Advanced Training in Neurology in Australia

8/12/2019 Advanced Training in Neurology in Australia

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Physician Readiness for Expert Practice

Advanced Training in Neurology

2013 Program Requirements Handbook

Adult Medicine Division


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2013 PREP Advanced Training in Neurology Program Requirements Handbook 2

Updates made to the Advanced Training in Neurology ProgramRequirements Handbook for 2013

El ig ib i l ity and entry into Advanced Train ing

Application for approval of Advanced Training

Information regarding invoicing of training fees updated.Information regarding the Statement of Advanced Training Responsibilitiesincluded.

Program requirements

Assessments

Trainees are required to complete two Case-based Discussions per core year of training.Details regarding Interim Reports for New Zealand trainees and supervisors included.

Roles and respons ib i l i t ies

Supervision

Clarification provided regarding supervision required during core training.

Advanced Trainees

Additional information on trainees roles and responsibilities provided by the College Trainees Committee.

College support for trainees

Information on the College Code of Conduct and support provided by the College in regards to education,assessment and supervision inserted.

Train ing po l ic ies and processes

Education policies

Descriptor table for all College education policies inserted.

Fel lowship

Section heading changed from Certification of trainingto Fellowship.

Contact detai ls

Trainees Committees

Contact details for College Trainees Committees inserted.

Addit ional sect ions of the h andbook h ave been reworded to c lar ify con tent for trainees and

supervisors.


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Table of contents

Updates made to the Advanced Training in Neurology Program Requirements Handbook for 2013 ... 2The PREP Advanced Training Program Requirements Handbook ........................................................... 5The Royal Australasian College of Physicians ........................................................................................... 6

College training programs ............................................................................................................................. 7Principles of Physician Readiness for Expert Practice (PREP) Training ...................................................... 9

Advanced Training in Neurology ................................................................................................................ 11The specialty of neurology .......................................................................................................................... 11Overview of Advanced Training in Neurology ............................................................................................. 11Competencies expected at the completion of training ................................................................................ 12Overview of training requirements in Australia 2013 .................................................................................. 13Overview of training requirements in New Zealand 2013 ........................................................................... 14

Eligibility and entry into Advanced Training ............................................................................................. 15Eligibility and entry requirements for Advanced Training ............................................................................ 15Selection into Advanced Training positions ................................................................................................ 15

Application for approval of Advanced Training Programs ........................................................................... 16Training fees ............................................................................................................................................... 17

Curricula ........................................................................................................................................................ 18Relevant curricula ....................................................................................................................................... 18Use of curricula ........................................................................................................................................... 18

Program requirements ................................................................................................................................. 19Annual certification of training ..................................................................................................................... 19Duration of training ...................................................................................................................................... 19Training rotations ........................................................................................................................................ 19Teaching and learning activities .................................................................................................................. 23

Assessments ............................................................................................................................................... 23Other requirements ..................................................................................................................................... 24Important dates in Australia 2013 ............................................................................................................... 25Important dates in New Zealand 2013 ........................................................................................................ 26Definition and description of teaching and learning activities, assessments and other requirements........ 27

Roles and responsibilities ........................................................................................................................... 32Supervising committee ................................................................................................................................ 32

Advanced Training supervisors ................................................................................................................... 33Advanced Trainees ..................................................................................................................................... 34College support for trainees ........................................................................................................................ 35


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Accreditation of settings.............................................................................................................................. 38Accredited settings for training .................................................................................................................... 38List of accredited settings............................................................................................................................ 38Variations in training settings ...................................................................................................................... 38

Training policies and processes ................................................................................................................. 39Education policies ....................................................................................................................................... 39Variations in training.................................................................................................................................... 41

Fellowship ..................................................................................................................................................... 43Admission to Fellowship.............................................................................................................................. 43Information for new Fellows ........................................................................................................................ 43

Contact details .............................................................................................................................................. 44Education Officers ....................................................................................................................................... 44Trainees Committees................................................................................................................................. 44Specialty society ......................................................................................................................................... 44


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The PREP Advanced Training Program Requirements Handbook

This handbook outlines the complete program requirements for the Royal Australasian College ofPhysicians (the College) Physician Readiness for Expert Practice (PREP) Advanced Training in Neurology

Program.

Over the course of the training program, all trainees must carry out a variety of activities, assessments andprogram requirements in consultation with their supervisors. Satisfactory completion of these requirementsis a pre-requisite for admission to Fellowship of the College (FRACP).

This handbook includes information for both Australian and New Zealand based trainees and supervisors.Where not specified as being particular to either Australia or New Zealand, information applies to traineesand supervisors in both countries.

For trainees

This guide will help trainees satisfy the requirements for progressing through and completing this training

program.

For supervisors

This handbook will help supervisors identify training program requirements and facilitate learningexperiences for trainees under their supervision.

Related resources

In addition to this guide, trainees and supervisors should refer to the following:

The Neurology Advanced Training Curriculum and the Professional Qualities Curriculum; please see the

Curriculasection of this handbook The resources and tools provided on theAdvanced Training Portal

Education policiesthese are a source of advice regarding the guidelines and procedures governingCollege training programs. For further information on current College education policies, please refer totheTraining policies and processessection of this handbook or theCollege website.

Abou t th is edi t ion

This handbook applies to trainees registered in PREP Advanced Training in Neurology in either Australia orNew Zealand in 2013. Program requirements as specified in the handbook apply to all PREP trainees,regardless of the year in which they commenced PREP Advanced Training. A trainee is considered to be ina PREP Advanced Training Program if they first enrolled in that program from 2011 onwards.

Advanced Training committees will regularly evaluate their training requirements to ensure that they are inline with educational best practice, and requirements will be published and communicated annually.Changes to the training program that may substantially impact a trainees plan for training will beimplemented following an extended period of notice. It is the responsibility of the trainee to ensure that theyare following the correct guidelines.

Copyright RACPall rights reserved.
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The Royal Australasian College of Physicians

The College is a diverse and energetic organisation responsible for training, educating and representingover 13,500 physicians and paediatricians in Australia and New Zealand.

The College is responsible for the training and assessment of doctors who have completed their medicaldegree and wish to practise as physicians or paediatricians by undergoing further training through theCollege in order to specialise in a certain area of medicine.

The College is comprised of the following areas:

Divis ions

The College has two Divisions:

Adult Medicine Division

Paediatrics & Child Health Division

The training programs belonging to the Divisions result in the qualification of FRACP.

Facult ies

There are three Faculties of the College:

Australasian Faculty of Occupational & Environmental Medicine (AFOEM)

Australasian Faculty of Public Health Medicine (AFPHM)

Australasian Faculty of Rehabilitation Medicine (AFRM)

Faculty Training Programs result in the qualification of Fellowship of the relevant Faculty, e.g. FAFOEM.

Chapters

The Adult Medicine Division of the College has three Chapters that support groups of practitioners workingin the areas listed below. There are three Chapters attached to the Adult Medicine Division:

Australasian Chapter of Addiction Medicine (AChAM)

Australasian Chapter of Palliative Medicine (AChPM)

Australasian Chapter of Sexual Health Medicine (AChSHM)

Chapter Training Programs result in the qualification of Fellowship of the relevant Chapter, e.g. FAChAM.

The Chapter of Community Child Health is attached to the Paediatrics & Child Health Division; however,there is no Chapter training pathway for Community Child Health. Training in this specialty field is directlyobtained through the Paediatrics & Child Health Division.

Specialty soc iet ies

Specialty societies are medical/scientific societies that bring together research & clinical scientists andphysicians who are actively involved in the study of a particular specialty, e.g. cardiology, geriatric medicine.

