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Recent journal articles
The following reference lists provide a sample of recent literature with PDFs for direct access. We will post new references every quarter, the latest additions will be starred.
Topics include; Supporting Learning and Developing Learning Plans, Teaching and Supervision, Feedback, Assessment, Supporting the poorly performing trainee, Difficult Conversations, Training Flexibility, Professionalism and Ethics, Cultural Competence and Cultural Safety, and Leadership and Management.
Useful documents - including RACS competencies, Standards for Supervision, Becoming a competent surgeon
To assist supervisors in their roles in educating and assessing trainees for the relevant Specialty Training Boards, RACS has developed a set of standards. The standards outline the attributes, roles and responsibilities and effective teaching methods for supervisors, who model the integration of the RACS competencies into daily practice.
This document outlines a framework to describe progress during training for each of the nine RACS Competencies. It has been developed to provide a guide for trainees and their supervisors as to the stage a trainee has reached for any one of the competencies.
The SET program is underpinned by 10 RACS competencies.
If you would like to know more about the RACS Building Respect and Improving patient safety program please read these Frequently Asked Questions.
Personal Development Learning Plan
Personal Learning Develop Plans (PDLP) have long been considered an essential element of medical education (Challis 2009). They articulate what the learner needs to learn, why they need to learn it, how they are going to learn it, in what time frame and how they will know the learning has occurred. The use of PDLPs facilities the progression of the trainee and achievement of core competencies. All trainees should have a PDLP.
The principles of a PDLP include the following:
- the Trainee is put at the centre of the learning and teaching process
- learning needs are identified by the Trainee (which encourages self reflection) and their Supervisor in partnership. From these needs, measurable training goals are established
- the Trainee is involved in identifying ways in which the learning goals can be achieved in discussion with their Supervisor. Self-directed learning opportunities are identified along with facilitated learning
- learning goals take into consideration the Trainee's previous experience and current knowledge, skills and attitudes
- the learning goals for the basis of feedback conversations between the Trainee and Supervisor
- learning goals are adjusted as achievements are made and circumstances change. The PDLP is a "living" document changing over time throughout the training period.
Guidelines for Developing a PDLP will be coming soon.
Specialty boards and Society contact details
The following links are provided to make it easier to access your specialty boards and societies.