Last updated: December 2013 TRAINING PROGRAM HANDBOOK 2013
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Last updated: December 2013
THE ROYAL AUSTRALIAN AND NEW ZEALAND COLLEGE OF OBSTETRICIANS AND GYNAECOLOGISTS
TRAINING PROGRAM HANDBOOK 2013
2
Published by RANZCOG PublicationsThe Royal Australian and New Zealand College of Obstetricians and Gynaecologists254-260 Albert Street, East Melbourne, Victoria 3002, Australia.
ISSN 1443-4415
© RANZCOG 2013
This work is copyright. Apart from any use as permitted under the Copyright Act 1968, no part may be reproduced by any process without written permission from The Royal Australian and New Zealand College of Obstetricians and Gynaecologists. Requests and enquiries concerning reproduction should be directed to the Chief Executive Officer, RANZCOG, 254-260 Albert Street, East Melbourne, Victoria 3002, Australia.
This material is available on the RANZCOG website: www.ranzcog.edu.au
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INFORMATION ON
THE USE OF
THIS HANDBOOK
4
NEw AND OLD TRAININg PROgRAM INFORMATION
In late 2003 the College introduced the RANZCOG Curriculum and a new training program based upon this document. All trainees who commence MRANZCOG/FRANZCOG training on or after 1 December 2003 are governed by the RANZCOG Curriculum and the requirements of the new training program.
For those trainees who were already part of the training program, the College sought to minimise the effects (if any) on their training and assessment requirements, while improving the educational outcomes. With this in mind, the College put in place certain transition arrangements, which were determined by the extent to which any given trainee had progressed through the training program; specifically, the highest year of training undertaken or commenced during the period 1 December 2003 - 31 August 2004.
• Trainees in Year 2 remained within the old training program but with two changes: rather than undertaking the Distance Education Program (DEP), they were required to undertake the Flexible Learning Program (FLP), and to meet the examination eligibility requirements of the new training program.
• Trainees in Year 3 were presented with two pathways: to continue under the old training program, meeting the DEP and examination requirements stipulated, or to not complete the pre-Membership DEP units and to sit examinations based upon the RANZCOG Curriculum. Those choosing the old training program pathway were also governed by deadlines established by the College (e.g. for completion of DEP units and passing of the examinations based on these units).
• Trainees in Years 4, 5 and 6 continued entirely under the old training program with its attendant requirements.
Since 2004 the Training Program Handbook has contained information relating to both the new and old training programs. However, as the majority of College trainees are part of the new training program, the Handbook has been revised. This Handbook is a COMPLETE resource for all New Curriculum trainees, although much of the content
remains relevant to ALL TRAINEES (e.g. information on training documentation).
Information relevant only to trainees continuing with the old program (including the old syllabus and the Distance Education Program) is contained in the Training Handbook
Supplement, which is available on the College website.
UPDATES
Please note that every effort is made to ensure that the information and regulations in this handbook are correct.
As such, it is regularly updated and trainees and Fellows are strongly advised to consult the latest version, available on the College website (www.ranzcog.edu.au). Reference should also be made to the Training and Assessment Bulletins which are circulated by email each month and are available on the College website.
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TABLE OF CONTENTS
INFORMATION ON THE USE OF THIS HANDBOOKNew and Old Training Program Information 4Updates 4Introduction 8College VISION, Mission, and Brief History 8
COLLEgE INFORMATIONDates for 2013 10Fees for 2013 11College House Staff Contact Details 12Regional and New Zealand Committees of the RANZCOG 14Regional/New Zealand Training Accreditation (TA) Committees 15College Training and Education Committees 16Approved MRANZCOG Integrated Training Programs for 2013: Hospitals and Program Co-ordinators 17RANZCOG Trainees’ Committee 21
RANZCOg TRAININg PROgRAMS: A BRIEF OVERVIEwTraining for Membership and Fellowship 23RANZCOG Subspecialty Training Programs 24Certificate of Women's Health (CWH), DRANZCOG and DRANZCOG Advanced Training Programs 24
TRAININg PROgRAMApplying to Become a Trainee 27Timeline for Trainees 28RANZCOG Curriculum 29The Integrated Training Program (ITP) 29
General Information 29Introduction 29Integrated Training Program Essentials 30Gaining Additional Experience 30Rural Training 30Program Co-ordinators 30Training Supervisors 31Hospital-based/State-based/Regional-based Integrated Training Programs 31
CLIMATE eLearning Resources 31Basic Surgical Skills Training 32Neonatal Resuscitation Training 32Fetal Surveillance Workshop 32Communication Skills Workshop 32
The Elective Program 33Introduction 33General Elective Program 33
Applying for Approval 33Elective Training Under Minimal Supervision 33
Research-Based Elective Program 34Applying for Approval 34
Training Assessment and Documentation for the Elective Program 34Assessment documentation for ITP/Elective/Subspecialty Training 35
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The Logbook (Daily Training Record) 35The Training Assessment Record (TAR) 35Mid-Semester (Three-Monthly) Formative Assessment Report 36Six-monthly Summative Assessment Report / Clinical Training Summary 36Automatic Borderline Grading - Six-Monthly Assessment Report Forms & Failure to Meet Specified Assessment Requirements 37The Six-Monthly Trainee Feedback Questionnaire 38General Reminders 38Submission of Training Documents 39
Final Submission Dates 39Submit Training Documets (by fax, email or mail) To ... 39
In-Hospital Clinical Assessment (IHCA) 40Date/Timing 40Assessors 40Rating Form 40Documentation 40How to Apply 40Assessment Fee 41Diagnostic Ultrasound 41
Format 41Setting 41Number of Patients 41Duration of Observation 41Assessor 41
Colposcopy and the Treatment of Cervical Diseases 41Format 41Setting 41Number of Patients 41Assessor 42
Assessment of Trainee Competence in Core O&G Surgical Procedures 42Core Surgical Procedures to be Assessed 42Assessment Process 43
Research Project 44Assessment Subcommittee 44Prospective Approval 44Exemption 45Format for Presentation of the Research Study 45Satisfactory Completion Criteria 45College Support 46Research Grants 46
MRANZCOG Examinations 47MRANZCOG Written Examination 47MRANZCOG Oral Examination 47Articles Drawn on for Examination Questions 48Special Consideration Guidelines 48Examination Feedback 48Examination Oral Feedback Guidelines 48
SUBSPECIALTY TRAININg PROgRAMSSubspecialty Training 51
Introduction and General Information 51How to Apply for Selection 51
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Annual Training Fee 52Training Supervisor 52Training Documentation 52Written and Oral Examinations 52Research Project 53Subspecialty Training for Overseas Subspecialists 53
Certification in Gynaecological Oncology 54Certification in Maternal-Fetal Medicine 56Certification in Obstetrical and Gynaecological Ultrasound 59Certification in Reproductive Endocrinology and Infertility 63Certification in Urogynaecology 65
MEMBERSHIP CERTIFICATIONMembership Certification Process 68
FELLOwSHIP ELEVATIONFellowship Elevation Process 70
RANZCOg gOVERNANCE IPolicy on Leave from the Training Program, Part-Time Training & Transferring to Another State/Regional ITP 72RANZCOG Policy on Deferment of Training 74RANZCOG Policy on Exceptional Circumstances, Special Consideration and Reconsideration 75RANZCOG Examination verbal Feedback Guidelines 76Learning Plans for Remediation of ITP/Elective Trainees: A Guide to Assist Training Supervisors and Trainees 78Policy on Prejudicial Relationships 82Bullying, Harassment and Discrimination in the Workplace Policy 85Disability Policy 89Plagiarism Policy 91RANZCOG Privacy Policy 91
RANZCOg gOVERNANCE IIAccreditation Standards for MRANZCOG/FRANZCOG Training Posts and MRANZCOG Integrated Training Programs 93Guidelines for Rural Training Posts 94
TERMINOLOgYAcronyms 96Abbreviations used/accepted in MRANZCOG Examinations 97Glossary of Terms 98
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INTRODUCTION
This is an exciting and challenging time to be training in the field of obstetrics and gynaecology.
New medical developments and procedures, together with changed patient and community expectations, have created an increasingly complex professional environment.
In response to this new environment, the College has implemented changes in its approaches to training.
In 2004 the College introduced a new curriculum to guide the training and practice of obstetricians and gynaecologists. This curriculum applies to all trainees who enter the program from 1 December 2003.
Following extensive consultation with trainees and Fellows, the curriculum encompasses learning in the clinical skills (including communication), academic abilities and professional qualities required of a specialist obstetrician and gynaecologist.
This handbook is based on the College’s commitment to improving the training program.
It is important that trainees find the handbook easy to use. We hope you will refer to it frequently to familiarise yourself with all the training requirements and regulations.
We welcome your comments on both the training program and the handbook.
COLLEgE VISION, MISSION, AND BRIEF HISTORY
Vision
The Royal Australian and New Zealand College of Obstetricians and Gynaecologists will pursue excellence in the delivery of health care to women and their families throughout their lives.
Mission
The RANZCOG will achieve its Vision by innovative training, accreditation and continuing education supported by active assessment of the effectiveness of those programs.
The College will actively support and communicate with fellows, members and trainees in order to ensure that they are capable, physically, psychologically and professionally, of providing the highest standards of care.
The College will support research into women's health and will act as an advocate for women's health care, forging productive relationships with individuals, the community and professional organisations both locally and internationally.
Motto
Excellence in women's health.
History of the College
The Australian College of Obstetricians and Gynaecologists was formally established in 1978.
The new College replaced the former Australian Regional Council, which had been governed by the Royal College of Obstetricians and Gynaecologists (RCOG) in the United Kingdom.
The prefix “Royal” was acquired in 1980 when it became the Royal Australian College of Obstetricians and Gynaecologists (RACOG).
In 1983, the RACOG moved to its current headquarters at 254 Albert Street, East Melbourne, Victoria.
In October 1998, the Royal Australian College of Obstetricians and Gynaecologists amalgamated with the Royal New Zealand College of Obstetricians and Gynaecologists to form the Royal Australian and New Zealand College of Obstetricians and Gynaecologists.
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COLLEgE
INFORMATION
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COLLEGE INFORMATION
DATES FOR 2013
31 January Final date for payment of Annual Training Fee
1 February Final date to request applications for Membership/Fellowship for the March Council meeting
12 February MRANZCOG and DRANZCOG Written Examinations
15 February Final date for return of applications for Membership/Fellowship for the March Council meeting
19-22 March Board, Council and committee meetings
14 April DRANZCOG Oral Examination
19 May MRANZCOG Oral Examination
31 May Closing date for applications to sit the July/October MRANZCOG, DRANZCOG and Subspecialty Written and Oral Examinations
31 May Final date to request applications for Membership/Fellowship for July Council meeting
28 June Final date for return of applications for Membership/Fellowship for July Council meeting
16-19 July Board, Council and committee meetings
23 July MRANZCOG, DRANZCOG and Subspecialties Written Examinations
15 September DRANZCOG Oral Examination
27 September Final date to request applications for Membership/Fellowship for November Council meeting
13 October CMFM Oral Examination
20 October MRANZCOG Oral Examination
25 October Final date for return of applications for Membership/Fellowship for the November Council meeting
27 October CREI Oral Examination
30 October Closing date for applications for February/May 2013 MRANZCOG and DRANZCOG Written and Oral Examinations
10 November COGU Oral Examination
12-15 November Board, Council and committee meetings
17 November CU Oral Examination
24 November CGO Oral Examination
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COLLEGE INFORMATION
FEES FOR 2013
Training (MRANZCOg/FRANZCOg) Annual Training Fee $ 2,350Late lodgment fee: 10% of annual training fee per monthReinstatement fee: 50% of annual training fee
Recognition Prior Learning Assessment Fee $ 2,350
AssessmentDistance Education Program Assessment $ 370 per unit
In-hospital Clinical Assessment Modules $ 350 each
MRANZCOG Written Examination $ 990MRANZCOG Oral Examination $ 1,790
workshopsBasic Surgical Skills Workshop $ 715Communication Skills Workshop $ 580
CertificationandElevationMembership Certification Fee $ 660Fellowship Elevation Fee $ 660
Subscription (1 July 2012 – 30 June 2013)Members (in training) $ 660 inc GST
Members $ 1,056 inc GSTFellows $ 2,183.50 inc GST
* All fees are quoted in Australian dollars and are GST-exempt, unless otherwise indicated
All fees are reviewed annually and subject to change
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COLLEGE INFORMATION
COLLEgE HOUSE STAFF CONTACT DETAILS
Director Education & TrainingMs Lyn Johnson
tel +61 3 9412 2944 fax +61 3 9419 7817 [email protected]
Training ServicesGeneral training email address: [email protected]
Name and Position Area of responsibility Contact details
Manager, Training ServicesMr Shaun McCarthy
Training Policy/Program tel +61 3 9412 2917fax +61 3 9419 [email protected]
Training Services Senior CoordinatorMs Kathryn Hertrick
Trainee registrationMembership & Fellowship applicationsTraining documentation
tel +61 3 9412 2936fax +61 3 9419 [email protected]
Training Services Administration OfficerMs Georgia James
Administration support for the FRANZCOG Training ProgramSurgical Skills Workshops
tel +61 3 9412 2902fax +61 3 9419 [email protected]
Re-accreditation/Specialist Training Program Coordinator Ms Anne Davenport
ITP Hospital Re-accreditation/Specialist Training Program
tel +61 3 9412 2960fax +61 3 9419 [email protected]
Certificate of Women's Health/Diploma CoordinatorMs Maree Brislin
Certificate of Women's Health/DRANZCOG/DRANZCOG Advanced trainee applications/certificationOccupational Training Visas
tel +61 3 9412 2911fax +61 3 9419 [email protected]
Data OfficerMs Michelle Richard
Electronic filing of training recordsData entryAdministration of online/website training information
tel +61 3 9412 2984fax +61 3 9419 [email protected]
Re-accreditation/Diploma Support OfficerMs Rosalie Sirotic
Administration support for the Certificate of Women's Health/DRANZCOG/DRANZCOG Advanced programs
tel +61 3 9412 2973fax +61 3 9419 [email protected]
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COLLEGE INFORMATION
COLLEgE HOUSE STAFF CONTACT DETAILS(cont’)
Educational ServicesGeneral assessment email address: [email protected]
Name and Position Area of responsibility Contact details
Senior Coordinator, Assessment ServicesMs Andreana Newson
Coordination of College Education and AssessmentResearch Project
tel +61 3 9412 2979fax +61 3 9412 [email protected]
Assessment Officer - Oral ExaminationsMs Latesha Houston
MRANZCOG and DRANZCOG Oral ExaminationsCommunication Skills Workshops
tel +61 3 9412 2972fax +61 3 9412 [email protected]
Assessment Officer - Written ExaminationsMs Lai Yue Aitken
MRANZCOG and DRANZCOG Written Examinations
tel +61 3 9412 2929fax +61 3 9412 [email protected]
Examinations OfficerMs Joan Wong
Surgical Procedures Competence Assessment In-hospital Clinical AssessmentsSubspecialty Written and Oral Examinations
tel +61 3 9412 2962fax +61 3 9412 [email protected]
Training Program Senior CoordinatorMs Maggie van Tonder
Subspecialties training policy and procedure
tel +61 3 9412 2985fax: +61 3 9419 [email protected]
Administration Officer Ms Elizabeth Perini
National selection processAccreditation of subspecialty training unitsSubspecialty training program handbooks
tel +61 3 9412 2941fax: +61 3 9419 [email protected]
Administration Officer Ms Kate Gilliam
Subspecialty trainee enquiriesSubspecialties registration/training documentationSubspecialty research projectscertification
tel +61 3 9412 2972fax +61 3 9419 [email protected]
eLearning
Name and Position Area of responsibility Contact details
Senior Online Learning CoordinatorMr Liam Davison
Development and delivery of online learning resources
tel +61 3 9412 2918fax +61 3 9412 [email protected]
eLearning Content DeveloperMr Waqas Matyana
Production of online learning resources
tel +61 3 9412 2937fax +61 3 9412 [email protected]
eLearning Administration OfficerMr Giri Nathan
eLearning support tel: +61 3 9412 2907fax: +61 3 9412 [email protected]
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COLLEGE INFORMATION
REgIONAL AND NEw ZEALAND COMMITTEES OF THE RANZCOg
These committees are administrative bodies which represent the College in Australian States and Territories and in New Zealand. Trainees should send their training documentation to the relevant Executive Officer.
New South wales
Ms Lee DawsonExecutive OfficerSuite 4, Level 5
69 Christie StreetSt Leonards NSW 2065
tel: +61 2 9436 1688fax: +61 2 9436 4166
Queensland
Ms Lee-Anne HarrisExecutive OfficerUnit 22, Level 3
17 Bowen Bridge RoadHerston QLD 4006
tel: +61 7 3252 3073fax: +61 7 3257 2370
South Australia/ Northern Territory
Ms Tania BackExecutive Officer
51-54 Palmer PlaceNorth Adelaide SA 5006
Postal address: PO Box 767North Adelaide, SA 5006
tel: +61 8 8267 4377 fax: +61 8 8267 5700 [email protected]
Victoria & Tasmania
Mr Mathew DaviesExecutive OfficerCollege House
254 - 260 Albert StreetEast Melbourne VIC 3002
tel: +61 3 9663 5606fax: +61 3 9662 [email protected]
western Australia
Ms Janet Davidson Executive Officer
Level 1, 44 Kings Park RoadWest Perth WA 6005
Postal address:PO Box 6258
East Perth WA 6892
tel: +61 8 9322 1051fax: +61 8 6263 4432
New Zealand
Ms Jane CummingExecutive Officer
Level 6, Featherston Tower23 Waring Taylor Street
Wellington 6011New Zealand
Postal address:PO Box 10611
Wellington 6015New Zealand
tel: +64 4 472 4608fax: +64 4 472 4609
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COLLEGE INFORMATION
REgIONAL/NEw ZEALAND TRAININg ACCREDITATION (TA) COMMITTEES
These RANZCOG Committees, covering Australian states and territories and New Zealand, are responsible for the appointment of Program Coordinators and Training Supervisors in the RANZCOG Integrated Training Program.
The TA Committees also review applications made by prospective MRANZCOG/FRANZCOG trainees in the relevant state, territory or country.
The Chairs of these committees are also responsible for reviewing and signing the Mid-semester and Six-monthly training documentation of trainees in the relevant state, territory or country, and overseeing their progress.
New South wales & ACTDr Greg Jenkins
Chair, NSW TA Committee C/- RANZCOG NSW Regional
Committee Office Suite 4, Level 5
69 Christie StreetSt Leonards NSW 2065
fax: +61 2 9436 [email protected]
QueenslandA/Professor Ted Weaver
Chair, QLD TA Committee C/- RANZCOG QLD Regional
Committee Office Unit 22, Level 3
17 Bowen Bridge RoadHerston QLD 4006fax +61 7 3257 2370
South Australia & Northern Territory
Dr Rosalie GrivellChair, SA/NT TA Committee
C/- RANZCOG SA/NT Regional Committee Office
PO Box 767North Adelaide SA 5006
fax: +61 8 8267 5700 [email protected]
TasmaniaDr Tania Hingston
Chair, TAS TA CommitteeC/- RANZCOG VIC Regional
Committee OfficeCollege House
254 - 260 Albert StreetEast Melbourne VIC 3002
fax: +61 3 9662 [email protected]
VictoriaDr Bernadette White
Chair, VIC TA Committee C/- RANZCOG VIC Regional
Committee OfficeCollege House
254 - 260 Albert StreetEast Melbourne VIC 3002
fax: +61 3 9662 [email protected]
western AustraliaDr Dale Hamilton
Chair, WA TA CommitteeC/- RANZCOG WA Regional
Committee OfficeLevel 1, 44 Kings Park Road
PO Box 6258East Perth WA 6892fax: +61 8 6263 4432
New ZealandDr Celia Devenish
Chair, NZ TA CommitteeC/- RANZCOG NZ Committee
PO Box 10611Wellington, New Zealand
fax+64 4 472 [email protected]
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COLLEGE INFORMATION
COLLEgE TRAININg AND EDUCATION COMMITTEES
Standing Committees of Council have been established to formulate and review training and assessment requirements leading towards the attainment of MRANZCOG/FRANZCOG and Subspecialty qualifications.
Council Committees usually meet in March, July and November.
Education & Assessment Committee
Chair: Professor Ajay Rane
Responsibilities:
• Development and maintenance of requirements for the examinations and assessments leading towards MRANZCOG, FRANZCOG and Subspecialty certification
• Assessment Subcommittee
Training Accreditation Committee (TAC)
Chair: Dr Sarah Tout
Responsibilities:
• Approval of hospitals and training posts suitable for MRANZCOG/FRANZCOG training and the development of training programs
• Consideration and assessment of individual trainee programs leading towards MRANZCOG/FRANZCOG
• Consideration of applications for admission to MRANZCOG and elevation to FRANZCOG
• Coordination of the development and maintenance of the training requirements associated with the MRANZCOG/FRANZCOG
• Coordination of the ITP hospital re-accreditation process, including site visits to hospitals
• Co-ordination of training in private settings funded by the Commonwealth Department of Health & Ageing’s Specialist Training Program (STP)
Subspecialties Committee Chair: Dr James Harvey
gynaecological Oncology Subspecialty CommitteeChair: Professor Yee Leung
Maternal Fetal Medicine Subspecialty CommitteeChair: Professor Sue Walker
Obstetrical and gynaecological Ultrasound Subspecialty CommitteeChair: Dr Deborah Nisbet
Reproductive Endocrinology and Infertility Subspecialty Committee Chair: Associate Professor Neil Johnson
Urogynaecology Subspecialty CommitteeChair: Associate Professor Malcolm Frazer
Responsibilities of Subspecialty Committees:
• Development of training and assessment requirements to achieve qualification in the relevant subspecialty
• Consideration and assessment of individual trainee applications and programs leading to the award of a subspecialty qualification
• Consideration and assessment of International Subspecialists seeking a RANZCOG subspecialty qualification
• Determination of the requirements for recertification the relevant subspecialty
All committee chairs can be contacted through College House.
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COLLEGE INFORMATION
APPROVED MRANZCOg INTEgRATED TRAININg PROgRAMS FOR 2013: HOSPITALS AND PROgRAM CO-ORDINATORS
[Note: Hospitals marked with an asterisk are rural rotations.]
AUSTRALIA
Victoria
Mercy Hospital for womenProgram Co-ordinator: Professor M PermezelUniversity of Melbourne, Department of O&GMercy Hospital for Women4th Floor, 163 Studley RoadHeidelberg Vic 3048 Hospitals involved: Mercy, Ballarat*, Bendigo*, Geelong*, Goulburn Valley Health*, Northern (Epping), Wangaratta*, Warrnambool*, Western, Wodonga*.
Monash Medical CentreProgram Co-ordinator: Dr D Wilkins Department of O&GLevel 5, Monash Medical CentreMonash UniversityClayton VIC 3168
Hospitals involved: Monash Medical Centre, Angliss Hospital, Box Hill, Dandenong, Goulburn Valley Health*, La Trobe Regional*, Launceston General*, Mildura*, Morning Peninsula (Frankston), Sandringham & District Memorial.
Mornington Peninusula (Frankston) HospitalProgram Co-ordinator: A/Professor A TrivediDirector of Women’s, Children’s & Adolescent HealthPeninsula HealthPO Box 52Frankston VIC 3199
Hospitals involved: Mornington Peninsula (Frankston), Monash Medical Centre, Sale*.
The Royal women’s HospitalProgram Co-ordinator: Dr M Umstad & Dr K JansenDepartment of O&G Royal Women’s Hospital20 Flemington RoadFlemington VIC 3052
Hospitals involved: Royal Women’s, Ballarat*, Bendigo*, Geelong*, Goulburn Valley Health*, Northern (Epping), Sunshine, Wangaratta*, Warrnambool*, Werribee Mercy, Wodonga*.
Box Hill Hospital/Monash Health ITPProgram Co-ordinator: Dr M BarnettBox Hill Hospital496 Elgar RoadBox Hill VIC 3128
Hospitals involved: Box Hill, Monash Medical Centre, Angliss Hospital, Dandenong, Goulburn Valley Health*, Launceston General*, Mildura*, Sandringham & District Memorial.
Monash Health ITPProgram Co-ordinator: Dr D WilkinsDepartment of O&GLevel 5, Monash Medical CentreMonash UniversityClayton VIC 3168
Hospitals involved: Dandenong, Monash Medical Centre, Mornington Peninsula (Frankston), Sandringham & District Memorial, Warragul (West Gippsland Health Service)*.
