Advanced Training in Medical Oncology: 2012 Program Requirements Handbook

Physician Readiness for Expert Practice
Advanced Training in Medical Oncology

2012 Program Requirements Handbook
Adult Medicine Division Paediatrics & Child Health Division
Table of contents
The PREP Advanced Training Program Requirements Handbook......................................... The Royal Australasian College of Physicians....................................................................... College training programs.................................................................................................................... Principles of Physician Readiness for Expert Practice (PREP) Training...................................................... Advanced Training in Medical Oncology............................................................................... The specialty of medical oncology......................................................................................................... Overview of Advanced Training in Medical Oncology........................................................................... Competencies expected at the completion of training.......................................................................... Eligibility and entry into Advanced Training....................................................................... Eligibility requirements for Advanced Training....................................................................................... Application for approval of RACP Advanced Training Programs............................................................. 4 5 6 8 10 10 10 14 15 15 15
Selection into Advanced Training positions............................................................................................ 15 Training fees.......................................................................................................................................... 16 Curricula................................................................................................................................ Relevant curricula.................................................................................................................................. 17 17
Use of curricula...................................................................................................................................... 17 Program requirements.......................................................................................................... Duration of training.............................................................................................................................. Teaching and learning activities............................................................................................................ Assessments.......................................................................................................................................... Other requirements.............................................................................................................................. Important dates 2012........................................................................................................................... Denition and description of teaching and learning activities, assessments and other requirements...... 18 18 18 19 20 21 23
Roles and responsibilities...................................................................................................... 34 Supervising committee......................................................................................................................... Advanced Training supervisors.............................................................................................................. Advanced Trainees................................................................................................................................ College support for trainees.................................................................................................................. 34 35 36 37
Accreditation of settings....................................................................................................... 38 Accredited settings for training.............................................................................................................. 38 List of accredited settings...................................................................................................................... 38 Variations in training settings................................................................................................................. 38
PREP Advanced Training in Medical Oncology Program Requirements Handbook
Training policies and processes............................................................................................. 39 Education policies................................................................................................................................. Variations in training............................................................................................................................. Certication of training........................................................................................................ Annual progression............................................................................................................................... Completion of training.......................................................................................................................... Information for new Fellows.................................................................................................................. 39 39 42 42 42 42
Contact details....................................................................................................................... 43 Education Ofcers................................................................................................................................. 43 Specialty societies.................................................................................................................................. 43
The PREP Advanced Training Program Requirements Handbook

This handbook provides trainees with a step-by-step guide to the Royal Australasian College of Physicians (RACP) Physician Readiness for Expert Practice (PREP) Advanced Training in Medical Oncology Program. Over the course of the training program, all trainees must carry out a variety of activities, assessments and program requirements in consultation with their supervisors. Completion of these requirements is an essential pre-requisite for admission to Fellowship of the RACP (FRACP). This handbook includes information for both Australian and New Zealand trainees. Where not specied as being relevant to either Australia or New Zealand, information applies to trainees in both countries.
For trainees This guide will help trainees satisfy the requirements for progressing through and completing the training program.
For supervisors This handbook will help supervisors to identify training program requirements and facilitate learning experiences for trainees under their supervision.
Related resources In addition to this guide, trainees and supervisors will need to refer to the following:
Medical Oncology Advanced Training Curriculum and the Professional Qualities Curriculum. Resources and tools provided on the Advanced Training Portal. Education policies these are a source of administrative instructions regarding the guidelines and
procedures governing College training programs. For further information on current College education policies, refer to the Training policies and processes of this handbook or the College website. About this edition This handbook applies to trainees enrolled in PREP Advanced Training in Medical Oncology in either Australia or New Zealand. PREP Advanced Trainees are classied as those who commenced Advanced Training in 2011 or later.
Copyright RACP - all rights reserved.
The Royal Australasian College of Physicians

Founded in 1938, the Royal Australasian College of Physicians (the College) is a diverse and energetic organisation responsible for training, educating and representing over 13,500 physicians, paediatricians and specialists in Australia and New Zealand. The principal roles of the College are the training and ongoing medical education of physicians, paediatricians and specialists, and the promotion and development of timely, relevant health policies. The College is at the forefront of medical research and health education, and espouses the highest ethical standards in the care of patients. The College is made up of the following:
Divisions The College has two Divisions:
Adult Medicine Division Paediatrics & Child Health Division

Training programs belonging to the Divisions result in the qualication of FRACP.
Faculties 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 qualication of Fellowship of the relevant Faculty, e.g. FAFOEM.
Chapters The two Divisions of the College have Chapters that support groups of practitioners working in 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 qualication 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 eld is directly obtained through the Paediatrics & Child Health Division.
Specialty societies Specialty societies are medical/scientic societies that bring together research and clinical scientists and physicians 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 with several specialty societies to establish Specialty Training Committees (STCs), to develop and supervise Advanced Training Programs for those specialty areas. Training programs supervised by STCs result in the qualication of FRACP, and are attached to one of the Divisions.
PREP Advanced Training in Medical Oncology Program Requirements Handbook 5
College training programs

The College is the accredited provider of specialist medical education for doctors who wish to practise as physicians or paediatricians. College trainees have completed their medical degree and an internship at a hospital, 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

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 Respiratory medicine Rheumatology Sleep medicine
Chapter Training Programs
Addiction medicine Palliative medicine Sexual health medicine

Faculty Training Programs
O ccupational and environmental medicine Public health medicine Rehabilitation medicine

Joint Training Programs The College also offers Advanced Training in conjunction with the following Colleges and Faculty:
The Australasian College for Emergency Medicine (ACEM) oo Paediatric emergency medicine The Royal Australian and New Zealand College of Psychiatrists (RANZCP) oo Child and adolescent psychiatry The Royal College of Pathologists of Australasia (RCPA) oo Endocrinology and chemical pathology oo Haematology oo Immunology and allergy oo Infectious diseases and microbiology The Australasian Faculty of Rehabilitation Medicine (AFRM) oo Paediatric rehabilitation medicine
Entry eligibility, durations of training, program requirements and resulting qualications from these programs can vary. For specic information on any of the College training programs, please refer to the Program requirements section of the relevant Program Requirements Handbook.
Diagram 1
Diagram 1 depicts the relationship between the various College training program curricula. In particular, it emphasises the underpinning nature of the Professional Qualities Curriculum, which is used from the commencement of training and on into a physicians continuing professional development (CPD). It also reinforces the link from initial medical training through post-graduate year 1/2, leading into Basic/ Advanced/Faculty/Chapter Training and following on into CPD.
Principles of Physician Readiness for Expert Practice (PREP) Training

