
- the local training team
- the Training Program Committee
Progress is tracked against:
- conditions
- any additional learning goals
Complete required actions
The trainee is expected to:
- actively work towards meeting set conditions and learning goals
- respond to conditions in the TMP by required due dates
- engage in all scheduled reviews
What this support may involve
Support at this stage is more formal and closely monitored with formal notification and oversight by the Training Program Committee. Other support may include:
- structured support plans with clear timeframes
- regular panel-level progress reviews
- close tracking of conditions and performance
Outcomes of Stage 2
Progress is reviewed regularly. Trainees usually remain on Stage 2 for 12-24 months, and outcomes depend on improvement:
- If concerns are resolved, training may return to standard monitoring.
- If progress is partial, Stage 2 support may continue or be extended.
- If concerns persist, the trainee may be referred to Stage 3 for a comprehensive review.
College role at Stage 2
At this stage, the College has an active role in monitoring progress:
- the Training Program Committee oversees progress and decisions
- conditions and outcomes are formally recorded
- decisions are informed by both local feedback and panel review
Stage 3: Comprehensive Review of Training
Stage 3 is the highest level of support, involving a review of the trainee’s full training record and overall progress, including previous support given to inform final decisions about training.
When Stage 3 may begin
Stage 3 is considered when concerns remain after significant support.
It may be triggered by:
- ongoing concerns following 12–24 months of Stage 2 support
- situations where previous support has not led to sufficient improvement
- a recommendation from the overseeing Training Program Committee
What trainees and supervisors need to do
Stage 3 focuses on a comprehensive review rather than introducing new types of support.
Review training history
The College compiles a Comprehensive Review of Training (CRT) Book
This includes:
- the trainee's full training record and overall progress
- prior reports, previous conditions, learning goals and outcomes from earlier stages
Review and provide input
The trainee receives the CRT Book and can:
- review all material
- provide a written statement
- submit any additional relevant documents
The supervisor may also contribute additional information as required.
Committee review
The Training Program Committee reviews:
- the CRT Book
- the trainee’s submission
- any additional material
A decision is then made regarding progression
Engage with the process
- The trainee is expected to participate in the review process
- The supervisor continues to provide support during this time
What this review may involve
The review is comprehensive and may include:
- the trainee's full training history
- previous support, goals and conditions
- input from supervisors and panels
- consideration of all submitted materials
The CRT process is typically completed within 12–16 weeks.
During this time:
- training may continue if approved
- training requirements must still be met
- the Training Program Committee will wait until the review is complete before making future training decisions
Outcomes of Stage 3
Following the review, the College will make a final decision. Outcomes may include:
- Training continues with conditions. Conditions must be met to continue training
- Discontinuation of training. The trainee will be notified in writing of the decision
After the decision
If training continues:
- the Training Program Committee may decide whether to certify training completed during the review
- future training may be approved
If training is discontinued:
- the current training period will not be certified
- no fees will be charged for that period
The trainee may:
- apply for reconsideration
- request a review
- lodge an appeal (within required timeframes)
The trainee may also choose to interrupt training during the process
College role at Stage 3
At this stage, the College:
- leads and manages the review process
- considers all relevant documentation and submissions
- makes final decisions about progression
If you're undertaking dual or conjoint training
The Training Support Process is used across the whole College.
If you are doing more than one training program at the same time, or if you switch to a new specialty, you'll continue to receive support through this process in your additional or new program.
If you are a dual trainee and are referred to stage 3 of the Training Support Pathway only the referring committee will take part in your Comprehensive Review of Training (CRT).
It may be possible that you may need to stop training in one program but be allowed to continue in another, either with or without conditions.
How does the training support pathway work in the new curriculum and TMP?
Watch this video that explains how progress decisions link to the Training Support Pathway in the new curriculum.
Watch this video that explains how to respond to conditions in the TMP.
| IPAP steps |
Where it is documented |
How it is documented |
What it achieves |
| Identify performance concerns |
Progress Report |
Supervisor/DPE identifies area(s) where there are performance concerns and documents feedback on area(s) needing improvement. |
Creates a formal record of concern and expectations |
Set learning strategies.
Agree on expected outcomes |
Custom learning goals (via Rotation Plan) |
Supervisor/DPE and trainee discuss learning goals for current or next rotation and consider adding custom goals. |
Clear direction for trainee on how to improve |
| Review meetings |
Progress Report |
Quarterly supervisor/DPE progress review meeting to discuss progress and complete progress report, including reviewing rotation plans and any custom goals. |
Identifies if trainee requires close monitoring or Stage 2 support and flags concern to DPE, Progress Review Panel & RACP Training Support Unit. |
| IPAP completion review |
Progression reviews/decision and conditions |
Panel reviews trainee progress and records either progress review (feedback) or progression decision (if due) in TMP, including any conditions if required. |
Formal remediation with defined actions & timeframes
Continuation/closure/escalation of conditions
|
Responding to your conditions
Explore support and helpful resources on our Resources page.