Northern Hospital/Mercy Hospital for womenProgram Co-ordinator: Dr C M Leong17 Grimshaw StreetGreensborough Vic 3088 Hospitals involved: Northern (Epping), Mercy, Ballarat*, Bendigo*, Geelong*, Goulburn Valley Health*, Wangaratta*, Warrnambool*, Western, Wodonga*.
New South wales and ACT
The Canberra HospitalProgram Co-ordinator: Dr T LowDirector of Obstetrics and GynaecologyThe Canberra HospitalPO Box 11Woden 2606Hospitals involved: Canberra, Calvary, Wagga Wagga*, Wollongong*.
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COLLEGE INFORMATION
St george HospitalProgram Co-ordinator: Dr A Zuschmann Flr 1, WR Pitney Clinical Science Building, Level 3St George Private Hospital1 South StreetKogarah NSW 2217 Hospitals involved: St George, Bankstown, Sutherland, Lismore Base*, Wollongong.
John Hunter HospitalProgram Co-ordinator: Dr M Holland Department of Obstetrics and GynaecologyJohn Hunter HospitalLocked Bag 1Hunter Regional Mail Centre NSW 2310 Hospitals involved: John Hunter, Belmont District, Maitland*, Gosford*.
RPA HospitalProgram Co-ordinator: Dr K RajaDepartment of O&GRPA Hospital Missenden RdCamperdown NSW 2050 Hospitals involved: RPA Women’s and Babies’, Canterbury, Royal Darwin*, Tweed/Murwillumbah (Tweed Valley Obstetric and Gynaecological Service)*.
Northern SydneyProgram Co-ordinator: Dr P BlandDepartment of Obstetrics and GynaecologyRoyal North Shore HospitalSt Leonards NSW 2065 Hospitals involved: Royal North Shore, Hornsby, Northern Beaches/Mona Vale, Port Macquarie*, Prince of Wales Hospital (Hong Kong), Salisbury (UK).
western SydneyProgram Co-ordinator: Dr N ArrageDepartment of Obstetrics and Gynaecology Westmead HospitalWestmead NSW Hospitals involved: Westmead, Auburn, Blacktown, Dubbo*, Coffs Harbour*.
Nepean HospitalProgram Co-ordinator: Dr R Lovell Department of Obstetrics and GynaecologyLevel 5 South Block, Spurrett BuildingThe Nepean HospitalPO Box 63Penrith NSW 2750
Hospitals involved: Nepean, Westmead, Orange Base*, St Michael’s (Bristol, UK).
Royal Hospital for womenProgram Co-ordinator: Dr N Shaw Department of Obstetrics and Gynaecology Royal Hospital for WomenRandwick NSW 2031 Hospitals involved: Royal Hospital for Women, Wollongong, Tamworth*.
Liverpool HospitalProgram Co-ordinator: Dr J MarryDepartment of Obstetrics and GynaecologyLiverpool HospitalPO Box 103Liverpool NSW 2170 Hospitals involved: Liverpool, Fairfield District, Bankstown, Tweed/Murwillumbah (Tweed Valley Obstetric and Gynaecological Service)*, Campbelltown.
South Australia/Northern Territory
Program Co-ordinator: Dr R Grivellc/- RANZCOG SA/NT Regional Committee OfficePO Box 767North Adelaide SA 5006 Hospitals involved: Flinders Medical Centre, Gawler*, Lyell McEwin, Modbury, Mt Gambier and Millicent*, Queen Elizabeth, Royal Adelaide, Royal Darwin*, Women’s and Children’s.
Queensland
Caboolture IProgram Co-ordinator: Dr M RatnapalaCaboolture HospitalMcKean StCaboolture QLD 4510
Hospitals involved: Caboolture*, Nambour, Royal Brisbane & Women’s
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COLLEGE INFORMATION
Caboolture IIProgram Co-ordinator: Dr M RatnapalaCaboolture HospitalMcKean StCaboolture QLD 4510
Hospitals involved: Caboolture*, Gold Coast, Mater Mothers’.
Mater Hospital IProgram Co-ordinator: Dr P Devenish-MearesDirector, Obstetrics and GynaecologyMater Mothers’ HospitalSouth Brisbane QLD 4101
Hospitals involved: Mater Mothers’, Queen Elizabeth II, Logan*, Cairns Base*.
Mater Hospital IIProgram Co-ordinator: Dr P Devenish-MearesDirector, Obstetrics and GynaecologyMater Mothers’ HospitalSouth Brisbane QLD 4101
Hospitals involved: Mater Mothers’, Nambour*, Toowoomba*.
Royal Brisbane and women’s Hospital IProgram Co-ordinator: Dr L Minuzzo Department of O&GRoyal Women’s HospitalHerston QLD 4029
Hospitals involved: Royal Women’s, Gold Coast*, Ipswich.
Royal Brisbane and women’s Hospital IIProgram Co-ordinator: Dr L Minuzzo Department of O&GRoyal Women’s HospitalHerston QLD 4029
Hospitals involved: Royal Women’s, Redcliffe, Bundaberg*.
Logan IProgram Co-ordinator: Dr M HaranLogan HospitalCnr Armstrong and Loganlea RoadsMeadowbrook QLD 4131
Hospitals involved: Logan, Mater Mothers’, Queen Elizabeth II, Rockhampton Base*.
Logan IIProgram Co-ordinator: Dr M HaranLogan HospitalCnr Armstrong and Loganlea RoadsMeadowbrook QLD 4131
Hospital involved: Logan, Mater Mothers’, Queen Elizabeth II, Mackay Base*.
gold Coast Hospital IProgram Co-ordinator: Dr A SneddonGold Coast HospitalSouthport Qld 4215
Hospitals involved: Gold Coast, Royal Women’s, Townsville*.
gold Coast Hospital IIProgram Co-ordinator: Dr A SneddonGold Coast HospitalSouthport Qld 4215
Hospitals involved: Gold Coast, Royal Women’s, Nambour*.
Redcliffe HospitalProgram Co-ordinator: Dr G JacksonPO Box 534Redcliffe Qld 4020
Hospitals involved: Redcliffe, Royal Women’s, Caboolture*.
Nambour Hospital IProgram Co-ordinator: Dr E WeaverNambour General HospitalPO Box 547Nambour QLD 4560
Hospitals involved: Nambour General, Royal Women’s, Caboolture*, Townsville*.
Nambour Hospital IIProgram Co-ordinator: Dr E WeaverNambour General HospitalPO Box 547Nambour QLD 4560
Hospitals involved: Nambour General, Royal Women’s, Townsville*.
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COLLEGE INFORMATION
Townsville HospitalProgram Co-ordinator: Dr D TuckerDirector of O>he Townsville HospitalPO Box 670Townsville QLD 4810
Hospitals involved: Townsville, Royal Women’s, Caboolture*.
Redlands Hospital Program Co-ordinator: Dr S GeorgeRedland Hospital Weippin StCleveland Qld 4163
Hospitals involved: Redland, Mater Mothers’, Gold Coast.
Ipswich I Program Co-ordinator: Dr J RolleyIpswich Hospital PO Box 73Ipswich Qld 4305
Hospitals involved: Ipswich, Mater Mothers’, Gold Coast*.
Ipswich II Program Co-ordinator: Dr J RolleyIpswich Hospital PO Box 73Ipswich Qld 4305
Hospitals involved: Ipswich*, Nambour General, Royal Women’s.
Cairns Program Co-ordinator: Dr A CoffeyCairns Base Hospital The EsplanadeCairns Qld 4870
Hospitals involved: Cairns, Townsville*, Mater Mothers’.
Toowoomba Program Co-ordinator: Dr V VolobuevToowoomba Hospital PMB 2, Pechey StreetToowoomba Qld 4350
Hospitals involved: Toowoomba, Mater Mothers’, Logan.
western Australia
King Edward Memorial HospitalProgram Co-ordinator: Dr G DasKing Edward Memorial HospitalPO Box 134Subiaco WA 6904
Hospitals involved: King Edward Memorial, Albany*, Bunbury*, Geraldton*, Joondalup Health Campus, Osborne Park.
Tasmania
Royal Hobart HospitalProgram Co-ordinator: Dr S RaymondRoyal Hobart HospitalLiverpool StHobart TAS 7000
Hospitals involved: Royal Hobart, Launceston General*, Monash Medical Centre, North West Regional (Burnie)*.
NEw ZEALAND
Northern Home/Base Hospitals:Auckland City Hospital (formerly known as National Women’s), Middlemore, WaikatoProgram Co-ordinator: Dr S ToutMiddlemore HospitalPrivate Bag 9311Otahuhu, Auckland
Other participating hospitals: North Shore Hospital, New Plymouth*, Rotorua*, Tauranga*, Whangarei*.
Central Home/Base Hospitals:Wellington Women’s, Palmerston NorthProgram Co-ordinator: Dr A Basu Southern Cross Specialist Centre90 Hanson StNewtown, Wellington
Other participating hospitals: Hawkes Bay*, Lower Hutt Hospital.
21
COLLEGE INFORMATION
RANZCOg TRAINEES’ COMMITTEE
The RANZCOG Trainees’ Committee (formerly the Trainees’ Subcommittee) was formed in 1999 with the aim of communicating the views of trainees to the College – both in relation to training issues and broader issues such as the future of obstetrics and gynaecology.
Since July 2009, this group has been a Standing Committee of Council.
The Committee comprises:
• a Chair, who is usually undertaking the Elective Program or nearing completion of the ITP;
• trainee representatives from each state/region in Australia and New Zealand;
• a representative of Subspecialty trainees; • a representative of DRANZCOG/DRANZCOG
Advanced trainees; • a representative of recent Fellows (i.e. of less
than five years’ standing); • a Fellow and Councillor representing the
College Training Accreditation Committee; and • a Fellow and Councillor representing the
Education & Assessment Committee.
The Chair attends all meetings of Council and the College Education & Assessment and Training Accreditation Committees.
The current Chair is Dr Will Milford.
The Committee meets by teleconference six times a year and there is also an annual face-to-face meeting.
Each state or regional trainee representative is the trainees’ voice on the relevant Regional/New Zealand Training Accreditation Committee.
Trainee representatives are also included on various College committees and working groups, ensuring trainee involvement in College decision-making.
For information on your local representative and updates on the Committee, refer to the Trainees’ Committee page of the College website: www.ranzcog.edu.au/additional-information-on-training-a-training-posts/trainee-committee.html
COLLEGE INFORMATION
Southern Home/Base Hospitals:Dunedin, Christchurch Women’sProgram Co-ordinator: Dr R ReidChristchurch Women’s HospitalPrivate Bag 4711Christchurch
Other participating hospitals: Invercargill*, Southland Hospital*, Whangarei*.
http://www.ranzcog.edu.au/additional-information-on-training-a-training-posts/trainee-committee.html
22
RANZCOg TRAININg PROgRAMS:
A BRIEF OVERVIEw
23
TRAINING PROGRAMS
RANZCOg TRAININg PROgRAMS: A BRIEF OVERVIEw
The RANZCOG Training Programs comprise:
• Training for Membership and Fellowship• Subspecialty training programs• Diploma training programs
Training for Membership and Fellowship
The RANZCOG Training Program is a 72-month structured post-graduate program which leads first to certification as a Member (MRANZCOG) of the College and then to certification as a Fellow of the College (FRANZCOG).
Fellowship of the RANZCOG is the only post-graduate qualification which leads to recognition as a specialistobstetrician/gynaecologist in Australia or New Zealand.
Membership of the College does not qualify a person for recognition as a specialist obstetrician/gynaecologist in Australia or New Zealand.
Membership is gained after successful completion of 48 months of training and the written and oral examinations. It is an intermediate qualification which must be obtained first by those who wish to proceed to Fellowship.
Membership and Fellowship are awarded on the recommendation of Council after necessary training and assessment is completed, and all regulations are met.
The MRANZCOG/FRANZCOG Training Program includes:
• a four-year Integrated Training Program (ITP), culminating in Membership of RANZCOG; and
• a two-year Elective Program (EP) culminating in Fellowship of RANZCOG.
Before 2004, participants in the ITP undertook a series of assessable curriculum units known as the Distance Education Program.
From 2004, all new entrants to the ITP undertake similar professional preparation through the College’s Flexible Learning Program (FLP).
The Integrated Training Program
The four-year Integrated Training Program includes the following:
• Rotation through a minimum of three different hospitals, with at least 12 months in a tertiary hospital and 6 months in a rural hospital
• Logged clinical work in obstetrics and gynaecology resulting in attainment of prescribed competency levels in specified procedures
• Utilising the resources of the Flexible Learning Program (FLP)
• Experience in gynaecological oncology sufficient to gain a working knowledge of the anatomy of the pelvic sidewall, particularly in regard to the ureter and major blood vessels
• Formal three-monthly and six-monthly assessments of the trainees’ progress by their Training Supervisor (the mid-semester and six-monthly trainee reports)
• Basic Surgical Skills Workshop• Neonatal Resuscitation training• Fetal Surveillance Workshop• In-hospital Clinical Assessment (IHCA)
modules• Communication Skills Workshop• Surgical Procedures Competency Assessment• Research Project• MRANZCOG Written Examination• MRANZCOG Oral Examination
The Elective Program
The Elective Program (EP) follows the ITP. It comprises the final two years of the FRANZCOG Training Program.
The content of the EP is not prescribed by the College.
Trainees entering the EP are required to submit a plan for the two-year program which is designed to meet their own educational needs eg:
• further training in operative obstetrics and gynaecology
• training in provincial/rural posts• research leading to a post-graduate degree • commencement of subspecialty training
However, the two Elective years cannot both be approved for formal Subspecialty training, nor can
24
TRAINING PROGRAMS
both elective years be undertaken in the same subspecialty.
Each trainee’s Elective training must be prospectively approved by the Chair of the relevant local Training Accreditation Committee. Prospective approval is only given after discussion with the trainee and assessment of training up to that point.
Most trainees complete the ITP prior to beginning the EP, but it is possible to undertake one or two years of the EP before passing the MRANZCOG Examinations.
Trainees should complete a minimum of two years ITP training before they can apply for the Elective Program, unless exceptional circumstances apply.
RANZCOg Subspecialty Training Programs
The Subspecialty Certificate qualifications available through the College reflect additional training in particular areas of practice.
Subspecialty training can commence after being awarded Fellowship (FRANZCOG) or when a trainee has completed Membership requirements and is in the last one or two years of Fellowship training.
The Subspecialty programs are:
• Certification in Gynaecological Oncology (CGO)• Certification in Obstetrical and Gynaecological
Ultrasound (COGU)• Certification in Maternal-Fetal Medicine (CMFM)• Certification in Reproductive Endocrinology and
Infertility (CREI)• Certification in Urogynaecology (CU)
CertificateofWomen'sHealth(CwH), DRANZCOg and DRANZCOg Advanced Training Programs
The College offers three programs for general practitioners who require further training in women’s reproductive health care: the Certificate of Women’s Health (CWH), the Diploma of the RANZCOG (DRANZCOG) and the DRANZCOG Advanced.
CertificateofWomen’sHealth(CWH)
The Certificate is designed for medical practitioners who desire increased knowledge in aspects of women’s health that centre primarily on office-based
practice, including non-procedural GPs, GP registrars, junior medical officers, and other doctors.
Certificate training involves either
• hospital-based training for doctors who have secured a position in a training hospital accredited by the RANZCOG for Certificate training; or
• practice-based training for experienced doctors who are already in established general practice.
There is no minimum period of training for the CWH; it is designed to be self-paced. However, all training and assessment requirements (including a Written Examination) must be completed within two years of the commencement of training.
DRANZCOg
The DRANZCOG builds on the skills developed through the Certificate of Women’s Health program. It is intended for medical practitioners who wish to gain skills in obstetrics and gynaecology that will enable them to safely undertake non-complex deliveries and perform basic gynaecological procedures.
DRANZCOG training involves either
• full- or part-time hospital-based training for doctors who have secured a position in a training hospital accredited by the RANZCOG for DRANZCOG training; or
• a combination of practice-based and hospital-based training.
There is no minimum period of training for the DRANZCOG; it is designed to be self-paced. However, all training and assessment requirements (including a Written and Oral Examination) must be completed within four years of commencement of training.
DRANZCOg Advanced
The DRANZCOG Advanced is designed for medical practitioners who have gained skills in obstetrics through the basis Diploma and who wish to develop them to a level that will enable them to safely undertake complex deliveries and advanced gynaecological procedures, and perform basic early and late pregnancy ultrasound scanning.
Training involves full- or part-time hospital-based training for doctors who have secured a position in a training hospital accredited by the RANZCOG for DRANZCOG Advanced training. Trainees who are undertaking the DRANZCOG and DRANZCOG
25
TRAINING PROGRAMS
Advanced concurrently may undertake training and assessment requirements outside the hospital setting (e.g. private rooms or clinics).
There is no minimum period of training for the DRANZCOG Advanced; it is designed to be self-paced. However, all training and assessment requirements must be completed within six years of commencement of training.
Enquiries and Applications
Further information is available on the College website: www.ranzcog.edu.au/education-a-training/certificate-diploma-training.html or contact the Certificate of Women’s Health/Diploma Administration Officer, at College House.
26
TRAININg PROgRAM
27
Training
APPLYINg TO BECOME A TRAINEE
First year of training1. Registered medical practitioners in Australia and New Zealand who intend to
commence training for MRANZCOG/FRANZCOG must first apply for a training post in a state-based/region-based/hospital-based Integrated Training Program.
2 Following successful interview and acceptance of a training position, the College will forward the appropriate documentation (ie Training Register and Prospective Approval of Training forms) to register as a MRANZCOG/FRANZCOG trainee.
3. These forms are sent to the Executive Officer at the relevant RANZCOG Regional/New Zealand office. The Executive Officer sends the Prospective Approval of Training form to the relevant Regional/New Zealand TA Committee Chair for approval. Once approved, that form is sent on to the Training Services Department at College House for permanent retention in the trainee’s file.
4. A copy of the signed form is returned to the trainee with key information about the training program. The Training Handbook and all training documentation are available online.
CONTINUATION OF TRAININg
Continuation of training approval and registration1. Boxes 3 and 4 above apply to ALL Trainees after their first year of training. Trainees
are sent the Training Register and Prospective Approval Form prior to the start of each subsequent year of training.
* NOTE: ALL TRAINEES, IRRESPECTIVE OF THEIR AREA OR LEVEL OF TRAININg, MUST OBTAIN PROSPECTIVE
APPROVAL BEFORE THEY CAN START TRAININg wITH THE RANZCOg.
28
TrainingTI
MEL
INE
FOR
TR
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YEA
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R 2
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R 3
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R 4
YEA
R 5
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29
Training
RANZCOg CURRICULUM
Introduction
The RANZCOG Curriculum is more than a syllabus listing medical topics. It encompasses a complete educational plan. Educational objectives are specified to provide clear information of the knowledge and aspects of practice where competency is expected and assessed. Assessment of competencies is structured to reflect the pathway of learning required throughout training.
Competency is achieved through an incremental process of learning and development, so the curriculum indicates ways in which learning might be promoted in the key areas of clinical expertise, academic abilities and professional qualities.
The curriculum also specifies assessment formats selected to test the articulated objectives and ensure that all outcome expectations are seen as valued achievements.
The RANZCOG Curriculum: A Framework to Guide the Training and Practice of Specialist Obstetricians and Gynaecologists is available on the College website at: www.ranzcog.edu.au/specialist-itp-training-handbook-and-curriculum.html
THE INTEgRATED TRAININg PROgRAM (ITP)
general Information
Introduction
The four-year Integrated Training Program (ITP), which culminates in Membership of the College (MRANZCOG), consists of defined clinical and educational experience in training hospitals. For a complete list of the MRANZCOG Integrated Training Program hospitals, see the College information section of this handbook.
The Integrated Training Program includes:
• Rotation through a minimum of three different hospitals, with at least 12 months in a tertiary hospital and 6 months in a rural hospital
• Logged clinical work in obstetrics and gynaecology resulting in attainment of prescribed competency levels in specified procedures
• Utilising the resources of the Flexible Learning Program (FLP)
• Experience in gynaecological oncology sufficient to gain a working knowledge of the anatomy of the pelvic sidewall, particularly in regard to the ureter and major blood vessels
• Formal three-monthly and six-monthly assessments of the trainee’s progress by their Training Supervisor (ie the mid-semester and six-monthly trainee reports)
• Basic Surgical Skills Workshop• Neonatal Resuscitation training • Fetal Surveillance Workshop• Communication Skills Workshop (Trainees
entering the program from 1 December 2003 have until the end of Year 2 to complete)
• In-hospital Clinical Assessment (IHCA) modules
• MRANZCOG Written Examination• MRANZCOG Oral Examination• Assessment of competency in core O&G
surgical procedures at end of Year 2 (basic) and at end of Year 5 (advanced)
30
Training
Integrated Training Program Essentials
The following are essential if an ITP is to be accredited by the College:
• A planned rotation over a four-year period, which includes at least 12 months’ experience in hospitals other than the home hospital and at least 12 months in a tertiary hospital
• A program Coordinator with responsibility for co-ordinating that Integrated Training Program
• A tutorial program specifically designed for MRANZCOG trainees
• Levels of clinical experience which ensure that each trainee obtains the minimum levels of experience over the four years of the program
Minimum Levels of Experience
Procedure RequirementNormal deliveries 20Operative deliveries
100
Caesarean sections
150
Major abdominal 50Major vaginal 50Laparoscopies 50Hysteroscopies 100Colposcopies 100Gynaecological clinics
100 (number of clinics)
Obstetric clinics 100 (number of clinics)Gynaecological oncology
3 months’ experience but not necessarily in a formally designated gyanecological oncology unit (e.g. a hospital where there is no specific gynaecological oncology service on-site but multiple gynaecologists are available)
Ultrasound achievement of basic pre-Membership competencies over 18x8-hour days i.e. 4 weeks or approximately 150 hours
Note: Figures for procedures refer to the number of procedures performed, not assisted, by the trainee. All figures refer to the minimum levels of experience which hospitals must agree to arrange for each trainee over the four-year period of the ITP. These figures are an approximate guide only; they do not define absolute requirements that must be met by each trainee nor will trainees be penalised if unable to meet these levels.
gaining Additional Experience
Trainees may find that their experience in some areas is limited by hospital rostering and service needs. If this occurs, trainees are strongly encouraged to gain additional experience during unrostered hours.
Rural Training
All trainees entering the Integrated Training Program are required to spend at least six months in a rural post at some stage of the MRANZCOG/FRANZCOG Training Program (i.e. as a component of either an Integrated Training Program or an Elective Program). Trainees will be advised by the Program Coordinator/Training Supervisor of their planned rotation for the four-year program, at the commencement of Year 1.
Approval for training at a rural training post will be based on the particular merits of that training post. Flexibility regarding the model for training supervision will be considered.
When being assigned to a rural rotation, trainees must verify that it is a designated rural rotation and that they will spend at least the required six months at this site. Fellowship cannot be granted if you have not done at least six months in a rural rotation in the course of the six-year program.
Designated rural rotations are marked with an asterisk in the list of accredited hospitals of this handbook.
Program Co-ordinators
Each Integrated Training Program is co-ordinated by a Program Coordinator, appointed by the relevant hospital (subject to ratification by the College) for a minimum two-year period. The Program Coordinator is responsible for planning the local Integrated Training Program and co-ordinating the progress of trainees through the program. The role is similar to the Senior Training Supervisor in major teaching hospitals which offer a program involving rotation to other hospitals.
For more information on Program Coordinators and Training Supervisors see ‘Role & Responsibilies of RANZCOG ITP/Elective/Subspecialty Training Supervisors & ITP Coordinators’ at: www.ranzcog.edu.au/training-supervisors.html
31
Training
Training Supervisors
The high standard of the MRANZCOG/FRANZCOG training program is dependent on the College’s network of Training Supervisors. The Training Supervisors are the medical personnel who supervise the training of individual trainees. They are also required to maintain an effective level of liaison and goodwill between the College and the administration and consultants in accredited hospitals.
All hospitals with training posts must have a RANZCOG Training Supervisor to co-ordinate training within that hospital. This is a prerequisite for accreditation of the hospital as an approved training site by the College. Large teaching hospitals with a number of trainees in the training program must have more than one Training Supervisor.
