Upload
homsom
View
41
Download
3
Tags:
Embed Size (px)
DESCRIPTION
Training Needs Analysis
Citation preview
THE ROYAL AUSTRALIAN AND NEW ZEALAND COLLEGE OF RADIOLOGISTS®
TRAINING NEEDS ANALYSIS (TNA)
Training Needs Analysis (TNA)v2.indd 1 7/26/2011 12:02:31 PM
The
Roy
al A
ustra
lian
and
New
Zea
land
Col
lege
of R
adio
logi
sts
Stra
tegi
c P
riorit
ies
2010
- 20
14
2
Name of document and version: Training Needs Analysis (TNA), Version 1
Prepared by: Kelly Menzel - Educational Development ManagerSharon Messina - Director, Education and Research
Submitted to:Endorsed by College Council, 21 July 2011 ABN 37 000 029 863
Copyright for this publication rests with The Royal Australian and New Zealand College of Radiologists ® The Royal Australian and New Zealand College of RadiologistsLevel 9, 51 Druitt StreetSydney NSW 2000, Australia
Email: [email protected]: www.ranzcr.edu.auTelephone: + 61 2 9268 9777Facsimile: + 61 2 9268 9799
Training Needs Analysis (TNA)v2.indd 2 7/26/2011 12:02:42 PM
Education and Research Portfolio Training Needs Analysis 22 July 2011 Page 2
CONTENTS
1. INTRODUCTION……………………………………………………………….3
2. WHAT IS A TRAINING NEEDS ANALYSIS? ………………………...……4
3. BENEFITS OF UNDERTAKING A TNA……………………………………..6
4. INITIAL QUESTIONS ………………………………………………………..6
5. METHODOLOGY………………………………………………………………8
6. TRAINING NEEDS IDENTIFIED……………………………………………11
7. RECOMMENDATIONS………………………………………………………18
8. CONCLUSION………………………………………………………………...22
9. REFERENCES………………………………………………………………..24
10. BIBLOGRAPHY……………………………………………………………….26
11. APPENDIX 1…………………………………………………………………..27
12. APPENDIX 2…………………………………………………………………..28
13. APPENDIX 3…………………………………………………………………..36
Education and Research Portfolio Training Needs Analysis 22 July 2011 Page 3
1) INTRODUCTION
This training needs analysis (TNA) has been conducted to ascertain the training
needs and priorities of members of the Royal Australian and New Zealand
College of Radiologists (“the College’). Findings from the TNA will assist in
shaping the Learning and Development Framework, which, in turn, will influence
the future direction of training and education at the College. The Learning and
Development Framework will guide a broad range of activities designed to
improve the capabilities of the members within the College. This capability
development will include not only clinical and technical skills and knowledge, but
also attributes, attitudes and behaviours.
Currently the College has two training programs: The Radiodiagnosis discipline
is operating two programs concurrently (current training program and old training
program) and the Radiation Oncology discipline is operating two programs
concurrently (current training program and old training program). The most
marked differences between the current and old training programs is the move
from an apprenticeship-style of learning, largely based in one centre with loosely
structured rotations over 5 years, towards a structured, rotational training system
over a 5 year period. In addition, the current programs in both Radiodiagnosis
and Radiation Oncology have a more explicit curriculum reflecting the goals and
philosophy of the program, with a clearly defined syllabus and learning
objectives. The programs are more transparent and accountable with
appropriate assessment processes: both formative and summative; broad and
relevant assessment of all aspects of trainee competency, not just with a
medical expert focus but also within 6 non-medical expert areas of
management, professionalism, communication, patient support & advocacy,
teamwork and research. This reflects the CanMEDS Model of medical practice,
which has been implemented by the College. It has been acknowledged that the
role of medical expert is central to the work in both disciplines but the other six
roles are also important, and together the seven roles encapsulate all aspects of
a practitioner.
