Learning goals and progression criteria

Learning goals

The curriculum standards are summarised as 19 learning goals.

The learning goals articulate what trainees need to be, do, and know, and are assessed throughout training on a five-point scale. This scale determines the expected standard for each learning goal at the end of each training phase. Trainees must meet these standards to progress to the next phase or complete the program.

Learning and assessment tools are linked to the learning goals which allows trainees to demonstrate competence across each learning goal.

Be: Competencies (professional behaviours)

Level 1

Needs to work on behaviour in more than 5 domains of professional practice

Level 2

Needs to work on behaviour in 4 or 5 domains of professional practice

Level 3

Needs to work on behaviour in 2 or 3 domains of professional practice

Level 4

Needs to work on behaviour in 1 or 2 domains of professional practice

Level 5

Consistently behaves in line with all 10 domains of professional practice

Do: Entrustable Professional Activities (EPAs)

Level 1

Is able to be present and observe

Level 2

Is able to act with direct supervision

Level 3

Is able to act with indirect supervision (e.g. supervisor is physically located within the training setting)

Level 4

Is able to act with supervision at a distance (e.g. supervisor available to assist via phone)

Level 5

Is able to provide supervision

Know: Knowledge guides

Level 1

Has heard of some of the topics in this knowledge guide that underpin specialty practice (heard of)

Level 2

Knows the topics and concepts in this knowledge guide that underpin specialty practice (knows)

Level 3

Knows how to apply the knowledge in this knowledge guide to specialty practice (knows how)

Level 4

Frequently shows they can apply knowledge in this knowledge guide to specialty practice (shows how)

Level 5

Consistently applies sound knowledge in this knowledge guide to specialty practice (does)

Learning goals

Progression criteria

Specialty foundation

Specialty consolidation

Completion criteria

Transition to fellowship

Click or tap on the buttons below to find more information:
Be
Learning goals Progression criteria Completion criteria
Specialty foundation Specialty consolidation Transition to fellowship
1. Professional behaviours
Do
Learning goals Progression criteria Completion criteria
Specialty foundation Specialty consolidation Transition to fellowship
2. Team leadership: Lead a team of health professionals
3. Supervision and teaching: Supervise and teach professional colleagues
4. Quality improvement: Identify and address failures in health care delivery
5. Clinical assessment and management: Clinically assess and manage the ongoing care of patients
6. Management of transitions: Manage the transition of patient care between health care professionals, providers, and contexts
7. Acute care: Manage the early care of acutely unwell patients
8. Communication with patients: Discuss diagnoses and management plans with patients
9. Procedures: Plan, prepare for, perform, and provide aftercare for important practical procedures and investigations
10. Clinic management: Manage an outpatient clinic
11. Manage patients with untreatable life-limiting cardiac conditions: Manage the care of patients with untreatable, life-limiting cardiac conditions
Know
Learning goals Progression criteria Completion criteria
Specialty foundation Specialty consolidation Transition to fellowship
12. Scientific foundations of cardiology
13. Management of the acutely unwell (shocked) cardiac patient
14. Coronary artery disease
15. Conditions affecting the circulation
16. Structural heart disease, including valvular and congenital heart disease
17. Rhythm disorders
18. Heart failure
19. Interactions with other specialties and systems