The standard RANZCOG position description for Training Supervisors is available on the College website: www.ranzcog.edu.au/training-supervisors.html
Hospital-based/State-based/Regional-based Integrated Training Programs
Each Integrated Training Program is four years in duration and involves at least two hospitals, so each program must be offered co-operatively by at least two hospitals. This is the only institutional requirement. An Integrated Training Program could be offered by:
• A tertiary hospital and a single peripheral hospital
• A tertiary hospital and a number of peripheral hospitals
• Two or more tertiary hospitals• All of the teaching hospitals within a state or
region• Two or more hospitals, at least one of which is
a tertiary hospital, in different states or regions• Two or more hospitals, at least one of which is
a tertiary hospital, in different countries
However, it is expected that most programs are hospital-based in the sense that trainees receive most of their training at a single base or home hospital and rotate intermittently to other hospitals.
CLIMATE eLearning Resources
CLIMATE eLearning provides trainees with access to an extensive range of eLearning resources to support their training. All resources can be accessed by secure login at www.climate.edu.au or by following the link from the RANZCOG website. Most resources are readily accessible using mobile devices.
CLIMATE encourages collaborative, student-driven learning. Users are encouraged to participate actively by contributing to discussions and recommending new resources.
Resources carried by CLIMATE include:
• 17 Core Modules that map key texts, resources and learning activities to the RANZCOG Curriculum
• Direct links to Landmark Clinical Trials as recommended by the RANZCOG Education and Assessment Committee
• 100 MCQs drawn from the RANZCOG Examination Bank (answers not provided)
• Sample Structured Oral Examination Case Scenarios
• The Online Research Program to guide trainees through the completion of their Research Project
• An extensive series of Online Lectures addressing key aspects of the Curriculum
• The Clinical Educator Training Program to support training supervisors and senior registrars
• Webcast presentations from recent RANZCOG Annual Scientific Meetings
Access:
To log in to CLIMATE, use your RANZCOG ID number and webaccess password. You can use the ‘Lost Password’ facility on the CLIMATE front page to be reminded of these.
Access to the modules is further protected by an enrolment key that needs to be used once only for EACH module. The key for membership resources was provided to you with your initial welcome letter from the College.
32
Training
Basic Surgical Skills Training
All Year 1 ITP trainees in Australia and New Zealand are required to complete a compulsory 2-3 day course in basic surgical skills.
The course is a practical, interactive one covering:
• principles of team surgery and theatre etiquette
• handling instruments• knot tying• incision and closure• haemostasis• episiotomy• electrocautery and stacks• hysteroscopy• laparoscopy
Courses are organised in each Australian state, and New Zealand. All Year 1 trainees will be notified of the dates and venues of the course in their state/country, and will be sent registration forms and copies of the course manual and CD-Rom.
workshop Dates
The New Zealand workshop is held in October/November each year. In Australia, the precise dates in each state vary, but workshops are always held between late February and late April. Trainees are strongly advised not to make holiday or other arrangements during this time that would prevent them attending.
Neonatal Resuscitation Training
This training is conducted as part of Year 1 training at the trainee’s home or base hospital (i.e. there is not formal training module or workshop). The training includes the following:
• Examine a newborn baby and recognise neonatal abnormalities requiring paediatric care (e.g. congenital dislocation of hips, oesophageal atresia, cardiac murmurs).
• Resuscitate a newborn baby. This includes rapid clinical assessment of neonatal asphyxia, external cardiac compression of neonate, use of bag and mask ventilation and use of endotracheal adrenaline.
• Investigate and provide initial treatment of neonatal jaundice.
Fetal Surveillance workshop
Completion of an approved Fetal Surveillance Education Program by the end of Year 1 training is mandatory for all trainees who commence training after December 1, 2008.
Trainees MUST forward evidence of participation in any one of the listed courses to the Training Services Department at College House before the end of their first year of training. Submission details and the list of RANZCOG approved programs can be found on the College website: www.ranzcog.edu.au/assessment-workshops-forms/fetal-surveillance-education-programs.html
Any program costs are to be borne by the trainee or by the trainee’s employer if such arrangements exist.
Communication Skills workshop
The Communication Skills Workshop is a compulsory component of the ITP. Trainees are required to attend a workshop by the end of Year 2.
Approximately four workshops are held each year. Dates of workshops and further information is available on the College website: www.ranzcog.edu.au/assessment-workshops-forms/communication-skills-workshop.html
33
Training
THE ELECTIVE PROgRAM
Introduction
Elective training is usually post-Membership training (i.e. undertaken in Years 5 and 6).
Elective Programs can be tailored to meet the needs and interests of the trainee and their aims will vary from trainee to trainee.
Each trainee is required to submit a Learning Plan for prospective approval by the relevant Regional/New Zealand Training Accreditation Committee. Prospective approval is only given after discussion with the trainee and assessment of training up to that point.
The trainee’s Elective Program may focus on:
• Extending expertise in general obstetrics and gynaecology
• Extending expertise in gynaecological surgery• Developing expertise in provincial practice• Developing research expertise• Developing expertise in an area of special
interest• Developing expertise in practice in developing
countries• Commencing Subspecialty training
Please note that the two Elective years cannot both be approved for formal subspecialty training. Nor can both Elective years be undertaken in the same subspecialty.
Additionally, several professional objectives should be common to Elective Programs. These include the development of:
• Confidence and competence in surgery• Confidence and competence in patient
management• Career direction• Leadership skills• Teaching skills• Financial management skills• People management skills
general Elective Program
Applying for Approval
Trainees who intend to complete general Elective training (i.e. not a primarily research-based program) in the coming year should complete and submit the application form for prospective approval of Elective training.
All applications for Elective Training must be received at College House no later than 1 December each year, for the following year, or a minimum of two months’ prior to commencement of training.
The application form can be downloaded from the College website: www.ranzcog.edu.au/trainingregfees/registration-prospective-approval-training.html. Completed applications should be sent to the relevant Regional/New Zealand TAC Chair via the relevant RANZCOG Regional Office.
This application form should also be used by the following:
• Trainees undertaking training not in an approved training site
• Year 6 trainees applying for training with minimal supervision
• Trainees seeking approval of study at a tertiary institution
Documentation that needs to be included with the application includes:
• confirmation of the appointment to the hospital and the date of commencement of duty;
• confirmation of the name of the person who has agreed to be the Training Supervisor;
• signed statement from the nominated Training Supervisor (a pro forma document is included in the application form);
• weekly timetable of the trainee’s activities;• information about the type of educational
opportunities available to the trainee;• payment of the annual registration fee; and• copy of current medical registration.
Incomplete applications will be returned with a request to provide any missing information.
Elective Training Under Minimal Supervision
Approval of elective training under conditions of minimal supervision should include access to
34
Training
consultants by telephone, the time it takes for the consultant to be available on-site and the availability of support from other medical specialists.
Ideally, a FRANZCOG specialist should be on site or, if not on site, should normally be available within one hour.
If this requirement cannot be achieved, each application will be considered on its individual merits.
Research-Based Elective Program
Trainees may be credited with up to two years of the six years of MRANZCOG/FRANZCOG training for experience gained in approved research posts.
These research posts must be accredited by the RANZCOG as suitable for MRANZCOG/FRANZCOG training and prospectively approved by the Chairman of the relevant Regional/New Zealand TA Committee as being suitable for a particular trainee.
Posts suitable for accreditation as research posts may offer a substantial amount of clinical experience in addition to research experience, but this is not essential.
Applying for Approval
Trainees intending to undertake a period of research as a primary component of their Elective training should use the Application for Prospective Approval of Research Training.
The application form can be downloaded from the College website: www.ranzcog.edu.au/trainingregfees/registration-prospective-approval-training.html. Do not send these applications direct to the relevant Regional/New Zealand TAC Chair.
Applications for approval of a research-based Elective program must be received at College House no later than 1 December each year, for the following year, or a minimum of two months’ prior to commencement of training.
Documentation that needs to be included with your application for research-based Elective training includes:
• a detailed research proposal, including project title, aims, hypothesis, name of principal Training Supervisor and proposed timeline;
• signed statement from the principal supervisor confirming approval of the project and an understanding of his/her supervisory
responsibilities;• signed statement from the trainee confirming
his/her understanding of responsibilities as a research trainee;
• weekly timetable of training activities;• payment of the annual training fee; and• copy of current medical registration.
Training Assessment and Documentation for the Elective Program
In the Elective Program, as in the ITP, credit for training will always be subject to satisfactory Clinical Training Summaries, Mid-Semester Trainee Assessment Reports and Six-monthly Trainee Assessment Reports (see the subsection on ITP/Elective assessment documentation).
Where Clinical Training Summaries (CTS) are inappropriate as a record of experiences gained in a research post, written reports from the trainee and the Training Supervisor are required at the end of each six-month training period.
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Training
ASSESSMENT DOCUMENTATION FOR ITP/ELECTIVE/SUBSPECIALTY TRAININg
All training documentation is available on the College website.ITP/Elective trainees: www.ranzcog.edu.au/education-a-training/specialist-training.htmlSubspecialty trainees at: www.ranzcog.edu.au/education-a-training/subspecialist-training.html
The Logbook (Daily Training Record)The Logbook is used by each trainee as a personal record of all required procedural and other training experiences in every year of MRANZCOG/FRANZCOG or Subspecialty training.
It is an essential proof of training, which the trainee must submit to the College when applying for Membership or Fellowship or Subspecialty certification.
Trainees should keep their Logbooks at hand at all times and always up-to-date.
The Logbook must be reviewed and signed by the Training Supervisor every three months.
The Logbook also provides the trainee with the basis for the six-monthly summary of his/her experience which is recorded in the Training Assessment Record (see below) and is also relevant to the Six-Monthly Report (see below).
IMPORTANT: There is no printed ITP/Elective Logbook. Trainees should download pages from the College website as needed. Trainees must retain copies of completed pages for signing off by their Training Supervisor every three months and for submission to the College when applying for Membership/Fellowship. For trainees who wish to fill out the Logbook electronically, the College is creating a PDF version, with multiple pages, which trainees can download and save to desktop or PC - provided they have Adobe software. Trainees will be advised when this version is available.
The Training Assessment Record (TAR)
The TAR is a collection of documents issued by the College to enable the trainee to consecutively record all the training and assessment experiences required for MRANZCOG/FRANZCOG and Subspecialty training.
Program Coordinators and Training Supervisors can and will request to see a trainee’s TAR at any time, particularly when commencing or prior to commencing a new training post, so it is vital that trainees maintain and retain an updated copy of their entire TAR at all times.
The TAR contains records from the trainee’s first year and all later years giving details of:
• The trainee’s training history – his/her summary of completed training (updated each year)
• The trainee’s average weekly timetable – to be entered on the TAR for each six-month training period
• Workshops attended• In-hospital Clinical Assessment modules• Oncology training period• Rural training period• MRANZCOG Written and Oral Examinations• Participation in other professional activities• Annual leave and special leave details• Elective Program plan and activities• Research plan and progress (if applicable)• For Subspecialty trainees only, the TAR records
progress with Subspecialty training and must be signed at six-monthly intervals by the relevant supervisor
The TAR also contains the Certificate of Satisfactory Completion of Training (CSCT), which is processed as follows:
• For ITP training: signed by the ITP Coordinator• For MRANZCOG: signed by the relevant
Regional/New Zealand TAC Chair AFTER application for Membership has been approved
• For FRANZCOG: signed by the relevant Regional/New Zealand TAC Chair AFTER application for Fellowship has been approved
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Training
Mid-Semester (Three-Monthly) Formative Assessment Report
This is a compulsory mid-semester assessment which all Training Supervisors are required to complete with each trainee, whether doing the first 4 years of the ITP, the EP, or Subspecialty training.
The Training Supervisor meets with the trainee to discuss his/her progress and performance and the details are recorded on the form.
The main features of the form are:
• Brief summary by the Training Supervisor of the trainee’s progress and performance
• Self-assessment of progress and performance by the trainee
• The Training Supervisor indicates if assessment is satisfactory OR that improvement is expected
• If the latter, a warning is given that failure to improve may result in an Other than Satisfactory six-monthly report. (VITAL: If no formal warning is given at this stage, the trainee cannot receive a Fail six-monthly report i.e. if their next six-monthly report is assessed as Other than Satisfactory and referred to the relevant regional TA Committee for a decision on the final rating – see next section. However, even if a warning has not been given the relevant TA Committee could still decide to give the trainee a Borderline six-monthly report.)
• The Training Supervisor and trainee both sign and date the form
Trainees are responsible for submitting the form for checking and signing by the relevant Regional/New Zealand TA Chair. There are instructions on the form as to how to do this.
Six-monthly Summative Assessment Report / Clinical Training Summary
After each six-month period in each year of ITP, EP, or Subspecialty training, a formal summative assessment is made by the Training Supervisor of the trainee’s performance and progress.
The Six-Monthly Summative Assessment Report is vital. It is both a means of giving feedback to the trainee and an essential assessment tool for Training Supervisors and Regional/New Zealand TA Committees and Subspecialty Committees.
The Training Supervisor bases the report on ratings and comments collected from individual consultants who have worked with the trainee.
To do this, the Training Supervisor or an appropriate member of the administrative staff in the O&G department (not the trainee) distributes copies of the official Consultant Assessment of Trainee Form to the consultants. These forms should be distributed to the relevant consultants two-three weeks before the end of the training period.
The Training Supervisor must discuss the report with the trainee in person before they both sign and date it. The trainee is then responsible for submitting the form to the relevant Regional/New Zealand TAC Chair or Subspecialty Committee Chair for approval.
Clinical Training Summary (CTS): the Six-Monthly Summative Assessment Report form for ITP and Elective trainees now includes the Clinical Training Summary (CTS) i.e. this is no longer a separate document. At the end of each six-month training period, the trainee must tally the clinical experiences recorded in the logbook and record the results in the CTS section of the six-monthly report form. These figures should be recorded under two headings – Primary Operator Procedures and Assists. The Training Supervisor and the relevant Regional/New Zealand TAC Chair must assess and sign the CTS every six months at the same time as they sign off on the six-monthly assessment form.
NOTE: Those trainees with old copies of the Training Assessment Record should no longer use the Clinical Training Summary page in that document. Only use the CTS which is part of the new Six-Monthly Summative Assessment Report.
Procedure with a Satisfactory Six-Monthly Summative Assessment Report
Once the trainee and supervisor have signed and
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Training
dated the report, the trainee is responsible for immediately submitting the report for checking and signing by the relevant Regional/New Zealand TAC or Subspecialty Chair.
For instructions on how to submit satisfactory reports, see the guidelines accompanying the Six-Monthly Summative Assessment Report.
The report must be submitted together with the updated TAR, including Clinical Training Summaries.
The trainee also sends copies of the Report and TAR to the relevant ITP Coordinator, if he/she is not also the supervisor. This is for the ITP Coordinator’s information only, not for signing.
Procedure with a Six-Monthly Summative Assessment Report which is other than Satisfactory
A Report is other than satisfactory if:
• a fail is recorded in any attribute category• half or a majority of consultants give a trainee
borderline assessments in three or more of the ten attribute categories.
If a Report is other than satisfactory, the Training Supervisor MUST refer the Report, together with the TAR, to the relevant Regional/New Zealand TA Committee for review.
The supervisor may also refer a Report to the Committee if he/she believes any aspect of the trainee’s performance needs reviewing.
The TA Committee should meet within six weeks of the completion of the semester to discuss the Report and decide whether it should be assessed as satisfactory, borderline or fail. In making this decision, the Committee will also take into consideration the trainee’s past performance and consult with the relevant supervisor.
The local TAC Chair will inform the trainee and the supervisor, by letter, of the Committee’s decision and (where applicable) make recommendations for improvements in performance and progress, including appropriate supervision and mentoring.
The Chair will indicate his/her decision on the Report, sign and date it, and send it to College House. College House will then send a copy of the report back to the trainee.
Further Information About How Other than Satisfactory Reports are Dealt with
It is vital that trainees and their Training Supervisors understand the process for dealing with Other than Satisfactory reports, particularly the short- and long-term consequences of receiving a Borderline or Fail assessment.
Please refer to the document Six-monthly Trainee Reports Assessed as Other Than Satisfactory: Essential Information for Trainees and Supervisors on the website (www.ranzcog.edu.au/assessment-workshops-forms/formative-and-summative-assessment.html). The same information is also contained in RANZCOG regulations 11.7.2–11.7.7.
THREE FAILS MEANS REMOVAL FROM THE TRAININg PROgRAM
It is now a College regulation that if a trainee has three reports assessed as fail in the course of his/her training, that trainee will be removed from the program.
Automatic Borderline grading - Six-Monthly Assessment Report Forms&FailuretoMeetSpecifiedAssessment Requirements
Under regulation 7.1.5, trainees who fail to meet an assessment requirement at the time mandated by College regulations, will have their six-monthly assessment for that period assessed as Automatic Borderline – relevant assessment requirements not met. This is regardless of any other aspect of the trainee’s performance during that period.
The 6-monthly assessment form includes three possible ratings:
• Satisfactory• Automatic Borderline – relevant assessment
requirements not met• Other than Satisfactory – referred to Regional/
New Zealand TA Committee for review
Information on the use of the form as well as a checklist of the key assessment requirements is provided on the form.
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Training
ALL completed Six-monthly Assessment Report forms submitted by trainees are double-checked on receipt at College House and returned to the relevant Training Supervisor if an incorrect rating has been given.
The Six-Monthly Trainee Feedback Questionnaire
This is a confidential questionnaire (not for assessment purposes) which trainees are asked to complete and send in to the College at the end of each six-month period, with their six-monthly reports.
The purpose of the questionnaire is to assess the training hospitals rather than individuals within hospitals, so that future training can be modified and improved.
The questionnaire asks trainees to rate and comment on various aspects of their training - from the standard of supervision and appropriate clinical experience to research and teaching opportunities.
Information collated from the completed questionnaires is referred to the relevant local TA Committee. Trainees may submit the questionnaire anonymously if they prefer.
Although submission of this questionnaire is voluntary, trainees are urged to send it to College House, as it is a vital source of trainee feedback.
general Reminders
Any changes in your personal mailing address should be communicated to the Training Services Department at College House in writing or by email.
If you are sending training documentation to College House or the local state RANZCOG office and would like confirmation that it has arrived safely, please include a stamped self addressed envelope. It will be stamped with the date of arrival and returned to you in the post.
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Training
Submission of Training DocumentsFinal Submission Dates
Documentation ACT/NSw/TAS QLD SA VIC wA NZ
Training Year Starts 21 January 3 February 30 January 4 February 4 February 10 December
Mid-Semester Report 1 16 June 29 June 25 June 1 July 1 July 5 May
Six-Monthly Report & Clinical Training Summary 1
15 September
28 September
24 September
30 September
30 September
4 August
Mid-Semester Report 2 15 December
28 December
17 December
30 December
23 December
3 November
Six-Monthly Report & Clinical Training Summary 2
30 March 2014*
29 March 2014*
25 March 2014*
31 March2014*
31 March 2014*
2 February 2014*
Training Year Ends 2 February 2014
1 February 2014
28 January 2014
3 February 2014
3 February 2014
8 December 2013
* please note that approval of training for 2014 will be subject to a satisfactory final assessment for 2013
Submit Training Documets (by fax, email or mail) To ...
NSw/ACT QLD SA
Ms Lee Dawson Ms Lee-Anne Harris Ms Tania Back
Executive OfficerNSW Regional TA Committee
Suite 4, Level 569 Christie St
St Leonards, NSW 2065fax: +61 2 9436 4166
Exeuctive Officer QLD Regional TA Committee
Unit 22, Level 317 Bowen Bridge RdHerston, QLD 4006
fax: +61 7 3257 [email protected]
Executive OfficerSA/NT Regional TA Committee
PO Box 767North Adelaide, SA 5006
fax: +61 8 8267 5700 [email protected]
TAS VIC wA
Dr Frank Clark Mr Mathew Daview Ms Janet Davidson
C/- VIC Regional TA CommitteeCollege House, 254-260 Albert Street
East Melbourne, VIC 3002fax: +61 3 9662 [email protected]
Executive OfficerVIC Regional TA Committee
College House, 254-260 Albert Street East Melbourne, VIC 3002
fax: +61 3 9662 [email protected]
Executive OfficerWA Regional TA Committee
PO Box 6258 East Perth, WA 6892fax: +61 8 6263 4432
NEw ZEALAND
Ms Jane Cumming
Executive Officer NZ TA Committee
PO Box 10611 Wellington 6015 New Zealand
fax: +64 4 472 [email protected]
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Assessment
IN-HOSPITAL CLINICAL ASSESSMENT (IHCA)
All trainees are required to satisfactorily complete the prescribed In-hospital Clinical Assessment (IHCA) modules before becoming eligible for Membership of the College, but are advised to complete them as early as possible in the course of training.
There are two modules:
• Diagnostic Ultrasound• Colposcopy and the Treatment of Cervical
Diseases
Both modules are marked on a pass/fail basis, with a pass being awarded if the candidate performs at a satisfactory level in all skill areas.
Date/Timing
Trainees may elect to undertake these assessment modules at any time during the ITP, but must pass both IHCA modules before becoming eligible for Membership of the College.
Assessors
The assessor is to be selected by the Program Coordinator/Training Supervisor of the candidate from the official list of IHCA Approved Assessors. This list, regularly updated, is available on the College website.
The trainee does NOT select his or her own assessor, except in unusual circumstances. The Program Coordinator/Training Supervisor should liaise with the assessor to obtain his or her agreement to assess a module.
If a candidate is required to repeat an assessment, a different assessor should be used.
Rating Form
The assessor must use the standard rating form for the relevant IHCA module. These forms require the assessor to rate the candidate on their performance in a number of skill arease using a five-point scale. To achieve a pass, the candidate must achieve a rating of at least ‘B’ in each of the skill areas in the Colposcopy module and a rating of at least '2' in each of the skill areas in the Ultrasound module.
Documentation
After each attempt, the assessor must sign the rating form, which must then be countersigned by the Training Supervisor. The Training Supervisor will provide feedback to the candidate at the next six-monthly review; the candidate will then sign the form and submit a copy of it to the College. The Training Supervisor must retain a copy for his or her records. The candidate must submit a copy of the completed form to College House and retain the original in their TAR.
How to Apply
IHCA application and rating forms, and lists of approved assessors are available on the College website: www.ranzcog.edu.au/assessment-workshops-forms/ihca.html
It is now an official College regulation that assessors must be given at least one month’s notice that they will be required to assess a module.
Trainees must therefore plan their IHCA modules well in advance. Assessment fees and application forms must also be sent in to College House AT LEAST ONE MONTH before the date planned for the actual assessment. Each application form must be approved by the College PRIOR to the assessment. They are stamped ‘approved’ and returned to the trainee, who should present the relevant form to the assessor on the day of the assessment.
An unsatisfactory assessment may be repeated as many times as is necessary, but not within four weeks of an unsuccessful attempt.
Candidates should attempt to complete the IHCA modules before undertaking the rural period of training, as facilities for assessment in these posts may be limited.
In the event of a repeat or subsequent attempt, the candidate must be assessed by two assessors from the official list of IHCA approved assessors. In the event of conflict or recurrent failure, the relevant Regional/New Zealand TAC Chairman may assist the candidate in the selection of assessors.
Assessors who are Fellows of the RANZCOG will earn cognate points for conducting the assessment.
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Assessment
Assessment Fee
The assessment fee must be paid to RANZCOG each time the assessment for a module is attempted.
The application form, submitted with payment, is proof of payment when receipted by the College and returned to the candidate.
Candidates who withdraw after having made arrangements for an assessment to take place will have 10% of the fee paid retained by RANZCOG.
Diagnostic Ultrasound
Format
A single assessor will observe a candidate examining at least three patients in a normally scheduled clinic session.
Using the standard rating form, the assessor will rate the candidate’s performance in a number of defined skill areas. The role of the assessor is mainly that of an observer, but he/she may also examine the patients to check the accuracy of the candidate’s assessment. The candidate is encouraged to explain what he/she is doing during the examination and to comment on findings as they occur. After each patient, the assessor may ask the candidate to summarise the results of the ultrasound assessment.
Setting
The assessment will be conducted in the hospital in which the trainee is currently employed. It will take place in a normally scheduled clinic session using ultrasound equipment with which the candidate is familiar.
Number of Patients
The assessor must observe the candidate examining at least three patients. At least one of these must be in the first trimester of pregnancy, at least one must be in the second trimester, and at least one must be in the third trimester.
Duration of Observation
The assessment should normally be completed within a two-hour period during one clinic session.