Each society is run independently from the College. However, the College has formed partnerships withseveral specialty societies through the establishment of Specialty Training Committees (STCs) in Australiaand Specialist Advisory Committees (SACs) in New Zealand for developing and supervising AdvancedTraining Programs for those specialty areas.

Training programs supervised by STCs and SACs result in the qualification of FRACP, and are attached toone of the Divisions.


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College training programs

The College is an accredited provider of specialist medical education for doctors who wish to practise asphysicians or paediatricians. College trainees have completed their medical degree and an internship at ahospital, and undertake further training through the College in order to specialise in a certain area of

medicine.

The College offers Basic Training Programs under the following Divisions:

Adult Medicine

Paediatrics & Child Health

The College offers Advanced Training Programs in the following specialty fields:

Division Training Programs

Cardiology

Clinical genetics Clinical haematology

Clinical immunology and allergy

Clinical pharmacology

Community child health

Dermatology (New Zealand only)

Endocrinology

Gastroenterology

General and acute care medicine

General paediatrics

Geriatric medicine

Infectious diseases Medical oncology

Neonatal/perinatal medicine

Nephrology

Neurology

Nuclear medicine

Palliative medicine

Respiratory medicine

Rheumatology

Sleep medicine

Faculty Training Programs

Occupational and environmental medicine Public health medicine

Rehabilitation medicine

Chapter Training Programs

Addiction medicine

Palliative medicine

Sexual health medicine

Joint Training Programs

The College also offers Joint Advanced Training between the Divisions and the following Colleges andFaculty:

The Australasian College for Emergency Medicine(ACEM)o Paediatric emergency medicine

The Royal Australian and New Zealand College of Psychiatrists (RANZCP)o Child and adolescent psychiatry

The Royal College of Pathologists of Australasia (RCPA)o Endocrinology and chemical pathologyo Haematologyo Immunology and allergyo Infectious diseases and microbiology

The Australasian Faculty of Rehabilitation Medicine (AFRM)o Paediatric rehabilitation medicine

Entry eligibility, durations of training, program requirements and resulting qualifications for these programscan vary. For specific information on any of the Collegestraining programs, please refer to the Programrequirements section of the relevant Program Requirements Handbook.


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Diagram 1RACP Fellowship training pathways

ATrainees must complete Basic Training in Adult Medicine to enter this program.

P Trainees must complete Basic Training in Paediatrics & Child Health to enter this program.

* Alternative entry requirements exist for these training programs; please see the corresponding PREP Program Requirements

Handbook for further information.

# Trainees who have entered Advanced Training in Palliative Medicine via a RACP Basic Training Program will be awarded bothFRACP & FAChPM upon completion. Trainees who have NOT entered Advanced Training in Palliative Medicine via a RACP

Basic Training Program will only be awarded FAChPM upon completion.


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Diagram 1depicts the relationship between the various College training programs that lead to Fellowshipand reinforces the link between initial medical training, post-graduate workplace experience,Basic/Advanced/Faculty/Chapter Training and continuing professional development.

For further information on any of the above listed training programs, please see the corresponding PREPProgram Requirements Handbook.

NB: Diagram 1only depicts training programs that lead to Fellowship. Please see theCollege websiteforadditional RACP training programs.

Principles of Physician Readiness for Expert Practice (PREP) Training

The PREP Program is a comprehensive system of education incorporating Basic Training, AdvancedTraining and continuing professional development (CPD).

Trainees and Fellows are supported throughout the process of lifelong learning by a range of learningstrategies and tools.

The key principles of the PREP training philosophy are:

Supportivelearningenvironmenttrainees are provided with a supportive educational framework thatwill guide them through a defined learning pathway.

Trainee-centred, physician-led approachsupervisors aim to foster a learning culture within eachhealthcare setting which allows trainees to tailor learning experiences to meet their individual needs.

Reflectivepracticethrough enquiry and personal reflection, trainees develop skills for reflectivepractice necessary for continuous learning and professional practice.

Diagram 2

The PREP framework
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The PREP framework, as illustrated in Diagram 2, is made up of various elements, including:

Curriculaa curriculum specific to each training program outlines the broad concepts and learningobjectives related to that program, and the Professional Qualities Curriculum explains the non-clinicalknowledge, skills, attitudes and behaviours that all trainees and Fellows need to develop or have as part

of their practice. Programrequirementsprogram requirements are the mandatory components of a training program

that a trainee must complete in order to progress through training. They specify the required formativeand summative assessments, teaching and learning activities, type and duration of trainingrotations/runs, course work, and other requirements such as the minimum duration of training.

Accreditationofsettingsthe process of evaluating the suitability and capability of a training setting todeliver a College training program.

eLearningenvironment (Portals)both trainees and supervisors are supported by the eLearningenvironment, which provides easy access to relevant information, online learning tools and resources foreach component of the PREP Program.

Teachingandlearningtoolsthese are designed to support reflective practice and self-directedlearning. These tools cater to a range of learning needs, styles and situations that may arise inworkplace training.

Assessmentsthere are both formative and summative assessments within each program. Formativeassessments are carried out as workplace-based assessments and do not require apass. They providea means for trainees to gain feedback and plan for future learning. Summative assessments require apassfor trainees to progress through the program.

Supervisionsupervisors contribute significantly to a trainees learning process by planning andfacilitating the trainees learning path, facilitating effective teaching and learning opportunities, andproviding comprehensive and timely feedback on the trainees progress and achievement of the curriculalearning objectives.

Certificationoftrainingcertification of training is the process of verifying that a trainee has met theprogram requirements for annual progression and completion of training.

Evaluationcontinually informs the development of the PREP Program. The College engages in

regular, systemic evaluation of trainees satisfaction with training, learning experiences, quality and

amount of supervision, professional support and career development.


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Advanced Training in Neurology

The specialty of neurology

The practice of neurology encompasses the diagnosis and management of diseases affecting the central,peripheral and autonomic nervous systems and muscles. A neurologist is a skilled diagnostician whoreaches an accurate diagnosis by taking a detailed history, performing a thorough neurological examination,and then rationally investigating patients by using tools such as neuropsychology, imaging, lumbar punctures(LPs) and neurophysiology. A neurologist is expected to be skilled in the performance and interpretation ofnerve conduction studies (NCS), electromyography (EMG) and electroencephalography (EEG).

A neurologist must be aware of the evidence that supports his/her management decisions. In addition, aneurologist may need to treat psychological complications, liaise with other medical and allied healthprofessionals, and be involved in neurorehabilitation. Some neurological conditions are untreatable so theneurologist must be able to provide a prognosis and support to these patients and their carers as well asbeing able to manage end-of-life issues.

There are many future challenges for neurologists. The rapid expansion in knowledge, particularly in areas ofdiagnosis and treatment, requires the neurologist to have skills in keeping up to date and he/she mustidentify appropriate resources to do this. Neurologists are increasingly acting as subspecialists, particularly inlarge teaching hospitals, with specific expertise in the diagnosis and treatment of a small number ofconditions. Conversely, there is also a growing need to provide high quality care to non-metropolitan areas,and neurologists in these areas will require knowledge and skills in a broader range of conditions.

Overview of Advanced Training in Neurology

The program requirements for Advanced Training in Neurology are summarised below. For further details,please refer to theProgram requirementssection of this handbook.

Advanced Training committees will regularly evaluate their training requirements to ensure that they are inline with educational best practice. Requirements will be published and communicated annually. Changes tothe training program that may substantially impact a trainees plan for training will be implemented followingan extended period of notice. It is the responsibility of the trainee to ensure that they are following the correctguidelines.