The PREP Program is a comprehensive system of education incorporating Basic Training, Advanced Training and CPD. Trainees and Fellows are supported throughout the process of lifelong learning by a range of learning strategies and tools. The key principles of the PREP training philosophy are:
Supportive learning environment trainees are provided with a supportive educational framework
that will guide them through a dened learning pathway. Trainee-centred, physician-led approach through this approach, trainees are supported and guided by their supervisors to meet their individual learning needs. Reective practice through enquiry and personal reection, trainees develop skills for reective practice necessary for continuous learning and professional practice.
Diagram 2
The PREP framework is made up of various elements, including:
Curricula a curriculum specic to the training program outlines broad concepts and related learning
objectives; and the Professional Qualities Curriculum explains the non-clinical knowledge, skills, attitudes and behaviours that all trainees and Fellows need to develop or have as part of their practice. Program requirements program requirements are the mandatory components of a training program that a trainee must complete in order to progress through training. Program requirements can be made up of formative and summative assessments, teaching and learning activities, the types and durations of training rotations, course work, and other requirements such as the minimum duration of training. Accreditation of settings the process of evaluating the suitability and capability of a training setting to deliver a College training program. eLearning environment (Portals) both trainees and supervisors are supported by an eLearning environment, that provides easy access to relevant information, online learning tools and resources for each component of the PREP Program. Teaching and learning tools these are designed to support reective practice and self-directed learning. These tools cater to a range of learning needs, styles and situations that may arise in workplace training. Assessments there are both formative and summative assessments within each program. Formative assessments are carried out as workplace-based assessments and do not require a pass. They provide a means for trainees to gain feedback and plan for future learning. Summative assessments require a pass for trainees to progress through the program. Supervision on-site supervisors contribute signicantly to a trainees learning process, by: planning and facilitating the trainees learning path; facilitating effective teaching and learning opportunities; and providing comprehensive and timely feedback on the trainees progress and achievement of the curricula learning objectives. Certication of training certication of training is the process of verifying that a trainee has met the program requirements for annual progression and completion of training. Evaluation continually 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.
Advanced Training in Medical Oncology

The specialty of medical oncology
The medical oncologist is a consultant physician specialising in the investigation, study, diagnosis, management and treatment of benign and malignant growths, tumours, cancers and diseases. The specialty focuses on preventative and palliative medicine, with particular emphasis placed upon the use of chemotherapy, hormones, molecular targeted agents and analgesics throughout the practice of oncology. Medical oncology is a young specialty that can offer an interesting and widely diverse range of career options and exible working opportunities for its practitioners. Most medical oncologists undertake a mix of clinical and research activities. Clinical work covers the diagnosis and systemic management of cancer. Research opportunities include basic oncology research, clinical trials and other clinical research based upon, cancer epidemiology, pharmacology and hereditary cancer. Clinical research is a signicant component of practice for most medical oncologists and provides long-term career satisfaction. Opportunities exist for teaching at both undergraduate and postgraduate levels. Medical oncologists work as an integral part of multidisciplinary teams to provide holistic, multi-modality care to patients with cancer. Most medical oncologists work in moderate to large centres in metropolitan or regional areas. Many are currently employed through the public hospital system; however a signicant proportion operate in both the public and private spheres. There is, however, an increasing trend towards operation within private practice in either a singular or group setting. Many oncologists offer visiting services to regional centres, which are usually in the private setting. The specialty requires a breadth of clinical experience and skills in:
caring for acute medical problems and chronic illness attending to the emotional needs of patients and families controlling and managing symptoms administering end-of-life care.
Overview of Advanced Training in Medical Oncology

The program requirements for Advanced Training in Medical Oncology are summarised below. For further details, please refer to the Program requirements section of this handbook. NB: Advanced Training Committees will regularly evaluate their training requirements to ensure that they are in line with educational best practice. Requirements will be published and communicated annually. Changes to the training program that may substantially impact a trainees plan for training will be implemented following an extended period of notice. It is the responsibility of the trainee to ensure that they are following the correct guidelines for that training year.
Entry
C ompletion of a Division Basic Training program Pass the RACP Written and Clinical Examinations
Duration
36 months (full-time equivalent)
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Structure and content
24 months of core training 12 months of non-core training Required content of this training program is dened in the Medical Oncology Advanced Training
Curriculum and the Professional Qualities Curriculum Supervision For each training rotation, each trainee should nominate:
t wo supervisors with FRACP (required) one Mentor (New Zealand only).

Ideally, one of the nominated supervisors would have been accredited through attendance at a College Supervisors Workshop since 2009. At least one supervisor for each training rotation must work on-site with the trainee at the training site.
Qualification FRACP
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PREP Advanced Training in Medical Oncology

Overview of training requirements in Australia 2012
Core training (24 months)

Content Medical Oncology Advanced
Training Curriculum Professional Qualities Curriculum
Non-core training (12 months)

Medical Oncology Advanced
Supervision
Per rotation: Two supervisors with FRACP (required) Per rotation: Two supervisors with FRACP (required)
Teaching and learning requirements

Per year: 2 Learning Needs Analysis Per year: 2 Learning Needs Analysis
Assessment
Per rotation: 1 Final Supervisors Report Per year: 1 Mid-Year Progress Report 2 Case-based Discussion 2 Mini-Clinical Evaluation Exercise Per rotation: 1 Final Supervisors Report Per year: 1 Mid-Year Progress Report 2 Research reports*
* required in research-based non-core training terms only
By end of Advanced Training

36 months of certied training time consisting of:
24 months of core training 12 months of non-core training Communication Skills Workshop attendance (Adult Medicine trainees only) 6 months of Developmental and Psychosocial Training (Paediatrics & Child Health
trainees only)
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Overview of training requirements in New Zealand 2012
Core training (24 months)

Content Medical Oncology Advanced
Non-core training (12 months)

Medical Oncology Advanced
Supervision
Per rotation: Two supervisors with FRACP (required) Per rotation: Two supervisors with FRACP (required)
Teaching and learning requirements

Per rotation: 1 Learning Needs Analysis Per rotation: Learning Needs Analysis
Assessment
Per rotation: 1 Final Supervisors Report 1 Trainees Report Per year: 2 Mini-Clinical Evaluation Exercises 2 Case-based Discussions Per rotation: 1 Final Supervisors Report 1 Trainees Report Per year: 2 Research reports*
* required in research-based non-core training terms only
By end of Advanced Training

36 months of certied training time consisting of:
24 months of core training 12 months of non-core training Communication Skills Workshop attendance (Adult Medicine trainees only) Completion of Mandatory Paediatric Requirement (Paediatrics & Child Health trainees only)
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Competencies expected at the completion of training

By the completion of Advanced Training in Medical Oncology, it is expected that a new Fellow will have developed the knowledge and skills as outlined in the Medical Oncology Advanced Training Curriculum. In summary, it is expected that a new Fellow will:
have extensive knowledge surrounding the nature, pathology, natural history, epidemiology and genetics
of human malignant diseases have experience in the methods used during the investigation and management of patients with malignancy, including screening for early detection, and diagnosis by appropriate methods (such as clinical examination, pathological techniques and imaging procedures) have an adequate understanding of the pharmacology, pharmaco-kinetics, use and side effects of anti neoplastic drugs (including cytotoxics, hormonal therapies, molecular targeted agents and biological agents) be procient in the prevention and treatment of malignant disease, and any complications associated with this have experience in the management of cancer patients, including symptom palliation and rehabilitation with particular emphasis on psychological and social support display a high level of communication skills have an understanding of the importance of a multidisciplinary approach to the management and treatment of malignant disease have an understanding of the evolving areas of medical oncology including geriatric oncology, adolescent/young adult patients and survivorship issues have an understanding of the role of radiotherapy in the management of patients with cancer have an understanding of the role of palliative care in the management of patients with cancer have a working understanding of haematological malignancies be familiar with the role of curative and palliative surgery in the management of patients with malignancy have an understanding of the development of new agents, including clinical trial protocol development and implementation have an understanding of the appropriate methods of statistical design and analysis, so as to evaluate research reports with an appropriate depth of understanding.
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Eligibility and entry into Advanced Training

Eligibility requirements for Advanced Training
Trainees may apply to enter Advanced Training in Medical Oncology following satisfactory completion of all Basic Training requirements, including success in the Written and Clinical Examinations, and appointment to an accredited Advanced Training position. For further information about accreditation of training settings, please refer to the Accreditation of settings section of this handbook.
Selection into Advanced Training positions

