Work-based assessments

This webpage will be retired in the coming weeks. In the future, all work-based learning and assessment information and resources will be found in your training handbook.

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

Your Basic Training or Advanced Training handbook provides specific information on all your assessment requirements.

See also Work-based Assessment: A practical guide (PDF) prepared by the RACP, the Royal Australasian College of Surgeons and the Royal College of Surgeons and Physicians of Canada.

Training portals

Access and submit assessment tools in your training portal:

Work-based assessments


Setting learning goals | Observation of performance | Discussion | Writing and reflection | Research capabilities | Performance evaluation


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.

Learn more about the LNA

Learning Contract (AFPHM only)

All requirement information and guidance can now all be found in the Public Health Medicine handbook.

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.

Learn more about the 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.

Learn more about the DOPS

Direct Observation of Field Skills (DOFS) (AFOEM only)

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

Ramazzini Presentation (AFOEM only)

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

Direct Observation of Practical Professional Skills (DOPPS) (AFPHM only)

All requirement information and guidance can now all be found in the Public Health Medicine handbook.

Oral Presentation (AFPHM only)

All requirement information and guidance can now all be found in the Public Health Medicine handbook.

If the presentation is for the Gerry Murphy Prize, additional criteria applies in assessing the scientific quality of the work and its significance for public health.


Discussion

Case-based Discussion (CbD)

A CbD is an assessment used to evaluate an Advanced Trainee’s professional judgement in clinical cases.

A CbD involves a comprehensive review of clinical cases between an Advanced Trainee and an assessor. After the CbD, the assessor provides a trainee with feedback to develop improvement strategies and structure future learning.

Learn more about the CbD

In-Training Long Case Assessment (ITLCA) (AFRM only)

An ITLCA 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).

Learn more about the ITLCA


Writing and reflection

Professional Qualities Reflection (PQR)

The PQR allows a trainee to articulate and formalise ideas and insights about their professional development.

Trainees can 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.

Learn more about the PQR

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

Implemented in 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 for program-specific information, refer to your relevant Advanced Training handbook.

The purpose of the research project requirement in Advanced Training is to enable trainees to gain experience in:

  • research methods
  • interpretation of research literature
  • participation in research at some stage of their career
  • developing 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
  • effective written communication
Resources

Advanced Training Research Project Guidelines (PDF)
Advanced Training Research Project Cover Sheet (DOC)
Advanced Training Research Project Marking Criteria (DOC)
Advanced Training Research Project FAQs (PDF)


Performance evaluation

Basic Training Progress Reports

All requirement information and guidance can now be found in your Basic Training handbook.

Advanced Training Supervisor's Report

Learn more about the 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 (Aotearoa New Zealand only)

All Aotearoa New Zealand Advanced Trainees must submit a Trainee's Report to their Training Committee. The Trainee's Report covers a period of 4, 6 or 12 months depending on the training program.

The Trainee's Report outlines your work for the year, under these headings:

  • Clinical responsibilities
  • Teaching
  • Education program
  • Research, publications, formal presentations
  • Diagnostic techniques
  • Other relevant information

You must ensure that the report includes enough detail for the Training Committee to determine the adequacy of your experience.

Note: Trainees should go to 'training requirements' in their handbook for further information. Training Committees may delay final certification for Fellowship unless they're satisfied that a trainee has met all training program requirements.

Go to your Advanced Training handbook or to discuss the Trainee's Report, contact us.

Training Status Report (TSR) (AFOEM only)

All TSR 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: Completed forms are confidential. Only one College staff member and the New Fellow Representative appointed by the AFRM Education Committee have access to the completed Trainee Term Evaluation Forms.

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