Pre-requisites

Completion of a Division Basic Training Program, including successful completion of the CollegesWritten and Clinical Examinations

Current medical registration

Durat ion

36 months (full-time equivalent)

Structure and content

A minimum of 24 months in core training settings

A maximum of 12 months in non-core settings

The required content of this training program is defined by the learning objectives outlined in the Neurology

Advanced Training Curriculum and the Professional Qualities Curriculum.


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Supervis ion

For each core training rotation, trainees are required to nominate:

two supervisors with FRACP

For eachnon-coretraining rotation, trainees should nominate:

one supervisor with FRACP (required) a second supervisor who may or may not have FRACP (recommended)

Qualif icat ion

FRACP

Competencies expected at the completion of training

By the completion of Advanced Training in Neurology, it is expected that a new Fellow will have developed

the knowledge and skills as outlined in the Neurology Advanced Training Curriculum and the ProfessionalQualities Curriculum.

In summary, it is expected that a new Fellow will be able to:

demonstrate a sound knowledge of neuro-anatomy, neurophysiology, neurogenetics, neuro-immunology,neuropharmacology, and neuropathology

demonstrate a sound knowledge of neurological conditions, including those which are common, thosewhich are rare, and those which need to be dealt with as emergencies

take a detailed neurological history and perform an accurate neurological examination

demonstrate a sound knowledge of the indications, diagnostic potential, and limitations of neurologicalinvestigations, thereby permitting the rational use of these investigations in patients with neurologicalproblems

conduct and interpret clinical neurophysiology tests

demonstrate a sound knowledge of the management of neurological conditions, both in terms ofpharmacological treatment and other interventions

communicate effectively with patients, their carers, and other health professionals

make effective use of colleagues in rehabilitation medicine, neurosurgery, intensive care,neuropsychiatry, and palliative care

demonstrate the inherent skills required of a consultant physician, particularly self-motivated learning,teaching, and an understanding of research principles.


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Overview of training requirements in Australia 2013

Core training

(min 24 months)

Non-core training

(max 12 months)Content

Neurology Advanced Training Curriculum

Professional Qualities Curriculum



Supervision

Per rotation:

2 supervisors with FRACP (required)

Per rotation:

1 supervisor with FRACP (required)

A second supervisor who may or may nothave FRACP (recommended)

Assessment

Per rotation:

1 Final Supervisors Report

Per year:

1 Mid-Year Progress Report (for 12-monthrotations)

2 Case-based Discussions

3 mini-Clinical Evaluation Exercises

Per rotation:


Per year:

1 Mid-Year Progress Report (for 12-monthrotations)

By the end of Advanced Training:

36 months of certified training time consisting of:

Minimum 24 months of core training

Maximum 12 months of non-core training

Residency In-Service Training Exam (trainees complete this exam once between the first andsecond core year of training)

1 Logbook of neurophysiological studies

Attendance at:

o EMG Workshop

o EEG Workshop

o Neuropathology Workshop


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Overview of training requirements in New Zealand 2013

Core training

(min 24 months)

Non-core training

(max 12 months)Content





Supervision

Per rotation:

2 supervisors with FRACP (required)

Per rotation:

1 supervisor with FRACP (required)

A second supervisor who may or may nothave FRACP (recommended)

Assessment

Per rotation:


1 Trainees Report

Per year:

1 Interim Report (for 12-month rotations)

2 Case-based Discussions

3 mini-Clinical Evaluation Exercises

Per rotation:


1 Trainees Report

Per year:

Interim Report (for 12-month rotations)

By the end of Advanced Training:

36 months of certified training time consisting of:

Minimum 24 months of core training Maximum 12 months of non-core training

Residency In-Service Training Exam (trainees complete this exam once between the first andsecond core year of training)

1 Logbook of neurophysiological studies

Attendance at:

o EMG Workshop

o EEG Workshop

o Neuropathology Workshop


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Eligibility and entry into Advanced Training

Eligibility and entry requirements for Advanced Training

Trainees may apply to enter an Advanced Training Program following their satisfactory completion of BasicTraining requirements, including success in the Written and Clinical Examinations, and appointment to anaccredited Advanced Training position.

For further information about the accreditation of training settings, please refer to theAccreditation ofsettingssection of this handbook.

Selection into Advanced Training positions

Australia

Candidates need to secure an Advanced Training position at an accredited training hospital. Please note thatthe College is not responsible for trainee recruitment. In their final year of Basic Training, trainees shouldapply prospectively to be accepted into an Advanced Training position for the following year.

The Australian and New Zealand Association of Neurologists (ANZAN) organise and match trainees topositions through the following match/interview process:

Advanced Training positions for the following year are advertised in June. Applicants are invited tosubmit an application form, which includes three referees, a CV, and a hospital preference sheet listingall those hospitals with which the applicant would accept an appointment, to the ANZAN ExecutiveOfficer via the ANZAN website. The closing date for applications is one week after the FRACP clinical

exam results are released. The applicant must ask each referee to submit a standardised referee report form to the Executive

Officer of ANZAN. At least one of the referees should be a neurologist.

Applicants must arrange to meet with the Head of the Neurology Department in all hospitals in whichthey would like to work before the state interviews.

The employability of overseas trained physicians who do not hold an Australian or New Zealandcitizenship or Australian permanent residency for these positions varies between states and regions.

Applicants who fall into this category are advised to contact their state director of training well before thestate interviews for more specific information.

Applicants who meet the employability and basic selection criteria are invited to attend a state interviewconducted by a panel of neurologists made up of a representative from each hospital. At the end of theinterview, the panel ranks applicants (using a score which takes account of the performance at interview,CV and referees reports). Candidates who meet a predetermined cut off score will be asked to submit a

list of hospital positions in order of preference. This will be matched against each hospitals preferencelist of candidates using the RACP matching algorithm for Advanced Training.

Once the match is complete, applicants and hospitals are informed of the results of the selection processwithin seven days. For those successfully matched, no changes will be considered. Appointments are fora single year of training.

Unmatched applicants and hospitals with unmatched positions are also notified. Filling these vacanciesis conducted by way of negotiation between individual hospitals and candidates.

For successful applicants, there is no guarantee of a training position for the following year. This isjudged on performance. Advanced Trainees, or those seeking to enter Advanced Training, need toreapply each year using the same process.

Advanced Trainees are expected to complete their two years of core training at different hospitals,unless there are exceptional circumstances that prevent this.

Once trainees have secured a training post for the following year, they must apply for the approval of theirtraining in accordance with the due dates detailed in Table 1and Table 2overleaf.


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New Zealand

New Zealand candidates are matched using the same process as Australian trainees, although it isperformed several weeks earlier due to the timing of the Clinical Examinations in New Zealand.

Once trainees have secured a training post for the following year, an application for approval of training willneed to be lodged directly to the training committee.

Application for approval of Advanced Training Programs

Once a trainee has secured an accredited training position, they will need to complete an application forapproval of Advanced Training to the Specialty Training Committee (STC) in Neurology in Australia, or theSpecialist Advisory Committee (SAC) in Neurology in New Zealand and submit it to the College by therelevant date (see Table 1and Table 2). Applications can be made online via theCollege website

(Australian trainees) or via submission of a hardcopy application form (New Zealand trainees), and it is thetrainees responsibility to organise the timely submission of all necessary documentation.

Trainees and supervisors must each keep a copy of the application for future reference.

Following application, the Committee will consider the application and decide if the training period isapproved as either core or non-core, or not approved at all. This decision will then be communicated to thetrainee via email. As a part of the application process, trainees will be prompted to pay their training fees.