Australia Candidates will need to secure an Advanced Training position at an accredited training hospital. In the third year of Basic Training, trainees should apply prospectively to be accepted into an Advanced Training position in the following year. This may vary according to states, regions and/or subspecialties. The application will be to the state-based Advanced Training selection committee where these positions exist. Details of participating states, regions and/or subspecialties, along with information regarding the centralised selection of Advanced Trainees are available on the College website in June each year, or on the state department of healths website. Where a regional selection process is not in operation, trainees should apply directly to the hospital for an appointment suitable for their selected training program, and apply for prospective approval of an Advanced Training Program directly to the training committee. Once trainees have secured a training post for the following year, an application for approval of training will need to be lodged in accordance with the due dates detailed in Tables 1 and 2 below.
New Zealand Trainees should apply for a recognised training position in an accredited hospital. They should apply directly to the Head of Medical Oncology at that hospital for an appointment suitable for their selected training program and apply for prospective approval of an Advanced Training Program directly to the SAC in Medical Oncology.
Application for approval of RACP Advanced Training Programs

Once a trainee has gained an accredited training position, they will need to apply for approval of Advanced Training from the SAC in Medical Oncology by completing an application for approval of Advanced Training in Medical Oncology and submitting it to the College by the relevant date (see Tables 1 and 2). Trainees must meet with their supervisor to complete the application, which requires them to outline their proposed training program, covering a maximum period of 12 months. Trainees must submit the application to the College by the required closing date for each training period (see Tables 1 and 2). Australian trainees must pay the appropriate fees at the time of application, whereas New Zealand trainees will be sent an invoice. Trainees and supervisors must each keep a copy of the form for future reference. The Committee considers the application and informs the trainee if the training period is approved as either core or non-core training. It is the trainees responsibility to organise the timely submission of all necessary documentation and to organise the meetings with supervisors throughout the course of their Advanced Training.
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Deadlines for submission of applications for approval of Advanced Training Information on the current closing dates for submission of applications can be found in the tables below. Approval of training will not be considered if applications are received after the applicable deadlines. Table 1
Advanced Training Australia

15 February 31 August Oct/Nov Closing date for applications for prospective approval of current year of training. Closing date for applications for prospective approval of second half of the current year of training. SAC meets to review training.
Table 2
Advanced Training New Zealand

30 March 31 May 31 October Closing date for applications for prospective approval of AprilAugust rotations. Closing date for applications for prospective approval of second half of current year of training. Closing date for applications for prospective approval of rst half of the following year or full year. Closing date for reports to be received for the current year (both full year and half year rotations).
Training fees
Over the past ve 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 medical colleges in Australia and New Zealand. Training fees will contribute to funding essential services for Fellows and trainees, including:
Learning materials e additional online infrastructure new forms of assessment additional staff to support trainees and supervisors professional development policy and advocacy.
Current annual training fees can be found on the College website.
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Curricula
Relevant curricula
The following curricula are relevant for Advanced Trainees in Medical Oncology. The Medical Oncology Advanced Training Curriculum outlines the broad concepts, learning objectives, and associated theoretical knowledge, clinical skills, attitudes and behaviours required and commonly used by medical oncology physicians/paediatricians within Australia and New Zealand. Please note that there are separate curricula relevant to Adult Medical Oncology training and Paediatric Haematology/Oncology training. The Professional Qualities Curriculum outlines the range of concepts and specic learning objectives required by, and used by, all physicians/paediatricians, regardless of their specialty or area of expertise. It spans both the Basic Training and Advanced Training Programs and is also used as a key component of the continuing professional development program. Together with the various PREP Basic Training Curricula and Advanced Training Curricula, the Professional Qualities Curriculum integrates and fully encompasses the diagnostic, clinical, and educative-based aspects of the physicians/paediatricians daily practice. The Medical Oncology Advanced Training Curriculum and the Professional Qualities Curriculum can both be found on the College website.
Use of curricula
Using the Medical Oncology Advanced Training Curriculum can help Advanced Trainees to:
clarify expectations of their training outcomes this means that skills, abilities and experiences that
should be achieved during a training period can be easily identied assess progress, set learning goals and evaluate the suitability of training experiences demonstrate which skills have been acquired during a training term.
A good starting point for new Advanced Trainees is to read through the curriculum, as this will help gauge which skills and attributes are required in their chosen specialty. It may also help guide their learning for the future, in terms of which experiences and jobs they will need to plan for. Reading the curriculum will also help current Advanced Trainees to identify which skills and attributes have already been learnt, and which need further development. Both the specialty-specic curricula and the Professional Qualities Curriculum are linked to the Learning Needs Analysis. This online tool is particularly helpful when determining the learning opportunities that may be available in a given term. It can also facilitate discussions between an Advanced Trainee 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 on their learning plans at the end of the rotation. For further information please refer to the Program requirements section of this handbook.
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Program requirements
Program requirements are the mandatory components of a training program that a trainee must complete in order to progress through training. Program requirements are linked to certication of training, both annually and at the point of admission to Fellowship. Program requirements are made up of formative and summative assessments; teaching and learning activities; the type and duration of clinical rotations; course work; and other requirements, such as the minimum duration of training. NB: Advanced Training Committees will regularly evaluate their training requirements to ensure that they are in line with educational best practice. Requirements will be published and communicated annually. Changes to the training program that may substantially impact a trainees plan for training will be implemented following an extended period of notice. It is the responsibility of the trainee to ensure that they are following the correct guidelines for that training year.
Duration of training
Trainees are required to complete 36 months of Advanced Training in Medical Oncology, of which 24 months must be in a core medical oncology training position as accredited by the SAC in Medical Oncology. Up to 12 months may be accredited as non-core training (clinical or research). At least 12 months of Advanced Training in Medical Oncology must be undertaken in Australia or New Zealand.
Core training A minimum of 24 months full time equivalent (FTE) must be spent in accredited clinical training positions under the supervision of a Fellow of the College. For further information about required supervision please refer to Roles and responsibilities; and for information on accredited settings, please refer to Accreditation of settings.
Non-core training In both Australia and New Zealand, a maximum of 12 months of non-core training, within the 36 months of Advanced Training, may be undertaken in research, laboratory-based training or overseas training relevant and specic to cancer medicine. Trainees have the option to undertake one further year of clinical training beyond their 24 month core training period. This may include further medical oncology, or alternatively other cancer-related specialities including cancer genetics, palliative care, radiation oncology or malignant haematology. For further information about required supervision during training please refer to Roles and responsibilities; and for information on accredited settings for training please refer to Accreditation of settings.
Teaching and learning activities

PREP teaching and learning activities are designed to support reective practice and self-directed learning. A variety of teaching and learning activities are used throughout PREP Training. These activities cater to a range of learning needs, styles and situations that may arise in workplace training. For core Advanced Training in Medical Oncology in 2012, trainees are required to complete teaching and learning activities as outlined below.
Learning Needs Analysis (two per year of training)

Assessments
Advanced Trainees in Medical Oncology are required to complete formative and summative assessments during each year of training. Formative assessments provide a means for trainees to gain feedback and inform their future learning, whilst summative assessments are 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 to educational best practice and in the interest of achieving consistency across all College training programs. For core Advanced Training in Medical Oncology in 2012, trainees are required to complete assessments as outlined below. Australia Formative assessments:
C ase-based Discussion (two per year) Mini-Clinical Evaluation Exercise (two per year) Mid-Year Progress Report (one per 12 month training rotation)
Summative assessments
Final Supervisors Report (one per training rotation)