Further to this, Continuing Professional Development (CPD) was made
mandatory by Australian Health Practitioner Regulation Agency (AHPRA) from
July 2010. This means that all Fellows, post training, have to participate in
Education and Research Portfolio Training Needs Analysis 22 July 2011 Page 4
professional development and training in some way in order to maintain their
registration.
The outcomes and recommendations of this TNA aim to assist in determining
what way the College can best facilitate a more coordinated approach to both
training and CPD.
2) WHAT IS A TRAINING NEEDS ANALYSIS?
A TNA is a review of learning and development needs within an organisation. It
considers the skills, knowledge and behaviours that people need, and how to
develop them effectively (Lundberg, Elderman, Ferrell and Harper 2010, Chiu,
Thompson, Mak and Lo 1999). A TNA is considered to be the foundation of all
training activities. In order to deliver appropriate and effective training which
meets the needs of individuals and the organisation and represents value for
money, a TNA is essential (Reed and Vakola 2006, Reid and Barrington 1999,
Boydell and Leary 1996). There is general agreement in the literature that a
training needs analysis is a best practice first step in the systematic approach to
training (Reid and Barrington 1999, Wills 1998, Bartram and Gibson 1997,
Boydell and Leary 1996, Garavan et al., 1995, Reay 1994).
This systematic approach to training is the predominant model found in the
literature (Reid and Barrington 1999, Wills 1998, Boydell and Leary 1996,
Buckley and Caple 1995, Garavan et al. 1995). It is described slightly differently,
with varying stages and elements, but there are a number of core features to the
approach. The systematic approach is one which involves considering the
linkages between the parts of the training process (Altschuld and Lepicki 2009).
There is an assumption that training must be planned in a cyclical manner and
that this approach will lead to high quality, planned training (Iqbal and Khan
2011, Barrington and Reid 1999, Bartram and Gibson 1999, Wills, 1998,
Buckley and Caple 1995). Bartram and Gibson (1999) state that a “systematic
approach to identifying training needs ensures that people are offered
opportunities to learn which are efficient and effective” (p.107). All of the
systematic approaches in the literature outline a number of steps in the process
and cover similar basic elements. These are as follows:
Education and Research Portfolio Training Needs Analysis 22 July 2011 Page 5
• determining the training need
• designing (choosing) the appropriate methods to address the identified
need
• planning (developing) the training courses/programs
• implementing
• evaluating
The benefit of this approach is that nothing is omitted and there is a planned and
professional approach to training development and delivery. It also provides the
data necessary to justify or explain to senior management and key stakeholders
what training is required, what budgets are needed, the relative spending
breakdowns and how it will impact the organisation (Wills 1998).
Although much has been written about TNA in relation to medical and health
education (Gould, Kelly, White and Chidgey 2004), there is some disagreement
with respect to its impact on the training cycle and the potential to influence
service delivery (Lee, Altschuld and White 2007). Bearing this in mind, this TNA
has been undertaken to ascertain the training needs and priorities as perceived
by the members of the College (including trainees, Training Network Directors,
Directors of Training, examiners and committee members).
The process delineated below is one that the College will be following in
determining development of training and educational resources for the College.
The recommendations proposed as an outcome of this analysis will ideally
inform the Learning and Development Framework for the College (refer to
Recommendation 13 on p.20).
TNA
Design
Develop
Implement
Evaluate
Educational Resource
Development Process
Education and Research Portfolio Training Needs Analysis 22 July 2011 Page 6
3) BENEFITS OF UNDERTAKING A TNA The benefits to the College in undertaking a TNA are outlined below:
• Alignment with Strategic Plan: Consistent progression against a big picture
plan.
• Process improvements: reduced duplication of effort; online (faster) access
to information; a proactive rather than reactive approach (a planned
approach).
• Cost savings: lower trainee turnover; increased productivity; a planned
development which avoids repetition and/or duplication of effort (more
efficient).
• Performance improvement: in quality, quantity and speed of delivery;
knowledge/skill of clinical supervisors; knowledge/skills of trainees.