It is also the trainees responsibility to read and sign theStatement of Responsibilities in Advanced Trainingat the beginning of each term of training.

Trainees should refer to the Progression Through Training Policy on theCollege websitefor further

information on applying for approval of Advanced Training.

Deadl ines for subm ission of appl ications for appro val of Advanced Train ingThe closing dates for submission of applications can be found in the tables below. Training may not beapproved if applications are received after the applicable deadlines.NB: It is the trainees responsibility to organise the timely submission of all ne cessarydocumentation.

Table 1Closing dates for applications in Australia

15 February Closing date for applications for prospective approval of rotations in the current year

31 August Closing date for applications for prospective approval of rotations in the second halfof the current year

Table 2Closing dates for applications in New Zealand

31 March Closing date for applications for prospective approval of AprilAugust rotations

31 May Closing date for applications for prospective approval of rotations in the second halfof the current year

31 October Closing date for applications for prospective approval of rotations in the first half ofthe following year
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Training fees

In recent years, the College has built and delivered a highly successful and reputable training infrastructure.Even with this progression, the College fee structure remains one of the most competitive for medicalcolleges in Australia and New Zealand.

Training fees contribute to funding essential services for trainees, including:

eLearning materials

accreditation of training settings

review and certification of training

regular review of program requirements

training portals for recording educational activities

new forms of workplace-based assessment

additional staff to support trainees and supervisors, including onsite support

facilitation of trainee and supervisor input into the development and evaluation of the Colleges trainingprograms

development of education policies.

The current training fees can be found on theCollege website.
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Curricula

Relevant curricula

The Neurology Advanced Training Curriculum outlines the broad concepts, theoretical knowledge, learningobjectives, clinical skills, attitudes and behaviours required and commonly utilised by neurology physicianswithin Australia and New Zealand.

The Professional Qualities Curriculum outlines the range of concepts and specific learning objectivesrequired and utilised by all physicians and paediatricians, regardless of their specialty or area of expertise. Itspans both the Basic Training and Advanced Training Programs, and is a key component of the ContinuingProfessional Development Program.

Together with the various PREP Basic Training and Advanced Training curricula, the Professional QualitiesCurriculum integrates and fully encompasses the diagnostic, clinical, and educational aspects of the

physicians/paediatricians daily practice.

The Neurology Advanced Training Curriculum and the Professional Qualities Curriculum can both be foundon theCollege website.

Use of curricula

The Neurology Advanced Training Curriculum can help Advanced Trainees to:

clarify expectations of their training outcomes, by clearly identifying the knowledge, skills and

experiences they should acquire during training assess their progress, set their learning goals and evaluate the suitability of their training experiences

demonstrate the knowledge and skills they have acquired during a training term

identify the areas of knowledge and skill that require further development.

Reading the curriculum will help Advanced Trainees to gauge what skills and attributes are required in theirchosen specialty. It may also help guide their future learning in terms of the experiences and jobs they willneed to plan for in order to meet the training requirements.

Both the Neurology Advanced Training Curriculum and the Professional Qualities Curriculum are linked tothe Learning Needs Analysis. This online tool is particularly helpful when determining the learningopportunities that may be available for a given term. It can also facilitate discussions between an AdvancedTrainee and their supervisor, by allowing a trainee to identify particular skills and procedures that they would

like to learn as they start their training rotation. Furthermore, it will allow trainees to review their progress ontheir learning plans at the end of each rotation.

While completion of the Learning Needs Analysis is not a program requirement for Advanced Trainees inNeurology, they are able to access the tool via theAdvanced Training Portaland use it to help them plantheir learning for each training rotation.
http://www.racp.edu.au/page/advanced-curriculahttp://www.racp.edu.au/page/advanced-curriculahttp://www.racp.edu.au/page/advanced-curriculahttps://vle.racp.edu.au/mod/atp/view.php?id=1097https://vle.racp.edu.au/mod/atp/view.php?id=1097https://vle.racp.edu.au/mod/atp/view.php?id=1097https://vle.racp.edu.au/mod/atp/view.php?id=1097http://www.racp.edu.au/page/advanced-curricula


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Program requirements

Program requirements are the components of a training program that a trainee must complete in order toprogress through training. Mandatory program requirements are linked to certification of training, both

annually and in determining completion of training.

Program requirements are made up of formative and summative assessments; teaching and learningactivities; the type and duration of clinical rotations; course work; and other requirements, such as theminimum duration of training.

Advanced Training committees will regularly evaluate their training requirements to ensure that they are inline with educational best practice. Requirements will be published and communicated annually. Changes tothe training program that may substantially impact a trainees plan for training will be implemented followingan extended period of notice. It is the responsibility of the trainee to ensure that they are following the correctguidelines.

Annual certification of training

Upon completion of training each year, the STC/SAC considers each trainees progress according to yearlyrequirements in order to determine whether they may progress to the next year of Advanced Training. If allrequirements have been satisfactorily completed, the STC/SAC will certify the period of training. Thisdecision is usually based upon the prospective approval of training decision that the Committee made at thecommencement of the period of training.

For details regarding this process and progression through training, please refer to the Progression ThroughTraining Policy, available on theCollege website.

Duration of training

Trainees are required to complete 36 months of Advanced Training in Neurology of which 24 months mustbe in core training positions as accredited by the STC and SAC in Neurology. Up to 12 months may becertified as non-core training.

The two core years of Advanced Training in Neurology must be undertaken in Australia and/or New Zealand.

Training rotations

Core tra in ing rotat ions

A minimum of 24 months full-time equivalent (FTE) must be spent in accredited core clinical trainingpositions under the supervision of two Fellows of the College. Trainees are expected to complete their twoyears of core training at different hospitals, unless there are exceptional circumstances which prevent this.

For further information about the required supervision during training, please refer toRoles andresponsibilities,and for further information on accredited settings for training, please refer toAccreditation ofsettings.

Emphasis is given to the management of inpatients, outpatients and on-call emergency neurology, and theexposure to neuropathology, neurophysiology and neuroimaging.
http://www.racp.edu.au/index.cfm?objectid=7C2BE127-ABCF-D98F-3A371FF6E209BDA4http://www.racp.edu.au/index.cfm?objectid=7C2BE127-ABCF-D98F-3A371FF6E209BDA4http://www.racp.edu.au/index.cfm?objectid=7C2BE127-ABCF-D98F-3A371FF6E209BDA4http://www.racp.edu.au/index.cfm?objectid=7C2BE127-ABCF-D98F-3A371FF6E209BDA4


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Within this period of 24 months, the following minimumrequirements must be met:

Table 3Minimum months experience required per area of training

Months ofexperience (FTE)

Area of training

8 Direct responsibility for emergency assessment and inpatient care of generalneurology patients

12 On-call for neurological emergencies

12 Neurology consultations within a general hospital

24 Neurology ambulatory care at a minimum of one clinic per week, or theequivalent number over a shorter duration

Table 4Frequency of training and teaching required per subspecialty

Subspecialty Frequency

Neuroimaging One neuroimaging teaching period per month for two years, or attendance to

two neuroimaging teaching coursesNeuropathology One neuropathology teaching period per month for two years, or attendance to

two neuropathology teaching courses, e.g. University of Sydney PostgraduateNeuropathology Course

Neurorehabilitation One neurorehabilitation period per week for six months, preferably at anapproved rehabilitation facility or in rehabilitation activities in a general hospital

Train ing in cl in ical neurophysio logy

EEG & EMG

Training in EEG and EMG is conducted as part of Advanced Training in Neurology, and must be completedto meet the criteria for FRACP. By the end of training, the trainee must have satisfied their supervisors inclinical neurophysiology that the skills and knowledge they have acquired meet the Level 1 EMG & EEGtraining requirements as described in tables 510.

