Curriculum standards

About this resource

The new Advanced Training in Nuclear Medicine curriculum consists of curriculum standards and learning, teaching, and assessment (LTA) programs.

This resource outlines the curriculum standards for Advanced Training in Nuclear Medicine for trainees and supervisors. The curriculum standards should be used in conjunction with the Advanced Training in Nuclear Medicine LTA programs.

The new curriculum was approved by the College Education Committee in May 2024. Please refer to the College website for details on its implementation.

Download the curriculum standards PDF

LG1: Competencies

Competencies outline the expected professional behaviours, values and practices that trainees need to achieve by the end of training.

Competencies are grouped by the 10 domains of the professional practice framework.

Competencies will be common across training programs.

Medical expertise

Professional standard. Physicians apply knowledge and skills informed by best available current evidence in the delivery of high-quality, safe practice to facilitate agreed health outcomes for individual patients and populations.

Knowledge. Apply knowledge of the scientific basis of health and disease to the diagnosis and management of patients.

Synthesis. Gather relevant data via age- and context- appropriate means to develop reasonable differential diagnoses, recognising and considering interactions and impacts of comorbidities.

Diagnosis and management. Develop diagnostic and management plans that integrate an understanding of individual patient circumstances, including psychosocial factors and specific vulnerabilities, epidemiology, and population health factors in partnership with patients, families, whānau and/or carers, and in collaboration with the health care team.

Communication

Professional standard. Physicians collate information, and share this information clearly, accurately, respectfully, responsibly, empathetically and in a manner that is understandable.

Physicians share information responsibly with patients, families, carers, colleagues, community groups, the public, and other stakeholders to facilitate optimal health outcomes.

Effective communication. Use a range of effective and appropriate verbal, nonverbal, written and other communication techniques, including active listening.

Communication with patients, families, and carers. Use collaborative, effective, and empathetic communication with patients, families, and carers.

Communication with professionals and professional bodies. Use collaborative, respectful, and empathetic clinical communication with colleagues, other health professionals, professional bodies, and agencies.

Written communication. Document and share information about patients to optimise patient care and safety.

Privacy and confidentiality. Maintain appropriate privacy and confidentiality and share information responsibly

Quality and safety

Professional standard. Physicians practice in a safe, high quality manner within the limits of their expertise.

Physicians regularly review and evaluate their own practice alongside peers and best practice standards and conduct continuous improvement activities.

Patient safety. Demonstrate a safety focus and continuous improvement approach to own practice and health systems.

Harm prevention and management. Identify and report risks, adverse events, and errors to improve healthcare systems.

Quality improvement. Participate in quality improvement activities to improve quality of care and safety of the work environment.

Patient engagement. Enable patients to contribute to the safety of their care.

Teaching and learning

Professional standard. Physicians demonstrate a lifelong commitment to excellence in practice through continuous learning and evaluating evidence.

Physicians foster the learning of others in their profession through a commitment to mentoring, supervising, and teaching.¹

Lifelong learning. Undertake effective self-education and continuing professional development.

Self-evaluation. Evaluate and reflect on gaps in own knowledge and skills to inform self-directed learning.

Supervision. Provide supervision for junior colleagues and/or team members.

Teaching. Apply appropriate educational techniques to facilitate the learning of colleagues and other health professionals.

Patient education. Apply appropriate educational techniques to promote understanding of health and disease amongst patients and populations.

References

1. Adapted from Richardson D, Oswald A, Chan M-K, Lang ES, Harvey BJ. Scholar. In: Frank JR, Snell L, Sherbino J, editors. The Draft CanMEDS 2015 Physician Competency Framework – Series IV. Ottawa: The Royal College of Physicians and Surgeons of Canada; 2015 March.

Research

Professional standard. Physicians support creation, dissemination and translation of knowledge and practices applicable to health. They do this by engaging with and critically appraising research, and applying it in policy and practice to improve the health outcomes of patients and populations.

Evidence-based practice. Critically analyse relevant literature and refer to evidence-based clinical guidelines and apply these in daily practice.

Research. Apply research methodology to add to the body of medical knowledge and improve practice and health outcomes.

Cultural safety*

Professional standard: Physicians engage in iterative and critical self-reflection of their own cultural identity, power, biases, prejudices and practising behaviours. Together with the requirement of understanding the cultural rights of the community they serve; this brings awareness and accountability for the impact of the physician’s own culture on decision-making and healthcare delivery. It also allows for an adaptive practice where power is shared between patients, family, whānau and/or community and the physician, to improve health outcomes.

Physicians recognise the patient and population’s rights for culturally safe care, including being an ally for patient, family, whānau and/or community autonomy and agency over their decision-making. This shift in the physician’s perspective fosters collaborative and engaged therapeutic relationships, allows for strength-based (or mana-enhanced) decisions, and sharing of power with the recipient of the care; optimising health care outcomes.

Physicians critically analyse their environment to understand how colonialism, systemic racism, social determinants of health and other sources of inequity have and continue to underpin the healthcare context. Consequently, physicians then can recognise their interfacing with, and contribution to, the environment in which they work to advocate for safe, more equitable and decolonised services and create an inclusive and safe workplace for all colleagues and team members of all cultural backgrounds.

Critical reflection. Engage in iterative and critical self-reflection and demonstrate cultural safety in the context of their own cultural identity, power, biases, prejudices and practising behaviours.

Allyship. Recognise the patient and population’s rights to culturally safe care, including being an ally for patient, family, whānau and/or community autonomy and agency over their decision-making.

Inclusive communication. Apply culturally safe communication, acknowledging the sharing of power, and cultural and human rights to enable patients, families and whānau to engage in appropriate patient care decisions.

Culturally safe environment. Contribute to a culturally safe learning and practice environment for patients and team members. Respect patients may feel unsafe in the healthcare environment.

*The RACP has adopted the Medical Council of New Zealand’s definition of cultural safety: Cultural safety can be defined as:²

the need for doctors to examine themselves and the potential impact of their own culture on clinical interactions and healthcare service delivery.
the commitment by individual doctors to acknowledge and address any of their own biases, attitudes, assumptions, stereotypes, prejudices, structures, and characteristics that may affect the quality of care provided.
the awareness that cultural safety encompasses a critical consciousness where health professionals and healthcare organisations engage in ongoing self-reflection and self-awareness and hold themselves accountable for providing culturally safe care, as defined by the patient and their communities.

References

2. Curtis et al. “Why cultural safety rather than cultural competency is required to achieve health equity”. International Journal for Equity in Health (2019) 18:174

Ethics and professional behaviour

Professional standard. Physicians’ practice is founded upon ethics, and physicians always treat patients and their families, communities and populations in a caring and respectful manner.