• Behavioural improvements: in attitude, motivation, leadership,
communication.
• Relationship building and improvement: A standard process for developing
training and educational initiatives allows openness, transparency and trust
to flourish.
• Good governance: A standard process provides a platform for good
governance and efficient operational management.
4) INITIAL QUESTIONS
Prior to commencing the TNA, a review of the following occurred:
a) AMC Assessments 2009;
b) College Response to the AMC 2010 and 2011;
c) College strategic and organisational plan 2010;
Education and Research Portfolio Training Needs Analysis 22 July 2011 Page 7
d) Education & Research Portfolio Strategic Plan October 2009, February
2011;
e) Education & Research Portfolio SWOR (Strengths, Weaknesses,
Opportunities, Risks) analysis October 2009;
f) Curricula competency framework (based on CanMEDS);
g) College mission and core values statements encompassing commitment
to the value of learning and development for our members;
h) College processes (formal and informal) for effective consultation across
the organisation;
i) Surveys and questionnaires previously undertaken by trainees and
Directors of Training (throughout 2009/2010) on the curriculum
development;
j) Faculty of Radiation Oncology 2010 workforce survey;
k) Radiology 2010 workforce survey;
l) Minutes of the meetings throughout 2009-2011 of:
• Continuing Professional Development (CPD) Committee in
Radiology;
• the Post Fellowship Education Committee (PFEC) in Radiation
Oncology meetings;
• the Radiology Research Committee (RRC);
• the Radiation Oncology Research Committee (FRC);
• the Faculty of Radiation Oncology Board (FRO);
• the Radiology Education Board (REB);
• the Radiation Oncology (ROEB);
• the Council.
What was learned from the review above is that:
• Consultation is crucial to get ‘buy in’ from all stakeholders.
• Communication is important and must be conducted through various means
to reach the largest audience.
• Cross discipline sharing between Radiology and Radiation Oncology is
imperative in order to leverage off all knowledge generated.
• Cross functional sharing within the College is essential so there is no
duplication of ideas and workload.
Education and Research Portfolio Training Needs Analysis 22 July 2011 Page 8
• Partnership between fellows and staff is imperative and the view that the
College staff are merely the ‘Secretariat’ must be shed.
• That research must become part of the organisational culture. This has been
particularly slow in developing in Radiology; however, with research
becoming an active part of the current training curriculum and the
rejuvenation of the Radiology Research Committee (RRC) this is expected to
change.
• A commitment to continuing professional development (CPD) is necessary in
order to keep abreast of changes in the evidence, best practice and
guidelines in both disciplines.
In addition to the above, it was important to consider the following questions prior to conducting the TNA:
• Why do people need the training?
• What skills need imparting?
• Who needs the training?
• When will they need the new skills?
• Where the training may be conducted?
• How may the new skills be imparted?
In addressing the above material and keeping the above questions in mind –it
ensured that in the recommendations proffered in Section 7 of this document,
expectations and suggested timelines for deliverables were realistic.
5) METHODOLOGY
a) Research Design and Scope
Various methods can be used to identify and review the training needs of an
organisation or professional body. These include:
i) Analysis of existing strategies and a plan to identify what skills are
needed for delivery;
ii) Questionnaires – paper based or online;
iii) One-on-one interviews;
iv) Focus groups - facilitated small group discussions with a representative
sample of people.
Education and Research Portfolio Training Needs Analysis 22 July 2011 Page 9
For the purposes of this TNA, (i) existing strategies for the development and
delivery of training were analysed in addition to conducting (iii) one-on-one
interviews and (iv) focus groups. Questionnaires (ii) either online or on paper
were initially considered as an additional method for data capture, however,
after receiving several comments from interviewees in the early part of the
TNA consultation process (January-February 2011) ‘survey fatigue’ was
identified and it was decided to abandon the questionnaire/survey as a tool.
Moreover, an action research approach was adopted for the College TNA.