Level 2 & 3 EMG/EEG Training is optional. It is not a requirement that this be completed during AdvancedTraining in Neurology.

Over the three years of Advanced Training, at least 300 EEGs are to be reported by the trainee withfeedback from their supervisor. The trainee must attend at least 250 EMG studies, of which 150 are to bedone hands on by the trainee, with supervision.

Thirty per cent of these requirements are to be completed in the first year of training, and the remainder in

subsequent years. Neurophysiology training may be completed during the third year of training, even if it is anon-core year of training.

A logbook should be kept by each trainee to track experience, and trainees should complete the relevantsections in the Final Supervisors Report at the end of each year or period of training.


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Table 5Level 1 EMG training

To complete for Level 1 in year one To complete for Level 1 in years two andthree

Understand the physiological basis of

NCS/EMG potentials and waveforms Understand the technology of NCS/EMG

recording

Attend reporting sessions in NCS/EMG

Be able to interpret correctly NCS/EMGreports performed by others

Attend at least 75 NCS/EMG studies

Attend reporting sessions in NCS/EMG

Attend at least 250 NCS/EMG studies

Be able to perform independently andcorrectly report basic nerve conductionstudies

Table 6Level 2 EMG training (optional)

To complete for Level 2 EMG training

Basic EMG skills training, sufficient to recognise active denervation, fasciculations, chronicdenervation, myopathy, myotonic & myokymic discharges

Advanced nerve conduction study techniques, sufficient for multifocal motor neuropathy,demyelinating neuropathy studies

Tepetitive stimulation studies

NB: Level 2 EMG training can only be achieved with six months FTE in EMG.

Table 7Level 3 EMG training (optional)

Skills/learning to complete for Level 3 EMG training

Advanced EMG (MUP analysis, quantitative EMG studies)

Somatosensory, visual, brainstem auditory and motor evoked potentials

Single fibre EMG

Intraoperative evoked potential monitoring

NB: Level 3 EMG training can only be achieved with 12 months FTE in EMG.

Table 8Level 1 EEG training

To complete for Level 1 in year one To complete for Level 1 in years two andthree

Understand the physiological basis of EEGpotentials and waveforms

Understand the technology of EEG recording

Watch EEG electrode placement and anEEG being recorded

Attend reporting sessions in EEG

View examples of normal and abnormal EEGmaterial in the syllabus

Become aware of the ontogeny of EEGbetween infancy and adulthood

Attend reporting sessions in EEG

Attend the ANZAN EEG course

Be able to interpret an EEG report in theclinical context

Become aware of the role and limitation ofEEG in clinical neurology


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Table 9EEG training (optional)

Skills/learning to complete for Level 2 EEG training

Ability to read and interpret EEG studies in adolescents and adults

Ability to independently identify the EEG phenomena in the syllabus

Ability to report EEG studies and interpret findings in a clinical context

Correctly localise focal epileptiform and slow wave activity

Ability to read and interpret EEG studies in infants and children

Interpret and report ambulatory EEG

Ability to interpret and report on evoked potential studies

Supervise EEG technicians

Contribute to the training of EEG technicians

Ability to supervise an EEG service for a private practice/district hospital

NB: Level 2 EEG training can only be achieved with six months FTE in EEG.

Table 10EEG training (optional)

Skills/learning to complete for Level 3 EEGtraining

Optional skills/learning to complete for Level3 EEG training

Able to teach Level 1 Neurology trainees

Able to supervise training of EEG techniciansin clinical aspects of EEG

Able to interpret and report diagnostic video-EEG Studies

Able to supervise an EEG service for anacademic/teaching hospital

Interpret and report EEG studies in neonates

Training in intensive care monitoring

Use of video EEG in the assessment ofpatients for epilepsy surgery

NB: Level 2 EEG training can only be achieved with 12 months FTE in EEG.

Non-core tra in ing rotat ions

A maximum of 12 months of non-core training may be undertaken with the prospective approval of the STCor SAC. Non-core training need not be directly related to clinical neurology, but should be related to theneurosciences. The principal aims are to enable trainees to develop ability for critical appraisal of specificresearch and publications, and to promote research within the neurosciences by clinicians. Non-core trainingalso allows for development of more experience in a particular subspecialty area of clinical neurology.

The STC and SAC strongly recommend that non-core training take place following the completion of coretraining. This is to ensure that the trainee is able to gain maximum training benefit from the non-core year.The STC and SAC recognise that in some circumstances an earlier non-core year may be beneficial, for

example when a person is engaged in neuroscience research.

An Advanced Trainee who commences neurology training with a non-core year and wishes to have thetraining considered must apply prospectively to the STC and SAC for provisional approval of this position.Provisional approval of a first non-core year of training does not mean that the trainee has been formallyaccepted into the Advanced Training in Neurology program. Furthermore, a first non-core year of training willonly be certified towards the RACP requirements for Advanced Training in Neurology after the AdvancedTrainee has gone through the ANZAN match/interview process, has been matched to an accredited coretraining position, and has satisfactorily completed a first core year of training. High standards of training aremaintained by the accreditation of both training hospitals and individual neurology training positions.


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Teaching and learning activities

PREP teaching and learning activities are designed to support reflective practice and self-directed learning.A variety of teaching and learning activities are used throughout PREP training. These activities cater to arange of learning needs, styles and situations that may arise in workplace training.

For Advanced Training in Neurology in 2013, trainees are required to complete the following teaching andlearning activities:

Logbook of neurophysiological studies

Assessments

Advanced Trainees in Neurology are required to complete both formative and summative assessmentsduring each year of training.

Formative assessments provide a means for trainees to gain feedback and inform their future learning, whilstcompletion of summative assessments is necessary for trainees to progress to the next stage of training.The workplace-based formative assessments for PREP Advanced Training have been selected in relation toeducational best practice, and in the interest of achieving consistency across all College educationprograms.

For coreAdvanced Training in Neurology in 2013, trainees are required to complete the following

assessments:

Australia

Formative assessments:

Case-based Discussion (two per year) Mini-Clinical Evaluation Exercises (three per year)

Residency In-service Training Exam (trainees complete this exam once between the first and secondcore year of training)

Mid-Year Progress Report (one per 12-month training rotation)

Summative assessments:

Final Supervisors Report (one per rotation)

New Zealand


Case-based Discussion (two per year)

Mini-Clinical Evaluation Exercises (three per year)

Residency In-service Training Exam (trainees complete this exam once between the first and secondcore year of training)

Interim Report (one per 12-month training rotation)



Trainees Report (one per rotation)


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For non-coreAdvanced Training in Neurology in 2013, trainees are required to complete the followingassessments:

Australia


Mid-Year Progress Report (one per 12-month training rotation)



New Zealand


Interim Report (one per 12-month training rotation)



Trainees Report (one per rotation)

Other requirements

Trainees must attend the following workshops at least once during their three years of AdvancedTraining:

o EMG Workshopo EEG Workshopo Neuropathology Workshop

Advanced Train ing Porta l

Resources for many of the program requirements listed above can be accessed through theAdvanced Training Portal.These include:

important dates

online teaching & learning and formative assessment tools

information sheets, workflows, rating forms and interactive video tutorials for online tools

additional resources, including curricula

a help section, including information on how to use the portal

frequently asked questions (FAQs).
https://vle.racp.edu.au/mod/atp/view.php?id=1097https://vle.racp.edu.au/mod/atp/view.php?id=1097https://vle.racp.edu.au/mod/atp/view.php?id=1097


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Important dates in Australia 2013

JanuaryMarch

Applications for Approval of Advanced Training due (15 February)

Mini-Clinical Evaluation to be completed

AprilJune

Case-based Discussion to be completed


JulySeptember

Mid-Year Progress Report for trainees in 12-month positions due (15 July)

Final Supervisors Report for trainees in less-than-12-month positions due (15 July)

Applications for Approval of Advanced Training for the second half of the year due(31 August)


OctoberDecember


January 2014

2013 Final Supervisors Report due (31 January)

Please refer to the El ig ib i l i ty and entry into Ad vanced Train ingand the Program requirementssections of this handbook for further information.