Physicians demonstrate their commitment and accountability to the health and wellbeing of individual patients, communities, populations and society through ethical practice.

Physicians demonstrate high standards of personal behaviour.

Beliefs and attitudes. Reflect critically on personal beliefs and attitudes, including how these may impact on patient care.

Honesty and openness. Act honestly, including reporting accurately, and acknowledging their own errors.

Patient welfare. Prioritise patients’ welfare and community benefit above self-interest.

Accountability. Be personally and socially accountable.

Personal limits. Practise within their own limits and according to ethical principles and professional guidelines.

Self-care. Implement strategies to maintain personal health and wellbeing.

Respect for peers. Recognise and respect the personal and professional integrity, roles, and contribution of peers.

Interaction with professionals. Interact equitably, collaboratively, and respectfully with other health professionals.

Respect and sensitivity. Respect patients, maintain appropriate relationships, and behave equitably.

Privacy and confidentiality. Protect and uphold patients’ rights to privacy and confidentiality.

Compassion and empathy. Demonstrate a caring attitude towards patients and endeavour to understand patients’ values and beliefs.

Health needs. Understand and address patients’, families’, carers’, and colleagues’ physical and emotional health needs.

Medical and health ethics and law. Practise according to current community and professional ethical standards and legal requirements.

Judgement and decision making

Professional standard. Physicians collect and interpret information, and evaluate and synthesise evidence, to make the best possible decisions in their practice.

Physicians negotiate, implement, and review their decisions and recommendations with patients, their families and carers, and other healthcare professionals.

Diagnostic reasoning. Apply sound diagnostic reasoning to clinical problems to make logical and safe clinical decisions.

Resource allocation. Apply judicious and cost-effective use of health resources to their practice.

Task delegation. Apply good judgement and decision making to the delegation of tasks.

Limits of practice. Recognise their own scope of practice and consult others when required.

Shared decision making. Contribute effectively to team-based decision-making processes.

Leadership, management, and teamwork

Professional standard. Physicians recognise, respect, and aim to develop the skills of others, and engage collaboratively to achieve optimal outcomes for patients and populations.

Physicians contribute to and make decisions about policy, protocols, and resource allocation at personal, professional, organisational, and societal levels.

Physicians work effectively in diverse multidisciplinary teams and promote a safe, productive, and respectful work environment that is free from discrimination, bullying, and harassment.

Managing others. Lead teams, including setting directions, resolving conflicts, and managing individuals.

Wellbeing. Consider and work to ensure the health and safety of colleagues and other health professionals.

Leadership. Act as a role model and leader in professional practice.

Teamwork. Negotiate responsibilities within the healthcare team and function as an effective team member.

Health policy, systems, and advocacy

Professional standard. Physicians apply their knowledge of the nature and attributes of local, national, and global health systems to their own practices. They identify, evaluate, and influence health determinants through local, national, and international policy.

Physicians deliver and advocate for the best health outcomes for all patients and populations.

Health needs. Respond to the health needs of the local community and the broader health needs of the people of Australia and Aotearoa New Zealand.

Prevention and promotion. Incorporate disease prevention, health promotion, and health surveillance into interactions with individual patients and their social support networks.

Equity and access. Work with patients and social support networks to address determinants of health that affect them and their access to needed health services or resources.

Stakeholder engagement. Involve communities and patient groups in decisions that affect them to identify priority problems and solutions.

Advocacy. Advocate for prevention, promotion, equity, and access to support patient and population health needs within and outside the clinical environment.

Resource allocation. Understand the factors influencing resource allocation, promote efficiencies, and advocate to reduce inequities.

Sustainability. Manage the use of healthcare resources responsibly in everyday practice.

Entrustable Professional Activities

Entrustable Professional Activities (EPAs) outline the essential work tasks trainees need to be able to perform in the workplace.

LG2: Leadership in the nuclear medicine department

Learning Goal 2

Leadership in the nuclear medicine department

Lead a team of health and clerical professionals in the nuclear medicine context, encompassing inpatients, outpatients and multidisciplinary teams

This activity requires the ability to:

describe all aspects of nuclear medicine, including molecular imaging and therapy
lead a team with kindness and integrity, with the patient as the central focus
prioritise workload
manage multiple concurrent tasks, including inpatient and outpatient services
articulate individual responsibilities, expertise, and accountability of team members
understand the range of team member’s skills, expertise, and roles
acquire and apply leadership techniques in daily practice, including problemsolving skills
encourage and adopt insights from team members
act as a role model

Professional practice framework domain

Medical expertise

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

assess, advise on, and authorise appropriate nuclear medicine diagnostic and therapeutic interventions for patients
use evidence-based care to meet the needs of patients or populations
assess and effectively manage clinical risk in various scenarios, including radiation safety
direct optimisation of diagnostic nuclear medicine image quality in terms of patient preparation, image acquisition, post processing, and display
demonstrate clinical competence and skills to effectively support team members
convey information to clinicians in a manner that enhances patient management

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

demonstrate adequate knowledge of health care issues by interpreting complex information
contribute to the coordination of quality health care for populations or patients as a member of a multidisciplinary team

Communication

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

provide adequate information to referrers and patients to optimise appropriate test requesting and informed patient consent

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

communicate effectively with colleagues

Quality and safety

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

demonstrate rapport with people at all levels by tailoring messages to different stakeholders
provide timely, accurate, and clinically pertinent reports on all nuclear medicine diagnostic studies and therapeutic interventions
ensure timely escalation of clinically significant or unexpected findings with urgent management implications for the patient
engage in quality improvement activities
facilitate ongoing review of current practices to remain up to date in an ever-changing environment
identify opportunities to improve care by participating in surveillance and monitoring of adverse events and ‘near misses’
place safety and quality of care first in all decision making
identify activities within systems to reduce errors, improve patient, population, and staff safety, and implement cost-effective change

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

communicate effectively with patients, families or carers, and/or the public
respect the roles of team members
participate in audits and other activities that affect the quality and safety of patients’ care
participate in multidisciplinary collaboration to provide effective health services and operational change
use information resources and electronic medical record technology where available

Teaching and learning

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

regularly self-evaluate personal professional practice, and implement changes based on the results
actively seek feedback from supervisors and colleagues on own performance
identify personal gaps in knowledge and skills, and engage in self-directed learning
maintain current knowledge of new technologies, health care priorities, and changes of patients’ expectations
teach competently by imparting professional knowledge
manage and monitor learners’ progress, providing regular assessments and feedback