Assessor
In Australia and New Zealand, the assessor for the In-hospital Clinical Assessment module in Diagnostic
Ultrasound must be a Fellow of the RANZCOG who either holds the Certificate in Obstetrical and Gynaecological Ultrasound (COGU), the Certificate in Maternal-Fetal Medicine (CMFM), or has a special interest in ultrasonology, or is a suitably qualified radiologist.
An overseas assessor must be a specialist obstetrician/gynaecologist of consultant status who is either a subspecialist in diagnostic ultrasound or has a special interest in the area and has been approved for that purpose by the Chairman of the Education & Assessment Committee.
Colposcopy and the Treatment of Cervical Diseases
Format
The module consists of two components: colposcopic assessment and treatment of cervical disease. A single assessor will observe the candidate making a colposcopic assessment of at least three patients and treating another three patients. The patients who are assessed must be new cases, and will normally be seen in a scheduled clinic session.
Using the standard rating form, the assessor will rate the candidate’s performance in a number of defined skill areas. The role of the assessor is mainly that of an observer, but he/she may also examine the patients to check the accuracy of the candidate’s assessment. The candidate is encouraged to explain to the assessor and to the patient, when appropriate, what he/she is doing during both colposcopic assessment and treatment, and to comment on findings as they occur. After each patient, the assessor will ask the candidate to summarise the results of the colposcopic assessment and/or treatment.
Setting
The assessment will normally be conducted in the hospital in which the trainee is currently employed. The colposcopic assessment component will normally take place in a scheduled clinic session using colposcopy equipment with which the candidate is familiar. The treatment component will normally take place in a clinic, day surgery or operating theatre, depending on the normal practice of the hospital.
Number of Patients
A single assessor must observe the candidate making a colposcopic assessment of at least three patients, all of whom must be new cases. In addition, a single
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Assessment
assessor must observe the candidate performing ablative or excisional treatment of cervical disease in at least three patients. The treatment modality used may be diathermy, laser, loop, cryosurgery or cone biopsy. It is preferable that the same assessor carry out the entire assessment.
Assessor
Within Australia and New Zealand, the assessor must be a Fellow of the College with expertise in colposcopy and the treatment of cervical disease. The assessor should preferably be a member of ASCCP or have similar evidence of ongoing certification in the subject.
Outside Australia and New Zealand, the assessor must be a specialist obstetrician/gynaecologist of consultant status with expertise in colposcopy and the treatment of cervical disease, who has been approved for the purpose by the Chairman of the Education & Assessment Committee.
ASSESSMENT OF TRAINEE COMPETENCE IN CORE O&g SURgICAL PROCEDURES
As part of the training curriculum trainees are assessed on their competence to perform core O&G surgical procedures. This assessment process was developed by a Working Group comprising College Fellows, members of AGES (the Australian Gynaecological Endoscopy Society) and trainee representatives. The assessment process is conducted under the auspices of the College Education & Assessment Committee and administered through the Assessment Services section of the College.
Core Surgical Procedures to be Assessed
The procedures involved in the assessment are listed below. The list focuses on key procedures which reflect the general skills – and related principles – which the College expects of its trainees at the relevant year levels indicated. The list is in no way intended to represent the full breadth of surgical exposure or ability expected of a trainee. At the same time, the College does expect trainees to demonstrate competence in all the procedures listed by the time he/she is elevated to Fellowship.
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Assessment
Core Surgical Procedures to be Assessed
Basic O&g ProceduresCompetence to be demonstrated by the end of Year 2*
Advanced O&g ProceduresCompetence to be demonstrated by the end of Year 5*
Gyn
aeco
log
ical
Abdominal Procedures
Laparotomy(not a caesarean section)
Moderately difficult TAH, including retroperitoneal identification or dissection of ureter(s)
Vaginal Procedures
N/A Vaginal Hysterectomy
Prolapse Repair
Laparoscopic Procedures
Diagnostic laparoscopy
Salpingectomy or ovarian cystectomy
Hysteroscopic Procedures
Hysteroscopy D&C Advanced hysteroscopic procedure [Optional: this is outside the scope of ITP training/assessment]
Ob
stet
ric
Vaginal Delivery/Episiotomy/ Major Perineal Repair
Normal vaginal delivery
Major perineal repair involving the external anal sphincter
Repair of episiotomy or other perineal trauma
Instrumental Delivery
Low instrumental delivery: vacuum or forceps
Rotational: vacuum or forceps rotation
Caesarean Section
LUSCS Complicated Caesarean section; e.g. classical Caesarean OR major placenta previa
* Refer to College regulations 7.6.1-7.6.4.2 for more complete information relating to these requirements.
Assessment Process
A trainee’s competence in each of the required procedures will be assessed by an assessor who may be the trainee’s Training Supervisor or an appropriate consultant who has worked with the trainee. Trainee and assessor will mutually agree as to when the trainee is ready to be formally assessed on each procedure.
For the purposes of this process, ‘competent’ implies the ability of the trainee to safely complete the procedure in a timely manner, without instruction or intervention from others.
The important role of senior registrars in training is acknowledged; however, although procedures may be taught by a senior registrar, they are not to make the assessments required by this process.
For all procedures except one, the assessor must be a RANZCOG Fellow - either the Training Supervisor or an appropriate consultant who has worked with the trainee.
The assessor will rate the trainee on the following 6 criteria:
• Respect of tissue• Time and motion• Instrument handling/knowledge of instruments
and sutures• Flow of operation• Professional behaviour with theatre staff• Knowledge of specific procedure, including
positioning the patient and setting up equipment
Based on the above criteria the assessor will rate the trainee as either competent or not competent to perform the procedure as the primary operator.
A senior midwife, or their nominee can, however, assess trainee competence in performing normal vaginal delivery. A different assessment form is to be used by midwife assessors and is available on the College website alongside the other assessment forms.
A separate assessment form must be used each time a trainee is assessed on any of the required procedures; i.e. one assessment form is used each time a trainee is assessed for each procedure. Once a trainee is assessed as ‘Competent’ to perform a procedure as the primary operator, a copy of the completed assessment form indicating this is sent to College House.
The assessment should be based on observing the trainee performing the relevant procedure ONCE, not several times – but only when the trainee is
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Assessment
considered to possess the skills necessary to be able to perform the procedure in question safely and competently.
Like the In-hospital Clinical Assessments, trainees may attempt an assessment as many times as is needed to obtain competency. Only the assessment sheet indicating that the trainee has demonstrated competency in the procedure (which has to be signed by the assessor) is sent into College House; however, ALL assessment sheets for assessments undertaken by trainees should be retained in their TAR.
Where a trainee is repeatedly being assessed as not competent in a specific procedure, the assessor and/or the trainee’s supervisor is expected to develop a remedial training plan to assist the trainee.
Important Note: This assessment process applies at all training sites, including those which may already have a procedures credentialing process in place. This process is a College assessment requirement only and is not intended to act as any sort of credentialing process that bestows clinical privileges upon a trainee at a particular site.
RESEARCH PROJECT
All trainees are required to present a Research Project that meets defined satisfactory completion criteria. A formal higher research degree qualification in the health sciences may be approved as meeting the requirement of satisfactory completion of the research study.
Assessment Subcommittee
A subcommittee of the RANZCOG College Education & Assessment Committee (the Assessment Subcommittee) oversees the conduct of the Research Project. The main functions of the Assessment Subcommittee are the prospective approval of candidate research proposals and amendments as required, and the assessment of studies for satisfactory completion of the Research Project.
Prospective Approval
A research proposal in the health sciences must be submitted by trainees and prospectively approved by the College Assessment Subcommittee no later than the end of Year 3 of the MRANZCOG/FRANZCOG training program for those trainees who entered the training program between 1 December 2003 and 30 November 2006, or the end of Year 2 of the MRANZCOG/FRANZCOG training program for those trainees entering the training program from 1 December 2006. Given that approval of any given proposal cannot be assumed to be automatic, trainees are advised to submit their proposals well before the end of the relevant training year.
Application for approval of the research proposal should be submitted on the form available from the College web site: www.ranzcog.edu.au/assessment-workshops-forms/research-proposal-project.html.
All project proposals submitted after 1 January 2010 will be assessed and returned with comprehensive feedback notes. Each project emanating from these proposals will need to meet the new project submission formats.
The original form is held by the College in the candidate’s training file; a copy is provided to the candidate. Once approved by the Assessment Subcommittee, major amendments to the research proposal must be submitted and approved by the Assessment Subcommittee.
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Assessment
Exemption
Trainees may be exempted from undertaking the Research Project if they possess a formal higher research degree qualification in the biomedical sciences or have successfully completed an honours year in the biomedical sciences, and their qualification is approved by the Assessment Subcommittee as meeting the requirement of satisfactory completion of the research study. A ‘formal higher research degree qualification’ refers to the attainment of a Masters or Doctorate.
Applications for exemption from the research proposal should be submitted on the form available from the College website: www.ranzcog.edu.au/assessment-workshops-forms/research-proposal-project.html.
Format for Presentation of the Research Study
The format for presentation of the research study must meet one of the following standards:
• Acceptance for publication in a peer-reviewed journal, with the candidate listed as an author.
• Acceptance for publication in a journal which is non peer-reviewed but accords with a pre-set list of journals approved by the Assessment Subcommittee, with the candidate listed as first author
• Acceptance by the Assessment Subcommittee of an oral presentation by the candidate, at a meeting approved as a continuing professional development (CPD) activity
• Acceptance by the Assessment Subcommittee of a poster presentation at a meeting approved as a CPD activity, and accompanied by a written report substantiating the study, with the candidate listed as first author
• Assessment as ‘satisfactory’, by the Assessment Subcommittee, of a research report written in publishable form
The criteria for authorship are as follows:
• Make a substantial contribution to one or more of:
• conception or design of study;• collection of data; or• analysis and interpretation of data.
• Participate in the writing of the manuscript.• Approve the final version.
• Acknowledge responsibility for integrity of the work.
Satisfactory Completion Criteria
The research study must meet one of the following criteria for satisfactory completion:
• Involves the collection of original data by the candidate, in which case any of the presentation formats listed above may be selected
• Comprises a systematic review which has been accepted for publication in the Cochrane Library
• Comprises a systematic literature review, in which case it must be accepted for publication in a peer-reviewed journal or a pre-set list of journals approved by the Assessment Subcommittee, with the candidate listed as first author
• Comprises a case report, supported by a comprehensive literature review, in which case it must be accepted for publication in a peer-reviewed journal or a pre-set list of journals approved by the Assessment Subcommittee, with the candidate listed as first author
Satisfactory Completion of Projects Approved After 1 January 2010
For those trainees whose research project proposal was approved on or after 1 January 2010, the final project must be in a publishable format, have a minimum of 2,500 words and meet the following criteria:
• Accepted for publication in a peer-reviewed journal, with the trainee listed as first author
• Accepted for publication in a College approved journal with the trainee listed as first author
• Accepted for publication with the trainee listed as first author in a Cochrane Systematic Review
or• Comprise an oral presentation with a
substantiating written report with the trainee listed as first author
• Comprise a poster presentation with a substantiating written report with the trainee listed as first author
Multi-author and second author research project submissions will be accepted provided they are accompanied by a first author validation of the work undertaken by the trainee, or validation by the
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Assessment
Research Supervisor is provided when a research project, co-authored by two trainees, is submitted for consideration.
Case studies will not be accepted.
Evidence of publication or acceptance of a project for publication must be supplied to College House for verification by staff in Assessment Services. Such evidence includes letters from an editor or peer reviewed report, conference papers or conference communications.
Oral presentations and poster presentations, with accompanying substantiating written reports, must be presented at a national or international conference, Annual Scientific Meeting or interstate or regional Annual Scientific Meeting. As well as submitting evidence of the presentation to College House for verification, the substantiating written report must also be submitted for validation. The total word limit of both components of either of these two options is 2,500 words. Projects in this category will not be sent to Research Committee assessors.
College Support
The College, through the Education & Assessment Committee, will provide support for the conduct and supervision of the research study in the form of:
• Specially designed one-day workshops held in major cities in Australia and New Zealand; and
• Internet-based information.
Trainees will be advised of the availability of this support via the College website and the Training and Assessment Bulletin which is emailed to all ITP/Elective/Subspecialty trainees, Training Supervisors, Program Coordinators, relevant committee chairmen, and Specialist IMGs not in training.
Research grants
Introduction
Research grants are available to trainees undertaking the Research Project within the RANZCOG curriculum. These are awarded by the RANZCOG Research Foundation on a competitive basis, with grant applications being considered by the Assessment Subcommittee. It is expected that, each year, up to 20 grants will be made, to the value of $500 each (or perhaps more, at the discretion of the Assessment Subcommittee, for individual projects that are considered exceptionally meritorious). These
grants are awarded twice yearly.
Possible Uses
Research grants are designed to provide some support to trainees as they undertake the Research Project. The uses to which an applicant may put a grant would include, but not necessarily be limited to, activities such as the following:
• Statistical support, data analysis • Advertising for recruitment • Travel directly related to the ongoing project • Administrative support (e.g. photocopying,
data entry, printing, postage)
Applications
Trainees who wish to apply for a Research Grant must do so using the relevant section of the Research Project Proposal form. Applications may be submitted at any time of the year; however, a trainee’s application for a grant will only be assessed if the trainee’s research proposal is approved. Assessors will not evaluate applications from trainees from their own institutions.
Assessment Criteria
The assessment criteria for grant applications include:
• Originality • Clinical relevance to O&G • Methodology (rigorous and sound) • Potential for publication • Measure of effort • Value for money
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Assessment
MRANZCOg ExAMINATIONS
MRANZCOg written Examination
The MRANZCOG Written Examination is part of the assessment for the MRANZCOG qualification.
This examination is based on knowledge that underpins the educational objectives and outcomes listed in the RANZCOG Curriculum. Candidates are therefore not to attempt the written examination until they are confident that they have assimilated the necessary knowledge.
Eligibility for the written Examination
Trainees entering the Integrated Training Program (ITP) from 1 December 2003 may sit the Written Examination for the first time in the first half of year 3.
Applying to Undertake the written Examination
Candidates must complete the relevant application form which is available on the College website: www.ranzcog.edu.au/examinations/examination-application-forms.html
Closing Dates for Applications to Undertake the written Examination
Applications for the February MRANZCOG Written Examination close on 30 October of the year preceding the examination. Applications for the August MRANZCOG Written Examination close on 31 May of the same year.
Late applications will not be accepted.
Format of the written Examination
The MRANZCOG Written Examination currently consists of two papers:
• A multiple choice question (MCQ) paper of 120 questions. Marks are not deducted for incorrect responses.
• A short answer question paper consisting of 12 questions, all of equal value. Answers to these questions should preferably be in ‘dot-point form’, although continuous prose is also acceptable.
The time allowed for each paper is three hours and both papers are completed on the same day.
Sample Multiple Choice and Short Answer questions used in previous Written Examinations are available on the College website: www.ranzcog.edu.au/examinations/mranzcog-written-examination.html
Legible English in written Examinations
All RANZCOG written examinations must be answered by candidates in legible, handwritten English. Any answer (or portion of an answer) that cannot be read by examiners will not be marked. See Regulation 4.5.
MRANZCOg Oral Examination
The MRANZCOG Oral Examination is part of the assessment for the MRANZCOG qualification.
This examination is based on the knowledge, skills, and attitudes described by the educational objectives and outcomes listed in the RANZCOG Curriculum.
Eligibility for the Oral Examination
The Oral Examination may be attempted for the first time in the first half of year 4 of the Integrated Training Program (ITP) and this attempt must be at least six months after passing the Written Examination.
In order to be eligible for the MRANZCOG Oral Examination, candidates MUST have passed the MRANZCOG Written Examination.
Applying to Undertake the Oral Examination
Candidates must complete the relevant application form which is available on the College website: www.ranzcog.edu.au/trainees/exams-application-forms.shtml
Payment of the Oral Examination Fee
Payment of the oral examination fee is NOT made at the time of application. Applicants who are eligible to sit the examination and have had their place in the examination confirmed, will be contacted by Assessment Services and asked to submit payment of the fee by a prescribed deadline (see regulation 4.1.4).
• For an oral examination held in the first half of the year, the fee must be received at College House by close of business on 30 April.
• For an oral examination held in the second half of the year, the fee must be received at College House by close of business on 30 September.
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Assessment
Closing Dates for Applications to Undertake the Oral Examination
Applications for the May MRANZCOG Oral Examination close on the 30th October of the year preceding the examination. Applications for the October MRANZCOG Oral Examination close on the 31 May of the same year.
Late applications will not be accepted.
Venue for the Oral Examinations
All MRANZCOG Oral Examinations are held in Melbourne.
Format of the Oral Examination
The MRANZCOG Oral Examination is a carefully planned and highly structured examination. It is designed to assess the clinical competence (including reasoning and judgment) of a candidate in the examination, diagnosis and management of specific clinical problems.
Candidates are examined at ten 16-minute stations, each involving a single examiner. Each station involves a simulated clinical encounter with a patient and sometimes with other people (midwife, registrar, patient’s partner, etc). These roles may be played by the examiner or in certain circumstances by trained actors.
Of the 16 minutes set aside for each station, 12 minutes are actual testing time, with the remaining time being used by the candidate to move to the next station and to read the initial document(s) for that station.
In some examinations, one or two rest stations of 16 minutes duration may also be incorporated.
Language and the MRANZCOg Oral Examination
Candidates for the MRANZCOG Oral Examination are advised of the following as guidelines for the type of language that should be used when interacting with examiners and standardised patients (SPs) during stations.
• Where a candidate is interacting with a standardised patient, that patient should be treated as a lay person and lay language used; i.e. the standardised patient should be treated as if they were a patient in an everyday
practice situation and appropriate language used.
• Where a candidate is interacting with an examiner, be it directly or in a scenario involving a telephone conversation with a doctor or other health professional (e.g. midwife), candidates may use technical medical language.
Articles Drawn on for Examination Questions
Candidates should be aware that research published less than three months prior to an examination will not be required knowledge for the purpose of any College examination.
Special Consideration guidelines
Special consideration is available to candidates who believe their examination preparation and/or performance has been hampered by illness or other causes to a substantial degree.
These Guidelines are set out in the Governance I section of this publication. The Guidelines and the application form are also available on the College website: www.ranzcog.edu.au/examinations/m-examination-special-consideration.html
Please refer to the governance I: Policies, Standards, and guidelines Relating to Trainees section of this handbook for details relating to special consideration.
Examination Feedback
Candidates who pass any College examination are not eligible to receive feedback.
Examination Oral Feedback guidelines
At the March 2004 meeting of the RANZCOG Education & Assessment Committee, it was decided that the College would offer oral feedback to examination candidates who have been unsuccessful in passing the MRANZCOG Written or Oral Examination on two or more occasions. This counselling will attempt to identify and give advice in relation to areas that may be affecting the ability of the candidates concerned to pass the examinations
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Assessment
in question.
Please refer to the governance I: Policies, Standards, and guidelines Relating to Trainees section of this handbook for details relating to examination counselling.
50
SUBSPECIALTY
TRAININg PROgRAMS
51
SubSpecialty training
SUBSPECIALTY TRAININg PROgRAMS
Introduction and general Information
The Subspecialty Certificate qualifications available are:
• Certification in Gynaecological Oncology (CGO)• Certification in Obstetrical & Gynaecological
Ultrasound (COGU)• Certification in Maternal-Fetal Medicine (CMFM)• Certification in Reproductive Endocrinology and
Infertility (CREI)• Certification in Urogynaecology (CU)
The Subspecialty training programs were introduced by the College for the following reasons:
• To improve knowledge, practice, teaching and research
• To promote the concentration of specialised expertise, special facilities and clinical material that will be of considerable benefit to some patients
• To improve the recruitment of talented graduates into areas of recognised subspecialisation
• To establish a close understanding and working relationship with other disciplines
• To encourage co-ordinated management of relevant clinical services throughout a region
• To accept a major regional responsibility for higher training, research and audit in areas of recognised subspecialisation
• To establish, as far as possible, consistency in recruitment, training and assessment across areas of recognised subspecialisation
Subspecialty training can commence after being awarded Fellowship (FRANZCOG) or when a trainee has completed Membership requirements and is undertaking elective training.
Although trainees may pursue special interests in both years of post Membership training, only one year can be recognised for subspecialty training.
Subspecialty training programs take a minimum of three years to complete.
Eligibility
To join a subspecialty training program in Australia or New Zealand, doctors must have:
• successfully completed the MRANZCOG Examination, the Integrated Training Program and preferably one elective year; or
• have obtained the FRANZCOG.
How to Apply for Selection
Applications - National Selection Process
Applicants for all five of the Subspecialties of Gynaecological Oncology, Maternal-Fetal Medicine, Obstetrical & Gynaecological Ultrasound, Reproductive Endocrinology and Infertility, and Urogynaecology need to apply through the National Selection Process.
The Subspecialities Committees will advertise annually (in the January, February and March issues of the Training & Assessment Bulletin and College Connexion, and the March issue of O&G Magazine) for prospective trainees to apply through the National Selection Process for a training position in the respective Subspeciality Training Programs which leads to certification as a subspecialist. Successful National Selection Process candidates are then responsible for obtaining their own position in accredited training units. All applicants must use the official RANZCOG National Selection Process application form available on the College website and submit their application to College House addressed to the Chair of the CREI Committee. Cover letters are not required but will be accepted. Applicants must note that they are required to provide the details of three (3) referees. These referees must be:
a) a senior colleague (FRANZCOG or equivalent) with whom the applicant has worked in the previous two years. If applicants are still completing FRANZCOG training, this senior colleague must be the Training Supervisor.
b) Two other colleagues with whom the applicant has worked in the last two years.
Applicants must have successfully completed the MRANZCOG examinations prior to the closing date for applications. For this reason, prospective trainees should sit the examinations in the year before
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SubSpecialty training
they wish to submit a National Selection Process application.
Applicants are advised to contact the College to confirm the application closing date for the National Selection Process.
Interviews are generally held in May/June for entry into the program the following year.
Interview Panel
The interview panel will consist of three (3) panelists, one of whom is the Chair of the relevant Subspecialty Committee. All applicants will be notified in writing of the outcome of the interview.
Annual Training Fee
Trainees are required to pay the annual training fee on registration as a RANZCOG Subspecialty trainee for each year of prospectively approved training.
Training Supervisor
All RANZCOG Subspecialty trainees are required to be supervised by an appointed Training Supervisor.
A detailed description of the appointment and duties of subspecialty Training Supervisors/Program Coordinators can be found in the Handbook of the relevant subspecialty, which is available on the College website at: www.ranzcog.edu.au/trainees/subspeciality-trainees.shtml
Training Documentation
The key items of documentation are essentially the same as for the ITP and Elective Program:
• Logbook (Daily Training Record)• Training Assessment Record (TAR)• Mid-Semester Formative Assessment form• Six-Sonthly Summative Assessment form• Trainee Feedback Questionnaire• Six-Monthly Training Summary
For general information on these documents, see the subsection on training documentation in this handbook.
In the case of Subspecialty trainees, the above documentation is submitted to the Chairman of the
relevant committee:
c/- College House254-260 Albert StreetEast Melbourne, VIC 3002
It is essential that the College receives all training documentation within eight weeks of the end of each six-month training period. Failure to submit training documentation on time may result in a loss of credit for that period.
Six-Monthly Summative Assessment Report
The Six-monthly Summative Assessment Report forms used for Subspecialties are not all exactly the same as those used for other MRANZCOG/ FRANZCOG trainees. The differences are as follows:
• Trainees are assessed as satisfactory or unsatisfactory
• A report is other than satisfactory if:• a fail is recorded in any attribute
category and/or• half or a majority of consultants give a
trainee borderline assessments in three or more of the ten attribute categories
• Unsatisfactory reports are reviewed by the relevant subspecialty committee, which will decide whether the period of training will not be credited and extra training is required
• Trainees who receive three unsatisfactory reports will be removed from the training program. After two unsatisfactory reports an agreed remedial program should be implemented (if not already in place)
written and Oral Examinations
The written examination is no longer a prerequisite for eligibility for the oral examination i.e. the exams may be taken in any order.
Subspecialty trainees are required to satisfactorily complete both a written and oral examination, and to submit a report of a Research Project.
The Research Project must be satisfactorily completed before a candidate can undertake either the written or oral examination, whichever is the final examination.
In the Subspecialties of Maternal-Fetal Medicine and Gynaecological and Obstetrical Ultrasound, an In-hospital Clinical Examination is also required before
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SubSpecialty training
attempting the written or oral examinations. MFM trainees must also complete the DDU Part I.
Detailed information is available in the relevant Subspecialty handbooks.
Applications for examinations close on 30 April each year.