Action research allows collaborative problem solving with those involved, as
well as the generation of new knowledge (Coghlan and Brannick 2001). It
allows the study of a process directly as it unfolds. Gummesson (2000)
considers that the level of pre-understanding and access to the reality of any
process balances against concerns around objectivity. In the context of this
project, the researcher was relatively new to the College (8 weeks) at the
time the process commenced. The advantages of access and the
development of some pre-understanding (and continuing development of
same), were balanced against not being completely socialised to the culture
over many years, and still having an element of an outsider view.
The semi/unstructured interviews were conducted on a one-on-one basis
face to face and in focus groups face to face throughout December 2010 to
April 2011. These were conducted with key stakeholders (as identified on the
following page) who either: influenced training; organised training delivery;
delivered training; and/or partook of training. In some instances, where a
face to face interview was difficult to arrange, a telephone interview was
conducted.
Education and Research Portfolio Training Needs Analysis 22 July 2011 Page 10
Of the 46 targeted for interview either on a one-on-one and/or focus group basis
(as indicated above), 45 participated, which is a participation rate of 97.8%. This
included consultation with members from Australia and New Zealand.
It should also be noted that the findings addressed such questions as:
• How can we capture the good practice and expertise that already
exists?
• How can we build on the strengths, skills and knowledge already in the College?
• What skills, knowledge or behaviours could help address the identified weaknesses?
• What skills, knowledge or behaviours could help the College make the
most of the available opportunities?
RANZCR Consultation College CEO Director of Communications & Membership Dean of Faculty Radiation Oncology Director of Quality and Standards of Practice Director of Standards of Practice and Credentialing Director of Training, Assessment & Accreditation Director of Education & Research Senior Education Officer Radiology
8 Council President Vice President
2 Radiology Chief Censor & Chair of Education Board Chair, RRC Chair, CPD Chair, CAC Trainees Fellows
17 Radiation Oncology Chair, Faculty Board Executive Officer, Faculty Board Chief Censor & Chair of Education Board Previous Chief Censor member, FRC Chair, PFEC member, TNDF Focus group of recent Trainees and current Fellows
19 Total interviewed 46
Education and Research Portfolio Training Needs Analysis 22 July 2011 Page 11
• What skills, knowledge or behaviours could help the College manage
and overcome any identified risks?
Once data had been gathered via the above methods, the findings and
outcomes of the TNA were analysed and a Learning & Development
Framework and subsequent plan was formulated (see Section 7).
b) Project Timeline
The TNA commenced in December 2010 shortly after the Educational
Development Manager was recruited (25 October 2010).
The following schedule was followed:
• Data Collection (literature review, interviews, attendance at meetings,
observations): December 2010 – April 2011
• Analysis: April 2011 - May 2011
• Write up: June 2011
6) TRAINING NEEDS IDENTIFIED
a) Primary Findings
General (across both disciplines)
Whilst the separate disciplines revealed discreet findings of their own, there
were also findings that were uniform across both disciplines. Interestingly very
few findings identified encompassed the delivery or development of material in
the area on the medical expert. The majority of findings were in areas of non-
medical expertise.
These were:
i. The need to development/facilitation of programs for:
• “Training the Trainer”
• Interacting with Trainees
• Dealing with a Trainee in difficulty/difficult Trainee
Education and Research Portfolio Training Needs Analysis 22 July 2011 Page 12
• Giving feedback
• Adult learning methods/models of adult learning
• Clinical Leadership
• Advocacy (on behalf of patients and the discipline)
• Communication
• How to turn the curriculum into practice
• Report writing (“how to”) – to go hand in hand with the
guidelines currently being developed
• Support for examiners and exam writers assessment in
standard setting: e.g. how to mark/how to set marks/how to
set criteria, etc
• Strategic Planning
• Change Management and managing through change.