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

accept feedback constructively, and change behaviour in response
recognise the limits of personal expertise, and involve other health professionals as needed
demonstrate basic skills in facilitating colleagues’ learning plan and deliver learning activities

Research

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

facilitate research and teaching activities in the department / practice
ensure that any protocol for human research is approved by a human research ethics committee, in accordance with the national statement on ethical conduct in human research

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

understand that patient participation in research is voluntary and based on an appropriate understanding about the purpose, methods, demands, risks, and potential benefits of the research

Cultural safety

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

demonstrate culturally competent relationships with professional colleagues and patients
demonstrate respect for diversity and difference
provide a physically, culturally, and psychologically safe service
take steps to minimise unconscious bias, including the impact of gender, disability, religion, cultural beliefs, sexuality, and socioeconomic background on decision making
model inclusive workplace practices

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

demonstrate awareness of cultural diversity and unconscious bias
work effectively and respectfully with people from different cultural backgrounds

Ethics and professional behaviour

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

promote a team culture of shared accountability for decisions and outcomes
encourage open discussions of ethical and clinical concerns
respect differences of multidisciplinary team members
understand the ethics of resource allocation by aligning optimal patients and organisational care
effectively consult with stakeholders, achieving a balance of alternative views
acknowledge personal conflicts of interest and unconscious bias
act collaboratively to resolve behavioural incidents and conflicts such as harassment and bullying

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

support ethical principles in clinical decision making
maintain standards of medical practice by recognising the health interests of patients or populations as primary responsibilities
respect the roles and expertise of other health professionals
promote team values of honesty, discipline, and commitment to continuous improvement
demonstrate understanding of the negative impact of workplace conflict

Judgement and decision making

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

evaluate health services and clarify expectations to support systematic, transparent decision making
make decisions when faced with multiple and conflicting perspectives

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

monitor services and provide appropriate advice
review new health care interventions and resources
interpret appropriate data and evidence for decision making

Leadership, management, and teamwork

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

ensure medical input to organisational decision making
adopt a systematic approach to analysing information from a variety of specialties to make decisions that benefit health care delivery
lead compliance with nuclear medicine statutory and financial regulations
consult, collaborate, and communicate with other health professionals, maintaining a patient-centred approach to deliver optimal multidisciplinary patient care
combine team members' skills and expertise in delivering patient care and/or population advice
develop and lead effective multidisciplinary teams by developing and implementing strategies to motivate others
build effective relationships with multidisciplinary team members to achieve optimal outcomes
ensure all members of the team are aware of their individual professional responsibilities and accountable for their individual practices

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

understand the range of personal and other team members’ skills, expertise, and roles
acknowledge and respect the contribution of all health professionals involved in patient care
participate effectively and appropriately in multidisciplinary teams
seek out and respect the perspectives of multidisciplinary team members when making decisions

Health policy, systems, and advocacy

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

engage in appropriate consultation with stakeholders on the delivery of health care
advocate for the resources and support for health care teams to achieve organisational priorities
influence the development of organisational policies and procedures to optimise health outcomes
identify the determinants of health of the population, and mitigate barriers to access to care
remove self-interest from solutions to health advocacy issues
advocate for inclusive workplace practices for the benefit of patients and colleagues
advocate for nuclear medicine in the hospital / community setting, and promote the speciality as one that is useful in addressing many clinical needs

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

communicate with stakeholders within the organisation about health care delivery
understand methods used to allocate resources to provide high-quality care
promote the development and use of organisational policies and procedures
respond to an individual patient’s health needs by advocating with the patient within and beyond the clinical environment

LG3: Supervision and teaching

Learning Goal 3

Supervision and teaching

Supervise and teach professional colleagues

This activity requires the ability to:

provide work-based teaching in a variety of settings
teach professional skills
create a safe, inclusive, and supportive learning environment
plan, deliver, and provide work-based assessments
encourage learners to be self-directed and identify learning experiences
supervise learners in day-to-day work, and provide feedback
support and promote a culture of continuous improvement in the workplace
support learners to prepare for assessments

Professional practice framework domain

Medical expertise

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

combine high-quality care and teaching
explain the rationale underpinning a structured approach to decision making
consider the patient-centric view during consultations
encourage the learner to consider the rationale and appropriateness of investigations, management options, and radiation safety

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

teach basic knowledge and skills to learners

Communication

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

establish rapport and demonstrate respect for junior colleagues, medical students, and other health and administrative professionals
communicate effectively when teaching, assessing, and appraising learners
encourage learners to tailor communication as appropriate for patients of differing demographic backgrounds
actively encourage a collaborative and safe learning environment with learners and other health professionals
support learners to deliver clear, concise, and relevant information in both verbal and written communication
listen and convey information clearly and considerately

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

observe learners to reduce risks and improve health outcomes by improving communication skills

Quality and safety

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

support learners to deliver quality care while maintaining their own wellbeing
apply lessons learned about patient safety by identifying and discussing risks with learners
assess learners’ competence, and provide timely feedback to minimise risks to care
maintain the safety of patients and organisations involved with education, and appropriately identify and action concerns

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

observe learners in clinical practice to reduce risks and improve health outcomes
encourage a culture of ‘speaking up’ among learners

Teaching and learning

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

demonstrate knowledge of the principles, processes, and skills of supervision
provide direct guidance to learners in day-to-day work
work with learners to identify professional development and learning opportunities, based on their individual learning needs
offer feedback and act as a role model
participate in teaching and supervision of professional development activities
encourage self-directed learning and assessment
develop a consistent and fair approach to assessing learners
tailor feedback and assessments to learners’ goals
seek feedback and reflect on own personal teaching experiences, developing goals and strategies to improve
establish and maintain effective mentoring through open dialogue
support learners to identify and attend formal and informal learning opportunities
recognise the limits of personal expertise, and involve others appropriately

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

demonstrate basic skills in the supervision of learners
tailor learning, assessment, and feedback to individual learners or groups of learners
match teaching and learning objectives clearly to outcomes
encourage learners to be self-directed

Research

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

clarify the goals and requirements of trainees’ and colleagues’ research projects, and provide feedback on the strengths and challenges of the proposed research
monitor the progress of learners’ research projects regularly, and review research projects prior to submission
support learners to find forums to present research projects
encourage and guide learners to seek out relevant research to support practice

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

guide learners with respect to the choice of research projects
ensure that planned research projects are feasible and of suitable standards

Cultural safety

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

exemplify a culturally sensitive and inclusive teaching method
encourage learners to seek out opportunities to develop and improve their own cultural competence
encourage learners to consider culturally appropriate care of Aboriginal and Torres Strait Islander and Māori peoples
consider cultural, ethical, and religious values and beliefs in teaching and learning