Research Project
Trainees must submit a research paper at a standard which is suitable for submission to a peer-reviewed journal, or has been accepted by a peer-reviewed journal, by April 30 in the year of examination.
Case reviews and reports will not be accepted. The project must be the result of ongoing research, and should consist of work in some aspect of, or pertaining to, the relevant subspecialty.
The project should be prospectively approved by the relevant subspecialty committee and the trainee’s Research and Ethics Committee, and demonstrate the basic principles of research: original hypothesis testing, research methodology, rigorous scientific method.
A research supervisor, who may be the trainee’s Training Supervisor, is appointed on the nomination of the trainee. However, the relevant Subspecialty Committee must approve the nomination.
A doctoral/MD thesis may exempt the trainee from the research project component of the training program, but will not reduce the amount of clinical training time. Trainees will still be expected to demonstrate their ongoing involvement in research.
The proposal for the research project should be submitted to the relevant subspecialty committee for approval by the end of the first 6 months of training, and progress reports submitted with each 6-monthly TAR.
The project must have been assessed as satisfactory before sitting the final examination. A research project that has been published/accepted for publication in a journal with an impact factor ≥2 will not need to be reassessed, but must still be submitted for confirmation of completion.
If the paper is assessed as ‘fail but suitable for resubmission’, a member of the relevant subspecialty committee will be assigned to assist the candidate to revise the paper for re-submission within six months.
If the paper is failed again, the full Subspecialties
Committee should review the result with a report from the Chairman of the relevant subspecialty. The Subspecialties Committee will make a recommendation to the Education & Assessment Committee about the next course of action.
Trainees will not be eligible for the final examination (written or oral) until the Research Project has been passed.
Subspecialty Training for Overseas Subspecialists
Overseas subspecialists who are accepted as fellows in a recognised RANZCOG subspecialty unit may apply to register as RANZCOG trainees up to a maximum of two years. They will pay the appropriate annual training fee and submit the relevant training documentation every six months. On completion of this period of satisfactory training they will be awarded a Certificate of Recognition of Training. Overseas specialists registered as RANZCOG trainees are not required to complete a Research Project and are not eligible for the subspecialty examinations.
For further information please contact Ms Michele Quinlan, Subspecialty Training Program Senior Coordinator ([email protected]).
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SubSpecialty training
CERTIFICATION IN gYNAECOLOgICAL ONCOLOgY
Aims• To improve the education and skills of those
treating women with genital malignancy• To improve outcomes for these women• To promote research into the management of
these diseases• To ensure that women receive the highest
standards of care• To ensure that all women have access to
subspecialist care in the management of gynaecological cancer
DurationThe Training Program consists of three clinical years. It is desirable that one year is spent in a colorectal and/or urology unit.
Training sitesThe first year of the CGO training program must be spent in a prospectively approved RANZCOG accredited CGO subspecialty training post in Australia or New Zealand on a full-time basis.
It is recommended that at least part of the trainee’s program be in an approved unit outside Australia or New Zealand.
National Selection ProcessAll prospective trainees must apply via the National Selection Process to commence training in the CGO training program.
Applicants must have successfully completed the MRANZCOG examinations prior to the closing date for applications.
Applicants are asked to complete the official RANZCOG National Selection Process application form, available on the College website, with their curriculum vitae and a list of research and publications and the name of three referees by the close of applications. The interviews are usually held in May/June.
Contact the College to confirm the application closing date for the National Selection Process.
Selection Criteria• Previous experience in obstetrics and
gynaecology• Previous surgical experience• Research experience• Psycho-social medical experience
• Teaching experience• Commitment to gynaecological oncology• Referee reports
If eligible, applicants are interviewed by a national selection panel. Prospective applicants should be aware that places are limited.
Prospective candidates should also note that subspecialty trainees are expected to undertake training in a minimum of 2 training units during their 3 year program.
Training and Assessment Requirements• Written and Oral Examination• Research Project consisting of work in some
aspect of, or pertaining to, the GO subspecialty • Training Assessment Record assessed every six
months during Years 1-3• Completion of a prescribed minimum number
of procedures (see CGO Handbook for details)• Active participation in the work of a
gynaecological oncology unit for at least two years
• The first year of training must be in a prospectively approved subspecialty training post in Australia or New Zealand on a full-time basis
• Desirable, but not mandatory, that there be participation in the work of a general surgical unit, particularly in the areas of gastrointestinal and urological surgery, for one year
• Sufficient participation in the medical oncology management of patients to provide appropriate training
• Participation as a member of a team planning radiotherapy and performing radiation treatment
• Participation in pathology sessions related to gynaecological oncology
• Participation in the planning, conduct and reporting of research in gynaecological oncology
Trainees may spend a maximum of three months in any one of the specific rotations in medical oncology, radiation oncology, palliative medicine or research work.
They may also do a second different rotation, again of three months’ duration. However, trainees doing more than two of these rotations will not receive credit for more than two of them.
A Logbook of cases seen, weekly program and training summary must be submitted for these three-month periods.
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SubSpecialty training
Timeline for Training in gynaecological Oncology
YEAR ONE YEAR TWO YEAR THREE
Register and pay fees by end of Januay
Register and pay fees by end of January
Register and pay fees by end of January
Start planning
research project
Research Project to be submitted at least two months BEFORE final
examination
Mid-semester formative assessment with Training
Supervisor and forward to College House
Mid-semester formative assessment with Training
Supervisor and forward to College House
Mid-semester formative assessment with Training
Supervisor and forward to College House
Apply for examination(s) by 30
April if going to be eligible. Eligible for written or oral
examination after 24 months of satisfactory training if 30 months of prospectively approved training will
be completed by the time of the examination. First attempt must
be within 2 years of completion of clinical training.
Six-monthly summative assessment with Training
Supervisor. Submit entire TAR with draft research project proposal, including timeline, and feedback questionnaire to College House
Six-monthly summative assessment with Training
Supervisor. Submit entire TAR with feedback questionnaire, and research project report to College
House
Six-monthly summative assessment with Training
Supervisor. Submit entire TAR with feedback questionnaire to College
House
Submit proposal for Year 2 training
Submit proposal for Year 3 training
Eligible for first examination if research project has been
submitted
Mid-semester formative assessment with Training
Supervisor and forward to College House
Mid-semester formative assessment with Training
Supervisor and forward to College House
Mid-semester formative assessment with Training
Supervisor and forward to College House
Six-monthly summative assessment with Training
Supervisor. Submit entire TAR with feedback questionnaire and final research project proposal,
with institutional ethics committee approval
Six-monthly summative assessment with Training
Supervisor. Submit entire TAR with feedback questionnaire and research project report to College
House
Six-monthly summative assessment with Training
Supervisor. Submit entire TAR with feedback questionnaire to College
House
Complete Surgical Skills Assessment 1
Complete Surgical Skills Assessment 2
MUST COMPLETE OVER THREE YEAR PERIOD
Personal performance of minimum numbers of a variety of scans and procedures.Participation in specialist units
Involvement in pathology sessions, including tumour board meetings
56
SubSpecialty training
CERTIFICATION IN MATERNAL-FETAL MEDICINE
Aims
• To further research in fetal physiology and pathology
• To utilise developments in clinical management and diagnosis to improve pregnancy outcomes
• To provide pre-pregnancy counselling, and ante-partum and intra-partum care of the high risk obstetric case
• To provide expert diagnosis and knowledge to mainstream obstetric practice
Duration
It is expected that the trainee in Maternal-Fetal Medicine will spend a minimum of three years training towards certification as a subspecialist.
The first year of training must be in an approved Australian/New Zealand training site on a full-time basis.
National Selection Process
All prospective trainees must apply via the National Selection Process to commence training in the CGO training program.
Applicants must have successfully completed the MRANZCOG examinations prior to the closing date for applications.
Applicants are asked to complete the official RANZCOG National Selection Process application form, available on the College website, with their curriculum vitae and a list of research and publications and the name of three referees by the close of applications. The interviews are usually held in May/June.
Contact the College to confirm the application closing date for the National Selection Process.
Selection Criteria
• Previous experience in obstetrics and gynaecology
• Previous surgical experience• Rresearch experience• Ppsychosocial medical experience• Teaching experience• Commitment to maternal fetal medicine
• Referee reports
If eligible, applicants are interviewed by a national selection panel. Prospective applicants should be aware that places are limited.
Prospective candidates should also note that subspecialty trainees are expected to undertake training in a minimum of 2 training units during their 3 year program.
Training and Assessment Requirements
The Maternal-Fetal Medicine training program comprises various clinical training and assessment components.
The clinical training requirements may be completed in any order, but a trainee is not considered to have completed the clinical training requirements until all areas have been completed.
• Written and Oral Examination• In-hospital Clinical Examination• Training Assessment Record assessed for each
six months in Years 1-3• A period of at least 24 months in which the
trainee works in a full-time clinical role in the Maternal-Fetal Medicine division of an obstetric unit in a tertiary referral hospital responsible for the management of the maternal disorders and pregnancy complications which constitute high risk obstetrics. During these 24 months the trainee should also have three months’ neonatal experience and acquire special competence in diagnostic ultrasound where it relates to pregnancy. This training will include both diagnostic imaging and ultrasound guided interventional procedures.
• Trainees must pass the DDU Part I examination to be eligible for the written or oral examinations
• A minimum of two hours per week, for two years, in neonatology ward rounds
• Trainees are required to attend 25 genetic clinics during the training program. At these clinics (normally occupying a half-day each), counselling for the full range of disorders relevant to the field of pre-natal diagnosis should take place.
• Trainees are required to attend at least 25 perinatal autopsies and acquire special knowledge of the correlative aspects of clinical disease and perinatal pathology
• Trainees are required to carry out an original research project involving the formulation and
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SubSpecialty training
testing of an original hypothesis in an area related to Maternal-Fetal Medicine
• Trainees are required to provide evidence of having taken and successfully completed an approved, assessable university course in biostatistics offered by a tertiary institution
• Trainees are required to spend one year developing special interest and expertise in a field relevant to the practice of Maternal-fetal Medicine. There is a wide scope of acceptable options for this year. Experience overseas or in another unit will be encouraged. This elective year may involve basic research, clinical experience, added ultrasound training, or some other component of the practice of Maternal-Fetal Medicine.
• The first year of training must be in a prospectively approved MFM subspecialty training post in Australia or New Zealand on a full-time basis
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SubSpecialty training
Timeline for Training in Maternal Fetal MedicineYEAR ONE YEAR TWO YEAR THREE
Register and pay fees by end of Januay
Register and pay fees by end of January
Register and pay fees by end of January
Start planning
research project
Research Project to be submitted at least two months BEFORE final
examination
Mid-semester formative assessment with Training
Supervisor and forward to College House
Mid-semester formative assessment with Training
Supervisor and forward to College House
Mid-semester formative assessment with Training
Supervisor and forward to College House
Apply for examination(s) by 30
April if going to be eligible. Eligible for written or oral
examination after satisfactory completion of DDU Part 1 and ICUE, and after 24 months of
satisfactory training if 30 months of prospectively approved training will
be completed by the time of the examination. First attempt must
be within 2 years of completion of clinical training.
Six-monthly summative assessment with Training
Supervisor. Submit entire TAR with draft research project proposal, including timeline, and feedback questionnaire to College House
Six-monthly summative assessment with Training
Supervisor. Submit entire TAR with feedback questionnaire, and research project report to College
House
Six-monthly summative assessment with Training
Supervisor. Submit entire TAR with feedback questionnaire to College
House
Submit proposal for Year 2 training
Submit proposal for Year 3 training
Eligible for In-hospital Clinical Ultrasound Examination if passed
Part 1 DDU
Mid-semester formative assessment with Training
Supervisor and forward to College House
Mid-semester formative assessment with Training
Supervisor and forward to College House
Mid-semester formative assessment with Training
Supervisor and forward to College House
Six-monthly summative assessment with Training
Supervisor. Submit entire TAR with feedback questionnaire and final research project proposal,
with institutional ethics committee approval
Six-monthly summative assessment with Training
Supervisor. Submit entire TAR with feedback questionnaire and research project report to College
House
Six-monthly summative assessment with Training
Supervisor. Submit entire TAR with feedback questionnaire to College
House
MUST COMPLETE OVER THREE YEAR PERIODPersonal performance of minimum numbers of a variety of scans and procedures.
Attendance at an approved biostatistics course
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SubSpecialty training
CERTIFICATION IN OBSTETRICAL AND gYNAECOLOgICAL ULTRASOUND
Aims
• To provide expert ultrasound diagnosis and second opinion in the area of obstetrics and gynaecology
• To improve outcomes for women with high risk pregnancies
• To monitor and measure fetal growth and well being
• To diagnose, monitor and treat women with gynaecological diseases
Duration
The training program consists of three full years’ training or its equivalent in part-time training in an approved unit(s).
The first year must be completed on a full-time basis, and all clinical training must be completed within five years.
During that time the trainee assumes graduated and increasing responsibility for all aspects of obstetrical and gynaecological ultrasound practice up to and including unsupervised work.
One year of training should be devoted to an area of special interest relevant to Obstetrical & Gynaecological ultrasound.
During this elective year, the trainee should continue to spend at least 50 per cent of their time in clinical ultrasound. This elective year may be undertaken during the third year of training only.
Two years full time (or equivalent) should be spent in a clinical ultrasound position with 20 per cent of this time being spent in ongoing research.
Training Sites
Trainees must spend at least two years of training in Australia and New Zealand training sites. (Note: Trainees are encouraged to spend six to twelve months training outside Australia and/or New Zealand.)
The first year of training must be spent in a prospectively approved public hospital COGU training site in Australia or New Zealand on a full-time basis. Trainees must split their training over two different training sites, with a minimum of one year being
spent in each site.
National Selection Process
All prospective trainees must apply via the National Selection Process to commence training in the COGU training program. Applicants must have successfully completed the MRANZCOG examinations prior to the closing date for applications.
Applicants are asked to complete the official RANZCOG National Selection Process application form, available on the College website, with their curriculum vitae and a list of research and publications and the name of three referees by the close of applications. The interviews are usually held in May/June.
Contact the College to confirm the application closing date for the National Selection Process.
Selection Criteria
• Previous experience in obstetrics and gynaecology
• Previous surgical experience• Research experience• Psycho-social medical experience• Teaching experience• Commitment to obstetrical and gynaecological
ultrasound• Referee reports
If eligible, applicants are interviewed by a national selection panel. Prospective applicants should be aware that places are limited.
Prospective candidates should also note that subspecialty trainees are expected to undertake training in a minimum of 2 training units during their 3 year program.
Training and Assessment Requirements
• Written and Oral Examination• In-hospital Clinical Ultrasound Assessment• An original research project consisting of work
in some aspect of, or pertaining to, the COGU subspecialty
• Grief counselling course• Training Assessment Record assessed every six
months • Part-time attachment to and participation
in the work of a clinical genetics unit. The trainee should attend a minimum of 25 genetic
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SubSpecialty training
counselling clinics, at least 15 of which should be pre-natal clinics; spend a minimum of one day in a genetics laboratory; and attend a course of lectures on human genetics, such as that held by the University of Melbourne.
• Attendance at the clinical meetings of both a reproductive endocrinology/infertility department and a high-risk pregnancy service would be desirable
• Attendance in the first year of training at a general ultrasound department, or a lecture course, such as that run by the Ultrasonics Institute in Sydney, where there is exposure to and teaching on the principles and techniques of ultrasound diagnosis in other areas of medicine
• Weekly attendance at a minimum of 25 clinical meetings in the area of one or more of the gynaecological subspecialties
• Weekly attendance at clinical meetings involving high-risk pregnancy/perinatal mortality, clinical management of fetal abnormality
• Attendance at courses in bioethics and bio-statistics (not compulsory but strongly encouraged)
• Minimum scanning procedures (see COGU Handbook)
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SubSpecialty training
Timeline for Training in Obstetrical and gynaecological UltrasoundYEAR ONE YEAR TWO YEAR THREE
Register and pay fees by end of Januay
Register and pay fees by end of January
Training in an area of special interest relevant to O&G
ultrasound, with at least 50% in clinical ultrasound
Start planning
research project
Mid-semester formative assessment with Training
Supervisor and forward to College
Register and pay fees by end of January
MUST attend approved general ultrasound lecture course
in Year 1.
Six-monthly summative assessment with Training
Supervisor. Submit with TAR, feedback questionnaire, and
research project report to College House
Mid-semester formative assessment with Training
Supervisor and forward to College
Mid-semester formative assessment with Training
Supervisor and forward to College
Submit proposal for following year’s training
Research Project to be submitted - must be passed two months
BEFORE final examination
Six-monthly summative assessment with Training
Supervisor and submit with TAR and feedback questionnaire to
College
Mid-semester formative assessment
Apply for examination(s) by 30 April if going to be eligible
Submit proposal for following year’s training
Six-monthly summative assessment, TAR, and feedback questionnaire. Research Project
report
Six-monthly summative assessment with Training
Supervisor. Submit with TAR and feedback questionnaire to College
House
Mid-semester formative assessment
Eligible for written or oral examination after 24 months of
satisfactory training if 30 months of prospectively approved training will
be completed by the time of the examination and IHCE completed
Six-monthly summative
assessment, TAR, and feedback questionnaire. Submit Research Project topic to committee for
approval with second Six-monthly documents
Mid-semester formative assessment
Cont.
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SubSpecialty training
Timeline for Training in Obstetrical and gynaecological Ultrasound (cont.)
YEAR ONE YEAR TWO YEAR THREEEligible for written or oral
examination if research project assessed as satisfactory. First
attempt must be within 2 years of completion of clinical training
Six-monthly summative
assessment, TAR, and feedback questionnaire
MUST COMPLETE OVER THREE YEAR PERIOD
Completion of approved grief-counselling course (1-2 days)
Attendance at a minimum of 25 genetic counselling clinics, with at least 15 in pre-natal clinics
Attendance at an approved lecture course on human genetics e.g. 3 months
Minimum one day in a genetics lab
Course in bioethics and biostatistics strongly encouraged
Weekly attendance at clinical meetings involving high-risk pregnancy/perinatal mortality, clinical management and fetal abnormality
Attendance at a minimum of 24 clinical meetings in the area of one or more gynaecological subspecialties
Personal performance on minimum numbers of a variety of scans and procedures
In-hospital Clinical Ultrasound Assessment
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SubSpecialty training
CERTIFICATION IN REPRODUCTIVE ENDOCRINOLOgY AND INFERTILITY
Aims
• To provide competent management of patients with reproductive endocrine disorders and infertility
• To provide comprehensive service for patients with infertility or gynaecological endocrine disorders
Duration
The training program consists of a minimum of three years. One third of this time should be spent in active research. This time may be spent as pure research for one year or one-third of the time in each of the three years.
Training Sites
It is considered desirable that the trainee not spend all the time in the one training site. The first year of training must be in a prospectively approved REI training post in Australia or New Zealand on a full-time basis.
National Selection Process
All prospective trainees must apply via the National Selection Process to commence training in the REI training program. Applicants must have successfully completed the MRANZCOG examinations prior to the closing date for applications.
Applicants are asked to complete the official RANZCOG National Selection Process application form, available on the College website, with their curriculum vitae and a list of research and publications and the name of three referees by the close of applications. The interviews are usually held in May/June.
Contact the College to confirm the application closing date for the National Selection Process.
Selection Criteria
• Previous experience in obstetrics and gynaecology
• Previous surgical experience• Research experience• Psycho-social medical experience• Teaching experience
• Commitment to reproductive endocrinology and infertility
• Referee reports
If eligible, applicants are interviewed by a national selection panel. Prospective applicants should be aware that places are limited.
Prospective candidates should also note that subspecialty trainees are expected to undertake training in a minimum of 2 training units during their 3 year program.
Training and Assessment Requirements
• Written and Oral Examination• An original research project consisting of work
in some aspect of, or pertaining to, the REI subspecialty
• Examinable, university-based statistics course• Minimum personal performance of specified
surgical procedures (see CREI Handbook for details)
• Training Assessment Record assessed for each six months in Years 1-3
• Trainees are strongly advised to review the following areas: anatomy (including male genital anatomy); surgical pathology (excepting neoplasia); reproductive physiology (including male reproductive physiology); and genetics and ethics (as applied to reproductive medicine)
• Trainees must be well acquainted with public health and social concerns in the subspecialty, including the concept of fecundability, leading to the normal expectations of pregnancy in the community; the medical, ethical, social and legal aspects of assisted conception; donor gametes and embryos; and adoption
• Trainees should be familiar with current literature concerning the subspecialty
• Trainees should be familiar with articles on reproduction in the Journal of Clinical Endocrinology and Metabolism
• Trainees must be able to monitor and manage their own and their institution’s practices, carry out their own research studies, and analyse critically the work of others. There must therefore be a thorough practical understanding of the statistical and managerial methods used in the field.
• Trainees are required to provide evidence of having taken, and successfully completed, an approved, assessable university course in biostatistics offered by a tertiary institution
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SubSpecialty training
Timeline for Training in Reproductive Endocrinology and InfertilityYEAR ONE YEAR TWO YEAR THREE
Register and pay fees by end of Januay
Register and pay fees by end of January
Register and pay fees by end of January
Start planning
research project
Mid-semester formative assessment with Training
Supervisor and forward to College
Mid-semester formative assessment with Training
Supervisor and forward to College
Mid-semester formative assessment with Training
Supervisor and forward to College
Six-monthly summative assessment with Training
Supervisor. Submit with TAR, feedback questionnaire, and
research project report to College House
Research Project to be submitted - must be passed two months
BEFORE final examination
Six-monthly summative assessment with Training
Supervisor and submit with TAR and feedback questionnaire to
College
Submit proposal for following year’s training
Apply for examination(s) by 30 April if going to be eligible
Submit proposal for following year’s training
Mid-semester formative assessment
Six-monthly summative assessment with Training
Supervisor. Submit with TAR and feedback questionnaire to College
House
Mid-semester formative assessment
Six-monthly summative assessment, TAR, and feedback questionnaire. Research Project
report
Eligible for written or oral examination after 24 months of
satisfactory training if 30 months of prospectively approved training will be completed by the time of
the examination
Six-monthly summative assessment, TAR and feedback questionnaire. Submit Research Project topic to committee for
approval with second Six-monthly documents
Mid-semester
formative assessment
Eligible for written or oral
examination if research project assessed as satisfactory. First
attempt must be within 2 years of completion of clinical training
Six-monthly summative
assessment, TAR, and feedback questionnaire
MUST COMPLETE OVER THREE YEAR PERIOD
Personal performance of minimum numbers variety of procedures. Biostatistics course.
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SubSpecialty training
CERTIFICATION IN UROgYNAECOLOgY
Aims
• To improve knowledge, practice, teaching and research
• To promote the concentration of very specialised expertise, special facilities and clinical material that will be of considerable benefit to some patients
• To establish a close understanding and working relationship with other disciplines
• To encourage co-ordinated management of relevant clinical services throughout a region
• To accept a major regional responsibility for higher training, research and audit in the subspecialty fields
• To improve the recruitment of talented graduates into the recognised subspecialty
Duration
The training program consists of three years. Research for a higher degree thesis in the field of urogynaecology is encouraged during the three-year program.
Training Sites
Trainees in the Urogynaecology subspecialty will be required to spend two of the three years of training at an approved training site in Australia or New Zealand. The first year of training must be spent in a prospectively approved Urogynaecology training post in Australia or New Zealand on a full-time basis.
National Selection Process
All prospective trainees must apply via the National Selection Process to commence training in the CU training program. Applicants must have successfully completed the MRANZCOG examinations prior to the closing date for applications.
Applicants are asked to complete the official RANZCOG National Selection Process application form, available on the College website, with their curriculum vitae and a list of research and publications and the name of three referees by the close of applications. The interviews are usually held in May/June.
Contact the College to confirm the application closing date for the National Selection Process.
Selection Criteria
• Previous experience in obstetrics and gynaecology
• Previous surgical experience• Research experience• Psycho-social medical experience• Teaching experience• Commitment to urogynaecology• Referee reports
If eligible, applicants are interviewed by a national selection panel. Prospective applicants should be aware that places are limited.
Prospective candidates should also note that subspecialty trainees are expected to undertake training in a minimum of 2 training units during their 3 year program.