ii. The need to develop online access to resources for Fellows so they can:
• Easily access CPD resources
• Submit information on activities/events completed/attended
and provide verification
• Easily print out their own CPD profile and points summary
through a self-service mechanism
• Access courses and programs
• Easily submit documents for scholarship applications and
research projects
• Easily provide/submit new educational resource materials
or links to such for consideration by a College Educational
Resources Review panel.
iii. The need to develop online access to resources for trainees so they can:
• Easily access training resources
• Submit information on assessments completed and provide
verification
• Maintain an e-portfolio
• Easily print out their own Training Profile (assessments
summary) through a self-service mechanism
• Access courses and programs
Education and Research Portfolio Training Needs Analysis 22 July 2011 Page 13
• Easily submit documents for scholarship applications and
research projects
• Easily provide/submit new educational resource materials
or links to such for consideration by a College Educational
Resources Review panel.
iv. The need to develop online access to resources for Directors of Training
so they can:
• Easily access trainer resources
• Monitor their trainees’ progression against assessments
• Monitor their trainees’ progression against e-portfolio
• Easily print out their own Training profile (assessments
summary) through a self-service mechanism
• Access courses and programs
• Easily submit documents for scholarship applications and
research projects
• Easily provide/submit new educational resource materials
or links to such for consideration by a College Educational
Resources Review panel.
v. Role clarification for:
• Directors of Training (DoTs)
• Training Network Directors (TNDs)
• Examiners
• Board of Examiners
• Accreditation Officers
• IMG Assessment Officers.
vi. Induction (orientation) programs for:
• Trainees
• New Directors of Training
• New Fellows
• Members who are accepting roles on a committee(s)
• Accredtitation Officers
• IMG Assessment Officers.
Education and Research Portfolio Training Needs Analysis 22 July 2011 Page 14
vii. Development of Policies and/or position statements for:
• Recency of Practice (after a period away from job, e.g.
parental leave)
• Recognising Prior learning
• Confidentiality
• Conflict of Interest
• Qualified Privilege.
viii. The college need to try and (re)engage with institutions and health
providers so that they acknowledge the importance of training
(acknowledgment of protected time etc).
Discipline specific findings
Although the majority of the findings were reflected across both disciplines,
there were discipline specific findings revolving around subject matter relevant
only to the discipline. These are listed below:
Radiology
Development of training in:
• How to best to incorporate “case-based learning”1 in workshop
delivery
• Evidence based education for trainees
• How to critically appraise articles for trainees and Directors of
Training
• How to become an effective leader
• Transitioning from a trainee to a consultant to a practice owner
• New CPD triennium program need to be developed for 2013
1 Using a case-based approach engages trainees in discussion of specific situations, typically real-world examples. This method is learner-centred, and involves intense interaction between the participants. Case-based learning focuses on the building of knowledge where a group works together to examine a case. The instructor's (DoT or supervisor or senior clinician) role is that of a facilitator and the trainees collaboratively address problems from a perspective that requires analysis. Much of case-based learning involves learners striving to resolve questions that have no single right answer.
Education and Research Portfolio Training Needs Analysis 22 July 2011 Page 15
• Radiology Integrated Training Initiative (R-ITI)
All of the training development needs discussed were discussed with a
blended learning approach (online as well as face to face component) in
mind.
Radiation Oncology
• Development of modules for trainees in:
o radiation therapy planning
o statistics and research
o anatomy
o paediatrics
o pathology.
• Review of existing modules for trainees in: statistics and Phase 1 and
Phase 2 exam preparation.
• Development of CPD modules for rural and remote radiation
oncologists.
• Training in rudimentary counseling (e.g. breaking bad news, resilience
and coping).
• Policy and procedures development with associated support material
in two areas:
o Protected time
o Trainees in Difficulty
• New CPD triennium program needs to be developed for 2013.
All of the training development needs discussed were discussed with a
blended learning approach (online as well as face to face component) in
mind.
