Rehabilitation medicine curriculum standards (adult)

Ready to perform without supervision

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

The trainee will:

• listen and convey information clearly and considerately
• 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/or different populations
• 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:

• 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:

• support learners to deliver quality care while maintaining their own wellbeing
• apply lessons learnt 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 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 supervise professional development activities Teaching and learning
• encourage self-directed learning and assessment
• develop a consistent and fair approach to assessing learners
• tailor feedback and assessment 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
• not tailor learning, assessment, and feedback to individual learners
• not match teaching and learning objectives clearly to outcomes
• not 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 junior colleagues’ research projects’ goals and requirements, and provide feedback on the merits or challenges of proposed research
• monitor the progress of learners’ research projects regularly, and may 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 the research projects planned 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 appropriate 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 Aboriginal and Torres Strait Islander and Māori peoples in 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 Judgement and decision making
• support a learning environment that allows for independent decision making
• use sound and evidence-based judgement during assessments and when communicating feedback to learners, and escalate concerns about learners appropriately
• 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 performances and continuing professional development Leadership, management, and teamwork
• maintain professional, clinical, research and/or administrative responsibilities while teaching
• create an inclusive environment in which learners feel part of the team
• help to 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
• 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:

• may not integrate public health principals into teaching and practice