Network principles for prevocational medical training - HETI

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Working towards the network model Most prevocational training networks are not far from fulfilling all of the ideal specifications of the network model — but nobody’s perfect! We hope that all prevocational training networks will review themselves against the network model and develop a plan to improve their capacity to deliver networked prevocational training. Some networks may aspire to become larger, taking in more training sites in order to broaden the range of training experiences available within the network. HETI’s accreditation standards and processes, which currently focus on individual training sites, will be developed to measure the effectiveness of networks. Network ‘specialisation’ While there are core features required by the learning model and the network model, there is also room for individual networks to develop a unique character based upon particular strengths. 28
HETI NETWORK PRINCIPLES Section three: governance National structures The Commonwealth government provides funding, policy guidance and support for a range of clinical education and training activities, particularly in general practice. The Commonwealth funds the Prevocational General Practice Placements Program to provide general practice training for prevocational trainees. Health Workforce Australia (HWA, www.hwa.gov.au) is the Commonwealth agency charged with managing the national health workforce development agenda. Several of its programs will have a growing influence on clinical education and training in NSW. For example, under the Clinical Supervision Support Program, HETI has been funded to audit and then develop clinical supervision training capacity in NSW. HWA’s Simulated Learning Environments program is increasing the availability of clinical simulation-based training. HWA is a potential funding source for projects to enhance and develop clinical training capacity. The Australian Medical Council (AMC, www.amc.org.au) is an independent national standards body for medical education and training. Its purpose is to ensure that standards of education, training and assessment of the medical profession promote and protect the health of the Australian community. It does not provide clinical education and training, but does assess overseas-qualified medical practitioners seeking registration to practise medicine in Australia. The Australian Health Practitioner Regulation Agency (AHPRA, www.ahpra.gov.au), which includes the Medical Board of Australia (MBA), manages the registration of medical practitioners. The MBA sets national standards for internship that have to be met by all state jurisdictions. AHPRA and the MBA have no direct role in providing education and training. In NSW, AHPRA relies on HETI to set standards for the training and assessment of prevocational trainees, and to accredit prevocational training sites and training terms. AHPRA relies on the employers of interns to certify that interns have satisfactorily completed their internship and are eligible for general medical registration. The medical specialist colleges play an important role in education and training of medical specialists. However, there is no college for prevocational trainees. (In NSW, HETI plays a role similar to that of a college for prevocational training.) The Confederation of Postgraduate Medical Education Councils (CPMEC, www.cpmec.org. au) is an association of the organisations in Australia and New Zealand that are responsible for prevocational training. The NSW organisation is HETI. CPMEC works on projects for the development of prevocational training, most notably the Australian Curriculum Framework for Junior Doctors and the Prevocational Medical Accreditation Framework. 29
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 18 and 19: Curriculum • z Framework: ACF •
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 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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