Education and Research Portfolio Training Needs Analysis 22 July 2011 Page 16
b) Secondary Findings
A number of secondary but key points also emerged from the TNA:
• The need for a cultural shift from a dual discipline view to a ‘single’
college view which happens to have dual disciplines.
• An understanding of how cultural shifts occur and how best to
facilitate them.
• The need for an understanding of change management and how best
to implement change in the College. This might include:
o More coordinated support, buy in and endorsement by the senior
stakeholders
o Support and commitment from all levels
o Support and commitment from hospitals and service providers
o A strong communication strategy to bring people on board, and
sell the benefits to the fellowship at large
o The need to learn from previous experience and processes
o Project planning and budget monitoring
o Managing expectations.
• The importance of clear communication in a variety of ways/settings to
ensure that target audience is reached.
• An understanding of the importance of identifying process and
procedures to facilitate good governance and build trust within the
College.
• The imperative for a Learning and Development Framework, a
process for ongoing review, a model of learning (following adult
learning process) and a movement from a reactive to a proactive
approach.
Education and Research Portfolio Training Needs Analysis 22 July 2011 Page 17
• All of those interviewed indicated that there is no formalised approach
to educational development; the situation is currently ad hoc and
reactionary.
• Those interviewed indicated that training is not necessarily linked to
service or the College needs.
• The need for a strategic approach was identified.
• The need for ‘champions’ of change amongst Fellows, Trainees and
College staff was identified to ensure equity and cohesion.
• The importance of having members take part in content development
as subject matter experts in collaboration with educationalists on staff
was highlighted.
• Members taking part in user acceptance testing prior to changes and
system being launched was identified.
• It is important to acknowledge that with any new initiative or change
comes resistance (i.e. from those uncomfortable with change or from
those who might feel the change will upset the balance of power) and
it is necessary to allay these fears through:
o Good cross functional communication within the College
o Good cross discipline communication within the College
o Stakeholder engagement.
• Understanding that all College members should be given the
opportunity to contribute to the development of training and
educational resources through:
o Feedback mechanisms.
Education and Research Portfolio Training Needs Analysis 22 July 2011 Page 18
7) RECOMMENDATIONS
On considering the findings of the TNA, a number of recommendations are
proposed:
1. That a blended learning approach be adopted – which provides learning
access via a mixture of mediums that could include ( a & b ) in the first
instance and ( c ) in the second instance:
a. Face to face workshops;
b. E-learning (online including e-learning modules, pod casts, videos,
PowerPoint slides);
c. Web based learning including webinars (i.e. interactive tutorials).
2. Given that the College is small with limited resources, it is necessary to
better utilise key events, such as the Annual Scientific Meeting (ASM) and
the NZ Branch Meeting, as a prime avenue in delivering face to face
workshops in identified key areas to Directors of Training (DoTs) and
trainees with a follow up with online resources to support key learning.
3. Given that the College has limited resources, collaboration with other
Colleges in the development of learning content for use by members and
trainees in necessary. Such collaborations as the impending collaboration
with RACS on an indigenous health initiative and the impending
collaboration with AIR and APSCEM on the development of training across
a range of topics.
4. That the College develops an online platform, such as a “Learning Portal”
(Appendix 1) which will allow access to courses through a Learning
Management System (LMS). An LMS is a software application for the
administration, documentation (resources), tracking and reporting of training
programs. All of this will provide a ‘one stop shop’ area for members with
access to:
a. CPD Module (for all fellows)
b. Courses (through the Learning Management System or LMS)
i. Induction (through the LMS)
ii. Resources
Education and Research Portfolio Training Needs Analysis 22 July 2011 Page 19
iii. Research Publications Library
iv. Course Profile
c. A “What’s happening” area (e.g. upcoming workshops, etc)
d. An important Messages area (e.g. imminent deadlines for CPD,
exams, courses)
e. Trainee Information Management System (for trainees and Directors
of Training)
f. Examination Management System (for examiners)
g. Re-validation for those re-entering the workforce after a period away
(through the LMS)
h. Social Networking tool (similar to LinkedIn)
It should be noted that a phased roll out of the above items should occur;
that is, the Learning Portal should be built slowly, with each new
functionality added, tested and consolidated before the next functionality is
added.