New Zealand Formative assessments:
C ase-based Discussion (two per year) Mini-Clinical Evaluation Exercise (two per year)
Summative assessments:
F inal Supervisors Report (one per training rotation) Trainees Report (one per training rotation)
For non-core Advanced Training in Medical Oncology in 2012, trainees are required to complete assessments as outlined below.
Australia Formative assessments: Clinical-based training
Case-based Discussion (two per year) Mini-Clinical Evaluation Exercise (two per year) Mid-Year Progress Report (one per 12 month training rotation)
Research-based training
Submission of two pieces of scholarly work this may include submission of a copy of either an abstract,
a paper, a scientic presentation (internal or external) or a detailed research proposal
Mid-Year Progress Report (one per 12 month training rotation)
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Summative assessments:
Final Supervisors Report (one per training rotation)

New Zealand Formative assessments: Clinical-based training
C ase-based Discussion (two per year) Mini-Clinical Evaluation Exercise (two per year)
Research-based training
Submission of two pieces of scholarly work this may include submission of a copy of either an abstract,
a paper, a scientic presentation (internal or external) or a detailed research proposal Summative assessments:
Final Supervisors Report (one per training rotation) Trainees Report

Other requirements
Communication Skills Workshop applies only to Adult Medicine trainees Developmental and Psychosocial Training applies only to Australian Paediatrics & Child Health Division
trainees Mandatory paediatric requirements applies only to Paediatrics & Child Health Division trainees
Advanced Training Portal

Resources for many of the program requirements as listed above can be accessed through the Advanced Training Portal. These include:
mportant dates i online teaching and learning, and formative assessment tools information sheets, workows, rating forms and interactive video tutorials for online tools additional resources, including curricula a help section including information about how to use the portal frequently asked questions (FAQs).
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Important dates in Australia 2012
January March Applications for Approval of Advanced Training due (15 February) Case-based Discussion to be completed April June Mini-Clinical Evaluation Exercise to be completed July September 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 second half of year due (31 August) Case-based Discussion to be completed
October December Mini-Clinical Evaluation Exercise to be completed January 2013 2012 Final Supervisors Report due (31 January) Research reports due (31 January)
Please refer to the Eligibility and entry into Advanced Training section and the Program requirements section of this handbook for further information.
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Important dates in New Zealand 2012
December 2011 - Feburary 2012 Applications for Approval of Advanced Training for conditional
Advanced Trainees due (7 January) Case-based Discussion to be completed
March - May Mini-Clinical Evaluation Exercise to be completed Final Supervisors Report for rst half of year due (31 May) Trainees Report for rst half of year due (31 May) Applications for Approval of Advanced Training for second half of year
due (31 May)
June - August Case-based Discussion to be completed September - November Final Supervisors Report for second half of year due (31 October) Research reports due (31 October) Trainees Report for second half of year due (31 October) Applications for Approval of Advanced Training for the following year
due (31 October) Mini-Clinical Evaluation Exercise to be completed
These dates refer to 12 month rotations only. Shorter rotations require completion of requirements on a pro-rata basis. Please refer to the Eligibility and entry into Advanced Training section and the Program requirements section of this handbook for further information.
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Definition and description of teaching and learning activities, assessments and other requirements
Teaching and learning activities
Program requirement
Abbr.
Type
Frequency
Timing
Training type
Core Noncore
Learning Needs Analysis
LNA
Teaching and learning activity
Two per year
One per six month period, early in the rotation.
Description
Learning Needs Analysis is used by the trainee to plan the learning goals and opportunities for each rotation. The Learning Needs Analysis tool is linked both to the Medical Oncology Advanced Training Curriculum and the Professional Qualities Curriculum, and facilitates a focus on the learning objectives of the training program to develop a learning plan. The Learning Needs Analysis is accessed via the Advanced Training Portal.
Information and training resources

Learning Needs Analysis information sheet Learning Needs Analysis workow Learning Needs Analysis worked example Learning Needs Analysis Policy
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Formative assessments
Program requirement
Abbr.
Type
Frequency
Timing
Training type
Core Noncore
Case-based Discussion
CbD
Formative assessment
Two per year
As determined by trainee and/or supervisor
Description
Case-based Discussion is designed to evaluate the level of professional judgement exercised by the trainee in clinical cases. A Case-based Discussion encounter involves a comprehensive review of clinical cases between an Advanced Trainee and an assessor, resulting in feedback being given to the trainee across a range of areas. The results of a Casebased Discussion assessment can be entered online via the Advanced Training Portal. NB: Advanced Trainees undertaking research-based training in 2012 are not required to complete Case-based Discussion encounters.

Case-based Discussion information sheet Case-based Discussion rating form Case-based Discussion workow Case-based Discussion web tutorial Case-based Discussion policy
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Program requirement
Abbr.
Type
Frequency
Timing
Training type
Core Noncore
Mini-Clinical Evaluation Exercise
MiniCEX
Two per year
As determined by trainee and/or supervisor
Description
Mini-Clinical Evaluation Exercise is a formative assessment tool to help trainees review their performance on-the-job and to aid the learning process during their training. Whilst being observed undertaking a number of cases over a period of time, with a number of different assessors, these individual brief encounters add up to provide a reliable measure of a trainees performance. Skills such as history taking, communication skills, physical examination and the management of patients and their problems can be difcult to assess reliably within the workplace. Consequently assessment in the past has been suboptimal. Mini-Clinical Evaluation Exercise provides a practical solution with signicant learning benets. NB: Advanced Trainees undertaking research-based training in 2012 are not required to complete mini-Clinical Evaluation Exercise encounters.

Mini-Clinical Evaluation Exercise information sheet Mini-Clinical Evaluation Exercise workow Mini-Clinical Evaluation Exercise web tutorial Mini-Clinical Evaluation Exercise Policy
Training type Program requirement Abbr. Type Frequency Timing

Core Noncore
(Research)
Research Report
RR
Two over the course of the year
Must be received at College by end of the traing year
Description
Research Reports, or project reports, are used to assess the capabilities of Advanced Trainees in the collection and analysis of data, critical review of published information, and the synthesis and expression of conclusions. Advanced Trainees who opt to undertake a research project as part of the non-core training year, are required to submit two substantial pieces of scholarly work relevant to their research, before the completion of that training year. The year of research must be prospectively approved by the SAC in Medical Oncology.
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Program requirement
Abbr.
Type
Frequency
Timing
Training type
Core Noncore
Mid-Year Progress Report (Australian trainees only)
MYPR
One per year for 12 month rotations
Due to the College by 15 July
Description
The Mid-Year Progress Report is a formative assessment of the rst half of a trainees year of training (12 month positions). Supervisors should discuss the report with the trainee prior to sign-off by both parties. Trainees should be provided with a copy of each report that is to be submitted for consideration by the committee. The committee retains the right to provide subsequent supervisors with copies of past reports. If the trainees supervisor has not directly supervised the trainee throughout the rst half of the year, the supervisor should obtain individual reports from those who have directly supervised the trainee, and provide a composite report. Australia Advanced Trainees in 12 month positions need to have a Mid-Year Progress Report completed and submitted to the College by 15 July. Advanced Trainees in four or six month positions with different supervisors or at different sites do not require a MidYear Progress Report to be completed. A Final Supervisors Report should be completed for each rotation. New Zealand New Zealand Advanced Trainees are not required to submit Mid-Year Progress Reports. An interim report is required from supervisors of trainees in 12 month positions.