Training and Assessment Requirements
• Written and Oral Examination• An original research project consisting of
work in some aspect of, or pertaining to, the Urogynaecology subspecialty
• Training Assessment Record assessed for each six months during Years 1-3
• Minimum personal performance of specified surgical procedures over the three years (see CU Handbook for details)
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SubSpecialty training
Timeline for Training in Urogynaecology
YEAR ONE YEAR TWO YEAR THREE
Register and pay fees by end of Januay
Register and pay fees by end of January
Register and pay fees by end of January
Start planning
research project
Research Project to be submitted at least two months BEFORE final
examination
Mid-semester formative assessment with Training
Supervisor and forward to College House
Mid-semester formative assessment with Training
Supervisor and forward to College House
Mid-semester formative assessment with Training
Supervisor and forward to College House
Apply for examination(s) by 30
April if going to be eligible. Eligible for written or oral
examination after 24 months of satisfactory training if 30 months of prospectively approved training will
be completed by the time of the examination. First attempt must
be within 2 years of completion of clinical training.
Six-monthly summative assessment with Training
Supervisor. Submit entire TAR with draft research project proposal, including timeline, and feedback questionnaire to College House
Six-monthly summative assessment with Training
Supervisor. Submit entire TAR with feedback questionnaire, and research project report to College
House
Six-monthly summative assessment with Training
Supervisor. Submit entire TAR with feedback questionnaire to College
House
Submit proposal for Year 2 training
Submit proposal for Year 3 training
Mid-semester formative assessment with Training
Supervisor and forward to College House
Mid-semester formative assessment with Training
Supervisor and forward to College House
Mid-semester formative assessment with Training
Supervisor and forward to College House
Six-monthly summative assessment with Training
Supervisor. Submit entire TAR with feedback questionnaire and final research project proposal,
with institutional ethics committee approval
Six-monthly summative assessment with Training
Supervisor. Submit entire TAR with feedback questionnaire and research project report to College
House
Six-monthly summative assessment with Training
Supervisor. Submit entire TAR with feedback questionnaire to College
House
MUST COMPLETE OVER THREE YEAR PERIODPersonal performance of minimum numbers of a variety of procedures.
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MEMBERSHIP
CERTIFICATION
68
MEMBERSHIP CERTIFICATION PROCESS
IMPORTANT NOTE: THE ONUS IS ON THE TRAINEE TO APPLY FOR MEMBERSHIP
MEMBERSHIP CERTIFICATION
Trainee is eligible to apply for Membership• has passed the MRANZCOG Examinations; AND• completed 48 months of satisfactory Integrated Training Program
training; AND• successfully completed both In-hospital Clinical Assessments
Trainee contacts Training Services Department at College HouseNon-negotiable deadlines for requesting an application are:
1 February (March Board/Council)1 June (July Board/Council)1 October (November Board/Council)
Training Services Department prepares Membership applicationApplications are only prepared if ALL requirements have been met [as listed in Regulation 3]
Applicationissenttotraineeforverificationandsigning
Details on application form are incorrectTrainee contacts Training Services Department
to discuss discrepancies
Details on application form are correct If corrections are required, a revised form is sent to trainee for signing
Trainee signs form and returns it to Training Services DepartmentNon-negotiable deadlines for returning an application are:
1 March (March Board/Council)1 July (July Board/Council)1 November (November Board/Council)
After TAC and Board approval, applicant is advised by letter of the decision
Trainee is required to:• Present all pre-Membership Logbooks to relevant Regional/NZ TAC Chair• Present the Training Assessment Record (TAR) and Certificate of
Satisfactory Completion of Training (CSCT) to ITP Coordinator and Regional/New Zealand TAC Chair for signing of CSCT page in the TAR
• Sign College Membership declaration• Pay certification and subscription fees
All requirements completedTrainee is sent letter confirming Membership and certificate of Membership[Note: Membership certificates are dated from the successful completion of 48 months of pre-MRANZCOG training OR the date of successful completion of the MRANZCOG Oral Examination, if this is passed after the completion of 48 months of training]
69
FELLOwSHIP
ELEVATION
70
FELLOWSHIP ELEVATION
FELLOwSHIP ELEVATION PROCESS
Trainee is eligible to apply for Fellowship• has been certified as a Member of RANZCOG; AND• completed at least 66 months of satisfactory training
Trainee contacts Training Services Department at College HouseNon-negotiable deadlines for requesting an application are:
1 February (March Board/Council)1 June (July Board/Council)1 October (November Board/Council)
Training Services Department prepares Fellowship applicationApplications are only prepared if ALL requirements have been met [as listed in Regulation 16]
Elevation to Fellowship Declaration is sent to trainee for completionSigned Declaration must be returned not later than specified date [as listed in Regulation 16]
Applicationissenttotraineeforverificationandsigning
Details on application form are incorrectTrainee contacts Training Services Department
to discuss discrepancies
Details on application form are correct If corrections are required, a revised form is sent to trainee for signing
Trainee signs form and returns it to Training Services DepartmentNon-negotiable deadlines for returning an application are:
1 March (March Board/Council)1 July (July Board/Council)1 November (November Board/Council)
After TAC and Board approval, applicant is advised by letter of the decision
Trainee is required to:• Satisfactorily complete 72 months of training• Present all post-Membership Logbooks; final Six-monthly Summative Assessment Report and
Clinical Training Summaries; Training Assessment Record (TAR) and Certificate of Satisfactory Completion of Training (CSCT) to relevant Regional/New Zealand TAC Chair for signing of CSCT page in the TAR
• Present certified copies of current medical registration and evidence of Australian or New Zealand residency
• Sign College Fellowship declaration• Pay elevation and subscription fees
IMPORTANT NOTE: Trainees are advised that the first triennium of the Continuing Professional Development (CPD) Program, which is compulsory for all Fellows, commences from the certification date indicated on their Fellowship certificate, NOT from the date when they submit all the above
paperwork.All requirements completed
• Trainee is sent letter confirming Fellowship and certificate of Fellowship• In the case of new Australian Fellows, a fax is sent to Medicare notifying them of the trainee’s
date of elevation to Fellowship and contact details. Medicare then contacts trainee to confirm Fellowship status.
(NOTE: THE ONUS IS ON THE TRAINEE TO APPLY FOR FELLOWSHIP)
71
RANZCOg
gOVERNANCE I
Policies, Standards, and guidelines Relating to Trainees
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RANZCOG GOveRNANCe I: TRAINees
POLICY ON LEAVE FROM THE TRAININg PROgRAM, PART-TIME TRAININg & TRANSFERRINg TO ANOTHER STATE/REgIONAL ITP
Minimum Training Requirements
To fulfil the requirements for award of the FRANZCOG qualification, all trainees are required to satisfactorily complete six years of prospectively approved RANZCOG training. This must include at least four years of training in general obstetrics and gynaecology, the award of the MRANZCOG qualification, and up to two years of prospectively approved Elective training.
To fulfil the training requirements for a RANZCOG subspecialty qualification, trainees must complete a defined period of prospectively approved training.
Achieving Educational Objectives
The training program for achieving either the FRANZCOG or a subspecialty qualification is based on defined educational objectives, which can be achieved in a variety of approved training sites and training modes. The regulations governing the training and assessment requirements for all RANZCOG training programs give trainees the flexibility to encompass personal interests and needs with educational objectives.
Flexibility
Trainees must be afforded a flexible approach to structuring their training program. The flexibility must enable the trainee to match personal needs and professional objectives with the regulations for training and assessment approved by the College. The College understands that personal and professional demands may impact on the trainee’s ability to achieve their objectives at different times during the training program.
Leave from Training
For details of trainees’ standard annual leave and study/professional development leave entitlements, refer to Regulations 21.1 and 21.2 in the Regulations section of this handbook.
Additional Leave
Additional leave refers to any absence from the training program in excess of normal leave
entitlements (i.e. six weeks of annual leave per year plus two weeks of study/professional development leave).
This includes:
• Extended sick leave• Unexpected leave• Family leave (which must be taken as full-time
leave)
Trainees wanting additional leave from the program must obtain approval from the relevant Regional/New Zealand Training Accreditation Committee Chair by using the official RANZCOG Application for Additional Leave from. This form can be downloaded from the College website: www.ranzcog.edu.au/leave-and-transfers.html
Time Limit on Leave
Trainees cannot interrupt their training for more than two years without the loss of credit for previous training.
Part-Time Training
Part-time training cannot be undertaken in the first year of the Integrated Training Program, which must be continuous full-time. In subsequent years, part-time training may be undertaken, subject to approval from the relevant Regional/New Zealand Training Accreditation Committee Chair. Whether training is undertaken full-time or part-time, the minimum requirement of six years’ full-time training must be completed. All part-time ITP and Elective training must be completed within 11 years of commencement in the program.
To ensure that those choosing part-time training will not be disadvantaged and College standards will be maintained, programs for such trainees should be planned to provide the same breadth of experience, teaching and supervision as their full-time colleagues. The required standard of knowledge and competence is the same, regardless of training mode, as is the supervision required (by an approved RANZCOG Training Supervisor).
Part-timeTraining:DefinitionandEssentialRequirements
For the purposes of credited training, the College defines part-time training as half-time training i.e. 50 per cent (0.5) of the full-time training (1.0) required at the relevant site for the relevant year of training.
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RANZCOG GOveRNANCe I: TRAINees
While trainees may undertake fractional time if they wish, such time will not generally be credited by the College. Anything less than 1.0 training time will be credited as 0.5, unless exceptional circumstances apply. Anything less than 0.5 training will not be credited.
Applying for Approval of Part-time Training
Part-time training (i.e. the standard 50 per cent of full-time training as defined above) must be prospectively approved, like all RANZCOG training. If the trainee knows that they want to train part-time at the time they lodge their annual application for prospective approval of training, approval of that part-time training can be obtained using this form. If the trainee wishes to switch to part-time training in the second half of the year and has not yet obtained approval for this, they must request permission to do so from the Chair of the relevant Regional/New Zealand Training Accreditation Committee. This request must be made in writing (either via email or in a letter), which should be copied to the relevant Training Supervisor, the relevant ITP Co-ordinator (if the trainee is an ITP trainee), and the Executive Officer at the relevant RANZCOG Regional Office.
Applying for Approval of Fractional Training
Requests on the basis of exceptional circumstances for fractional training between 0.5 and 1.0 to be credited must be made in writing (via email or letter) to the Chair of the relevant Regional/New Zealand Training Accreditation Committee. The letter or email must be copied to the relevant Training Supervisor, the relevant ITP Co-ordinator (if the trainee is an ITP trainee), and the Executive Officer at the relevant RANZCOG Regional Office. These requests may be approved by the Chair after appropriate consultation with the relevant Regional/New Zealand Training Accreditation Committee and with the Chair of the College Training Accreditation Committee. This approval must be obtained prospectively. The approval process must include consideration of the effect any pro rata training arrangement will have on the trainee’s completion of the required months of training for the ITP and/or Elective program.
Possible Part-Time Training Arrangments
Provided the above requirements are met, part-time training may be arranged in various ways. The College recognises that trainee needs and hospital staffing requirements must be taken into consideration. There is no preferred or recommended part-time training employment arrangement. The part-time training arrangement will need to be
discussed by the trainee, the Training Supervisors and hospital administrators at the training site.
Trainees are advised to be aware of local laws under which they will be employed.
Part-time training may involve clinical experience (in the case of the Integrated Training Program) or research (in the case of the Elective Program), or a combination of both.
The following examples of part-time training approaches may be considered:
• One person working half of one job/training position for one calendar year.
• Two people completing equal halves of one prospectively approved full-time training position for one calendar year. The arrangement may be that the trainees work equivalent weeks on and off the job during the year or split the activities of the week for the year.
This is not a prescriptive list of part-time training arrangements. Trainees are encouraged to present any part-time training proposal for consideration as long as the educational requirements are met.
Obligations of Training Supervisors supervising part-time training:
• To recognise the vulnerability of the part-time trainee
• To maintain regular communication to advise the trainees of the adequacy of their performance
• To ensure the equality and equity of the position as to the content of training and educational opportunities
• To ensure adequate clinical and operative exposure
• To ensure adequate communication between the training institution and the trainee
• To ensure that the assessment of the progress is in line with the part-time nature of the training
ITP/Elective Trainees Transferring to Another State/Region
If you are planning to move from one state/region to another - irrespective of whether you are an ITP or Elective trainee - you cannot just decide to move and sort out your training arrangements afterwards.
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RANZCOG GOveRNANCe I: TRAINees
Nor can you arrange a training post in another state/region and decide to officially inform the College when you actually submit your application for prospective approval of training.
Well in advance of any planned move (at least 8-10 weeks prior), you must discuss it with your Training Supervisor and/or ITP Coordinator (if you are an ITP trainee) and then obtain written approval from the Chairs of the two relevant Regional/New Zealand Training Accreditation Committees. This approval MUST be obtained by using the RANZCOG Transfer Application form, which is available on the College website at: http://www.ranzcog.edu.au/leave-and-transfers.html No transfer is valid if this form is not used. Training undertaken in another state/region without going through this process will NOT be credited.
RANZCOg POLICY ON DEFERMENT OF TRAININg
PREAMBLE
This policy statement is intended for the guidance of:
1. newly selected trainees in the College’s Integrated Training Program (ITP), who may wish to apply for a deferment of training (i.e. a postponement of their training commencement date); and
2. the RANZCOG’s Regional/New Zealand Training Accreditation Committees.
1. grounds for Deferment
The College will consider the following grounds for deferment of training which would significantly impact on a newly selected trainee’s ability to commence training at the designated commencement date:
1.1 pregnancy;1.2 temporary impairment or disability (e.g.
treatment for serious illness);1.3 family or carer responsibilities;1.4 compassionate grounds not covered by Items
1.2 and 1.3 above, such as the special needs of ageing parents, or family crisis;
1.5 completion of further education in a related field which would enhance their subsequent RANZCOG training and contribute to their skills as a Fellow of the RANZCOG.
2. Maximum Period of Deferment
Because of the adverse impact deferments of training may have on the planning and implementation of trainee rotations over the four years of the ITP in the relevant state/region, the maximum amount of time a trainee is permitted to defer is 12 months.In exceptional circumstances, where a further period of deferment is required due to any of the reasons specified in Item 1 above, the 12-month maximum may be extended upon application by the trainee. Such applications must be lodged prior to the expiry of the original deferment period.
3. Possible Consequences of Deferment
Newly selected trainees considering deferring training are advised that the College is not the employing body. RANZCOG offers places in the training program but cannot guarantee any particular hospital training post. This can also affect allocation
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RANZCOG GOveRNANCe I: TRAINees
to specific Integrated Training Programs (ITP) and particular home/base hospitals within those ITPs based on ranking.
In the event of deferment, the College cannot guarantee the allocation of any particular ITP or hospital post within an ITP. The College will endeavour to rank deferring candidates at approximately the same ranking as they had upon deferment. But any final decision on the allocation of hospital training posts is a matter for employers and the relevant regional Training Accreditation Committee.
NOTE: The post offered to the deferring trainee at the end of their deferment period will be in the same state/region as per the original post offered in their original application i.e. they cannot request allocation to a post in another state/region.
4. Application and Approval Process
Newly selected trainees (i.e. candidates who have been formally offered and have accepted a place in the ITP) must lodge an application for deferment in writing (either by letter or e-mail) immediately they are aware of the existence of grounds for such deferment.
This written application should be addressed to the Chair of the relevant Regional/New Zealand Training Accreditation Committee care of the Executive Officer at the relevant RANZCOG Regional Office. The application must be accompanied by appropriate supporting evidence and lodged prior to the trainee’s designated training commencement date. A copy of the application must also be forwarded to the Manager, Training Services, at College House.
Decisions in relation to applications for deferment will be made jointly by the Chair of the relevant Regional/New Zealand Training Accreditation Committee and the Chair of the College Training Accreditation Committee. 5. Appeals
An applicant for deferment may appeal a decision under the terms of the College’s established appeals process. The document detailing this appeals process can be accessed via the College website:www.ranzcog.edu.au/the-ranzcog/policies-and-guidelines/appeals-procedures.html
[Revised and ratified by the Board, July 2011]
RANZCOg POLICY ON ExCEPTIONAL CIRCUMSTANCES, SPECIAL CONSIDERATION AND RECONSIDERATION
This policy outlines the criteria and processes by which those individuals subject to RANZCOG regulations and/or policies pertaining to a range of requirements, including those associated with training and assessment, may apply for variation to the normal requirements on the grounds of exceptional circumstances that may justify special consideration.
As such, the application of this policy includes the following groups:
• Applicants for a position on a RANZCOG training program;
• Trainees undertaking the Integrated Training Program (ITP) /Core or Elective / Advanced components of the FRANZCOG Training Program;
• Trainees undertaking a RANZCOG subspecialty training program;
• Trainees undertaking the Certificate of Women’s Health, DRANZCOG or the DRANZCOG Advanced;
• Specialist International Medical Graduates being assessed for comparability to a RANZCOG-trained specialist in obstetrics and gynaecology or suitability for an Area of Need position, or undertaking training/assessment/supervision requirements as part of a pathway to obtain RANZCOG Fellowship;
• International Subspecialists being assessed for comparability to a RANZCOG trained subspecialist or undertaking training/assessment requirements as part of a pathway to obtain certification by RANZCOG as a subspecialist;
• Fellows and other College members required to undertake a Continuing Professional Development programme for the purposes of recertification/renewal of College membership.
This policy also describes the processes to be followed to enable a College decision to be reconsidered by the originating body. As such, it should be read in conjunction with the College’s Appeals Procedures and the processes described herein followed before initiating any request for an informal review of a decision pursuant to the Appeals Procedures.
This policy can be accessed via the College website:
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RANZCOG GOveRNANCe I: TRAINees
www.ranzcog.edu.au/the-ranzcog/policies-and-guidelines/special-consideration-reconsideration.html
The application form for trainees requesting special consideration on the grounds of exceptional circumstances in relation to an examination is available via the College website at: www.ranzcog.edu.au/examinations/m-examination-special-consideration.html
RANZCOg ExAMINATION VERBAL FEEDBACK gUIDELINES
At the March 2004 meeting of the RANZCOG Education & Assessment Committee, it was decided that the College would offer verbal feedback to examination candidates who have been unsuccessful in passing the MRANZCOG Written or Oral Examination on two or more occasions. The verbal feedback attempts to identify and give advice in relation to areas that may be affecting the ability of the candidates concerned to pass the examinations in question. During their training period, an unsuccessful candidate may request only one verbal feedback session for the Written Examination and only one verbal feedback session for the Oral Examination.
The verbal feedback process involves the appointment of a mentor to work with the candidate before and after the provision of verbal feedback. The mentor is ideally someone who works with the trainees, who is familiar with the examination process, and who is familiar with the trainee and the local conditions in which the trainee works. The mentor will therefore have much to contribute in preparing the candidate for verbal feedback, in the verbal feedback session itself, and in following up on suggestions arising from the verbal feedback session.
The verbal feedback session will be conducted by an experienced Fellow of the Education & Assessment Committee, using information pertaining to the candidate’s recent examination performance(s) as described in the procedure below (Point 6). The experienced Fellow will be appointed by the Chairman of the RANZCOG Education & Assessment Committee, or their nominee. The verbal feedback session will generally involve the experienced Fellow, the candidate and their mentor, and may be held either face to face, or by teleconference.
The process is outlined in the following steps.
1. Following a second or subsequent failed attempt at a written or oral examination, the candidate should contact the Examinations Administrator at the College in order to request verbal feedback within 3 (three) months of a failed attempt and to notify if a mentor is needed.
2. The College contacts the Examination Coordinator (or their nominee) who will select a Fellow to conduct the feedback session.
3. If the candidate does not have a mentor, the College contacts Chair of the Regional/New
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RANZCOG GOveRNANCe I: TRAINees
Zealand Training Accreditation Committee for advice.
4. Once notified of the contact details for the Fellow to provide feedback, it is the candidate’s responsibility to organise an appropriate appointment time.
5. The candidate meets with the mentor for initial discussions to identify issues that the candidate feels may be contributing to their poor examination performance, as well as some possible strategies to address these.
6. The experienced Fellow obtains background information prior to providing verbal feedback to the candidate:
• In the case of verbal feedback following failed attempts at the written examination, the statistical analysis of the candidate’s two most recent MCQ examination papers is forwarded by College staff to the experienced Fellow. In addition, the candidate’s two most recent SAQ examination papers are made available by College staff to the Written Examination Coordinator, or their nominee, who prepares a written report on the strengths and weaknesses displayed by the candidate. This report is forwarded to the experienced Fellow.
• In the case of verbal feedback following failed attempts at the oral examination, the examination material (i.e. the documentation used by examiners at each station) for the two most recent examinations, and the examiners’ comments for each station, are forwarded to the experienced Fellow.
The experienced Fellow should thus be able to make some identification of areas of weakness. Such areas may include:
• lack of content knowledge• inability to recognise question/
examination requirements• inability to appropriately express ideas.
7. The candidate, mentor and experienced Fellow participate in a verbal feedback session, either face-to-face or via teleconference.
8. During the verbal feedback session, information identified in 6 above will be conveyed to the candidate through means by which the candidate is encouraged to reflect on his/her performance. Note that the verbal
feedback session is NOT to address answers to specific examination questions and marks obtained by the candidate; rather it is designed to identify general areas of deficiency and to suggest possible strategies to address these deficiencies. These strategies may include:
• addressing study techniques• involvement in trainee networks• better targeting of study to meet
requirements of the curriculum• utilisation of resources offered by the
college and external providers.
9. The mentor liaises with the trainee to implement recommendations arising from the verbal feedback session.
[Revised by Education & Assessment Committee, September 2011]
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LEARNINg PLANS FOR REMEDIATION OF ITP/ELECTIVE TRAINEES: A gUIDE TO ASSIST TRAININg SUPERVISORS AND TRAINEES
why is a Remediation Plan Needed?
Studies show that individualised remediation plans result in a greatly improved success rate and that they improve underperforming trainees’ motivation. The purpose of the plan is to assist the Training Supervisor and the underperforming trainee to effectively manage areas of performance which are causing concern.
This is done by addressing the performance issues in a fair and equitable manner through:
1. planning and supporting the development of the trainee’s skills and abilities, so they improve their performance to meet the standards required of their current registrar position and responsibilities;
2. using appropriate methods and communication skills to develop, motivate and guide the trainee towards achieving the required performance standards and modify behaviours according to the required tasks;
3. the trainee working closely with their Training Supervisors and relevant consultants, showing the trainee where they are not meeting the required standards and how they can improve; and
4. providing regular honest and direct feedback on where improvement is required.
when is a Remediation Plan Needed?
A trainee who gets a formal warning about performance and progress on their three-monthly formative assessment or who gets an Other than Satisfactory assessment on their six-monthly summative report must have a documented learning plan which will help them address the areas for improvement.
Learning plans can also be prepared at other times, if the Training Supervisor considers this appropriate. But they are more usually linked to the three-monthly and/or six-monthly report.
Preparation and implementation of the plan is the responsibility of the current Training Supervisor i.e. the supervisor who prepared the relevant three-monthly or six-monthly assessment report.
In the event that a trainee with an 'Other than Satisfactory' six-monthly report is moving to a new rotation, the current Training Supervisor should still prepare the learning plan before the trainee moves to that rotation – as the new Training Supervisor, who will be unfamiliar with the trainee, cannot be expected to do this.
One of the conditions of the RANZCOG learning plan document is that the trainee must agree to show their plan to their new Training Supervisor at the next rotation, if the agreed remediation period occurs fully or partly during that rotation.
The new Training Supervisor will be responsible for monitoring the plan, in consultation with the relevant ITP Co-ordinator and/or regional Training Accreditation Committee Chair, as appropriate. Monitoring of the plan includes meeting regularly with the trainee (as per the specified times listed on the plan) in order to review progress.
IMPORTANT NOTE: A learning plan is particularly important at the three-monthly report stage if a formal warning has been given. A warning which is not backed up by a documented remediation plan is of little value and the trainee may later lodge an appeal on the reasonable grounds that they were not given appropriate guidance and support in order to avoid a Borderline or Fail six-monthly report.
In accordance with RANZCOG regulations, if a trainee is not given a formal warning at the time of their three-monthly report – i.e. that an Other than Satisfactory six-monthly report may result if there is no improvement – the subsequent six-monthly report cannot be assessed as Fail – it can only be assessed as Borderline.
How Does the Supervisor Tell a Trainee That They Need Remediation?
Preparation• Compile a summary sheet of areas for
improvement before meeting with the trainee to discuss implementing a remediation plan.
• Areas for improvement can be identified in the course of assessing the trainee at the three-monthly and six-monthly stages, using the ten key attribute categories listed on the six-monthly report form.
• Speak to those who have worked with the trainee, including consultants, senior registrars, senior midwives, and request specific examples of the trainee’s performance shortfalls, as well as their strengths.
