Work-based assessments

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

Work-based assessments aim to:
  • drive learning through feedback and guidance
  • support reflective practice and self-directed learning
  • monitor progress and assess performance
  • provide evidence of learning

View each work-based learning and assessment

Online work-based assessment tools

Access online assessment tools in the Training Portals:

Work-based assessment resources

View your training handbook for program-specific information on assessment requirements:


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
Learning Contract Report
Sample Learning Contract Report

Personal Learning Plan (Clinical Diploma in Palliative Medicine only)

All requirement information and guidance can now be found in your Clinical Diploma in Palliative Medicine handbook.

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

Ramazzini Presentation (AFOEM only)

All requirement information and guidance can now be found in your Occupational and Environmental Medicine handbook and Ramazzini Prize webpage.

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)

All requirement information and guidance can now all be found in the Occupational and Environmental Medicine handbook.

Logbook (Clinical Diploma in Palliative Medicine only)

All requirement information and guidance can now be found in your Clinical Diploma in Palliative Medicine handbook.

Case study (Clinical Diploma in Palliative Medicine only)

All requirement information and guidance can now be found in your Clinical Diploma in Palliative Medicine handbook.

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.

The purpose of the research project requirement in Advanced Training, Chapter Training and Faculty Training is to enable trainees to gain experience in research methods; in interpretation of research literature; in participation in research at some stage of their career; and to develop quality improvement skills. Submission of a research project provides evidence of the skills of considering and defining research problems; the systematic acquisition, analysis, synthesis and interpretation of data; and effective written communication.  

Advanced Training Research Project Guidelines

Advanced Training Research Project Cover Sheet

Advanced Training Research Project Marking Criteria

Advanced Training Research Project FAQs

See the Advanced Training programs

Performance evaluation

Basic Training reports

  • Ward Service Consultant Reports
  • Mid-Year Progress Reports
  • Annual Reports

Learn more about the Basic Training reports.

Advanced Training reports

  • Supervisor’s Report

Learn more about the Advanced Training Supervisor's Report.


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


Advanced Training Supervisor's Report

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

All requirement information and guidance can now be found in your Clinical Diploma in Palliative Medicine handbook.

Trainee's 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 program
  • 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 Fellowship 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 (AFOEM only)

All information, guidance and form for the requirement is now available in your Occupational and Environmental Medicine handbook.

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

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