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 professionals
• communicate effectively when teaching, assessing, and appraising learners
• provide timely, clear, and constructive feedback to learners with suggestions on how to improve
• actively encourage a collaborative and safe learning environment with learners and other health professionals
• role model and teach high level communication skills
• support learners to deliver clear, concise, and relevant information in both verbal and written communication

Requires some supervision

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

The trainee may:

• demonstrate accessible, supportive, and compassionate behaviour during teaching and supervision activities

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 to reduce risks and improve health outcomes

Ready to perform without supervision

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

The trainee will:

• demonstrate commitment to own learning needs, training requirements, and professional development
• develop appropriate learning plans for required learning outcomes
• plan and submit assessments and reports within required time frames
• 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
• participate in teaching and supervision of professional development activities
• encourage self-directed learning
• develop a consistent and fair approach to assessing learners
• tailor feedback and assessments to learners’ goals
• seek feedback and reflect on own teaching and supervision skills
• support learners to identify and attend formal and informal learning opportunities
• recognise the limits of personal expertise, and involve others appropriately
• use and promote reflective practise to develop clinical skills

Requires some supervision

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

The trainee may:

• meet with supervisors regularly to receive feedback and support
• keep records of supervision and work-based assessment
• demonstrate basic skills in the supervision of learners
• apply a standardised approach to teaching, assessment, and feedback without considering individual learner needs
• implement teaching and learning activities that are misaligned to learning goals
• adopt a teaching style that is more didactic rather than encouraging learner self-directedness
• promote engagement in learning within the clinical context

Ready to perform without supervision

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

The trainee will:

• demonstrate ability to incorporate and critically analyse relevant and up to date evidence from the literature into clinical teaching
• support learners and colleagues who are undertaking research projects
• encourage and guide learners to seek out relevant research evidence to support practice and answer clinical questions

Requires some supervision

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

The trainee may:

• direct learners to review relevant literature

Ready to perform without supervision

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

The trainee will:

• encourage learners to seek out opportunities to develop and improve their own cultural safety
• encourage learners to incorporate culturally safe care of Māori and Aboriginal and Torres Strait Islander peoples into patient management
• consider, and role model, cultural, ethical, and religious values, and beliefs in approach to teaching and learning

Requires some supervision

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

The trainee may:

• function effectively and respectfully when working with, and teaching, people from different 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
• role model professional and ethical behaviours, including respect and collegiality
• respond appropriately to learners seeking professional guidance
• initiate regular supervision sessions within appropriate time frames

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
• escalate concerns about learners appropriately and keep appropriate documentation

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 performance and continuing professional development standards
• maintain professional, clinical, research, and administrative responsibilities whilst teaching
• promote an inclusive environment whereby the learner feels part of the team
• help shape organisational culture to prioritise quality and work safety through openness, honesty, shared learning, and continued improvement

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

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:

• incompletely integrate public health principals into teaching and practice