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• Ask to see the trainee's entire Training Assessment Record (TAR) to determine if any area for improvement have been long-standing or are a recent development.
• The trainee should be given the opportunity to have a witness present during the meeting if they wish e.g. a senior registrar who has been mentoring the trainee, a fellow registrar, the trainee’s regional trainee representative on the RANZCOG Trainees’ Committee. This can help to defuse a potentially tense situation if the trainee is resistant to the idea of remediation.
• The meeting to discuss a remediation plan should be separate from a three-monthly or six-monthly assessment meeting (when the trainee may be distressed or resistant to negative feedback); it should be held as soon as possible after the relevant three-monthly or six-monthly assessment.
EnvironmentMeet with the trainee in a private room. No interruptions, no distractions. Best timed when the trainee is not tired.
Attitude of Training SupervisorSupportive guidance, confidentiality assured, receptive to trainee input, constructive evaluation with no derogatory comments. The focus should be on facilitating improvement.
Create an atmosphere of trust where the trainee feels safe to discuss their own deficiencies.
Emphasise that the aim of the remediation plan is not to be punitive but rather is intended to support the trainee in making improvements.
Discussion PointsThe aim of the discussion at the meeting is to explore reasons for underperformance and to design a learning pathway which will result in improved performance.
Begin by asking the trainee how they think they are doing. Use open-ended questions which encourage the trainee to reflect e.g.
• “How do you think you have been doing over the past X months?
• You mentioned that you get nervous dealing with patients. What do you think would help you communicate more effectively?”
Demonstrate good listening techniques i.e. listen attentively to both words and feelings, do not evaluate, censor or try to monopolise the discussion,
do not interrupt – it is important to listen to the trainee’s entire thoughts before you respond.Acknowledge areas of good performance.
Define the expected standard or standards.
Ask for the trainee’s views/perspective of the issue.
Cite specific examples of areas of underperformance. Avoid generalities. Very specific examples will be particularly necessary when meeting with trainees who may lack insight and are resistant to suggestions that there are areas for improvement.
Do not get sidetracked into irrelevancies or lesser issues.
Commence a draft written plan for remediation (using the RANZCOG Learning Plan template as your guide). Ask the trainee to add to it after reflection following the meeting.
what is Put in the Remediation Plan?
Use the recommended RANZCOG Learning Plan for Remediation attached to these guidelines.
It is essential that the agreed learning plan be documented, so there is evidence of what was and was not agreed.
The plan should cover the following:
• Define the problem(s), with specific examples.• State the standard to be achieved.• List the resources available to assist the
trainee to improve skills in the problem area(s).
• Identify possible barriers to learning, and ways to overcome these issues.
• Describe what the trainee will produce to document progress with their learning plan.
• Organise appointments for regular feedback and monitoring of progress.
The completed draft plan, based on the remediation agreed on between the Training Supervisor and the trainee, can be written up by the supervisor or the trainee or both.
In writing up the plan, the Training Supervisor may seek advice from their ITP Co-ordinator or regional Training Accreditation Committee Chair or the Training Services Manager at College House. Such discussion must be confidential.
A short meeting should be arranged within seven
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days of drafting the plan to sign off on it or make any agreed changes to the document if the trainee has concerns about the content. If the trainee requested a witness be present at the remediation meeting, the witness should also attend the follow-up meeting to co-sign the learning plan.
It is vital that the finalised plan is signed/dated by both supervisor and trainees. An unsigned/undated plan is invalid.
The original signed copy of the learning plan should be attached to the relevant three-monthly or six-monthly report form before it is submitted to the trainee’s Regional Office for signing by the Training Accreditation Committee Chair.
Training Supervisor and trainee should retain copies of the plan. The trainee should also put a copy in their Training Assessment Record (TAR).
How Long Does it Take?
Time intervals are suggestions only.TS = Training SupervisorRT = Registrar Trainee
30 min TS Collation of summary of areas for improvement.
60 min TS Discussion with consultants and other non-assessing colleagues (e.g. senior midwives, senior registrar) for specific examples of performance issues.Reflection on tailored learning goals and required activities.
30 min TS & RT Initial discussion of need for remediation, including defining the problem and identifying possible resources for learning. Set dates for regular review of progress.
30 min TS & RT Completion of personal learning plan template.
10 min TS & RT Review of learning plan and modification if necessary. This should occur one week after the initial remediation meeting. Both TS and RT sign/date and keep a copy of the plan.
15 min TS & RT Regular review of progress e.g. every 2-3 weeks.
Variable RT Remediation & learning activities in between meetings with TS
Resource Ideas for Remediation Activities
More than one strategy is usually necessary to successfully remediate a problem. Some strategies are appropriate for more than one area of deficiency.
Motivation and Support• Personal diary or journal to document progress
towards learning goals• One-on-one discussion• Mentors• Study groups• Regular review sessions, with feedback and
modification of learning plan where necessary
Practical Demonstration of Expected Standards• Visiting with colleagues to observe their
practices.• Role modelling. The single most effective
method of teaching professionalism is modelling of appropriate behaviour by senior staff.
• Attendance at a dedicated clinic for particular skills e.g. sexual health history-taking.
• Observing pre-exam trainees in OSCE practice sessions.
Supervised Practice of Skills• Simulation e.g. skills laboratory, supervised
practice in handling instruments (away from real patients), practice managing crisis scenarios using mannequins, role plays of patient encounters, OSCE scenarios.
• Increased ‘bedside’ observation of trainee’s work, with immediate feedback from supervisor, including acquisition and processing of clinical information and formulation of management plans.
Modifying Behaviour/Communication• Ask for feedback from patients regarding
specific factors, such as clarity of communication, phrasing and body language cues. Supervisor to be present during consultation and patient feedback, so that comments can be incorporated into ongoing remediation.
• Counselling about personal presentation and professional interaction style.
• Videotaping of actual or simulated patient encounters, subsequent analysis of video and debriefing with supervisor or consultant.
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Problem-based workshops• Special courses/training e.g. anger
management workshop, communication skills course, handwriting course, time management course, basic surgical skills workshop, fetal monitoring course, colposcopy course.
Improving Core Knowledge• Colleagues and other professionals, including
subject specialists e.g. weekly case discussion with subspecialty Fellow or consultant in person or by phone.
• Syllabus content reviews e.g. systematic RANZCOG online modules review.
• Weekly study sessions targeting areas of deficiency e.g. with the senior registrar.
• Attending hospital meetings and teaching sessions such as Tumour Board, Obstetric Medicine, Maternal Collapse, Grand Rounds, Perinatal Mortality, etc.
• Books/journals, with weekly discussion of reading topics.
• CD-Roms, audio and video materials e.g. Ventouse video by RANZCOG Fellow Dr Aldo Vacca, videos on patient consultation skills, videos on managing specific scenarios.
• Email and other electronic media e.g. internet lectures, study groups, websites.
• Professional associations and their resources e.g. Fetal Medicine Foundation, information sheets, ASTD (Australian Society for Infectious Diseases) handbook of algorithms on perinatal infections, etc.
• Seminars and conferences.• Librarians e.g. tap into their knowledge of good
materials, tutorial on improving techniques to access online medical information such as Pubmed, Medline, Cochrane database, etc.
Presentations/Teaching• Teaching e.g. junior medical staff, midwifery
staff, patient information sessions.• Case notes. Presentation and review – one-
on-one or to a group (e.g. perinatal mortality).• Presenting at clinical meetings/Grand Rounds.• Review of written documentation content, such
as medical records, letters to GPs, etc.
Dealing with Non-work Related Barriers to Learning
• Professional assessment e.g. referral to a GP or psychologist for clinical depression, sleep clinic for sleep apnoea, staff counsellor for family/self-esteem or personality issues.
• Organising leave of absence (personal or academic).
• Change in work schedule e.g. more non-service time to allow for attendance at defined remediation activities.
[Ratified by the Board, July 2011]
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POLICY ON PREJUDICIAL RELATIONSHIPS
For RANZCOg trainees, Integrated Training Program Co-ordinators, Training Supervisors, Examiners, Teaching Fellows of the RANZCOg, and supervisory RANZCOg staff.
Introduction
In developing this statement of policy, principles and procedures, the aim of the RANZCOG Council is to both protect Fellows, Members and RANZCOG staff in the performance of their duties related to training and assessment, and to safeguard the interests of all trainees.
Emphasis is placed on the ethical responsibility not to abuse power, trust, and access to training positions or resources in relationships between RANZCOG trainees and those appointed or employed by the RANZCOG in the roles of trainer, assessor or supervisor.
Socialising between trainees and trainers/assessors/supervisors is recognised as an important and legitimate part of RANZCOG training. Occasionally, these healthy friendships may develop into more personal, intimate relationships, and the RANZCOG does not cast any moral judgement on such relationships. However, there is the potential for conflicts of interest, real or perceived, when the trainer/assessor/supervisor is in a position of power over this trainee. Other trainees, particularly those training in the same institution, can also be adversely affected by such a relationship. It is the view of the RANZCOG that if such a personal relationship develops, the trainer/assessor/supervisor should voluntarily resign or step aside from his/her position until such time as the trainee(s) involved complete their training. This arrangement should also apply in the event of a family relationship or one involving financial interests.
Health department and individual hospital policies regarding equal opportunity and sexual harassment, and Medical Board codes of practice, may also be relevant in this context. Both trainees and trainers/assessors/supervisors have rights and responsibilities within this ethical framework. Teaching and supervisory positions carry with them an implied ethos of exemplary behaviour towards those entrusted to them for training and assessment. Complementing this is the expectation that trainees, future Fellows of the RANZCOG, do not conduct
themselves in a manner that will invite unethical behaviour.
Wide publicity, discussion and regular review of the content of these guidelines is encouraged, so that RANZCOG Fellows, Members, trainees and College staff will understand the issue as one of professional conduct and safeguards, not as an invasion of privacy.
Ethical Obligations for Trainees/Supervisors/Assessors
Three ethical obligations form the basis of appropriate conduct in performing official RANZCOG training, supervisory or assessment functions. These are:
1. Correct application of RANZCOG training and accreditation guidelines
2. Respect for trainees3. Integrity
At all times, the legitimate interest(s) of RANZCOG trainees must be seen as paramount.
Correct Application of RANZCOg Training and Accreditation guidelines
Obligation
Trainers, supervisors and assessors are obliged to:
• Uphold the current RANZCOG Training and Accreditation Guidelines.
• Carry out RANZCOG Training and Accreditation decisions and rulings faithfully and impartially.
Standard of Conduct
Trainers, supervisors and assessors should familiarise themselves with the current RANZCOG training and accreditation guidelines, and ensure their observance.
If doubt exists regarding the appropriate application of guidelines (particularly where uncertainty may adversely affect a trainee), trainers, supervisors and assessors are required to discuss the matter with the Chairman of the relevant Regional/New Zealand Training Accreditation Committee.
Where a decision still appears to potentially conflict
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with the best interests of a trainee, the matter should be referred to the College Training Accreditation Committee.
Respect for Trainees
Obligation
By acting responsibly in performing their duties, trainers, supervisors and assessors have a responsibility to treat trainees:
• Honestly and fairly• With proper regard to their rights and
obligations
Standard of Conduct
Trainers, supervisors and assessors have special responsibilities to model appropriate behaviour and ensure that all standards of conduct meet the requirements of this code.
Trainers, supervisors and assessors, or others performing assessment or investigatory activities, should do so with procedural fairness. Procedural fairness (or natural justice) is concerned with ensuring that a fair decision is reached by an objective decision-maker. Natural justice requires that two rules be observed:
• The hearing rule that requires that a person or body deciding a particular matter must give the affected person the opportunity to present his or her case, and to have that material considered before any decision is made.
• The rule against bias requires that a decision maker should have no personal interest in the matter to be decided, have no bias as to the outcome, and act in good faith throughout the process.
Consideration should always be given to the trainee’s rights and interests, and all assessment or investigatory interaction with trainees should be documented.
Integrity
Obligation
The obligation of integrity requires that trainers, supervisors and assessors ensure that their actions, conduct and relationships do not raise questions about their ability and willingness to:
• Maintain collegiate and public confidence in the integrity of the administration of the RANZCOG training program
• Not use their official position improperly• Ensure that any conflict arising between a
Training Supervisor’s personal interests and his/her official duties is resolved in favour of the trainee’s interest
Standard of Conduct
Trainers, supervisors and assessors must declare all personal or immediate family interests which are relevant to the integrity of the RANZCOG training program to the Chairman of the relevant Regional/New Zealand Training Accreditation Committee or the Chairman of the College Training Accreditation Committee.
Examiners must declare all personal or immediate family interests which are relevant to the integrity of the RANZCOG examination process to the Chairman of the Education & Assessment Committee.
If a personal or immediate family interest with a trainee does exist, a Fellow, Member or employee of the RANZCOG shall not take part in any of the following matters in relation to that trainee, or any other trainee who may be affected by that relationship:
• Selection for entry into RANZCOG training• Selection for any training post or Integrated
Training Program• Assessment procedures• Selection for any prize
Trainers, supervisors and assessors should not ask for, nor encourage, the giving of any form of benefit in connection with their official duties. They should avoid situations where the acceptance or giving of any form of benefit may be seen to be a conflict of interests with official duties. Benefits include gifts, gratuity, remuneration, allowance, fee, subsidy, consideration, free service and entertainment.
Trainers, supervisors and assessors should not disclose official information to any unauthorised persons or organisations without the authority to do so, unless the disclosure is permitted in the ordinary discharge of official duty, or the release is authorised by the trainee concerned. Employers do not have the automatic right to access RANZCOG Training and Accreditation data regarding a trainee.
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Appointments
All appointments to the positions of Integrated Training Program Coordinator, Training Supervisor, or Examiner are made by the RANZCOG Council, and not by individual institutions. Those occupying these positions are responsible to the RANZCOG Council and its committees (in particular, the Education & Assessment and Training Accreditation committees).
Complaints Procedures
In the event that a prejudicial relationship occurs, or is perceived to have occurred, and is not dealt with by the RANZCOG trainer/assessor/supervisor voluntarily resigning or stepping aside from his/her position, the following procedure should occur:
• The Chairman of the College Training Accreditation Committee shall appoint an ad hoc Prejudicial Relationships Training Complaints Committee to investigate all aspects of such a complaint and to make recommendations to RANZCOG Council regarding resolution of the matter. This ad hoc committee should demonstrate gender and ethnic balance, and include a non-involved Fellow from the complainant’s state/territory/country and also a Training Representative
• The Chairman of the College Training Accreditation Committee will chair this ad hoc Prejudicial Relationships Training Complaints Committee
• In the event that the Chairman of the College Training Accreditation Committee is involved in the complaint, the RANZCOG President should act in his/her stead in the appointment and chairing of this ad hoc Prejudicial Relationships Training Complaints Committee
• The trainee(s) and the trainer/assessor/supervisor involved in the complaint may each ask a suitable Fellow of the RANZCOG to assist/represent them, in this matter, as a ‘friend’ (legal representation is not permitted)
• The Prejudicial Relationships Training Complaints Committee Chairman shall make recommendation to the RANZCOG Council as to its conclusions and/or recommendations
• The details of the Committee’s process and findings shall remain confidential to the Committee and, if necessary, to the RANZCOG President
• Records will only be kept of the recommendation to the RANZCOG Council
The Prejudicial Relationships Training Complaints Committee Chairman (ie the College Training Accreditation Committee Chairman) may need to be provided, at the RANZCOG’s expense, with specific counselling skills training in order to assist with dispute resolution.
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BULLYINg, HARASSMENT AND DISCRIMINATION IN THE wORKPLACE POLICY
Purpose and Scope
This policy relates to the behaviour of members and Trainees* of the College in roles pertaining to RANZCOG training, including supervision, oversight, reporting and assessment.
The purpose of this policy is to protect RANZCOG members and Trainees against bullying, harassment and discrimination in the workplace. The workplace includes training sites in public and private hospitals, private practice settings and the College environs.
The College is committed to ensuring fair and equitable workplace practices and does not tolerate bullying, harassment or unlawful discrimination in any workplace. Discrimination, bullying and harassment are prohibited at law and workplace participants who engage in such conduct may be held personally liable for their actions. This includes threatening behaviour, intimidation, exclusion or physical violence.
Where instances of bullying, harassment and/or discrimination occur in the workplace (excluding College environs), the employing authority shall ordinarily be responsible for investigating and addressing the allegation(s). Where relevant, the College should be notified of any such allegation(s) in order to provide support and advice and determine whether to investigate those reports made against Fellows or College staff undertaking College business.
* For this purpose ‘trainees’ include those working toward Fellowship of the RANZCOG through the MRANZCOG/FRANZCOG training program, those working towards qualifications through the DRANZCOG training programs or a Specialist International Medical Graduate (IMG) assessed as being Partially Comparable to an Australian or New Zealand trained specialist in Obstetrics and Gynaecology, or those post-Fellowship working toward certification in a subspecialty).
Definitions
what is bullying?
Bullying behaviour is generally any repeated, unreasonable or less favourable treatment of a person or group by another or others in the workplace, ranging from overt physical abuse to
more covert psychological abuse. Bullying can be physical, verbal, in writing and/or online (for example via text, internet chat rooms, instant messaging, SMS or MMS), is repeated and unreasonable, and can cause a risk to health and safety. It includes behaviour that intimidates, offends, degrades or humiliates a worker. Bullying may breach state and federal anti-discrimination laws, or criminal law.
Direct bullying behaviours can include:
• physical or verbal abuse or insults;• yelling screaming, or offensive language;• psychological harassment including belittling,
offensive or degrading remarks;• ntimidation, manipulation, and/or
unreasonable and persistent criticism.
Indirect bullying behaviours can include:
• unjustified criticism or complaints; • deliberately excluding someone from workplace
activities;• deliberately denying access to information or
other resources;• withholding information that is vital for
effective work performance;• setting tasks that are unreasonably above or
below a worker’s ability;• deliberately changing work rosters to
inconvenience particular employees;• setting timelines that are very difficult to
achieve;• excessive scrutiny at work;• repeatedly failing to give due credit for work
and ideas.
Reasonable management actions carried out in a fair way are not bullying. Examples of reasonable management actions include:
• setting performance goals, standards and deadlines;
• allocating work to a worker;• rostering and allocating working hours;• nforming a worker about unsatisfactory work
performance;• informing a worker about inappropriate
behaviour;• implementing organisational changes;• performance management processes;• constructive feedback.
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what is harrasment?
Harassment is unwelcomed behaviour that offends, humiliates, or intimidates a person on the grounds of sex, race, disability, or personal characteristics. It is generally an expression of improper power by one person over another.
Generally harassment is any behaviour that is:• not wanted, not asked for and not returned;• likely to humiliate, seriously embarrass, offend
or intimidate someone;• based on a personal characteristic (disability,
ethnicity, gender, age, sexual orientation).
Sexual harassment includes sexist, sexual and sexual preference harassment. Generally sexual harassment is any behaviour that includes:
• sexual advances;• requests for sexual favours;• sexual innuendo;• verbal or physical contact of a sexual nature;• use of pornography.
what is discrimination?
Discrimination is the less favourable treatment of a person or group with a particular attribute or personal characteristic when compared to the treatment of people who do not have that attribute or personal characteristic. It is unlawful to discriminate in the workplace. Depending on the State, Territory or country, it may be unlawful to discriminate on the basis of:
• race (including colour, nationality, national extraction, descent or origin);
• gender (including gender history);• sexual orientation;• lawful sexual activity;• age;• marital status;• carer status and family responsibilities
(including breastfeeding);• pregnancy or potential pregnancy;• physical features;• disability or impairment( both physical and
intellectual);• religious belief or activity;• political belief or activity;• membership of a lawful organisation;• irrelevant medical history;
• irrelevant criminal record;• association with a person who is identified by
reference to any of these attributes.
Effects of Bullying, Harassment and Discriminatory behaviour
The negative effects of bullying behaviour, harassment and discrimination include injury, physical and psychological illness (such as anxiety disorders, depression, psychological stress, and insomnia), and the denial of equality of opportunity. Bullying contributes to the creation of an intimidating, hostile or offensive work environment, and affects the performance and safety of co-workers.
Body of Policy
This policy does not replace or override existing policies or Occupational Health and Safety regulations relevant to a specific workplace. This policy relates to the behaviour of Members, Fellows, Trainees of the College in roles pertaining to RANZCOG training, including supervision, oversight, reporting and assessment, and the College in general.
The College is committed to ensuring fair and equitable workplace practices and does not tolerate bullying, harassment or unlawful discrimination in any workplace or training setting and under any circumstances. Inappropriate or unlawful behaviours in a workplace or training setting should be reported to an appropriate representative of the College.
Responsibilites
The College takes seriously its responsibilities to prevent bullying, harassment and discrimination in the workplace (including its accredited training sites) and to handle complaints about such behaviours promptly, impartially and confidentially. All RANZCOG members, Trainees and staff members have a responsibility to maintain a work environment free from bullying, harassment and discriminatory behaviour.
RANZCOG Members and Fellows performing educational oversight and supervisory duties have a particular responsibility to prevent bullying, harassment and discrimination and to ensure that those under their tuition or supervision understand that such behaviour is not tolerated. Further, they have a responsibility to intervene and take early corrective action when such behaviour is evident or reported.
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Principles for responding to instances or reports of bullying, harassment or discriminatory behaviour
ConfidentialityAn accusation of bullying can be potentially defamatory and there is the potential for unfair victimisation to result from a complaint being lodged. Confidentiality should be respected and maintained at all times when taking corrective action or responding to claims of bullying, harassment or discrimination.
Only the people directly involved in a complaint or in resolving it, should have access to information about it. Those involved should also be told about the requirements of confidentiality and their resulting obligations. Discussions, information and records related to complaints will remain factual. When confidentiality cannot be guaranteed, this must be clearly indicated.
RespectAll parties have a right to be treated with respect. All parties have a right to be informed of what has been alleged against them and to put their case in reply.
ImpartialityAll parties have the right to be treated with impartiality and for any decision to be made by an impartial decision-maker. All parties have the right to appeal against a decision.
TimelinessAny allegations of bullying, harassment or discrimination must be investigated in a timely fashion and action taken to facilitate a timely resolution to the issue.
Procedures for responding to instances or reports of bullying, harassment or discriminatory behaviour
All parties have a responsibility to:
• make a colleague who may be experiencing or engaging in inappropriate behaviour aware of this policy;
• report continued instances of such behaviour to the appropriate workplace officer, or if appropriate to a RANZCOG Training Supervisor, ITP Coordinator, relevant RANZCOG Committee Chair or a senior College House staff member (“Contact Officer”).
Parties who believe they are the victims of bullying, harassment or discrimination should use the
following procedures to resolve their grievances.
1. Self-help Approach
The complainant, if possible, should discuss their concerns with the individual they believe is the cause of the grievance. Open and honest (not aggressive) discussion can resolve many problems.
2. Seek Assistance
If the grievance is not resolved, or if the complainant does not feel that they can personally deal with the problem, then they should report their concerns to the appropriate Contact Officer and provide factual details of instances of inappropriate behaviours.
3. Be prepared to discuss options on how to resolve the problem
The Contact Officer will listen, discuss options and assist the complainant with the next step in this process.The Contact Officer will record discussions.
4. Make a formal complaint
If self-help and less formal conflict resolution strategies have not been successful then the complainant may choose to make a formal complaint in accordance with the Complaints Policy. This report may initially be verbal. Formal reports or grievances should be in writing.
Where the incident or complaint is made against a RANZCOG Trainee or Training Supervisor, the College has a responsibility to address the matter. In such cases a report should also be made to the ITP Coordinator or a senior College House staff member who will ensure that an appropriate investigation is undertaken.
Parties who receive a report or allegation of bullying, harassment or discrimination should, in the first instance:
1. Assess the risks involved.2. Ensure that all parties understand their
responsibilities and are familiar with this policy.3. Offer support to all parties.4. If appropriate, attempt to resolve the issue
informally (unless otherwise requested) by informing the person or people of the allegations against them in a non-judgmental manner and facilitating frank and open
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discussion.5. Refer complaints to an impartial third party if
a resolution cannot be reached, or if there is a conflict of interest or if you are not the right person to deal with the allegations.
6. Monitor the ongoing situation and be alert to warning signs.
Victimisation
Victimisation occurs where a person suffers or is threatened with any form of detriment after making a complaint of bullying. All College supervisors and managers must ensure all people involved in managing complaints do everything reasonable to prevent victimisation.