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

operate effectively and with respect when working with and teaching individuals from diverse cultural backgrounds

Ethics and professional behaviour

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

apply principles of ethical practice to teaching scenarios
act as a role model to promote professional responsibility and ethics among learners
respond appropriately to learners seeking professional guidance

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

demonstrate professional values, including commitment to high-quality clinical standards, compassion, empathy, and respect
provide learners with feedback to improve their experiences

Judgement and decision making

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

prioritise workloads and manage learners with different levels of professional knowledge or experience
link theory and practice when explaining professional decisions
promote joint problem solving
support a learning environment that allows for independent decision making
use sound and evidence-based judgement during assessments and when giving feedback to learners, and escalate concerns about learners appropriately

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

provide general advice and support to learners
use health data logically and effectively to investigate difficult diagnostic problems

Leadership, management, and teamwork

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

maintain personal effective performance and continuing professional development
contribute to the professional development of learners
maintain professional, clinical, research, and/or administrative responsibilities while teaching
help shape organisational culture to prioritise quality and work safety through openness, honesty, shared learning, and continued improvements
create an inclusive environment in which learners feel part of the team

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

demonstrate the principles and practice of professionalism and leadership in health care
participate in mentor programs, career advice, and general counselling

Health policy, systems, and advocacy

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

advocate for suitable resources to provide quality supervision and maintain training standards
explain the value of health data in the care of patients or populations
support innovation in teaching and training

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

integrate public health principles into teaching and practice supervision when applicable
promote knowledge of the Australian and Aotearoa New Zealand healthcare systems among learners, including financial, geographical, and cultural barriers to optimal health care

LG4: Quality improvement

Learning Goal 4

Quality improvement

Identify and address failures in health care delivery

This activity requires the ability to:

identify, mitigate, and report actual and potential (‘near miss’) errors
conduct system improvement activities
adhere to best practice guidelines
audit clinical guidelines and outcomes
contribute to the development of policies and protocols designed to protect patients and enhance health care
monitor one’s own practice and develop individual improvement plans

Professional practice framework domain

Medical expertise

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

regularly review patients and outcomes
evaluate practice to ensure it aligns with available evidence and guidelines
evaluate population, environmental, and lifestyle health risks, and advocate for healthy lifestyle choices
use standardised protocols to adhere to best practice and prevent the occurrence of wrong site / wrong patient procedures using mandatory informed consent
evaluate practice regularly to ensure it aligns with available evidence and guidelines

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

contribute to processes on identified opportunities for improvement
recognise the importance of prevention and early detection in clinical practice
use local guidelines to assist patient care decision making

Communication

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

use and support patients’ access to high-quality, easy-to-understand information about health care
assist patients in participating in the decision-making process regarding their health care, according to their preferences and availability of care
help patients comprehend the organisation’s open disclosure policy
discuss with patients any safety and quality concerns they have relating to their care
implement the organisation’s open disclosure policy

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

explain how health literacy may affect the way patients or populations gain access to, understand, and use health information

Quality and safety

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

demonstrate best practice, including infection control, radiation safety, adverse event reporting, and effective clinical handover
facilitate organisational quality and safety activities, including peer review, morbidity and mortality meetings and clinical incident reviews, and apply decisions to practice
use clinical audits and registries of patients’ experiences and outcomes, and learn from incidents and complaints, to improve patients’ experiences and outcomes and mitigate against potential adverse outcomes

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

demonstrate an understanding of a system approach to improving the quality and safety of health care

Teaching and learning

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

participate in professional training in quality and safety to ensure a contemporary approach to safety system strategies
supervise and manage junior colleagues’ performance in the delivery of safe, high-quality care
ensure continuing professional development as per RACP or RANZCR training requirements

Research

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

ensure protocols for human research are approved by a human research ethics committee, in accordance with the national statement on ethical conduct in human research

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

recognise patient participation in research is voluntary and based on an appropriate understanding about the purpose, methods, demands, risks, and potential benefits of the research

Cultural safety

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

actively participate in professional development opportunities that focus on the influence of cultural bias on health outcomes

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

communicate effectively with patients with cultural awareness

Ethics and professional behaviour

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

align improvement goals with the priorities of the organisation
consistently demonstrate integrity and a patient-centred approach in all work activities
comply with professional regulatory requirements and codes of conduct

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

recognise the importance of regulatory requirements and codes of conduct

Judgement and decision making

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

use decision-making support tools, such as guidelines, protocols, pathways, and reminders, including ALARA principles
analyse and evaluate current care processes to improve health care

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

access information and advice from other health care practitioners to identify, evaluate, and improve patients’ care management

Leadership, management, and teamwork

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

support multidisciplinary team activities to lower patient risk of harm and promote multidisciplinary programs of education
contribute to developing an organisational culture that enables and prioritises patients’ safety and quality

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

demonstrate attitudes of respect and cooperation among members of different professional teams
partner with clinicians and managers to ensure that patients receive appropriate care and information on their care

Health policy, systems, and advocacy

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

support the development, implementation, evaluation, and monitoring of governance processes

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

maintain a dialogue with service managers about issues that affect patient care
contribute to relevant organisational policies and procedures
help to shape an organisational culture that prioritises safety and quality through openness, honesty, learning, and quality improvement

LG5: Clinical assessment and management, including prescribing radioisotopes

Learning Goal 5

Clinical assessment and management, including prescribing

Clinically assess and manage the ongoing care of patients, including prescribing radioisotopes

This activity requires the ability to:

identify and access sources of relevant information about patients
obtain patient histories, including medication histories
gather and interpret prior investigations, including the results of relevant laboratory and imaging investigations
perform and interpret physical examinations
assess the patient’s suitability to proceed with diagnostic or therapeutic nuclear medicine interventions
generate patient-centric management plans
establish goals of care in collaboration with referring clinicians and/or multidisciplinary teams, patients, and their families to ensure that only appropriate diagnostic and therapeutic procedures are performed
discuss management plans with referring clinicians, patients, families, and/or carers
communicate information with other health professionals.