Mid-Year Progress Report
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Summative assessments
Program requirement
Abbr.
Type
Frequency
Timing
Training type
Core Noncore
Final Supervisors Report
SR
Summative assessment
One per training rotation
See below
The Final Supervisors Report is a summative assessment of the trainees period of training. Supervisors should discuss the report with the trainee prior to sign-off by both parties. Trainees should be provided with a copy of each report that is to be submitted for consideration by the committee. The committee retains the right to provide subsequent supervisors with copies of past reports. If the trainees supervisor has not directly supervised the trainee throughout the year, the supervisor should obtain individual reports from those who have directly supervised the trainee, and provide a composite report. Progression to the next year will not occur until a Final Supervisors Report has been received and assessed as satisfactory by the SAC in Medical Oncology. Australia For Advanced Trainees in 12 month positions:
a Final Supervisors Report is required by 31 January of the following year. a Final Supervisors Report should be completed for each rotation the submission dates are 15 July and 31 January. a Final Supervisors Report is required by 15 October. ew Zealand Advanced Trainees are not required to submit Mid-Year Progress Reports. An interim report is N required from the supervisor of trainees in 12 month positions. Advanced Trainees undertaking four or six month rotations with different supervisors or at different sites are required to submit a Final Supervisors Report for each rotation. The submission date for the Final Supervisors Report for four or six month rotations in the rst half of the training year is 31 May. The submission date for Final Supervisors Report for four or six month rotations in the second half of the training year is 31 October.
For Advanced Trainees in four or six month positions with different supervisors or at different sites:
For Advanced Trainees in their nal year: New Zealand

Final Supervisors Report
27
Program requirement
Abbr.
Type
Frequency
Timing
Training type
Core Noncore
Trainees Report
TR
Summative assessment
One per training rotation
Due 31 May/ 31 October
Description
This is a requirement for New Zealand trainees only. All Advanced Trainees are required to submit an account of their training rotation (this could be of four, six or 12 months duration), prior to completing the rotation. This report will be forwarded with the Supervisors Reports to the SAC. These two reports will provide the principal basis upon which certication of the training program will be determined. The Trainees Report should outline the experience gained through the rotation under the following headings:
linical responsibilities C Teaching Education program Research, publications, formal presentations Diagnostic techniques Other relevant information
When writing the report, the trainee should refer to the program requirements as presented in this handbook and ensure that the report includes enough detail for the SAC to determine the appropriateness of the trainees experience. It should be noted that nal certication for Fellowship may be delayed unless the SAC is satised that all the requirements for the training program have been adequately met.
he report must be read and certied by supervisors. T The report should be typewritten or word processed. The usual length of a report is twothree pages of A4 typescript.
Reports must be received at the College ofce 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 condence to the Chair of the NZ Adult Medicine Education Committee. Trainees are also able to contact their local representative on the NZ Trainees Committee in condence through the relevant Education Ofcer. Please see the Contact details section of this handbook.
28
Other requirements
Program requirement
Abbr.
Type
Frequency
Timing
Training type
Core Noncore
Communication Skills Workshop
CSW
Other requirement
One over the course of training
Attendance at one workshop prior to completion of training
Description
Trainees are required to participate communication skills training, covering the areas of:
reaking bad news b discussing treatment options discussing prognosis end of active treatment.
Trainees should attend a minimum of one half-day workshop during the course of Advanced Training. Further communication skills training may be mandated by the SAC in Medical Oncology for individual trainees.
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Program requirement
Abbr.
Type
Frequency
Timing
Training type
Core Noncore
Developmental and Psychosocial Training (applies only to Australian Paediatrics & Child Health Division trainees)
D&P
Other requirement
Once over entire training period (including Basic Training and Advanced Training)
Six months at any stage during Basic Training or Advanced Training
Description
This is a requirement for Australian Paediatrics & Child Health Division trainees only. The developmental and psychosocial component of training for all paediatricians was introduced to ensure that the changing nature of paediatric practice is reected in the training programs undertaken within Australia. A mandatory period of training in developmental and behavioural aspects of paediatrics must be included in the program. Developmental and Psychosocial Training can be undertaken during Basic Training or Advanced Training regardless of whether trainees are undertaking general or specialty training. The training consists of a minimum six month period in one or more of the following areas:
evelopmental/behavioural paediatrics D Community paediatrics Disability/rehabilitation paediatrics Child protection Adolescent mental health
Trainees must nominate a supervisor for the Developmental and Psychosocial Training component; either during Basic Training or Advanced Training. A satisfactory Supervisors Report for Developmental and Psychosocial Training will be required for the training to be accredited. The following are acceptable training options:
ix months in a prospectively approved psychosocial training position. The six months must be completed as s two three-month terms, a block of six months or as a continuous part time position, i.e. 2.5 days per week for 12 months (please note that a conglomerate of experience for shorter time periods adding up to six months will not be acceptable) six months in a prospectively approved rural position that has a documented weekly program in the psychosocial training areas and an appropriate level of supervision attend prospectively approved clinic two sessions a week for 18 months, or one session a week for three years, plus complete an approved learning module.
An approved clinic is one that has involvement from other health/educational professionals, and where supervision is directed by a paediatrician experienced in an area or areas of Developmental and Psychosocial Training (such as behaviour, development, rehabilitation, and child protection). An approved learning module includes one of the following options:
vidence of attendance at a lecture series devoted to the topics included in Developmental and Psychosocial E Training in a recognised institution. Three referenced case reports/essays (1,500-2,000 words) demonstrating a detailed understanding of three different issues in the areas of psychosocial training (e.g. rehabilitation, community paediatrics, etc.). Completion of the Grifth Mental Developmental Scales course. Other prospectively approved modules may be considered.

Developmental and Psychosocial Training Supervisor Report Form
30
Program requirement
Abbr.
Type
Frequency
Timing
Training type
Core Noncore
Mandatory Paediatric Requirements (applies only to New Zealand Paediatrics & Child Health Division trainees)
MPR
Other requirement
Trainees in general paediatrics only: six months Trainees in general paediatric and Medical Oncology: three months
Description
This is a requirement for New Zealand Paediatrics & Child Health trainees only The New Zealand SAC in General Paediatrics will determine whether these requirements have been met. Requirements may be met either during Basic Training or Advanced Training. (All New Zealand registered paediatric trainees in other specialties are required to meet the NZ mandatory requirements).
1. Neonatal medicine

At least three months in neonatal medicine is required which should be at Level III care. NB: Candidates should bear in mind their future career plans:
a. Those intending to practise Level II neonatal medicine are advised to have at least 12 months exposure. b. Those intending to practise Level III neonatal medicine but not as neonatologists, are advised to have at least two
years exposure. c. Those intending to pursue neonatology as a career will need to register with the SAC in Neonatal/Perinatal Medicine and meet their specic requirements.
2. Psychosocial training
The psychosocial training can be undertaken during Basic Training or Advanced Training, regardless of whether trainees are undertaking general or specialty training. The psychosocial training consists of a minimum three month period, in one or more of the following areas:
Developmental/behavioural paediatrics Community paediatrics Disability/rehabilitation paediatrics Child protection and adolescent psychiatry Adolescent medicine
These areas reect a holistic approach to the health problems of children and young people; they require an understanding of the roles and inter-relationships of many allied health and community-based services in a way that distinguishes them from experience in organ-based specialties. Alternatively, trainees can gain the required experience by managing suitable cases over a longer period of time with appropriate supervision. This experience must be documented in a logbook. Trainees should keep a record of at least 12 cases they have personally managed under supervision. Copies of clinical letters are not appropriate. There should be a summary of the issues involved, and how they were managed. These cases will normally be accumulated over a two year period, and each case record must be signed by the supervisor. Examples of how this might be done are available from the College.
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Program requirement
Abbr.
Type
Frequency
Timing
Training type
Core Noncore
MPR
Other requirement
The range of conditions that should be included in the logbook are: a. Developmental problems, with a focus on the response of parents, families and care-givers to the diagnosis and ongoing care of the child with special needs:
ervasive developmental disorders P Mental retardation the behaviour problems that arise secondary to this condition
b. Chronic illness behavioural and psychological problems resulting from chronic illness, and parent and family difculties resulting from chronic conditions, such as diabetes, epilepsy, chronic arthritis, chronic respiratory disease, physical disability and childhood cancer c. Common behavioural paediatric problems such as enuresis, encopresis, sleep disturbance, eating difculties, attention decit and hyperactivity disorder, conduct disorder, anxiety, depression, and preschool behavioural adjustment disorders. The trainee should nominate a paediatrician with a special interest and skill in behavioural paediatrics or, where available, a child psychiatrist or paediatric clinical psychologist who will act as their supervisor. The RACP program director will provide the nominated supervisor with information about the requirements for the logbook and will also review the logbook.
3. Community Child Health Services