5. That a review and update of any existing online resources (e.g. rural CPD
modules in Radiology) be conducted, with a view to providing them online in
a format reflecting ‘best practice’ in e-learning and in accordance with the
Colleges ‘new look’ (as reflected in the new website).
6. That the non-medical expert roles of leader/manager, communicator, health
advocate, collaborator, professional, researcher/scholar be a focus in the
development of learning modules (both face to face and online) over the
next 3 years (refer Appendix 2).
7. That the College develops a library of educational resources methodically
and consistently with a review cycle of 3 years. A suggested approach is to
develop 2-3 learning modules per year in key areas (refer Appendix 2).
8. That new programs should be piloted before roll out or at the very least
have significant access to a small coterie of members (users) for testing
prior to roll out.
Education and Research Portfolio Training Needs Analysis 22 July 2011 Page 20
9. That the College moves to an online CPD system (post fellowship training
and development) where fellows can self-administer their CPD – submit
data on activities/events undertaken, print their own CPD statements,
provide verification/evidence etc.
10. That the College actively seek funding from the Department of Health and
Ageing (DoHA) and others to fund the development of educational
resources, recognising that funding bodies will only agree to fund items that
are consistent with their priorities
11. That from 2013, e-learning modules be charged at a subsidized rate of
between $50-$100 per participant, per course, thus, providing a revenue
stream to the College for further development of courses. This will have to
be clearly stipulated from the outset of any online launch.
12. Identify an Educational Resources Review Panel for each discipline and a
standard process to follow, so that there is continual review of existing and
introduction of new materials (and links) for the website and the Learning
Portal.
13. That the Learning and Development Framework2 for the College be based
on the CanMEDS model which has served as the basis for the new
curricula and the basis for the CPD triennium handbooks for both
disciplines (2010-2012).
2 The Learning and Development Framework will guide a broad range of activities designed to improve the capabilities
of the members within the College. This capability development will include not only clinical and technical skills and
knowledge development, but also attributes, attitudes and behaviours.
Education and Research Portfolio Training Needs Analysis 22 July 2011 Page 21
14.That a best practice learning and development approach incorporating adult
learning principles be adopted including:
SEE And hear (through various means including but not
limited to workshops, interactive tutorials, e-learning,
WIKIs).
LEARN Gain knowledge.
DO Practice, experience, and develop skills.
REFLECT Think about the knowledge/skill gained and ask:
• Can it be done better?
• How can it be done better?
• Could I have done it better?
• How can I improve in future?
The diagram on the following page best encapsulates the above.
15. That standarised templates in relation to course materials be adopted as
per below:
• Course/Activity/Event Code
• Course/Activity/Event Name
• Course/Activity/Event Duration
o If face to face workshop – venue details required
• CPD point attributed
SEE• and hear• through various means
LEARN• Gain knowledge
DO
• Practice, experience• Develop skill
REFLECT
• Think about knowledge/skill learned• How can I improve on it
Education and Research Portfolio Training Needs Analysis 22 July 2011 Page 22
• Short Description (50 characters long)
• Target Audience
• Long Description (250 characters long)
• Learning Objectives
o At the conclusion of this course/activity/event you will
o Understand…
o Know…
o Be able to…
o Note that no more than 4 learning objectives should be listed.
• Pre-work required
o Could include pre-reading (e.g. Case studies)
8) CONCLUSION
A TNA is only the first critical stage in any training cycle. Thus, a TNA is quite
simply a way of identifying the existing gaps in the knowledge and the strengths
and weaknesses in the processes that enable or hinder effective training
programs being delivered. It is very clear from the process outlined above that
organisational culture and change issues have a very large role to play in the
development of training process. From the findings, and subsequent 15
recommendations, of this TNA, it is essential that a coordinated approach be
followed in the development and facilitation of training and education, that a
‘blended learning approach’ be utilised (where the key learnings are re-iterated
in more than one medium, e.g. face to face with online module or webinar that is
recorded and provided as an online resource) and that e-Learning and online
access to training and CPD is essential.