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Important dates in New Zealand 2013

December 2012February 2013


MarchMay

Final Supervisors Report for rotations completed in the first half of the year due (31May)

Interim Report for 12-month rotations due (31 May)

Trainees Report for the first half of the year due (31 May)

Applications for Approval of Advanced Training for the second half of the year due(31 May)



JuneAugust



SeptemberNovember

Final Supervisors Report for the second half of the year, or the whole year, due (31October)

Trainees Report for the second half of the year, or the whole year, due (31 October)

Applications for Approval of Advanced Training for the first half or whole of 2014 due(31 October)

These dates refer to two six-month rotations only. Rotations of different duration may require

completion of requirements on a pro-rata basis. Please refer to the El ig ib i l i ty and entry intoAdvanced Train ingand the Program requirementssections of this handbook for further

information.


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Definition and description of teaching and learning activities, assessments and otherrequirements

Teachin g and learning activ it ies

Logbook of neurophysiological studies

Frequency

One to be kept over the course of training

Timing

Must be used to complete neurophysiology section of Final Supervisors Reports

Training type

Core and non-core training

Description

All trainees must maintain a logbook recording the extent of their experience in neurophysiology

training. The accuracy and currency of the logbook is of the utmost importance. The logbook must bemaintained using the prescribed forms and must be available at all times for review as needed by theSTC and SAC.

Supervisors are required to confirm in their reports that the logbook is a true and accurate record oftrainees experience, and that all trainingrequirements have been fulfilled.

Information and training resources

Logbook templates

Format ive assessm ents

Case-based Discussion

Frequency

Two per year

Timing

One per six-month period

Deadline for completion

Australia:31 January 2014

New Zealand: 31 October 2013

Training type

Core training only

DescriptionA Case-Based Discussion encounter involves a comprehensive review of a clinical case (or cases)between an Advanced Trainee and an assessor. The encounter evaluates the level of professionalexpertise and judgement exercised in clinical cases by a trainee.

A Case-Based Discussion encounter takes approximately 30 minutes, including feedback. The traineeis given feedback from the assessor across a range of areas relating to clinical knowledge, clinicaldecision making and patient management.

The trainee must enter the data from the completed RACP Case-based Discussion rating form into theAdvanced Training Portalas part of their record of training.


Case-based Discussion information sheet

Case-based Discussion workflow

Case-based Discussion web tutorial

Case-based Discussion Policy
http://www.racp.edu.au/index.cfm?objectid=9B75210A-BE0B-2705-0596F0E3F094E324https://vle.racp.edu.au/mod/atp/view.php?id=1097https://vle.racp.edu.au/mod/atp/view.php?id=1097https://vle.racp.edu.au/course/view.php?id=67&page=130https://vle.racp.edu.au/course/view.php?id=67&page=130https://vle.racp.edu.au/course/view.php?id=67&page=130http://www.racp.edu.au/page/education-policieshttp://www.racp.edu.au/page/education-policieshttp://www.racp.edu.au/page/education-policieshttps://vle.racp.edu.au/course/view.php?id=67&page=130https://vle.racp.edu.au/course/view.php?id=67&page=130https://vle.racp.edu.au/course/view.php?id=67&page=130https://vle.racp.edu.au/mod/atp/view.php?id=1097http://www.racp.edu.au/index.cfm?objectid=9B75210A-BE0B-2705-0596F0E3F094E324


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Mini-Clinical Evaluation Exercise

Frequency

Three per year

Timing

One per quarter in the first three quarters of the training year


Australia:31 January 2014

New Zealand: 31 October 2013

Training type

Core training only

Description

The aim of the mini-Clinical Evaluation Exercise encounter is to evaluate the performance of thetrainee in real life clinical situations. Various skills are assessed during the patient consultation,including medical interviewing, physical examination, professional qualities, counselling skills, clinical

judgement, organisation and efficiency.

A mini-Clinical Evaluation Exercise encounter takes approximately 30 minutes, including a 1015minute feedback session. The trainee receives feedback across a range of areas relating toprofessional qualities and clinical competency from an assessor immediately after the observation.

Through being observed undertaking a number of cases over a period of time, with a number ofdifferent assessors, these individual, brief encounters add up to provide a reliable measure of atrainees performance.

The trainee must enter the data from the completed RACP mini-Clinical Evaluation Exercise ratingform into theAdvanced Training Portalas part of their record of training.


Mini-Clinical Evaluation Exercise information sheet

Mini-Clinical Evaluation Exercise rating form

Mini-Clinical Evaluation Exercise workflow

Mini-Clinical Evaluation Exercise Policy

Residency In-Service Training Exam

Frequency

Once throughout training

Timing

Between first and second core years

Training type

Core training only

Description

The American Academy of Neurology (AAN) Residency In-service Training Exam (RITE) is a self-assessment tool designed to gauge knowledge of neurology and neuroscience, identify areas forpotential growth, and provide references and discussions for each. It has been a recommended,although not compulsory, part of Advanced Training in Neurology for over 30 years.

Trainees should take the RITE exam between the first and second year of core training.

The aim of the RITE is to provide the trainee and supervisor (who are the only people who receive theresults) an indication of strengths and weaknesses in the trainees neurological knowledge. The RITEis not designed to be a summative, certifying or qualifying examination, and its use in that manner isvigorously discouraged by the AAN and ANZAN.

Information and training resourcesAustralian and New Zealand Association of Neurologists website
https://vle.racp.edu.au/mod/atp/view.php?id=1097https://vle.racp.edu.au/mod/atp/view.php?id=1097https://vle.racp.edu.au/mod/atp/view.php?id=1097https://vle.racp.edu.au/course/view.php?id=67&page=128https://vle.racp.edu.au/course/view.php?id=67&page=128https://vle.racp.edu.au/course/view.php?id=67&page=128http://www.racp.edu.au/page/education-policieshttp://www.racp.edu.au/page/education-policieshttp://www.anzan.org.au/http://www.anzan.org.au/http://www.racp.edu.au/page/education-policieshttps://vle.racp.edu.au/course/view.php?id=67&page=128https://vle.racp.edu.au/course/view.php?id=67&page=128https://vle.racp.edu.au/course/view.php?id=67&page=128https://vle.racp.edu.au/mod/atp/view.php?id=1097


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Mid-Year Progress Report (Australia)

Interim Report (New Zealand)

Frequency

One per 12-month rotation

Timing

Completed mid-rotation


Australia: 15 July 2013

New Zealand: 31 May 2013

Training type


Description

The Mid-Year Progress Report in Australia and Interim Report in New Zealand are formativeassessments of the first half of a trainees year of training during12-month positions, completed by the

trainees supervisor.If the trainees supervisor has not directly supervised the trainee throughout the first half of the year,they should obtain individual reports from those who have directly supervised the trainee, and providea composite report.

Supervisors should discuss the report with the trainee prior to sign-off by both parties, and traineesshould be provided with a copy of each report submitted to the committee. The committee retains theright to provide subsequent supervisors with copies of past reports.

