Implementation and use of the Australian Curriculum Framework for Junior Doctors.

The following guidelines will support the effective implementation and use of the Curriculum Framework at the national level, across states and territories and in individual health services, hospitals or practices.

  • This Curriculum Framework recognises that junior doctors have varying levels of knowledge, skills and behaviours when they commence their internship. The Curriculum Framework will enable an individual learner to manage their own progression. Some interns may have mastered all the competencies by the end of their internship while others will require a longer period.
  • The Curriculum Framework focuses on practice-based learning, taking place as far as possible in the context of the learner's current work or professional environment. Learning activities, including assessment, need to be as authentic as possible and based on the requirements and practicalities of the work role.
  • The Curriculum Framework aims to integrate learning at every opportunity. This will enable educational managers to support and positively reinforce the integration of prevocational training throughout the whole organisation, particularly with critical strategies such as team learning.
  • The Curriculum Framework is intended to exploit the rich opportunistic learning environment that the workplace provides. The list of Problems & Conditions and Skills & Procedures that prevocational doctors should be exposed to are intended as a guide for the prevocational years and should not preclude the acquisition of knowledge and skills outside these lists.
  • The Curriculum Framework describes required learning in terms of performance elements. This provides a useful starting point for practice-based training that relies on performance or competency-based assessment. The Curriculum Framework performance elements will provide both learners and educators with a clear starting point to describe how successful learning might be demonstrated.
  • Supervision is a crucial element to achieving many of the competencies within the Curriculum Framework. Its is expected that, over the two to three years of prevocational training, there will be a progressive increase in the level of individual clinical responsibility and a corresponding reduction in the level of supervision that is required.

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