Supervisor Professional Development Program (SPDP)

The online Supervisor Professional Development Program (SPDP) is a 3 part program designed and developed specifically for Supervisors. This program provides Supervisors skills and knowledge required to supervise RACP trainees. Courses do not need to be completed in sequential order and 2019 course dates are listed below.

SPDP1: Practical Skills for Supervisors

11 Feb - 17 Mar
3 Jun - 7 Jul

Practical Skills for Supervisors covers important topic areas including setting the culture for learning, giving and receiving feedback in challenging situations.

  1. Orientation
  2. Setting the Culture for Learning
  3. Giving Feedback
  4. Feedback in Challenging Situations
  5. Summary and Evaluation

SPDP2: Teaching & Learning in Healthcare

29 Apr - 2 Jun
22 Jul - 18 Aug

Teaching & Learning in Healthcare Settings offers a range of teaching strategies to manage and overcome challenges supervisors face in a complex healthcare setting.

  1. Orientation
  2. Challenges facing educators in healthcare settings
  3. Strategies for teaching in a complex environment
  4. Confronting underlying and system issues - the environment
  5. Confronting underlying and system issues - the adverse event

SPDP3: Work-based Learning and Assessment

26 Aug - 29 Sep
14 Oct - 17 Nov

Work-based Learning and Assessment will cover a range of topics like goal settings and learning tools, how to provide effective feedback and make evidence-based judgments within the healthcare setting.

  1. Orientation
  2. Orientation
  3. Goal setting
  4. Learn and gather evidence
  5. Making evidence-based judgements
  6. Reflect and prepare

To register for the courses or find out more information, email digital.learning@racp.edu.au.

RACP CPD Participants can earn CPD credits (3 credits per hour) in Category 2 for the time they spend on the online SPDP resource.

If you are looking for the face-to-face workshops, visit the RACP website.

This resource explains the process to supervisors and trainees so they work together effectively to address training difficulties. It supports supervisors and trainees to navigate the Training Support Pathway.

 

Learning outcomes

Overview of the Trainee in Difficulty Support Policy and Pathway

  1. Describe the Trainee in Difficulty Support Policy
  2. Outline the steps involved in the Pathway

Identifying the difficulty

  1. Explain how a trainee in difficulty might be identified.
  2. Outline reasons why a trainee might experience difficulty.

Assessing and diagnosing the difficulty

  1. Explain strategies that can be used to assess and diagnose a trainee in difficulty.
  2. Recognise the importance of feedback and how it can be used to improve performance.
  3. Outline how a supervisor could prepare for and conduct a performance review meeting

Supporting the trainee and managing training performance

  1. Describe strategies that can be used to support a trainee in difficulty.
  2. Use the Improving Performance Action Plan (IPAP) to define expected performance standards and assist a trainee to get back on track.
  3. Identify satisfactory and/or unsatisfactory performance and manage appropriately
  4. Recognise when assistance or escalation of the issue is required and follow the appropriate pathway

Who it is for

  • New and experienced supervisors
  • Basic and advanced trainees
  • RACP Fellows from any specialty

What you'll get

  • Video scenarios that demonstrate the Trainee in Difficulty Support Policy, Process and Pathway
  • Practice, reflection and discussion activities
  • Toolbox of supporting resources that cover the skills and frameworks in detail
  • Curated list of additional resources and further reading

What you'll learn

  • How to identify a trainee in difficulty
  • The main types of difficulty experienced by trainees
  • How to refer a trainee to the Training Support Pathway
  • Tips for having challenging conversations and providing feedback
  • How to prepare for a successful meeting
  • How to write and review an IPAP

Authors:
  • Dr James Macdonald (Chair)
  • Dr Weng Chin
  • Dr Tonya Kara
  • Dr Theresa Pitts
  • Dr Jay Ramanathan
  • Dr Matt Wheeler
  • Dr Sharon Wong

We offer different pathways through our courses, so the percentage shown may be incomplete even though you have received your certificate.

The Telesupervision online resource is a self-directed resource covering the process of supervision using technologies such as video conferencing, to support trainees and supervisors in rural and remote locations.

 

Learning outcomes

• Understand the uses of telesupervision in both rural and metropolitan settings.
• Recognise the differences between telesupervision and telehealth.
• Be familiar with the available technology that can be used in telesupervision.
• Describe the differences in goal setting using technology.
• Use telesupervision in a range of different contexts, such as clinics and ward rounds.


Content

Video scenarios

• Part 1 – Using telesupervision on a ward round
• Part 2 – Using telesupervision in a clinic
• Part 3 – Using telesupervision in one to one interaction

Skills toolbox

• Defining telesupervision
• Telesupervision technology
• Telesupervision in practice


Authors: Dr David Allen FAFOEM
Dr Tessa Davis
Dr Jerome Goldstein
Dr Jaye Martin FRACP
Dr Corinne Ryan FRACP
Dr Sabe Sabesan FRACP
Dr Spencer Toombes FRACP
Dr Ramila Varendran FRACP
A/Prof Martin Veysey FRACP
Dr James Williamson FRACP
Version: 1
Release Date: August 2016 Revised Date: N/A

These videos explain different methods of work-based learning and assessment, and strategies on how to integrate them into everyday training experiences for trainees and supervisors.