RANZCOG members, Trainees and staff members must not victimise or penalise a person for making a complaint in good faith. The College is committed to making sure that anyone who makes a genuine complaint is supported and is not penalised in any way. Anyone who feels they have been victimised should discuss the matter with the relevant Contact Officer, or their supervisor or manager. The Contact Officer, supervisor or manager must then investigate the incident and coordinate the resolution of the issue.
Outcomes of investigations into Bullying, Harassment and Discrimination
The following are possible outcomes for parties who are found to engage in bullying, harassment, victimisation or discriminatory behaviour in the workplace:
• apology;• counselling;• amended working arrangements (trial or
permanent);• reassignment of responsibilities;• official reprimand;• other mutually agreed upon arrangements;• suspension or termination of membership;• legal action and damages claim.
Consequences and Liabilities
The College may be prosecuted for a breach of occupational health and safety legislation, when the Bullying, Harassment and Discrimination involves Fellows, members or College staff performing College duties, where it has failed to take practical
precautions to prevent the breach from occurring. Individuals engaging in some forms of inappropriate behaviour, or failing to take action to prevent it may be found guilty of a criminal offence.
Additional Information
ContactOfficers
The following staff members are trained Contact Officers and are available to discuss concerns about possible workplace bullying or violence:
• RANZCOG Director of Education & Training• RANZCOG Training Services Manager
Australian Equal Opportunity Commissions
Australian Human Rights Commission: (02) 9284 9600 or 1300 656 419www.hreoc.gov.au
ACT Human Rights Commission: (02) 6205 2222www.hrc.act.gov.au/
Anti-Discrimination Board of NSW: (02) 9268 5555www.lawlink.nsw.gov.au/lawlink/adb/ll_adb.nsf/pages/adb_index
NT Anti-Discrimination Commission: (08) 8999 1444 or 1800 813 846www.adc.nt.gov.au/
Anti-Discrimination Commission Queensland: 1300 130 670www.adcq.qld.gov.au/
Equal Opportunity Commission (SA): (08) 8207 1977 or 1800 188 163www.eoc.sa.gov.au
Workcover Tasmania: (03) 6233 4841 or 1300 305 062www.antidiscrimination.tas.gov.au/
Victorian Equal Opportunity & Human RightsCommission:
(03) 9032 3583 or 1300 292 153www.humanrightscommission.vic.gov.au/
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RANZCOG GOveRNANCe I: TRAINees
Equal Opportunity Commission WesternAustralia:
(08) 08 9216 3900www.eoc.wa.gov.au/
Australian workcover Authorities
ACT Workcover: (02) 6207 3000www.worksafe.act.gov.au
Workcover NSW: 13 10 50www.workcover.nsw.gov.au
Northern Territory Worksafe: 1800 019 115www.worksafe.nt.gov.au
Workcover QLD: 1300 362 128www.workcoverqld.com.au
Workcover SA: 13 18 55www.workcover.com
Workcover Tasmania: 1300 776 572 (inside Tas.)(03) 6233 5343 (outside Tas.)www.workcover.tas.gov.au
Worksafe Victoria: (03) 9641 1444 or 1800 136 089www.worksafe.vic.gov.au
Workcover WA: (08) 9388 5555 or 1300 794 744www.workcover.wa.gov.au
New Zealand Department Of Labour Employment Relations Services
General inquiries: 0800 20 90 20Auckland: 0-9-357 9740Christchurch: 0-3-964 7850Wellington: 0-4-915 9550www.ers.dol.govt.nz
[Revised and ratified by the Board, November 2012]
DISABILITY POLICY
general
In accordance with the philosophy of social justice and the provisions of State, Commonwealth and New Zealand equal opportunity and anti-discrimination legislation, the College recognises its responsibility as a training institution not to discriminate against a person on the grounds of disability. This applies to persons seeking to enter a College training program and persons currently registered in a training program. It also applies to overseas trained doctors being assessed as a Specialist International Medical Graduate (SIMG) who may be required to undertake further training prior to obtaining Fellowship.
The College’s policy addresses both direct discrimination (that is, refusing to accept a person’s application for admission to a training program because of a disability), and indirect discrimination (that is, a condition or requirement applicable to all trainees but which unreasonably or disproportionately excludes or disadvantages a person with a disability).
While the RANZCOG is committed to eliminating discrimination against a person on the grounds of their disability, the College has an overriding duty to care for and protect the women of Australia and New Zealand. Accordingly, the care and safety of patients will be the primary factor in determining whether the College accepts trainees with a disability who are either seeking to enter or are currently registered in a training program, or overseas trained doctors undergoing assessment as an SIMG who may be required to undertake further training prior to obtaining Fellowship.
The operation of this policy is also limited by any conditions or requirements imposed by a trainee’s or overseas trained doctor’s employing hospital and/or the relevant Medical Board.
Prospective MRANZCOg/FRANZCOg Trainees and SIMg Applicants
Applications from doctors who meet the standard admission criteria for entry into the training program or who meet the initial criteria for assessment as an SIMG will not be rejected on the basis of prejudgment by the relevant selection panel as to their ability to cope with the demands of the training program or their future ability to work as a specialist obstetrician and gynaecologist.
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RANZCOG GOveRNANCe I: TRAINees
• respond to the particular requirements of trainees who have a disability and seek reasonable adjustments to the training program where it is reasonable, practicable and equitable to do so.
Registered MRANZCOg/FRANZCOg Trainees and Partially Comparable SIMg Applicants
The clinical and academic standards detailed in the RANZCOG curriculum shall prevail for all trainees, but there can be flexibility in the arrangements made for the performance and/or assessment of particular training program requirements where failure to do so would result in unreasonable discrimination against a trainee with a disability.
Rights and Responsibilities of MRANZCOg/FRANZCOg Trainees and Partially Comparable SIMg Applicants in Relation to Disability
Trainees have the right to expect that:
• they will be treated with dignity and respect;• they can undertake their training free from
discrimination and harassment;• College staff will work with them to meet any
reasonable need for flexible arrangements;• confidential information about their disability
will not be disclosed without their permission, except where a failure to disclose would jeopardise the safety of a patient.
The responsibilities of trainees and SIMG applicants include:
• being proactive in advising College staff and relevant Fellows of their disability;
• verifying the nature and limitations of their disability to the extent required when seeking flexible arrangements;
• advising College staff and relevant Fellows of any changes to the nature or status of their disability.
Rights and Responsibilities of RANZCOg Staff and Fellows in Relation to Disability
College staff and relevant Fellows have a right to expect that MRANZCOG/FRANZCOG trainees and Partially Comparable SIMG applicants seeking flexible arrangements will discuss their specific requirements and share responsibility in negotiating solutions.
Staff and Fellows have a responsibility to:
• create an environment that encourages trainees to approach them to discuss issues arising from their disability that impact on their training and/or assessment;
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PLAgIARISM POLICY
The College regards plagiarism as a serious act of academic misconduct. Plagiarism of another’s work is considered unacceptable, as is the making available of one’s own work to another trainee for the purposes of plagiarism.
Any work submitted for assessment must be the independent work of the trainee who is submitting the work. In cases where collaboration is permitted, the work submitted for assessment must be the collaborative work of the trainees who are submitting the work, and must be clearly acknowledged as such.
It is expected that all work submitted for assessment be fully referenced. In all cases, any parts of the submitted work that are copied or paraphrased from other sources must be acknowledged.
The Education & Assessment Committee delegates the task of handling alleged plagiarism to whichever subcommittee is responsible for overseeing the assessment task that is alleged to have been plagiarised. For example, allegations of plagiarism in a subspecialty research project will be investigated by the appropriate subspecialty subcommittee.
For details of the College’s processes for handling allegations of plagiarism, see Regulation 20.
RANZCOg PRIVACY POLICY
RANZCOG is committed to the National Principles for the Fair Handling of Personal Information.
A copy of these Principles can be obtained at www.privacy.gov.au or by contacting the Federal Privacy Commissioner on 1300 363 992.
All information submitted to the College by or about trainees will be managed in accordance with these Principles.
Only information essential to the legitimate function of the College will be collected.
The College will endeavour to ensure that information collected is correct and current, and that it is kept as securely as practicable.
On request, trainees will be told how information collected about them will be used. Trainees may also arrange to view their files by making written application to the College.
Full details on the College’s privacy policy are available on the website at: www.ranzcog.edu.au/about/pdfs/privacypolicy.pdf
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RANZCOg
gOVERNANCE II
Policies, Standards and guidelines Relating to Training Hospitals
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ACCREDITATION STANDARDS FOR MRANZCOg/FRANZCOg TRAININg POSTS AND MRANZCOg INTEgRATED TRAININg PROgRAMS
The accreditation standards for MRANZCOG/FRANZCOG training posts and for Integrated Training Programs are clearly defined in the following RANZCOG publication:
Re-accreditation of Hospitals in the RANZCOG Integrated Training Program: Standards and Procedures.
This publication is available on the College website at: www.ranzcog.edu.au/education-a-training/eat-training-site-accreditation/training-site-reaccreditation.html
For further information on the accreditation process, please contact, in the first instance, the Training Services Officer at College House.
Important Notes:
1. Applying to become an Accredited ITP Hospital
Hospitals seeking College accreditation as ITP training sites must complete the RANZCOG ITP application form. Applications must be vetted and formally approved by both the relevant Regional/New Zealand Training Accreditation Committee and the College Training Accreditation Committee.
For further information on the application process, contact the Training Services Manager at College House.
2. Increasing the Number of ITP Training Posts
The number of accredited training posts at a particular ITP hospital or within a particular ITP can only be increased (or decreased) following approval by the relevant Regional/New Zealand Training Accreditation Committee. The formal approval of the College Training Accreditation Committee is not required, although this body is kept informed of such decisions made by a local Training Accreditation Committee.
3. Elective Training Sites
Only ITP training sites are formally accredited by the College. Trainees undertaking Elective training can train at any appropriate site, provided their training proposal has been prospectively approved by the Chair of the relevant Regional/New Zealand Training Accreditation Committee.
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gUIDELINES FOR RURAL TRAININg POSTS
These guidelines are covered by the official College regulations on rural training, see Regulation 10.13
In addition to the regulations referred to above, the RANZCOG advises that the provision of support services and facilities for trainees is an important part of the establishment of and effective performance in rural training posts.
In the absence of specific awards in particular Australian states or in New Zealand, the following are regarded by the College as essential facilities for trainees:
• Hospital accommodation or other subsidised accommodation, or assistance in obtaining suitable accommodation if the trainee is relocating his/her family
• Internet facilities for use in training, and for communication with the College and other trainees
In addition, the RANZCOG strongly recommends that, in the absence of specific awards in particular Australian states or in New Zealand, the ITP Coordinator liaises with the rural hospital to also provide, for each trainee:
• A funded orientation visit in the six months prior to commencement of rural training
• Removal expenses to and from the rural location, as negotiated between the trainee and the hospital administration
• At least two home visits by the trainee in every six-month period, with the hospital contributing to the cost (at least 50 per cent of the cheapest method of travel)
• Provision of interstate telephone facilities
For further details on what is expected of rural training sites, refer to the RANZCOG publication Re-accreditation of Hospitals in the RANZCOG Integrated Training Program: Standards and Procedures. This publication is available on the College website at: www.ranzcog.edu.au/education-a-training/eat-training-site-accreditation/training-site-reaccreditation.html
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TERMINOLOgY
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Terminology
ACRONYMSAgES Australasian Gynaecological Endoscopy Society
AMC Australian Medical Council
AoN Area of Need CE Continuing Education
CgO Certification in Gynaecological Oncology
CMFM Certification in Maternal-Fetal Medicine COgU Certification in Obstetrical and Gynaecological Ultrasound
CREI Certification in Reproductive Endocrinology and Infertility
CU Certification in Urogynaecology
DEP Distance Education Program
DRANZCOg Diploma of the Royal Australian and New Zealand College of Obstetricians and Gynaecologists
EAC Education & Assessment Committee
EP Elective (Training) Program
FLPFlexible Learning Program
FRANZCOg Fellow of the Royal Australian and New Zealand College of Obstetricians and Gynaecologists FRCOg Fellow of the Royal College of Obstetricians and Gynaecologists (UK)
IHCA In-hospital Clinical Assessment
IMg International Medical Graduate
ITP Integrated Training Program
MCQ Multiple Choice Question (DRANZCOG and MRANZCOG Written Examination)
MRANZCOg Member of the Royal Australian and New Zealand College of Obstetricians and Gynaecologists
MRCOg Member of the Royal College of Obstetricians and Gynaecologists (UK)
O&g Obstetrics and Gynaecology
OTS Overseas Trained Specialist
OTV Occupational Training Visa
RACgP Royal Australian College of General Practitioners
RANZCOg Royal Australian and New Zealand College of Obstetricians and Gynaecologists
RCOg Royal College of Obstetricians and Gynaecologists (UK)
SAQShort Answer Question (MRANZCOG and Subspecialty Written Examination)
SIMg Specialist IMG
SOE Structured Oral Examination (MRANZCOG)
SS Subspecialty
TA or TAC College and/or Regional/New Zealand Training Accreditation Committee(s). (Previously known as Training & Accreditation Committee(s).)
TAR Training Assessment Record
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Terminology
ABBREVIATIONS USED/ACCEPTED IN MRANZCOg ExAMINATIONS
AFPAlphafetoprotein
APHAntepartum haemorrhage
ARMArtificial rupture of membranes
BPBlood pressure
CINCervical intraepithelial neoplasia
CTgCardiotocograph
CSUCatheter specimen of urine
DandCDilation and curettage
ECgElectrocardiograph(y)
ECVExternal cephalic version
EUAExamination under anaesthesia
FBCFull blood count
FBEFull blood examination
FHRFetal heart rate
FSHFollicle stimulating hormone
gTTGlucose tolerance test
HbHaemoglobin
hCgHuman Chorionic Gonadotrophin
IUCDIntrauterine contraceptive device
LFTsLiver function tests
LHLutenising hormone
LMPLast menstrual period
LNMPLast normal menstrual period
LUSCSLower uterine segment Caesarean section
LSCSLower segment Caesarean section
MSUMidstream specimen of urine
NADNothing abnormal detected
PPHPost-partum haemorrhage
PRPer rectum
PVPer vaginam
RBCRed blood cells
TAHTotal abdominal hysterectomy
VDRLVenereal disease reference laboratory test
UandEsUrea and electrolyte
wBCWhite blood cells
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Terminology
gLOSSARY OF TERMS
Accreditation The formal process by which a hospital obtains recognition from the RANZCOG as a training site for the Integrated Training Program.
Accredited Hospital A hospital which has been accredited or re-accredited by the RANZCOG as a training site for the Integrated Training Program.
Applicant A medical practitioner who meets the eligibility criteria described in the RANZCOG regulations and who has applied to join the MRANZCOG/FRANZCOG Training Program.
Area of Need (AoN) A national initiative to streamline the recruitment of overseas trained doctors (including O&Gs) to work in rural areas only. The prospective employer of an AoN practitioner in O&G must refer the application to the RANZCOG for assessment and approval.
Assessor A specialist obstetrician/gynaecologist formally approved by the RANZCOG to assess In-hospital Clinical Assessment modules completed by MRANZCOG trainees.
Candidate A person attempting the Written and/or Oral Examinations for the MRANZCOG, DRANZCOG or subspecialty certification.
CertificationThe formal recognition that a trainee, who has met all relevant selection and assessment criteria, is a Member (MRANZCOG) of the College (for Fellows, see Elevation).
CertificationinGynaecologicalOncology(CgO)Subspecialty training of three years’ duration in the treatment of genital malignancy undertaken after completing the MRANZCOG.
CertificationinMaternal-FetalMedicine(CMFM) Subspecialty training of three years’ duration in fetal physiology and pathology undertaken after obtaining the MRANZCOG.
CertificationinObstetricalandgynaecological Ultrasound (COgU) Subspecialty training of three years’ duration in ultrasound undertaken after obtaining the MRANZCOG.
CertificationinReproductiveEndocrinologyand Infertility (CREI)Subspecialty training of three years’ duration in the treatment of reproductive endocrine disorders and infertility undertaken after obtaining the MRANZCOG. CertificationinUrogynaecology(CU)Subspecialty training of three years’ duration in the field of urogynaecology, undertaken after obtaining the MRANZCOG. Clinical Training Summaries (CTS)Sheets containing summaries of the clinical experiences (both primary operator procedures and assists) recorded by a trainee in their Logbook. These summaries are compiled by the trainee every six months and checked/signed by the relevant Training Supervisor and Regional/New Zealand Training & Accreditation Committee Chairman. Cognate Points Points accrued in the Continuing Education Program in which all Fellows of the RANZCOG must participate to qualify for renewal of their Fellowship every three years. Each Fellow must accrue a total of 150 points by the end of their individual three-year periods, with a mandatory minimum of 25 points in Practice Improvement (formerly Quality Assurance).
CollegeThe Royal Australian and New Zealand College of Obstetricians and Gynaecologists
ContinuingCertificationThe process of participating in the RANZCOG Continuing Education Program (see next entry). Continuing Certification is also known as Recertification.
Continuing Professional Development (CPD) The RANZCOG program for continuing professional development in which all Fellows of the College must participate to qualify for renewal of their Fellowship every three years.
Consultant A specialist in obstetrics/gynaecology and Fellow of the College with whom a trainee trains in an accredited RANZCOG training site.
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Terminology
Council The governing body of the RANZCOG with an elected term of two years.
Credited Training A period of prospectively approved training of not less than a single six-month period for which a trainee has satisfactorily completed all assessment requirements and paid the necessary annual training fee.
Diploma of the Royal Australian and New Zealand College of Obstetricians and gynaecologists (DRANZCOg)A diploma qualification for general practitioners who wish to obtain further post-graduate training in obstetrics and family planning. NOTE: A further qualification, the DRANZCOg Advanced, is also available in recognition of the attainment of skills in advanced obstetrics and gynaecology beyond the DRANZCOG. Diplomate A general practitioner who has obtained the Diploma of the RANZCOG (DRANZCOG).
Distance Education Program (DEP)An essential element of the MRANZCOG/FRANZCOG Training Program consisting of ten study units which certain trainees, as determined by transition arrangements, must satisfactorily complete before becoming elligible for Membership/Fellowship of the College.
Education & Assessment Committee A Standing Committee of Council responsible for developing and maintaining the requirements for examinations and assessments leading towards the MRANZCOG/FRANZCOG and Subspecialty qualifications.
Elective Program (EP) A prospectively approved and planned two-year training program in an area of interest to trainees, usually as part of their post-Membership training.
Elevation The formal recognition that a trainee who has met all relevant selection and assessment criteria is a Fellow (FRANZCOG) of the College.
Examiner A specialist in obstetrics/gynaecology formally approved by the RANZCOG to assess Written and Oral Examinations for MRANZCOG, DRANZCOG or a subspecialty.
Fellowship (FRANZCOg) The qualification awarded to a trainee, subject to approval by Council, who has satisfactorily completed all assessment and administrative requirements for the designated 72 months of MRANZCOG/FRANZCOG training.
grandparenting The conferring of a RANZCOG qualification based on agreed equivalent previous experience as specified by Council.
In-hospital Clinical Assessment An essential element of the MRANZCOG Training Program in the form of modules in Diagnostic Ultrasound, and Colposcopy and the Treatment of Cervical Disease.
Integrated Training Program (ITP)Four years of clinical, educational and assessment requirements in approved RANZCOG training leading to Membership of the RANZCOG (MRANZCOG).
International Medical graduate (IMg)A medical practitioner whose primary medical degree was obtained in a country other than Australia or New Zealand.
Logbook (Daily Training Record)A record of clinical experiences available on the College website which trainees must maintain for every year of their MRANZCOG/FRANZCOG/ Subspecialty Training. Membership (MRANZCOg)The qualification awarded to a trainee, subject to approval by Council, who has satisfactorily completed all assessment requirements for the 48 months of prospectively approved MRANZCOG training, including In-hospital Clinical Assessment modules, and the MRANZCOG Written and Oral Examinations.
Mid-Semester Formative Assessment FormA compulsory mid-semester assessment of performance and progress, which Training Supervisors are required to complete for each of their ITP, Elective and subspecialty trainees.
National Selection ProcessA formal process of selection applying to all prospective trainees intending to undertake the Certification in Gynaecological Oncology (CGO), Obstetric and Gynaecological Ultrasound (COGU), Reproductive Endocrinology and Infertility (CREI), and Urogynaecology (CU).
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Terminology
Occupational Training Visa (OTV)A visa required for an overseas practitioner taking up a short-term appointment in an O&G department of a hospital to gain additional training and experience. The employing hospital must apply to the College for approval of such appointments in order to obtain these visas from the Department of Immigration.
Specialist IMg (SIMg)A medical practitioner in obstetrics/gynaecology who does not have an Australian or New Zealand primary medical degree and/or Australian/New Zealand residency status, and who must apply to the RANZCOG for assessment of their eligibility for specialist recognition.
Practice Improvement A process in which Fellows of the College review their work (individually or collectively) with the aim of improving or enhancing clinical practice by identifying areas for improvement or modification. Practice Improvement is part of the College’s Continuing Professional Development (CPD) program.
Program Co-ordinator A consultant and Fellow of the College responsible for planning and co-ordinating a local Integrated Training Program involving a consortium of at least two hospitals in a particular area.
Recertification See Continuing Certification.
Recognised Post See Training Post.
Regional/New Zealand Training Accreditation Committees RANZCOG committees covering Australian states and territories and New Zealand responsible for the appointment of Program Coordinators and Training Supervisors, and reviewing applications by prospective MRANZCOG/FRANZCOG trainees in the relevant state, territory or country. These committees also review the training documentation and progress of said trainees. Register of Trainees The formal record of all those undertaking the MRANZCOG/FRANZCOG Training Program.
Regulations The formal stipulation of training requirements and the conduct of examinations and assessments approved by the RANZCOG Board.
Research Experience in research in clinical obstetrics and
gynaecology, which all trainees must undertake as part of the RANZCOG curriculum requirement.
Research Project Original research work of sufficient quality and which meets the requirements of the relevant training program, which subspecialty trainees and trainees who entered the training program from 1 December 2003 are required to submit as part of their assessment.
Six-Monthly Trainee Feedback Questionnaire A confidential questionnaire on all aspects of training, which trainees are asked to complete at the end of each six-month training period and send in to the College.
Six-Monthly Trainee ReportA composite report on the performance of each trainee in the RANZCOG Training Program compiled every six months by their Training Supervisor based on the individual assessments of the consultants with whom the trainee works.
Subspecialty A three-year post-Membership training program leading to a certificate in one of the following areas: Gynaecological Oncology; Maternal-fetal Medicine; Obstetrical and Gynaecological Ultrasound; Reproductive Endocrinology and Infertility; and Urogynaecolog.
Subspecialty Committees Six committees (an umbrella committee and one for each subspecialty) responsible for the development and maintenance of training and assessment requirements to achieve qualification in a subspecialty.
Trainee A medical practitioner, who meets the eligibility criteria described in the RANZCOG regulations and whose training has been prospectively approved), undertaking the MRANZCOG/FRANZCOG Training Program.
Trainee Assessment Form A form completed every six months by each consultant working with a trainee, assessing the trainee’s knowledge, skill and attitudes. From these forms the relevant Training Supervisor compiles the Six-monthly Trainee Report.
Training Accreditation Committee of RANZCOg (also known as the College Training Accreditation Committee) A standing committee of Council responsible for
101101
Terminology
the development and maintenance of the training requirements for the MRANZCOG/FRANZCOG, the approval of training hospitals and posts, the review of Integrated Training Programs, and the consideration of applicants for Membership and Fellowship. Previously called the Training & Accreditation Committee.
Training Assessment Record A collection of documents, compiled every six months, recording and presenting for assessment, all the completed training experiences of each trainee. This record, which includes the Clinical Training Summaries, is assessed by the relevant Regional/New Zealand Training Accreditation Committee.
Training Post A hospital position in an accredited hospital, which has been accredited by the RANZCOG as suitable for training towards MRANZCOG/FRANZCOG.
Training Program A structured six-year postgraduate program leading firstly to certification as a Member (MRANZCOG) and then to elevation as a Fellow (FRANZCOG) of the College.
Training Supervisor A consultant and Fellow of the College, who is a member of staff in an accredited hospital, responsible for the co-ordination and ongoing supervision of RANZCOG trainees in that hospital, including the formal assessment of one or more trainees every six months. Year of Training Each 12-month period of the six years comprising the MRANZCOG/FRANZCOG Training Program. Trainees must satisfactorily complete all six years.
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