Professional practice framework domain

Medical expertise

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

identify high-risk patients who may require additional supportive or acute care during nuclear medicine studies and Theranostic procedures
elicit accurate, organised, and problem-focused medical histories (including collateral histories), considering relevant risk factors where appropriate
perform targeted physical examinations to establish the nature and extent of problems
ensure adequate patient preparation
synthesise and interpret findings from patients’ histories and examinations to devise the most likely provisional diagnoses
assess the severity of problems, including the likelihood of complications, and identifying patients who may require supportive / acute care and clinical outcomes
develop proficiency in identifying patients attending the nuclear medicine department who may need urgent care
consider the radiation protection factors which may impact the management of patients in acute care settings
identify and evaluate information relevant to the provisional and differential diagnosis
develop management plans based on relevant information, integrate guidelines, and consider the balance of benefit and harm by taking patients’ personal circumstances into account
consider age, chronic disease status, lifestyle factors, allergies, potential drug interactions, and patient preference prior to implementing new management plans
follow ALARA principles when prescribing radioisotopes
demonstrate an awareness of potential side effects and practical prescription points when prescribing radioisotopes or other medications required for patients undergoing nuclear medicine studies or therapies
recognise and manage anaphylaxis

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

take patient-centred histories, considering psychosocial factors
perform accurate physical examinations
recognise and correctly interpret abnormal findings during examinations and evaluation of laboratory / other imaging results
follow guidelines to ensure adequate patient preparation
synthesise pertinent information to direct the clinical encounter and diagnostic categories
demonstrate the ability to identify patients who may require supportive / acute care
develop appropriate management plans

Communication

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

communicate openly, listen, and take patients’, families’, or carers’ concerns seriously, giving them adequate opportunity to ask questions
provide information to patients, family members, or carers to enable them to make fully informed decisions from various diagnostic, therapeutic, and management options
communicate clearly, effectively, respectfully, and promptly with other health professionals involved in patients’ care
discuss and evaluate the risks and benefits of treatment options, making decisions in partnership with patients

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

anticipate, read, and respond to verbal and nonverbal cues
demonstrate active listening skills
communicate patients’ situations to colleagues, including senior clinicians

Quality and safety

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

demonstrate professional safety skills, including infection control, adverse event reporting, and effective clinical handover
observe existing departmental procedures and policies for management of patients in the acute care setting, from medical and radiation perspectives
follow existing departmental procedures and policies for management of patients in the acute care setting, from medical and radiation safety perspectives
recognise and effectively manage aggressive and violent patient behaviours
obtain informed consent before undertaking any investigations or providing treatment, except in emergencies
ensure patients are informed of the material risks associated with any part of proposed management plans
evaluate the contraindications, indications, safety aspects, and potential advantages of prescribing radioisotopes especially in relation to Theranostics
perform hand hygiene, and take infection control precautions at appropriate moments
apply principles of radiation safety during all aspects of patient care
maintain up-to-date certification and licence requirements

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

know where to access existing departmental policies for management of patients in the acute care setting, from medical and radiation safety perspectives
take precaution against assaults from confused or agitated patients, and ensure appropriate care of patients
document history and physical examination findings, and synthesise with clarity and completeness

Teaching and learning

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

set defined objectives for clinical teaching encounters, and solicit feedback on mutually agreed goals
regularly reflect upon and self-evaluate professional development
obtain informed consent before involving patients in teaching activities
use clinical activities as teaching moments when appropriate

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

set goals and objectives for self-learning
develop an understanding of the importance of self-reflection, and develop strategies for the development thereof
learn to process and implement feedback from supervisors to ensure positive learning outcomes
deliver teaching considering learners’ level of training

Research

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

search for, find, compile, analyse, interpret, and evaluate information relevant to the research subject
adhere to ethical research practice, including informed consent, for all diagnostic and therapeutic procedures

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

demonstrate an understanding of the limitations of the evidence and the challenges of applying research in daily practice
demonstrate a good understanding of ethical research practice, including informed consent
refer to guidelines and medical literature to assist in clinical assessments when required

Cultural safety

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

demonstrate effective and culturally competent communication and care for Aboriginal and Torres Strait Islander and Māori peoples, and members of other cultural groups
acknowledge patients’ beliefs and values, and how these might impact on health
use a professional interpreter, a health advocate, or a family or community member to assist in communication with patients
use plain language patient education resources, and demonstrate cultural awareness
consider and reflect on the role of unconscious bias, diversity, equity, and inclusion plays in health service provision

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

display respect for patients’ cultures, and attentiveness to social determinants of health
appropriately access interpretive or culturally focused services
display an understanding of at least the most prevalent cultures in society, and an appreciation of their sensitivities

Ethics and professional behaviour

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

demonstrate professional values, including compassion, empathy, respect for diversity, integrity, honesty, and partnership to all patients
hold information about patients in confidence, unless the release of information is required by law or public interest
assess patients’ capacity for decision making, and involve a proxy decision maker appropriately
demonstrate understanding of the ethical implications of industry-funded research

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

demonstrate professional conduct, honesty, and integrity
consider patients’ decision-making capacity
identify patients’ preferences regarding management and the role of families in decision-making
appropriately prioritise patient wellbeing and care in relation to personal and professional needs
consider the efficacy of prescribed Theranostics in treating illnesses, including the relative merits of alternate treatment options

Judgement and decision making

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

apply informed clinical judgement to identify patients' issues
make logical, rational decisions, and act to achieve positive patients’ outcomes
use a comprehensive approach to health, considering comorbidities, uncertainty, and risk
use the best available evidence for the most effective therapies and interventions to ensure quality care
evaluate new management options in relation to their possible efficacy and safety profile for individual patients, including the economic impact on the patient and their family

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

demonstrate clinical reasoning by gathering focused information relevant to patients’ care
recognise personal limitations, and seek help in an appropriate way when required
consider the following factors for all proposed management options:
- alternate treatments
- contraindications
- cost to patients, families, and the community
- funding and regulatory considerations
- interactions
- risk-benefit analysis, including long-term consequences of radiation exposure / dose

Leadership, management, and teamwork

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

work effectively as a member of multidisciplinary teams to achieve patients’ best health outcomes
advocate for patients if conflict occurs between interprofessional teams
demonstrate an awareness of colleagues in difficulty, and work within the appropriate structural systems to support them while maintaining patient safety

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

understand the importance of and show the ability to work effectively within a team
share relevant information with members of the health care team
show compassion and support colleagues in difficulty
develop skills for managing conflict / diversity within interprofessional teams

Health policy, systems, and advocacy

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

participate in health promotion, disease prevention and control, screening, and reporting notifiable diseases
aim to achieve the optimal cost-effective patient care to allow maximum benefit from the available resources
recognise the difference between publicly funded and non-funded management options

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

identify and navigate components of the healthcare system relevant to patients’ care
identify and access relevant community resources to support patient care
prescribe radioisotopes in accordance with the organisational policy

LG6: Longitudinal care and transitions in care of nuclear medicine patients, including those receiving Theranostics

Learning Goal 6

Longitudinal care of patients

Manage and coordinate the longitudinal care and transitions in care of nuclear medicine patients, including those receiving Theranostics

