Australian curriculum framework for junior doctors pdf

Day two: Tuesday 19 October, 1. There is a call for abstracts of words which must be submitted electronically — closing date is 30 June. Abstracts may cover any topic related to the training of interns, medical education and patient care, however preference will be given to abstracts that relate to the three themes above.

Further details available on the Forum website. Click here to view. Guide to social media and medical professionalism. This revised guide will help ensure the medical profession can enjoy using social media while maintaining the standards of ethical and professional conduct expected by the profession and wider community. Find the Postgraduate Medical Education Council or equivalent within:.

Effective learning occurs through the integration of general medical knowledge, skills and attitudes in everyday clinical practice, supported by adequately resourced educational programs, supervision and time for learning. Any consultation process discussing implementation must provide adequate time and resources to engage relevant parties, especially junior doctors, and allow comprehensive discussion of the issues. A robust and accountable process must be created to ensure any recommendations for implementation are followed.

The responsibility for implementation should be well defined and shared among individual hospitals, postgraduate medical councils, and other relevant bodies.

Practical aspects of implementation. Hospitals must meet their training responsibilities and should not continue to place service demands above the training needs of doctors. The Australian Medical Association recommendation of 5 hours per week of pager-free quarantined education time for prevocational doctors is a reasonable goal.

Clinicians must be paid to teach, ensuring the provision of expert supervision. It is no longer possible to rely on pro-bono teaching by senior clinical staff, who are frequently too busy to prioritise teaching.

Innovative solutions to balancing service demands and training needs must be sought, and the efficacy of these solutions should be adequately evaluated. Assessment should aim to demonstrate a high standard of clinical ability, not just serve a certification role or as a hurdle to career progression. Although assessment is necessary to ensure that teaching methods are effective, the process should not be unnecessarily onerous. Assessment should provide effective feedback for the learning and development of the doctor.

It should not be adapted to a tick-box form that has little meaning or relevance. Assessment should provide feedback to the hospital about the resources for and quality of their training environment. Assessment should be used by bodies such as the Postgraduate Medical Councils to accredit hospitals on their ability to provide training and experience. Hospitals that are unable to provide adequate training should not be accredited to receive prevocational doctors.

Assessment should not be used as a criterion for obtaining prevocational or vocational positions or registration. Assessment should begin through meetings with supervisors to discuss agreed goals and objectives. Learning objectives should be reviewed periodically during the term by the junior doctor and supervisor, so that areas of learning that have not been reviewed can be addressed.

Use the Framework to guide allocation of specific and adequate funding for teaching time, facilities and learning resources, including regular, protected, paid education sessions. Use the Framework to promote teaching and learning, and ensure a high standard of clinical ability in junior doctors. Use the Framework to assess teaching opportunities provided by hospitals as part of accreditation.

Publication of your online response is subject to the Medical Journal of Australia 's editorial discretion. You will be notified by email within five working days should your response be accepted. Basic Search Advanced search search. Use the Advanced search for more specific terms. Title contains. Body contains. Date range from. Date range to. Article type. Author's surname.

First page. Issues by year. Article types. Research letters. Guidelines and statements. Narrative reviews. Ethics and law. Medical education. Volume Issue 3. Prevocational medical training and the Australian Curriculum Framework for Junior Doctors: a junior doctor perspective. Med J Aust ; 3 : Topics medical education.

Abstract The current system of prevocational training does not meet the needs of junior doctors because of a high administrative workload, insufficient funding for education, and a lack of centralised guidance for trainees, teachers and hospitals.

The current situation There is a common misconception that a medical graduate steps into a hospital and instantly becomes a doctor. The Australian Curriculum Framework for Junior Doctors With the development of prevocational curricula overseas, there has been a move towards curriculum development in Australia. Conclusion Australia has the economic and intellectual resources necessary to train the best doctors in the world, and we believe that this should become a reality.

The process of implementation Any consultation process discussing implementation must provide adequate time and resources to engage relevant parties, especially junior doctors, and allow comprehensive discussion of the issues. Practical aspects of implementation Hospitals must meet their training responsibilities and should not continue to place service demands above the training needs of doctors.

The assessment process Assessment should aim to demonstrate a high standard of clinical ability, not just serve a certification role or as a hurdle to career progression. Use the Framework as a barrier requirement to vocational training.

Expect all aspects of the Framework to be learnt through clinical attachment alone. View this article on Wiley Online Library. Correspondence: ajgleason gmail. Paltridge D. Prevocational medical training in Australia: where does it need to go? Med J Aust , Lack of integration of medical education in Australia: the need for change. Med J Aust ; Learning opportunities for Australian prevocational hospital doctors: exposure, perceived quality and desired methods of learning.

Medical student input to workforce planning [letter]. Australian Government Productivity Commission. Productivity Commission research report. Canberra: Productivity Commission, Department of Health, England. London: Department of Health Press Office, Curriculum for the foundation years in postgraduate education and training. Confederation of Postgraduate Medical Education Councils. Australian Curriculum Framework for Junior Doctors.

Postgraduate Medical Council of South Australia. Intern curriculum framework. Postgraduate Medical Council of Western Australia. Western Australian junior doctor curriculum — guidelines for teaching and learning: postgraduate years 1 and 2.

Phillips G.