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
• actively encourage a collaborative and safe learning environment with learners and other health professionals
• encourage learners to tailor communication as appropriate for different patients, such as younger or older people, and different populations
• listen and convey information clearly and considerately
• 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

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, including the involvement of senior team members if necessary

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
• identify and participate in new learning experiences which build skills

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 role modelling
• participate in teaching and supervision professional development activities
• encourage self-directed learning and assessments
• develop a consistent and fair approach to assessing learners
• tailor feedback and assessments to learners’ goals
• seek feedback and reflect on own teaching by 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
• 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 discourages learners’ self-directedness

Ready to perform without supervision

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

The trainee will:

• clarify junior colleagues’ research project goals and requirements, and provide feedback regarding the merits or challenges of proposed research
• support learners to find forums to present research projects
• monitor the progress of learners’ research projects regularly, and may review research projects prior to submission
• 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:

• role model a culturally safe approach to teaching
• encourage learners to seek out opportunities to develop and improve their own cultural competence
• encourage learners to consider culturally appropriate care of Māori and Aboriginal and Torres Strait Islander peoples into patients’ management
• 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:

• function effectively and respectfully when working with and teaching with 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
• 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
• 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 and learners’ effective performance and continuing professional development
• 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 improvement
• create an inclusive environment whereby 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:

• incompletely integrate public health principals into teaching and practice