This activity requires the ability to:

develop management plans and goals in consultation with patients, families, and carers, and other multidisciplinary team members
manage complex and advanced chronic conditions, complications, disabilities, and comorbidities in the context of nuclear medicine investigations and therapy
collaborate with other health care providers, including transition of patient care
ensure continuity of care, and clearly communicate to other team members each person’s role in the care of the patient
facilitate patients’, families’ or carers’ self-management and self-monitoring
engage with the broader health policy context

Professional practice framework domain

Medical expertise

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

document the results of nuclear medicine procedures in a timely manner after the administration of a radioisotope for diagnosis or therapy, including information on radiation safety precautions where applicable
convey the concepts of relative and absolute risk, as they apply to radiation exposure, in discussion of investigations and treatment with colleagues and patients
monitor treatment outcomes, effectiveness, and adverse events
facilitate an optimal transition of care for patients, including from paediatric to adult care
recognise goals of patient care and resuscitation status
appropriately apply Theranostic procedures to improve quality of life in the palliative care setting, in collaboration with the patient and other carers

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

assess patients’ knowledge, beliefs, concerns, and daily behaviours in relation to the performance of nuclear medicine tests / therapies
accurately and sufficiently contribute to medical record entries on histories, examinations, and management plans as a member of multidisciplinary teams
demonstrate an understanding of the principles of care for patients at the end of their lives

Communication

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

encourage patients’ self-management through education to take greater responsibility for their care, and support problem solving
communicate with multidisciplinary team members, and involve patients in that dialogue where appropriate
communicate with patients, families, or carers about transition of care, and engage and support these parties in decision making
collaborate effectively with those managing end of life care

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

work in partnership with patients, and motivate them to comply with agreed care plans
ensure consistent messages are given to patients, families, or carers about treatment options, their likelihood of success, risks, and prognosis

Quality and safety

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

use innovative models of care, including telehealth and digitally integrated support services, as appropriate
review medication use, and ensure patients understand safe medication administration to assist in the prevention of errors

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

participate in continuous quality improvement processes and clinical audits on chronic disease management
identify activities that may improve patients’ quality of life

Teaching and learning

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

educate patients to recognise and monitor their symptoms, and undertake strategies to assist their recovery

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

demonstrate an awareness of how patients can self-monitor and undertake strategies to assist their recovery

Research

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

prepare reviews of literature to present at journal club meetings Research
search for and critically appraise evidence to resolve clinical areas of uncertainty

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

search literature using Problem / Intervention / Comparison / Outcome (PICO) format
recognise appropriate use of review articles

Cultural safety

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

provide culturally safe chronic disease management
demonstrate an awareness of patient support and advocacy groups patients may relate to

Ethics and professional behaviour

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

share information about patients’ health care, consistent with privacy laws and professional guidelines about confidentiality
use consent processes for the release and exchange of health information
assess patients’ decision-making capacity, and appropriately identify and use alternative decision makers

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

share information between relevant service providers
acknowledge and respect the contribution of health professionals involved in patients’ care

Judgement and decision making

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

implement stepped care pathways in the management of chronic diseases and disabilities
recognise appropriate stages of end-of-life care and limitation of treatment
recognise patients’ needs in terms of both internal resources and external support on long-term health care journeys

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

recognise personal limitations, and seek help in an appropriate way when required

Leadership, management, and teamwork

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

use a multidisciplinary approach across services to manage patients with chronic diseases and disabilities
develop collaborative relationships with patients, families, or carers, and a range of health professionals
coordinate whole-person care through involvement in all stages of the patients’ care journey
effectively manage challenges of dealing with death and grief

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

participate in multidisciplinary team care for patients with chronic diseases and disabilities, including organisational and community care on a continuing basis, appropriate to patients’ context

Health policy, systems, and advocacy

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

participate in government initiatives for cancer and chronic disease management to reduce hospital admissions and improve patients’ quality of life
contribute to processes for managing risks and identifying strategies for the improvement of transitions of care
engage in organisational processes to improve transitions of care

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

demonstrate awareness of government initiatives and services available for patients with chronic diseases and disabilities, and knowledge of how to access them, such as palliative care

LG7: Communication

Learning Goal 7

Communication with patients and health care workers involved in multidisciplinary care of nuclear medicine patients

Communication to optimise the care of nuclear medicine patients

This activity requires the ability to:

identify appropriate contexts to include family, carers, and/or other team members when communicating with patients
adopt a patient-centred perspective, including adjusting for language skills, cognition, and disabilities
select and use appropriate technologies and communication strategies
negotiate a mutually agreed management plan
verify patients’, family members’ or carers’ understanding of information conveyed
develop and implement clear plans and processes agreed upon in the context of multidisciplinary patient care, including explicit lines of responsibility and reporting
ensure conversations and resultant plans are appropriately documented

Professional practice framework domain

Medical expertise

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

anticipate and be prepared to address any misconceptions patients might have regarding their conditions and/or risk factors
guide patients through the informed consent process prior to nuclear medicine investigations and/or treatments
seek to understand the concerns and goals of patients, and plan management in partnership with them

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

apply knowledge of the scientific basis of health and disease to the management of patients
demonstrate an understanding of the clinical problems being discussed
formulate management plans in partnership with patients

Communication

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

select and employ appropriate communication strategies and modalities, such as email, face-to-face, or phone calls
obtain patients' perspectives, worries, and preferences to foster rapport
provide information to patients in plain language, avoiding the use of jargon, acronyms, and other complex medical terms
encourage questions, and answer them thoroughly
ask patients to share their thoughts or to explain their management plan in their own words, to verify understanding
document and share written and electronic information about the patient encounter to optimise clinical decision making, patient safety, confidentiality and privacy
author clear and comprehensive reports on imaging studies conveying relevant findings, clinical opinion, level of certainty and any additional recommendations as appropriate
communicate with patients thoughtfully and sensitively, seeking clarification when unsure of the best course of action
convey the concept of relative and absolute risk, as it applies to radiation exposure, in discussion of investigations and treatment
discuss significant unexpected findings urgently with the referring clinician, and document accordingly with the date / time and person communicated to in a way they can understand before asking for their consent

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

collaborate with patient liaison officers as required
adapt communication style in response to patients’ cognitive, physical, cultural, socioeconomic, and situational factors

Quality and safety

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

consider patients’ capacity for decision making and consent
recognise and take precautions where patients may be vulnerable, such as issues of self-harm, non-accidental injury, or elder abuse
respect patient confidentiality
respond appropriately to complaints from patients, family, and carers, and participate in processes to manage these