Australia

A Mid-Year Progress Report needs to be completed for Advanced Trainees in Australia in 12-monthpositions and submitted to the College by 15 July.

Advanced Trainees in four- or six-month positions with separate supervisors, or at separate sites, donot require a Mid-Year Progress Reporta Final Supervisors Report should be completed for each

rotation.

New Zealand

An Interim Report needs to be completed for Advanced Trainees in New Zealand in 12-monthpositions.

College staff will email the supervisor of a trainee in a 12-month position requesting an Interim Reportdetailing the trainees progress throughout the first half of the year. A return email of the supervisorscomments regarding this period of training is acceptable. This Report should be emailed to theEducation Officer to the SAC by 31 May.

Advanced Trainees in three-, four- or six-month positions do not require an Interim Report a FinalSupervisors Report should be completed for each rotation.


Mid-Year Progress Report (Australia)
http://www.racp.edu.au/download.cfm?downloadfile=EB5CB869-EBFC-AA9B-B2584B12CE8E86A5&typename=dmFile&fieldname=filenamehttp://www.racp.edu.au/download.cfm?downloadfile=EB5CB869-EBFC-AA9B-B2584B12CE8E86A5&typename=dmFile&fieldname=filenamehttp://www.racp.edu.au/download.cfm?downloadfile=EB5CB869-EBFC-AA9B-B2584B12CE8E86A5&typename=dmFile&fieldname=filename


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Summat ive assessments

Final Supervisors Report

Frequency

One per training rotationTiming

See below


See below

Training type


Description

The Final Supervisors Report is a summative assessment of the trainees period of training completedby their supervisor(s).

If the supervisor has not directly supervised the trainee throughout the whole year, the supervisorshould obtain individual reports from those who have directly supervised the trainee, and provide acomposite report.

Supervisors should discuss the report with the trainee prior to sign-off by both parties, and traineesshould be provided with a copy of each report submitted to the STC or SAC.

Progression to the next year of training cannot occur until a Final Supervisors Report has beenreceived and assessed as satisfactory by the STC or SAC in Neurology.

It is the trainees responsibilityto pass their Supervisor's Report on to the next year's/rotationssupervisor. The College may provide subsequent supervisors with copies of past reports (and anyother documents deemed relevant to the trainees training).

Trainees should refer to the Progression Through Training Policyon theCollege website for further

detail.

AustraliaFor Advanced Trainees in 12-month positions:

a Final Supervisors Report is to be submitted to the College by 31 January of the following year.

For Advanced Trainees in four- or six-month positions with separate supervisors, or at separate sites:

a Final Supervisors Report should be completed for each rotation and submitted to the College by15 July (for first half of the year) and 31 January the following year (for the second half of the year).

For Advanced Trainees in their final year:

a Final Supervisors Report is to be submitted to the College 15 October.

New Zealand

For Advanced Trainees in 12-month positions:

an Interim Report must be submitted to the College by 31 May a Final Supervisors Report must be submitted to the College by 31 October.

For Advanced Trainees in three-, four- or six-month positions:

a Final Supervisors Report must be completed for each rotation and submitted to the College by31 May (for rotations in the first half of the year) and 31 October (for rotations in the second half ofthe year).


Final Supervisors Report(Australia)

Final Supervisors Report (New Zealand)
http://www.racp.edu.au/index.cfm?objectid=7C2BE127-ABCF-D98F-3A371FF6E209BDA4http://www.racp.edu.au/index.cfm?objectid=7C2BE127-ABCF-D98F-3A371FF6E209BDA4http://www.racp.edu.au/download.cfm?downloadfile=EB5BEF24-D23A-DC26-73642406F63964AD&typename=dmFile&fieldname=filenamehttp://www.racp.edu.au/download.cfm?downloadfile=EB5BEF24-D23A-DC26-73642406F63964AD&typename=dmFile&fieldname=filenamehttp://www.racp.edu.au/download.cfm?downloadfile=EB5BEF24-D23A-DC26-73642406F63964AD&typename=dmFile&fieldname=filenamehttp://www.racp.edu.au/download.cfm?downloadfile=EB5BEF24-D23A-DC26-73642406F63964AD&typename=dmFile&fieldname=filenamehttp://www.racp.edu.au/download.cfm?downloadfile=93B8DFC1-D273-922F-24B266DD5A00B52A&typename=dmFile&fieldname=filenamehttp://www.racp.edu.au/download.cfm?downloadfile=93B8DFC1-D273-922F-24B266DD5A00B52A&typename=dmFile&fieldname=filenamehttp://www.racp.edu.au/download.cfm?downloadfile=93B8DFC1-D273-922F-24B266DD5A00B52A&typename=dmFile&fieldname=filenamehttp://www.racp.edu.au/download.cfm?downloadfile=EB5BEF24-D23A-DC26-73642406F63964AD&typename=dmFile&fieldname=filenamehttp://www.racp.edu.au/index.cfm?objectid=7C2BE127-ABCF-D98F-3A371FF6E209BDA4


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Trainees Report

Frequency

Australia:Not required

New Zealand:One per rotation

Timing

New Zealand:Submitted with the Supervisors Report at the end of each rotation


New Zealand:Due to the College by 31 May/31 October

Training type


Description

This is a requirement for trainees in New Zealand only.

Prior to completing their (three-, four-, six- or 12-month) rotations, all Advanced Trainees are required

to prepare an account of their rotation. This Trainees Report is forwarded together with theirSupervisors Report to the SAC. These two reports provide the principal basis upon which certificationof the training program is determined.

The Trainees Report should outline the experience they gained during the rotation, under the followingheadings:

Clinical responsibilities

Teaching

Education program

Research, publications, formal presentations

Diagnostic techniques

Other relevant information

This report should be a reflection of the learning experience and not simply a list of training activities.

When writing the report, the trainee should refer to the program requirements (as laid out in thehandbook) and ensure that the report includes enough detail of the learning experience for the SAC todetermine the suitability of the trainees experience. It should be noted that final certification forFellowship may be delayed unless the SAC is satisfied that all of the requirements for the trainingprogram have been adequately met.

The Trainees Report:

must be read and certified by the traineessupervisor(s)

should be typewritten or word processed (usual length is two to three pages of A4 typescript)

must be received by the College office by 31 May/31 October.

Trainees may wish to send to the College an evaluation of their attachment. This can be included in

their personal report, or may be sent separately, in confidence, to the Chair of the New Zealand AdultMedicine Education Committee. Trainees are also able to contact their local representative on the NewZealand Trainees Committee in confidence; please see theContact detailssection of this handbook.


Trainees Report cover sheet
http://www.racp.edu.au/index.cfm?objectid=77E2C4AC-A865-2CE7-86AE8DDB6CC925ABhttp://www.racp.edu.au/index.cfm?objectid=77E2C4AC-A865-2CE7-86AE8DDB6CC925ABhttp://www.racp.edu.au/index.cfm?objectid=77E2C4AC-A865-2CE7-86AE8DDB6CC925AB


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Roles and responsibilities

Supervision in PREP training involves a comprehensive level of educationally-focused support for trainees.Support from supervisors in PREP training centres around:

planning and facilitating the trainees learning path

facilitating effective teaching and learning opportunities

providing comprehensive and timely feedback on the trainees progress and achievement of thecurriculas learning objectives.

Supervising committee

Trainees are supervised by an Advanced Training committee for the duration of Advanced Training. Thecommittee will confirm that the training requirements have been satisfied before the trainee can berecommended for Fellowship.

