Curriculum standards

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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