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

inform patients of the material risks associated with proposed management plans
treat information about patients as confidential

Teaching and learning

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

discuss the aetiology of diseases in a relevant and understandable way
explain the purpose, nature, and practicalities of nuclear medicine interventions which could be conducted to assess or treat the disease
obtain informed consent or other valid authority before involving patients in teaching

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

respond appropriately to information sourced by patients, and to patients’ knowledge regarding their conditions

Research

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

obtain informed consent or other valid authority before involving patients in research
provide information to patients that is based on guidelines issued by the National Health and Medical Research Council and/or Health Research Council of NZ
provide information to patients in an understandable manner before asking for consent to participate in research

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

refer to evidence-based clinical guidelines
demonstrate an understanding of the limitations of the evidence and the challenges of applying research in daily practice

Cultural safety

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

effectively communicate with members of all cultural groups, including Aboriginal and Torres Strait Islander and Māori peoples, by meeting patients’ specific language, cultural, and communication needs
when necessary, use qualified language interpreters or cultural interpreters to help to meet patients’ communication needs
provide plain language and culturally appropriate written materials to patients when possible
use gender inclusive language in verbal and written interactions with patients and colleagues

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

allow enough time for communication across cultural barriers

Ethics and professional behaviour

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

behave equitably towards all, irrespective of gender, age, culture, socioeconomic status, sexual preference, beliefs, contribution to society, illness related behaviours, or the illness itself
avoid sexual, intimate, and/or financial relationships with patients
demonstrate a caring attitude towards patients
encourage and support patients to be well informed about their health, and to use this information wisely when they are making decisions
encourage and support patients and, when relevant, their families or carers, in caring for themselves and managing their health
demonstrate respectful professional relationships with patients
prioritise honesty, patient welfare, and community benefit above self-interest
develop a high standard of personal conduct, consistent with professional and community expectations
support patients’ right to seek second opinions
respect the preferences of patients
respect patients, including protecting their rights to privacy and confidentiality
openly disclose harmful patient safety incidents to patients and their families accurately and appropriately
use social media ethically and according to legal obligations to protect patients’ confidentiality and privacy

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

communicate appropriately, consistent with the context, and respect patients’ needs and preferences
maximise patient autonomy, and support their decision making

Leadership, management, and teamwork

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

communicate effectively with health care team members involved in patients’ care, and with patients and families or carers
discuss medical assessments, treatment plans, and investigations with patients and primary care teams, and work collaboratively with them
discuss patients’ care needs with health care team members to align them with appropriate resources
facilitate an environment where all team members feel they can contribute, and their opinions are valued
communicate accurately and succinctly, and motivate others on the health care team
engage with multidisciplinary teams to ensure a collaborative approach to patient management

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

address queries from team members
summarise, clarify, and communicate responsibilities of health care team members
keep health care team members focused on patient outcomes

Health policy, systems, and advocacy

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

collaborate with interdepartmental and external services, such as community health centres and consumer organisations, to help patients navigate the healthcare system
effectively provide appropriate radiation safety advice relevant to the procedure or scan being performed

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

communicate with and involve other health professionals as appropriate

LG8: Investigations and procedures in nuclear medicine

Learning Goal 8

Investigations and procedures in nuclear medicine

Plan, prepare for, perform, and provide aftercare for important investigations and practical procedures in nuclear medicine

This activity requires the ability to:

evaluate the anticipated value of the procedure or investigation
select appropriate procedures or investigations in partnership with other health professionals, patients, and their family or carers
communicate potential risks and benefits prior to obtaining informed consent
perform procedures and investigations where appropriate, using relevant infection control requirements
manage unexpected events and complications during and after investigations, procedures, and/or therapies
provide appropriate aftercare for patients
communicate aftercare protocols and instructions to patients and medical and nursing staff
interpret the results of nuclear medicine imaging studies, and produce clear, comprehensive written reports
interpret the results and outcomes of prior procedures and investigations, communicating the outcome of procedures and associated investigations with referrers and other clinicians involved in the patient’s care
perform this activity across multiple relevant settings

Professional practice framework domain

Medical expertise

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

assess patients and identify indications for procedures or investigations
consider risks and complications of procedures or investigations
check for allergies, adverse reactions, and contraindications, documenting these in patients’ records, and alerting team members accordingly
review the appropriateness of the requested procedures or investigations by assessing patient-specific factors, risks, benefits, and considering alternatives
ensure patients have complied with pre-procedure preparation
confidently and consistently perform and interpret a range of common nuclear medicine procedures and investigations
use correlative investigations, such as diagnostic radiology, endoscopy, and pathology, to complement nuclear medicine practice
confirm the correct position / site / side / level on the patient for the planned procedure
advise on optimal preparation, such as pain relief or sedation, and positioning of patients for procedures and during the acquisition of medical images
recognise and effectively manage complications arising during or after procedures or investigations
use appropriate processing software, including artificial intelligence applications, to ensure that investigation results and reports are accurate and clear

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

interpret results of specialists or uncommon diagnostic procedures or investigations
check for allergies, adverse reactions, and contraindications, documenting these in patients’ records, and alert team members accordingly
perform a range of common procedures and investigations in a skillful and safe manner, adapting to unanticipated findings or changing circumstances
understand the significance of abnormal test results, and act on them
organise and document post procedure or investigation reviews of patients
recognise the role that artificial intelligence plays in the medical imaging and broader health care context

Communication

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

explain procedures and investigations clearly to patients, family members, or carers, including reasons for procedures or investigations, possible risks, benefits, burdens, costs, side effects, radiation precautions, and potential alternatives, including the option to have no investigations or procedures
tailor language according to patients’ age and capacity to understand
facilitate communication within procedural teams to ensure all members are familiar with each other’s roles
communicate effectively with team members, patients, family, and carers prior to, during, and after procedures or investigations
discuss postprocedural care with patients, family, or carers
complete relevant patients’ documentation, and conduct appropriate clinical handovers
accurately document procedures and investigations in the clinical notes, including informed consent, procedures or investigations requested and performed, reasons for procedures or investigations, medicines given, aseptic technique, and aftercare
author clear and comprehensive reports in a timely fashion following completion of procedures, investigations, and therapies which communicate diagnoses and manage recommendations (where appropriate)

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

explain the process of procedures or investigations to patients to help patients, family, or carers choose procedures or investigations in collaboration with treating clinicians
complete relevant patients’ documentation, and conduct appropriate clinical handovers