It is strongly recommended that this part of the training be carried out in New Zealand. Trainees will be expected to have visited community services in their area, and made themselves familiar with the local and regional services provided. Those trainees who have had a Community Visits Report approved as part of the Postgraduate Diploma in Child Health (Otago) or the Diploma in Paediatrics (Auckland) will be exempt from the requirements. Trainees will be required to provide a certied copy of their diploma. A detailed report with critical review (Community Visits Diary) is required, which indicates that the trainee has developed an understanding of the services for children and child health activities that exist outside hospitals. These include:
ervices for children with special problems, e.g. children with developmental disabilities, cerebral palsy, language s decits etc, which may be provided by health, education, welfare agencies and voluntary organisations well child services such as the promotion of health for children, screening and other forms of surveillance activities relating to the planning and purchasing of community child health services the monitoring of child health problems. readth of community child health services covered b understanding of the way services are delivered and the critical assessment of them understanding of how the overall community child health services are planned and integrated overall presentation.
The diaries will be assessed, taking into account:
Prior approval must be obtained before this part of the training can be pursued outside New Zealand.
32
Program requirement
Abbr.
Type
Frequency
Timing
Training type
Core Noncore
MPR
Other requirement
4. Advanced Paediatric Life Support (APLS)

All trainees are required to attend an APLS course at some point during their Basic Training or Advanced Training. However, it is recommended that you attend an APLS course as early as possible in your training.
5. Doctors for Sexual Abuse Care (DSAC)

Trainees must obtain adequate child abuse assessment skills, either through completing a DSAC course or through adequate clinical attachments.
33
Roles and responsibilities

Supervision in PREP Training involves a comprehensive level of educationally focused support for trainees within each of the training settings. Support from supervisors in PREP Training centres around:
p lanning and facilitating the trainees learning path facilitating effective teaching and learning opportunities providing comprehensive and timely feedback on the trainees progress and achievement of the curricula
learning objectives.
Supervising committee
Trainees are supervised by an Advanced Training Committee for the duration of Advanced Training. The supervising training committee will conrm that training requirements have been satised before the trainee can be recommended for Fellowship. The SAC in Medical Oncology oversees Advanced Training in Medical Oncology. The SAC reports to the College Education Committee (CEC) who in turn reports to the College Board. The New Zealand SAC in Medical Oncology reports to the New Zealand Adult Medicine Education Committee (NZAMEC).
Structure The SAC is comprised of nine members and is a diverse representative body with physicians and paediatricians from most Australian states and New Zealand. Membership consists of a Chair, two leads in accreditation, one lead in assessment, one lead in physician education, one paediatric representative, one Advanced Trainee representative, one New Zealand representative and one palliative medicine representative. The New Zealand SAC consists of the Chair, three members from the specialist society, a member from NZAMEC and a paediatric member, if there are paediatric trainees.
Appointment process Expressions of interest are invited from all current supervisors prior to a vacancy on the committee. These are discussed by the committee and a new representative determined. Positions within the committee (e.g. Chair, lead in assessment) are elected/determined by the committee. Members are appointed for two-year terms which can be renewed twice, meaning that a committee member may serve a maximum of six years.
Committees role The SAC formally meets twice per year and works on matters including accreditation of training sites, curricula and assessments for Advanced Training, trainee issues and educational policy. The Colleges Education Services provide support to the SAC through an assigned Education Ofcer and any queries for the SAC should be directed to this person. For further information, please refer to the Contact details section of this handbook.
34
Advanced Training supervisors

Supervision requirements For each year of training, Advanced Trainees in Medical Oncology are required to have the following supervision arrangements in place:
two supervisors with FRACP (required).

These should be physicians with whom trainees have a close working relationship, and who will be responsible for completing the Mid-Year Progress Report and the Final Supervisors Report. Supervisors should provide trainees with a copy of these reports for their records to aid subsequent supervisors in identifying training needs. At New Zealand training sites where two FRACP supervisors are not available, it would be acceptable for the trainee to nominate a consultant who does not hold FRACP as a co-supervisor. During a non-core year, trainees may be working in an environment where there are no consultant physicians. In such circumstances, trainees must nominate an appropriate senior colleague who will be acceptable to the SAC to act as the supervisor. When commencing a new training rotation, trainees should provide their new supervisor with copies of their previous Supervisors Reports. When necessary, the SAC may discuss trainees past experiences with new supervisors.
The Mentor role (New Zealand) It is strongly recommended that trainees in New Zealand nominate a Mentor. The Mentors role is to complement that of supervisors, by providing advice and support when required, and impartial consideration of conict situations, should they arise. A Mentor should be perceived by a trainee as a senior colleague, aware of the local, specialty and College requirements for training, to whom the trainee could turn for professional advice and support at any time during training.
Duties Mentors:
elp trainees dene their learning needs and directions for development h facilitate trainees learning in the PREP Training Program counsel trainees on appropriate professional career options and alternatives assist in the resolution of conicts within the context of the PREP Training Program refer trainees to other individuals or resources that will assist them during their training.
Interactions between trainees and Mentors are in condence; a Mentor would not usually provide information to a supervisor, Director of Physician Education (DPE), Director of Advanced Training (DAT), SAC or NZAMEC without the consent of the trainee. There can be signicant benets for both the Mentor and trainee if the relationship is based on a genuine professional interest in education and adult learning. There needs to be trust between both parties and a clear understanding of the respective roles and responsibilities.
Selection of a Mentor The DPE or another colleague can have a role in helping trainees choose their Mentor. A Mentor will have an important role if there is insufcient support from one or more of the supervisors, or if the supervision is inadequate or does not satisfy the College requirements. At the time of passing the examination, it is recommended that trainees discuss with their Mentor their plans for Advanced Training over the three years. SACs are able to nominate a senior physician who can act in this role.
35
Support for supervisors The Colleges Medical Education Ofcers and Advanced Training Unit staff are equipped with an understanding of the purpose and functionality of each PREP teaching and learning and assessment resource, and have the capacity to advise Fellows and trainees in their use. Medical Education Ofcers are based in each Australian state and New Zealand, and will be conducting workshops to help trainees and supervisors familiarise themselves with the Advanced Training Portal and the online tools associated with the PREP Program. Medical Education Ofcers are also available on request to visit sites and conduct one-on-one workshops. Details of upcoming workshops and contact details for Medical Education Ofcers can be found in the Supervisor Support section of the College website. Additional supporting resources for PREP tools are accessible via the Advanced Training Portal. These include information sheets, workows and video examples of PREP tools.
Advanced Trainees
Responsibilities PREP is based on the philosophy that learning should be instigated and regulated by the student. In practice, this means that trainees, rather than their supervisors, are responsible for identifying the opportunities 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, teaching
and learning tools, and application forms
submitting forms and documentation by the required deadlines (as detailed in Eligibility and entry into
Advanced Training and Program requirements)
g aining training positions in accredited training settings from year to year researching and accessing additional learning resources as necessary providing new supervisors with copies of past Supervisors Reports at the commencement of each
rotation. Receiving feedback Feedback received during formative assessments or traineesupervisor meetings should be used to identify gaps in knowledge or skills, rene clinical and professional practices, and plan future learning. To maximise the benets of these sessions, trainees should:
try to listen carefully to feedback, and avoid spending time mentally refuting or defending themselves
against anything they perceive to be negative clarify anything they are unsure about, i.e. test their understanding by rephrasing what they have heard, and asking for conrmation that it is correct consider how to best make use of what they are being told ask for suggestions about how to apply the feedback their supervisor has given them develop an action plan on how to proceed from there.
36
College support for trainees

