Network principles for prevocational medical training - HETI

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Curriculum • z Framework: ACF • z JMO Forum unified lecture series. See an outline of the lecture series at . We hope that, over time, each network will assist HETI in developing e-learning support to each of the topics in the lecture series. Trainee assessment • z Online record of participation and results. Program evaluation • z Participation records. • z Trainee evaluation forms completed online. • z Monitoring of trainee outcomes. What is the JMO Forum unified lecture series? In 2010, the education working group of the NSW JMO Forum published “Proposal for a unified lecture education series for Junior Medical Officers” (www.heti.nsw.gov.au/ prevocational#trainers). The proposal was based on consultation with JMOs across NSW to identify desired topics and learning outcomes for lectures. The group referred to the Australian Curriculum Framework for Junior Doctors and developed a lecture series of 41 topics: “the topics chosen from the Australian Curriculum Framework for delivery in the lecture series were allocated into one of the five terms of the clinical year. Those topics considered to be of greatest importance early in the year (primarily those centred around common after-hours problems encountered on ward overtime shifts) were placed in term one, with the topics becoming increasingly more specialised heading through to term 5.” There have been criticisms of the lecture outlines (some topics too large to cover in a single lecture) and of the proposed order of lectures, but the Prevocational Training Council endorses the lecture series as a good model for prevocational education programs in NSW. The lecture series has been adopted or adapted by most of the networks in NSW, as it provides an excellent framework for structuring the education program. The JMO Forum’s education group continues to keep the lecture series under review. 12
HETI NETWORK PRINCIPLES Learning model part 4: Simulations and workshops Key elements Practical workshops and simulation-based training should be coordinated at a network level to ensure that all trainees receive appropriate training in: • z advanced life support • z managing the deteriorating patient (the DETECT program) • z other core skills and practice protocols deemed essential within the network. Curriculum • z Framework: ACF • z ALS and DETECT. Trainee assessment • z Trainee observation by educators (both structured and informal) • z Self-assessment in trainee journal or similar record. Program evaluation • z Participation and assessment records • z Trainee education evaluation forms • z Monitoring of trainee outcomes. 13
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 16 and 17: Learning model part 2: Self-directe
Page 20 and 21: Learning model part 5: Network lect
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
Page 34 and 35: Working towards the network model M
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
Page 60 and 61: Education and training • z Prepar
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 prevocationa
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Network principles for prevocational medical training - HETI

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