Network principles for prevocational medical training - HETI

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The learning cycle The learning model for prevocational training adopts the learning cycle modelled by Kolb.1 Applied learning requires trainee doctors to move through the complete cycle — they need to conceptualise, experiment, do, and review. Learners exhibit preferences as to their preferred starting point: for example, some prefer to begin by doing some hands-on activity, while others like to start with observation or abstract learning. Clinical training must provide an environment which supports all stages of the learning cycle (not just the concrete experience stage represented by clinical duties) so that each trainee has the opportunity to maximise their learning across all competencies and integrate these into their professional practice. Active experimentation Putting their theory into practice Activists Processing Pragmatists Concrete experience Having an experience Perception continuum Reflectors continuum Theorists Reflective observation Reflecting on experience Through spiralling over the clinical ground through term after term, trainees acquire higher levels of learning. Clinical judgement, professional behaviour and good communication become hardwired through repeated and extended experience. As they repeat and extend their experience, Abstract conceptualisation Drawing their own conclusions the number of entrustable professional activities – that is, clinical responsibilities that they can perform independently – increases. Prevocational medical training: repeated experience in a supportive context leads to competence across widening clinical domains. 1 Kolb DA (1984). Experiential learning, Englewood Cliffs, NJ: Prentice Hall. 2
HETI NETWORK PRINCIPLES What should prevocational trainees be learning? The learning outcomes required of prevocational doctors are described in the Australian Curriculum Framework for Junior Doctors (ACF). The ACF is built around three learning areas: Clinical Management, Communication and Professionalism. These areas are subdivided into categories, each of which is further subdivided into learning topics. Within each learning topic, the ACF describes the workplace-performance outcomes that prevocational doctors are expected to acquire. The ACF is about more than what doctors know, it is about what they actually do at work. The learning required of prevocational doctors is learning for performance: the intended outcome is that the doctor performs the behaviours described in the ACF in their daily work. More than proving individual competencies, the important learning outcome is the capability to integrate competencies consistently in workplace performance. The appropriate assessment of these learning outcomes is to measure the extent to which the prevocational doctor performs the behaviours described in the ACF in their daily work. The ACF and supporting resources are available online: www.cpmec.org.au/Page/acfjd-project 3
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Page 6 and 7: About this document This guide is a
Page 10 and 11: Workplace-based training Supervised
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Page 14 and 15: Trainee assessment Workplace-based
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Page 36 and 37: NSW state structures The NSW Minist
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Page 44 and 45: • z Coordination of training •
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Page 48 and 49: Appendices Available on the web: NS
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Page 52 and 53: • z senior representatives of JMO
Page 54 and 55: General Clinical Training Committee
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Appointment process A formal letter
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Education and training • z Prepar
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Summary of HETI standards of educat
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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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