The College is committed to supporting trainees who are experiencing difculty in their training. If trainees or supervisors are experiencing difculty, they should contact the Education Ofcer for their specialty.
Reconsideration, review and appeals process by-law The College is committed to procedural fairness and has a policy and process in place for trainees and Fellows requesting reconsideration, review or appeal of College decisions. The purpose of this is to provide an internal appeals mechanism to ensure that those affected by decisions of the College are treated fairly, consistently and impartially at all times. The policy can be found on the College website.
Privacy The College complies with the relevant national privacy legislations: The Privacy Amendment (Private Sector) Act 2001 in Australia, and the Privacy Act 1993 in New Zealand. The RACP Privacy Policy applies to all personal information collected, stored, used and disclosed by the College. The full policy can be found on the College website. The policy statement explains:
hat personal information the College collects w how the College uses/discloses that information how the College stores that information entitlement to access personal information.
Working together The RACP Working Together Policy aims to ensure that the College provides a working and training environment that is safe, and without health risks. It describes the practices expected in College activities, training programs, and the various workplaces and training environments where College staff, trainees, Fellows and overseas trained physicians are located. The full policy can be obtained from the College on request. Please see the Contact details section of this handbook.
37
Accreditation of settings
It is required that core training in Medical Oncology is conducted in training positions that have been accredited by the SAC as suitable for Advanced Training. Accreditation of training settings supports the provision of quality training environments, with an appropriate balance between teaching and learning and service provision.
Accredited settings for training

Accreditation of training settings is undertaken in recognition of community expectations for fully trained and competent physicians/paediatricians, and:
t o ensure that training posts provide high quality clinical training by meeting pre-determined standards to facilitate approval of individual training programs to provide information to trainees and supervisors regarding facilities for training, supervision of training,
and the mix of educational opportunities available at each site. Processes for the accreditation of training settings aim to be transparent, reliable, valid and exible. Sites are assessed against a set of criteria, initially via a paper-based form, followed by a face-to-face visit by two SAC members. Criteria and application forms can be found on the College website or obtained from the Education Ofcer to the SAC. Please refer to the Contact details section of this handbook.
List of accredited settings

The SAC maintains a list of sites that are accredited for core Advanced Training in Medical Oncology in Australia. This can be found on the College website or obtained from the Education Ofcer to the SAC. Please refer to the Contact details section of this handbook. The SAC in Medical Oncology in New Zealand has only recently commenced accreditation of training sites. For information about accredited settings for Advanced Training in New Zealand, please contact the Colleges New Zealand ofce, details of which can be found in the Contact details section of this handbook.
Variations in training settings

Training outside of Australasia The SAC requires that Advanced Trainees spend a minimum of 12 months FTE core training in Australasia. This is to ensure that trainees receive adequate exposure to local practices and health services. Trainees intending to undertake Advanced Training outside Australia or New Zealand should enquire about the suitability of the training positions with the SAC. In all cases, trainees must satisfy to the SAC that the training and supervision in overseas training programs are satisfactory. Advice should be sought from the SAC in regards to the suitability of the training well in advance to applying for prospective approval of the training period. Once the SAC has agreed on the suitability of the post, the trainee should complete the application process for approval of training as usual. Please see the Eligibility and entry into Advanced Training section of this handbook for further information.
38
Training policies and processes

Education policies
Education policies applicable to trainees fall within the following categories:
ccreditation of training settings A Appeals Assessments and examinations International medical graduates PREP Program tools Training
These policies have been developed and ratied by the College and can be found on the College website. It is the responsibility of all trainees to familiarise themselves and comply with these policies.
Variations in training
Training under more than one specialty Advanced Trainees may wish to complete more than one specialty training program at a time, commonly known as dual training. In this case, training requirements of both supervising committees must be satised. Once a trainee has completed the requirements of one specialty training program they will be awarded Fellowship. For the remainder of their second subspecialty training they will be considered a post-FRACP trainee. Please see below for further information regarding post-FRACP training. During dual training, one training committee will be known as the primary training committee and will supervise core training; the other training committee will be known as the secondary training committee and will supervise non-core training. The secondary training committee cannot certify training until the primary training committee has done so. The Advanced Training Program should be submitted prospectively to both training committees, who will approve and accredit training rotations according to their own training curriculum. A trainees primary and secondary committees will switch according to the specialty in which they are training for during that term. Training in conjunction with Divisional Training Some subspecialties of the Adult Medicine Division may be suitable for training in conjunction with Advanced Training in Addiction Medicine, such as Advanced Training in Gastroenterology. The Advanced Training Program should be submitted prospectively to both training committees, who will approve and accredit training rotations according to their own training curriculum. Fees must be paid for each of the training programs.
39
Recognition of prior learning Trainees who completed learning appropriate for Advanced Training prior to enrolment with the College may apply for this training to be certied by their supervising education committee. The Recognition of Prior Learning Policy outlines the requirements and processes applicable for recognition of learning that has taken place prior to enrolment in a College training program. These can be found on the College website.
Retrospective certification Trainees who have had Advanced Training previously certied by an Advanced Training Committee may apply for this training to be retrospectively certied by another Advanced Training Committee. The Advanced Training Committee considering retrospective certication will assess the training period against their current training requirements. Trainees wishing to apply for retrospective certication must contact the Education Ofcer to the SAC to determine their eligibility; please see the Contact details section of this handbook.
Interruption of training This refers to absence from an approved training position in excess of normal leave entitlements and may include:
e xtended sick leave family leave deferred training.

