Network principles for prevocational medical training - HETI

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Learning model part 2: Self-directed learning In one sense, all education and training in the prevocational program involves self-directed learning. Only the commitment and the engagement of the trainee with their supervisors and patients transforms teaching, experience, guidelines, simulations and so on into an integrated understanding of clinical practice. One of the most important lessons of prevocational training is that clinical practice requires a permanent commitment to professional development and lifelong learning. This requires trainees to seek (and act on) feedback from supervisors and other clinicians. The purpose of supervised clinical practice is to support the development of an independent practitioner who is self-regulating, committed to evidence-based practice, and therefore committed to lifelong learning. An essential skill to be practised, developed and tested during prevocational training is self assessment. Safe clinicians: • z are aware of their skills and their limitations • z know what they do well, and when they are better referring a patient to someone with a different skill set • z can identify their weaknesses, and are able to plan and carry out actions to reduce those weaknesses • z know when to seek help or further training • z know where to find advice and further information. Key elements Self-directed learning is an individual responsibility, but DPETs and supervisors can help inculcate appropriate attitudes and behaviours to support it. Supervisors should ensure that trainees can bridge the gap between theory and practical experience so that they can solve problems using both reflection in action and reflection after action. Supevisors can help trainees understand their current level of competence and point trainees to methods of building competence that are appropriate to their current stage of development. Curriculum • z Framework: ACF • z Term objectives described in term description • z Individual trainee objectives described in trainee journal or learning plan. Trainee assessment 1 Self-assessment in trainee journal or similar record 2 The ACF includes several capabilities related to self-directed learning and professional development. These capabilities should be assessed by DPETs and supervisors. For example, the DPET should assess each trainee’s abilities in self-assessment. Does the trainee show insight and accurate assessment of abilities? Does the trainee pursue opportunities for learning? Program evaluation 1 Do trainees keep journals, logbooks or other evidence of self-directed learning? 2 Are DPETs and supervisors open to requests from trainees for individual training opportunities? 10
HETI NETWORK PRINCIPLES Learning model part 3: e-Learning e-Learning (online or internet-enabled learning) is a relatively new and underdeveloped part of the prevocational training program, but HETI will be increasing its role in developing good e-learning to support clinical education and training. e-Learning cannot replace face-to-face teaching. It is a support to other learning methods. Good e-learning can: • z reinforce knowledge and attitudes required in professional practice • z connect learners with their peers and teachers across gaps in time and space • z provide learning opportunities for trainees that they can access at their own convenience • z allow trainees to rehearse clinical situations before a real-life encounter • z practise clinical reasoning • z practise professional communication skills • z work in virtual teams. Key elements 1 State-wide coordination. At present, different sites or health districts are developing or gathering e-learning resources in independent systems, which results in duplication of effort and inconsistency of approach across the state. HETI will work with local health districts to create a coordinated system that encourages a uniformly-high standard of e-learning across the state, minimises duplication of effort, and encourages sharing of learning resources. 2 Support to lectures. The unified lecture series developed by the JMO Forum (see below) can be enhanced by e-learning support, which could include: zz zz zz zz zz zz zz zz associated readings recorded lectures lecture slides, teacher notes and learner notes online multiple choice questions to test knowledge discussion forums for follow-up questions and debate demonstration videos case studies. HETI hopes to engage the support of the prevocational networks in building this e-learning support to the lecture program. 3 Self-directed learning. e-Learning is self-paced learning. The objective for e-learning development is to create online resources that are engaging and rewarding. 4 Connectivity. Engaging and rewarding e-learning should connect clinicians in a large and responsive learning community, reducing the isolation of trainees in remote locations. 11
Page 1: Network principles for prevocationa
Page 4 and 5: Health Education and Training Insti
Page 6 and 7: About this document This guide is a
Page 8 and 9: The learning cycle The learning mod
Page 10 and 11: Workplace-based training Supervised
Page 12 and 13: Learning model part 1: Supervised c
Page 14 and 15: Trainee assessment Workplace-based
Page 18 and 19: Curriculum • z Framework: ACF •
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Page 22 and 23: Learning model: summary The learnin
Page 24 and 25: Section two: the network model No s
Page 26 and 27: Specific assessable assignments as
Page 28 and 29: Network model part 2: Infrastructur
Page 30 and 31: Network model part 4: Size There ca
Page 32 and 33: Network model part 6: Network gover
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Page 36 and 37: NSW state structures The NSW Minist
Page 38 and 39: Role of local health districts Each
Page 40 and 41: GP DPETs must be involved in the pl
Page 42 and 43: Specific issues in network governan
Page 44 and 45: • z Coordination of training •
Page 46 and 47: General practice training terms At
Page 48 and 49: Appendices Available on the web: NS
Page 50 and 51: In networks with rural preferential
Page 52 and 53: • z senior representatives of JMO
Page 54 and 55: General Clinical Training Committee
Page 56 and 57: Position description: Director of P
Page 58 and 59: Appointment process A formal letter
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Page 62 and 63: Summary of HETI standards of educat
Page 64 and 65: Goal 1- continued.. Goal 2 - contin
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Network principles for prevocational medical training - HETI

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