In Australia, the STC in Neurology oversees Advanced Training in Neurology. The STC reports to theAustralian and New Zealand Association of Neurologists (ANZAN) and the College Education Committee(CEC), which in turn reports to the College Board.

In New Zealand, the SAC in Neurology oversees Advanced Training in Neurology. The SAC reports to theNew Zealand Adult Medicine Division.

Structure

Australia

The STC is a diverse representative body with physicians and paediatricians from most Australian states andNew Zealand. Membership consists of a Chair/Coordinator of Advanced Training, the ANZAN President, alead in accreditation, a lead in assessment, a lead in teaching and learning, a lead in professional education,a lead in continuing professional development, a lead in overseas training physicians, two paediatricrepresentatives (one each from Australia and New Zealand), an Advanced Trainee representative and oneadditional appointed member.

New Zealand

The New Zealand SAC consists of the Chair, members from the specialty society, a member from the NewZealand Adult Medicine Education Committee (NZAMEC) and a trainee representative.

Appo in tment process

Australia

Members are invited to join the committee, via the ANZAN Education and Training Committee. Positionswithin the committee (e.g. Chair, Coordinator of Advanced Training) are determined by the committee.Members are appointed a two-year term, which can be renewed twice, meaning that a committee membermay serve a maximum of six years in a single role.

New Zealand

Nominations are requested from the special society, and the nominee formally elected onto the committee.The Chair is elected from the committee.


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Committees role

The STC and SAC formally meet twice per year and work on matters including the accreditation of trainingsites, curricula and assessments for Advanced Training, trainee issues and educational policy.

The Colleges Education Services provide support to the STC and SAC through assigned Education Officers,

and any queries for the STC or SAC should be directed to these officers; please refer to theContact detailssection of this handbook.

Advanced Training supervisors

Supervis ion requirements

For each year of training, Advanced Trainees in Neurology should have the following supervisionarrangements in place:

Core training:

Two supervisors with FRACP (required)

Non-core training:

One supervisor with FRACP (required)

A second supervisor who may or may not have FRACP (recommended)

The STC/SAC recommend that Fellows supervise a maximum of two Advanced Trainees in Neurology,whether they are in core or non-core training positions, at any one time.

It is important that supervisors are physicians with whom trainees have a close working relationship. Amongother responsibilities, supervisors are responsible for completing important assessments such asSupervisors Reports. Supervisors should provide trainees with a copy of these reports, to aid subsequent

supervisors in identifying specific training needs. Supervisors may also request the trainee to providedocumentation from previous training rotations, for example applications for approval of training,Supervisors Reports and other documents deemed relevant to trainee progress. In the case that a trainee isunable to provide this documentation, the supervisor may request that the College provide it on the traineesbehalf.

During a non-core year, trainees may be working in an environment where there are no consultantphysicians. In such circumstances, trainees must nominate an appropriate senior colleague who will beacceptable to the STC or SAC to act as their supervisor.

Support for supervisors

The Colleges Medical Education Officers andAdvanced Training Unit staff are equipped with anunderstanding of the purpose and functionality of each PREP teaching & learning and assessment resource,and have the capacity to advise Fellows and trainees in their use. Medical Education Officers are based in each Australian state and New Zealand, and conduct workshops tohelp trainees and supervisors familiarise themselves with the Advanced Training Portal and the other onlinetools associated with the PREP Program. Medical Education Officers are also available on request to visitsites and conduct one-on-one consultations.Details of future workshops and contact details for Medical Education Officers can be found in the SupervisorSupportsection of theCollege website.

Additional supporting resources for PREP tools are accessible via theAdvanced Training Portal.These

include information sheets, workflows and video examples of PREP tools.
http://www.racp.edu.au/page/educational-and-professional-development/supervisor-supporthttp://www.racp.edu.au/page/educational-and-professional-development/supervisor-supporthttps://vle.racp.edu.au/mod/atp/view.php?id=1097https://vle.racp.edu.au/mod/atp/view.php?id=1097https://vle.racp.edu.au/mod/atp/view.php?id=1097https://vle.racp.edu.au/mod/atp/view.php?id=1097http://www.racp.edu.au/page/educational-and-professional-development/supervisor-support


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Advanced Trainees

Responsib i l i t ies

The PREP Program is based on the philosophy that learning should be instigated and regulated by the

trainee. In practice, this means that trainees, rather than their supervisors, are responsible for identifying theopportunities for learning that lead to the completion of training requirements.

Trainees are responsible for:

arranging for the appropriate supervisor to complete formative and summative assessments, teachingand learning tools, and application forms

submitting forms and documentation by the required deadlines (as detailed inEligibility and entry intoAdvanced TrainingandProgram requirements)

securing training positions in accredited training settings each year

researching and accessing new learning resources as necessary

providing new supervisors with copies of past SupervisorsReports and any other information relevant totheir progress at the commencement of each rotation. If a trainee is unable to provide this information

then the College may do so on their behalf.

Trainee as a learner

Trainees are expected to:

be familiar with College educational requirements as outlined in program requirement handbooks andcurricula

identify their learning needs, set learning objectives and discuss these objectives with their supervisor

initiate meetings with their supervisor to regularly discuss and receive feedback on their progress in thetraining program

fulfil all learning and assessment requirements of the training program, ensuring these are submitted ontime

attend teaching sessions organised at their training setting

actively seek feedback and response appropriately to feedback on their performance and achievements

actively seek mentorship in their progression towards independent practice as a physician

reflect on their performance, development as a learner, teacher and professional in order to meet therequired standards.

Trainees are encouraged to complete evaluation surveys as developed by the College so that the Collegemay deliver effective training programs of the highest quality and relevance to medical practitioners.

It is a traineesresponsibility to read and sign theStatement of Basic Training ResponsibilitiesorStatementof Responsibilities in Advanced Trainingat the beginning of each term of training.

Trainee as a teacher

Trainees are expected to be involved in teaching and mentoring and as such it is expected that they will:

learn the skills of teaching

act as a role model and mentor for junior doctors

impart medical knowledge to junior colleagues and other members of multidisciplinary teams in formaland informal settings.

Receiving feedback

Feedback received by trainees during formative assessments, or traineesupervisor meetings, should beused to identify gaps in their knowledge or skills, refine clinical and professional practices, and plan theirfuture learning.
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CHAQFjAA&url=http%3A%2F%2Fwww.racp.edu.au%2Findex.cfm%3Fobjectid%3D48012BA0-FF2D-898D-1D0238513D54597F&ei=OF3NT6fLLaeriAeO_tXSBg&usg=AFQjCNGd8UkEXZBwkg-aDHKP8wa61RZyfw&sig2=xuIKsncC3jLeWZMnGbrRrQhttp://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CHAQFjAA&url=http%3A%2F%2Fwww.racp.edu.au%2Findex.cfm%3Fobjectid%3D48012BA0-FF2D-898D-1D0238513D54597F&ei=OF3NT6fLLaeriAeO_tXSBg&usg=AFQjCNGd8UkEXZBwkg-aDHKP8wa61RZyfw&sig2=xuIKsncC3jLeWZMnGbrRrQhttp://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CHAQFjAA&url=http%3A%2F%2Fwww.racp.edu.au%2Findex.cfm%3Fobjectid%3D48012BA0-FF2D-898D-1D0238513D54597F&ei=OF3NT6fLLaeriAeO_tXSBg&usg=AFQjCNGd8UkEXZBwkg-aDHKP8wa61RZyfw&sig2=xuIKsncC3jLeWZMnGbrRrQhttp://www.google.com/url?sa=t&rct=j&q=

Documents

Advanced Training in Neurology in Australia