Learning goals and progression criteria
Learning goals and progression criteria
The curriculum standards are summarised as 10 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 domain 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 (i.e., ready access to a supervisor)
Level 4
Is able to act with supervision at a distance (i.e., limited access to a supervisor)
Level 5
Is able to supervise others
Know: Knowledge guides
Level 1
Has heard of some of the topics in this knowledge guide
Level 2
Knows the topics and concepts in this knowledge guide
Level 3
Knows how to apply this knowledge to practice
Level 4
Frequently shows they apply this knowledge to practice
Level 5
Consistently demonstrates application of this knowledge to practice
Learning goals
Progression criteria
Foundation
Consolidation
Completion criteria
Completion
Be
| Learning goals and progression criteria | Progression criteria | Completion criteria | |
|---|---|---|---|
| Foundation By the end of this phase, trainees will: |
Consolidation By the end of this phase, trainees will: |
Completion By the end of training, trainees will: |
|
| 1. Professional behaviours: Behave in accordance with the expected professional behaviours, values, and practices. | |||
Do
| Learning goals | Progression criteria | Completion criteria | |
|---|---|---|---|
| Foundation By the end of this phase, trainees will: |
Consolidation By the end of this phase, trainees will: |
Completion By the end of training, trainees will: |
|
| 2. Clinical assessment: Clinically assess patients, incorporating interview, examination, and formulation of a differential diagnosis and management plan | |||
| 3. Communication with patients: Discuss diagnoses and management plans with patients and their families or carers | |||
| 4. Documentation: Document the progress of patients in multiple settings | |||
| 5. Prescribing: Prescribe medications tailored to patients’ needs and conditions | |||
| 6. Transfer of care: Transfer care of patients | Not defined* | Not defined* | |
| 7. Investigations: Choose, organise, and interpret investigations | |||
| 8. Acutely unwell patients: Assess and manage acutely unwell patients | Not defined* | Not defined* | |
| 9. Procedures: Plan, prepare for, perform, and provide after care for important procedures | Not defined* | Not defined* | |
*The expected standard for this phase of training has not been defined as Basic Trainees receive different exposure to this learning goal depending on the type of professional experience they are completing. Trainees are expected to address all learning goals in each phase of training. An expected standard is outlined for all learning goals against the completion phase.
Know
| Learning goals | Progression criteria | Completion criteria | |
|---|---|---|---|
| Foundation By the end of this phase, trainees will: |
Consolidation By the end of this phase, trainees will: |
Completion By the end of training, trainees will: |
|
| 10. Knowledge: Acquire the baseline level of knowledge for Basic Training. | |||