Training and education

Training & Education

The ANZCA Educators Program has been revised and updated

The ANZCA Educators Program (AEP) is a practical course designed to equip participants with the knowledge and skills to be competent clinical teachers. It is open to ANZCA fellows, specialist international medical graduates, provisional fellows and trainees (basic trainees onwards), and to FPM fellows and trainees. Led by the ANZCA Educators Sub-Committee, with extensive input from AEP Facilitators and external experts, a review of the AEP has been completed resulting in a redesigned course. Learning outcomes for the revised course are based on the progression indicators in tier one (knowing and doing) of the recently-launched ANZCA Educator Competency Framework. This is the foundational level of competency, applicable to all ANZCA and FPM fellows in their role as clinical teachers. Other highlights include: • Five core modules over 1.5 days to complete the course (previously eight modules over 2.5 days). • A new course handbook that also functions as an enduring reference for participants. • Maintaining alignment with scholar role activities to enable trainees to gain credits in towards the “teach a skill” and “facilitate a group discussion/running a tutorial” activities.

Dates and venues for 2023 are being finalised with both in-person and online courses on offer. Some courses include additional modules to cater to different groups. The learning outcomes for the revised AEP are described in the accompanying table. Visit the AEP page on the ANZCA website for information on 2023 courses. If you are interested in becoming an AEP facilitator, email us at aep@anzca.edu.au. Dr Nav Sidhu FANZCA Chair of the ANZCA Educators Sub-Committee and Lead AEP Facilitator (NZ); Staff Specialist, Department of Anaesthesia and Perioperative Medicine, North Shore Hospital, Auckland, NZ

Module/section

Underpinning content (interweaved throughout modules)

Module 1: Planning Effective Teaching and Learning (PETL)

Module 2: Facilitating Learning In Clinical Settings 1 (FLICS1)

Module 3: Facilitating Learning In Clinical Settings 2 (FLICS2)

Module 4: Teaching In Non-Clinical Settings (TINCS)

Module 5: Assessment and Evaluation in Medical Education (AEME)

Additional concepts in medical education (included in handbook) Learning outcomes

Establish positive working relationships and communicate effectively with learners. Promote a culture that emphasises equity and social justice, and is free from discrimination, bullying, and harassment. Recognise the influence of unconscious bias on teaching, learning, and assessment. Recognise the influence and importance of role-modelling in educator role.

Describe the principles of adult learning relevant to medical education. Create a supportive and psychologically safe educational environment. Outline an approach to performing a needs assessment. Write a SMART learning objective. Develop a teaching plan for a teaching and learning session.

Identify specific characteristics of teaching and learning in the clinical setting. Evaluate the use of deliberate teaching tools in the clinical setting. Plan a session to facilitate learning of a practical skill. Demonstrate key concepts to facilitate learning of a practical skill. Adapt teaching and learning approaches to a variety of clinical settings.

Describe models for feedback conversations. Conduct an effective feedback conversation. Outline the factors required to provide effective clinical supervision. Articulate appropriate levels of supervision for various clinical scenarios.

Evaluate the utility of different non-clinical settings to facilitate teaching and learning. Outline approaches for facilitating a small-group discussion. Incorporate techniques to promote interactive teaching and learning in small groups. Outline approaches for managing the “different” participant behaviours that can impact on learning.

Describe the key concepts in assessment. Describe different assessment instruments and their role in facilitating learning, with a focus on WBAs. Outline methods to evaluate a teaching encounter. Outline approaches to seek feedback and reflect on own teaching practice.

Recognise the importance of professionalism, leadership, and teamwork in medical education. Recognise the basic principles of coaching, mentoring, and professional development. Demonstrate awareness of fair and equitable selection processes for learners Identify and support learners experiencing difficulty. Recognise different approaches to producing new knowledge in medical education research, including quantitative and qualitative approaches. Describe the principles of critical appraisal and peer-review. Identify the standards set by statutory and other regulatory bodies in provision and quality assurance of medical education.