Quality and safety

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

identify adverse outcomes that may result from proposed investigations and procedures, focusing on patients’ individual situations
obtain informed consent or other valid authority before undertaking any procedures or investigations
set up all necessary equipment, and consistently use universal precautions and aseptic technique
confirm patients’ identification and verify the procedure or investigation, and, where appropriate, the correct site / side / level for the procedure or investigation
ensure that information on patients’ consent forms match procedures or investigations to be performed
identify, document, and appropriately notify of any adverse event, radiation maladministration, or equipment malfunction
engage with department quality assurance meetings, such as case review or mortality and morbidity meetings

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

provide information in a manner so patients, family, or carers are fully informed when consenting to any procedures or investigations
provide information as to appropriate dose adjustment of radioisotopes for children in line with current recommendations
seek help with interpretation of test results for less common tests or indications or unexpected results

Teaching and learning

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

refer to and/or be familiar with relevant published guidelines prior to undertaking procedures or investigations
organise or participate in in-service training on new technology
provide specific and constructive feedback and comments to junior colleagues
initiate and conduct skills training for junior staff

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

participate in continued professional development to maintain currency with investigation guidelines
help junior colleagues develop new skills
actively seek feedback on personal technique until competent

Research

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

provide patients with relevant information if a proposed investigation or procedure is part of a research program
obtain written informed consent from patients if the investigation or procedure is part of a research program

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

refer to evidence-based clinical guidelines
consult current research on investigations and procedures

Cultural safety

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

respect religious, cultural, and family values and differences
consider individual patients’ cultural perceptions of health and illness, and adapt practice accordingly
seek informed consent for procedures, investigations, and therapies in a culturally and psychologically safe manner

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

respect religious, cultural, linguistic, and family values and differences

Ethics and professional behaviour

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

confidently perform common procedures or investigations
engage referring and other relevant clinicians when making important clinical decisions
show respect for knowledge and expertise of colleagues
maximise patient autonomy in decision making
respect patients’ decisions to refuse investigations or procedures, even if their decisions may not be appropriate or evidence based
follow procedural guidelines and protocols to ensure safe practice
demonstrate an awareness of stochastic and deterministic risks associated with radiation from investigations, procedures, and therapies, and be prepared to discuss this openly and with a strong evidence-based background

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

perform new procedures or investigations with adequate guidance and supervision
follow procedural guidelines and protocols to ensure safe practice
demonstrate awareness of stochastic and deterministic risks associated with radiation from investigations, procedures, and therapies

Judgement and decision making

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

outline the role and optimal timing for diagnostic procedures and investigations
evaluate the costs, benefits, and potential risks of each investigation or procedure in clinical situations
adapt procedures or investigations in response to assessments of risks to individual patients
make clinical judgements and decisions based on available evidence
prioritise which patients receive procedures or investigations first (if there is a waiting list)

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

assist in prioritising which patients receive procedures or investigations first (if there is a waiting list)
recognise personal limitations, and seek help from supervisors in an appropriate way when required
use tools and guidelines to support decision making
engage with clinical radiology colleagues to assist with cross-sectional anatomical imaging evaluation where there is diagnostic uncertainty

Leadership, management, and teamwork

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

explain critical steps, anticipated events, and equipment requirements to teams on planned procedures or investigations
provide staff with clear aftercare instructions, and explain how to recognise possible complications
identify relevant management options with colleagues according to their level of training and experience to reduce error, prevent complications, and support efficient teamwork
coordinate efforts, encourage others, and accept responsibility for work performed by staff under supervision
ensure team members are confident and competent in their assigned roles

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

demonstrate an understanding of what parts of an investigation are provided by different health professionals, including the complementary nature of nuclear medicine and clinical radiology
ensure all relevant team members are aware that a procedure is occurring
discuss patients’ management plans for recovery with colleagues

Health policy, systems, and advocacy

confident
Ready to perform without supervision

Expected behaviours of a trainee who can routinely perform this activity without needing supervision

The trainee will:

discuss serious incidents at appropriate clinical review meetings
initiate local improvement strategies in response to serious incidents
use resources efficiently when performing procedures

direction
Requires some supervision

Possible behaviours of a trainee who needs some supervision to perform this activity

The trainee may:

perform procedures and investigations in accordance with the organisational guidelines and policies

Knowledge guides

Knowledge guides (KGs) provide detailed guidance to trainees on the important topics and concepts trainees need to understand to become experts in their chosen specialty.

Trainees are not expected to be experts in all areas or have experience related to all items in these guides.

LG9: Scientific basis of nuclear medicine, including radiation safety

Epidemiology, pathophysiology, and clinical sciences

Trainees will have in-depth knowledge of the topics listed under each clinical sciences heading.

For the statistical and epidemiological concepts listed, trainees should be able to describe the underlying rationale, the indications for using one test or method over another, and the calculations required to generate descriptive statistics.

Site:	RACP Online Learning
Course:	Advanced Training Curricula
Book:	Curriculum standards

Printed by:	Guest user
Date:	Friday, 29 August 2025, 7:46 AM

Description

Advanced Training in Nuclear Medicine

Table of contents

About this resource

LG1: Competencies

Medical expertise

Communication

Quality and safety

Teaching and learning

Research

Cultural safety*

Ethics and professional behaviour

Judgement and decision making

Leadership, management, and teamwork

Health policy, systems, and advocacy

Entrustable Professional Activities

2

3

4

5

6

7

8

LG2: Leadership in the nuclear medicine department

Medical expertise

Communication

Quality and safety

Teaching and learning

Research

Cultural safety

Ethics and professional behaviour

Judgement and decision making

Leadership, management, and teamwork

Health policy, systems, and advocacy

LG3: Supervision and teaching

Medical expertise

Communication

Quality and safety

Teaching and learning

Research

Cultural safety

Ethics and professional behaviour

Judgement and decision making

Leadership, management, and teamwork

Health policy, systems, and advocacy

LG4: Quality improvement

Medical expertise

Communication

Quality and safety

Teaching and learning

Research

Cultural safety

Ethics and professional behaviour

Judgement and decision making

Leadership, management, and teamwork

Health policy, systems, and advocacy

LG5: Clinical assessment and management, including prescribing radioisotopes

Medical expertise

Communication

Quality and safety

Teaching and learning

Research

Cultural safety

Ethics and professional behaviour

Judgement and decision making

Leadership, management, and teamwork

Health policy, systems, and advocacy

LG6: Longitudinal care and transitions in care of nuclear medicine patients, including those receiving Theranostics

Medical expertise

Communication

Quality and safety

Teaching and learning

Research

Cultural safety

Ethics and professional behaviour

Judgement and decision making

Leadership, management, and teamwork

Health policy, systems, and advocacy

LG7: Communication