Trainees must register their period of interruption with the College and, where possible, applications should be submitted prior to the period of interrupted training. Failure to register annually may result in withdrawal from the training program. Ideally, training should be continuous. Periods of up to two years continuous absence from the training program may be approved without losing credit for previous training or incurring a requirement for additional training. Trainees are required to complete Advanced Training within seven years.
Leave from training In each year of training, standard statutory recurrent leave entitlements (holiday, sick leave, conference, etc) can be taken without prolonging training. However, it is recognised that over a six year training period, additional or exceptional periods of leave may be required, e.g. parental leave or prolonged illness. These may occur as a single episode or on repeated occasions. As a general principle, the total period of leave (i.e. including holiday, special leave, etc) in any one training year (12 months FTE) should not exceed two months. The total leave taken during Advanced Training will be considered and individual circumstances may be taken into account. If the total period of leave during either Basic Training or Advanced Training is considered to have been in excess of the guidelines or to have interfered signicantly with training, an additional period of training may be required.
40
Part-time training Training may be undertaken full-time or part-time, or a combination of both. Any year of Basic Training or Advanced Training undertaken on a part-time basis must be equivalent to at least 20 per cent of a full-time position, and Advanced Training must be completed within seven years. NB: A Flexible Training Policy is currently in development that may result in changes to the minimum time requirement of part-time training and the maximum time allowable for completion of College training programs. It is expected that the policy will be available on the College website from January 2012, taking effect from July 2012. Post-Fellowship (post-FRACP) training is available to College Fellows wishing to train in a second or third subspecialty. Post-FRACP trainees must meet all requirements of the relevant Advanced Training Program as per the Advanced Training Curriculum of the subspecialty and requirements prescribed by the relevant Advanced Training Committee. This is achieved through completion of prospectively approved supervised core training. A post-Fellowship training program is generally two years in duration, comprised of the core components of the subspecialty program. However, it may be determined on an individual basis by the relevant Advanced Training Committee, and is dependent on the relevance of previously completed pre-Fellowship training and post-Fellowship learning (either certied or experiential). Following satisfactory completion of a post-FRACP training program, a letter will be provided, on the recommendation of the training committee, to the Fellow documenting completion of training. The Post-Fellowship Training Requirements (Divisional Programs) Policy outlines the College requirements for post-Fellowship training and can be found on the College website.
Transfer from Adult Medicine to Paediatrics & Child Health Training Trainees who have completed Basic Training and the examination in Adult Medicine, and wish to undertake Advanced Training in General Paediatrics or paediatric subspecialties, will normally be required to complete one year of Basic Paediatric Training, undertake assessment of paediatric clinical skills by the satisfactory completion of the Clinical Examination in paediatrics, and complete three years of Advanced Training in general or subspecialty paediatrics. Advanced Trainees wishing to change from Adult Medicine to Paediatrics & Child Health, or vice versa, should consult the relevant Divisional Education Committee.
41
Certification of training
Annual progression
Upon completion of training each year, the SAC considers each trainees progress according to yearly requirements to determine whether they may progress to the next year of Advanced Training. For full requirements, please refer to the Program requirements section of this handbook.
Completion of training
Trainees are eligible to be admitted to Fellowship of the College upon completion of all training requirements for Advanced Training in Medical Oncology. The College will notify trainees approaching the end of their training whether they are eligible to apply for admission to Fellowship. This application involves completion of a form and payment of a fee. There are several rounds of admission to Fellowship each year. At the completion of training, trainees will receive formal notication from the College that they have been admitted to Fellowship. In addition to the award of Fellowship, trainees who complete training are issued a letter in which satisfactory completion of their training in that subspecialty is conrmed. Following satisfactory completion of a post-FRACP training program, as certied by the SAC, a letter will be provided to the Fellow documenting completion of training.
Information for new Fellows

Continuing professional development (CPD) CPD is mandatory for Fellows of the College who are actively practising medicine. This includes Fellows of the Divisions, Faculties and Chapters. The RACP CPD Mandatory Participation Policy can be found on the College website. MyCPD is the CPD program for Fellows of the College. This innovative online program, developed in consultation with The Royal College of Physicians and Surgeons of Canada, is tailored to meet the professional development needs of each participant. The MyCPD program is founded on participants identifying their own professional development needs, planning activities to meet those needs, and subsequent reection on the activities undertaken as part of an ongoing professional development cycle. For further information please see the College website.
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Contact details
Education Officers
The Education Ofcer to the SAC is the rst point of contact for any training related enquiries. Contact details for the Australian and New Zealand Education Ofcers are oulined below. Australia Education Ofcer to the SAC in Medical Oncology Education Services The Royal Australasian College of Physicians 145 Macquarie Street SYDNEY NSW 2000 Phone: +61 2 8247 6296 Email: MedicalOncology@racp.edu.au New Zealand Education Ofcer to the SAC in Medical Oncology PO Box 10601 WELLINGTON 6143 Phone: +64 4 472 6713 Email: advancedtraining@racp.org.nz
Specialty societies
The Medical Oncology Group of Australia (MOGA) is the peak professional body representing medical oncology physicians in Australia. Further information can be found on their website. The New Zealand Association of Cancer Specialists (NZACS) is the peak professional body representing medical oncology physicians in New Zealand. Further information can be found on their website. The Australian and New Zealand Childrens Haematology/Oncology Group (ANZCHOG) is the peak professional body representing paediatric medical oncology physicians. Further information can be found on their website.
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www.racp.edu.au

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Physician Readiness for Expert Practice

Advanced Training in Medical Oncology

PREP Advanced Training in Medical Oncology Program Requirements Handbook

PREP Advanced Training in Medical Oncology Program Requirements Handbook

The PREP Advanced Training Program Requirements Handbook

Copyright RACP - all rights reserved.

PREP Advanced Training in Medical Oncology Program Requirements Handbook

The Royal Australasian College of Physicians

Divisions The College has two Divisions:

Adult Medicine Division Paediatrics & Child Health Division

Faculties There are three Faculties of the College:

College training programs

Adult Medicine Paediatrics & Child Health

Chapter Training Programs

Addiction medicine Palliative medicine Sexual health medicine

O ccupational and environmental medicine Public health medicine Rehabilitation medicine

PREP Advanced Training in Medical Oncology Program Requirements Handbook

Principles of Physician Readiness for Expert Practice (PREP) Training

PREP Advanced Training in Medical Oncology Program Requirements Handbook

The PREP framework is made up of various elements, including:

PREP Advanced Training in Medical Oncology Program Requirements Handbook

Advanced Training in Medical Oncology

Overview of Advanced Training in Medical Oncology

36 months (full-time equivalent)

PREP Advanced Training in Medical Oncology Program Requirements Handbook

Structure and content

t wo supervisors with FRACP (required) one Mentor (New Zealand only).

PREP Advanced Training in Medical Oncology Program Requirements Handbook

PREP Advanced Training in Medical Oncology

Core training (24 months)

Non-core training (12 months)

Teaching and learning requirements

By end of Advanced Training

PREP Advanced Training in Medical Oncology Program Requirements Handbook

PREP Advanced Training in Medical Oncology

Core training (24 months)

Non-core training (12 months)

Teaching and learning requirements

By end of Advanced Training

PREP Advanced Training in Medical Oncology Program Requirements Handbook

Competencies expected at the completion of training

PREP Advanced Training in Medical Oncology Program Requirements Handbook

Eligibility and entry into Advanced Training

Selection into Advanced Training positions

Application for approval of RACP Advanced Training Programs

PREP Advanced Training in Medical Oncology Program Requirements Handbook

Advanced Training Australia

Advanced Training New Zealand

Current annual training fees can be found on the College website.

PREP Advanced Training in Medical Oncology Program Requirements Handbook

PREP Advanced Training in Medical Oncology Program Requirements Handbook

Teaching and learning activities

Learning Needs Analysis (two per year of training)

Final Supervisors Report (one per training rotation)

Australia Formative assessments: Clinical-based training

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

PREP Advanced Training in Medical Oncology Program Requirements Handbook

Final Supervisors Report (one per training rotation)

Final Supervisors Report (one per training rotation) Trainees Report

Advanced Training Portal

PREP Advanced Training in Medical Oncology Program Requirements Handbook

PREP Advanced Training in Medical Oncology

PREP Advanced Training in Medical Oncology Program Requirements Handbook

1. Neonatal medicine