Further to this, taking an ‘action research approach’ helped to highlight the
significant impact of the dynamics of hierarchy and the legacy of a bureaucratic
system has had on the way a system operates and how people react to change.
Through the action research process these issues came to the fore and the
application of theory helped provide understanding of what was happening and
pointed to a possible way forward.
It is also important to note that this was a small scale case study. The study has
focussed only on the initial stages of the needs analysis process: identifying the
Education and Research Portfolio Training Needs Analysis 22 July 2011 Page 23
needs, identifying the gaps, drafting an educational resources development
timetable. It was not possible, within the scope of this research, to follow the
process further as it is implemented across the organisation. This should be
done as a matter of process as the changes are implemented within the College.
Education and Research Portfolio Training Needs Analysis 22 July 2011 Page 24
9) REFERENCES
Anderson, G. (1994) ‘A Proactive Model for Training Needs Analysis’ Journal of European and Industrial Training, 18 (3.) p. 23-28. Altschuld, J. W., and Lepicki, T. L. (2009) “Needs assessment and education”. in Mathison, S (ed.) Encyclopedia of Evaluation Sage Publications, Thousand Oaks, CA Boydell, T. and Leary, M. (1996) Identifying Training Needs Institute of Personnel and Development, London, UK. Buckley, R. & Caple, J. (1995) ‘A Systematic Approach to Training’, in The Theory and Practice of Training. Kogan Page, London Chiu, W., Thompson, D., Mak, W. and Lo, K.L. (1999) "Re-thinking training needs analysis: A proposed framework for literature review". Personnel Review 28(1/2) p.77 - 90 Coghlan, D., & Brannick, T. (2001) Doing Action Research in Your Own Organization Sage Publications, London Garavan, T. N., Costine, P., and Heraty, N. (1995) Training and Development in Ireland: Context, Policy and Practice’, Oak Tree Press, Dublin Gould, D., Kelly, D., White, I. and Chidgey, J. (2004) “Training needs analysis: A literature review and reappraisal”. International Journal of Nursing Studies 41(5) pp.471-486 Gummesson, E. (2000) Qualitative Methods in Management Research. Sage Publications Inc., Thousand Oaks. Holton, E. F., Bates, R. A. and Naquin, S. S. (2000) ‘Large-Scale Performance Driven Training Needs Assessment: A Case Study’ Public Personnel Management Vol. 29(2) pp. 249-267 Iqbal, M. Z. and Khan, R.A (2011) "The growing concept and uses of training needs assessment: A review with proposed model", Journal of European Industrial Training 35(5) pp.439 - 466 Lee, Y-F., Altschuld, J. W. and White, J. L. (2007). “Effects of the participation of multiple stakeholders in identifying and interpreting perceived needs”. Evaluation and Program Planning 30(1), pp.1-9. Leat, M. J., and Lovell, M. J. (1997) ‘Training Needs Analysis: Weaknesses in the Conventional Approach’, Journal of European Industrial Training 21(4) pp. 143-153 Lundberg, C., Elderman, J. L., Ferrell, P. and Harper, L. (2010) “Data gathering and analysis for needs assessment: A case study”. Performance Improvement 49 pp.27–34
Education and Research Portfolio Training Needs Analysis 22 July 2011 Page 25
McClelland, S. B. (1993) ‘Training Needs Assessment: An Open Systems Application’, Journal of European Industrial Training 17(1) p 12-17. Reay, D. G. (1994) Identifying Training Needs Kogan Page Ltd, London Reed, J. and Vakola, M. (2006) "What role can a training needs analysis play in organisational change?" Journal of Organizational Change Management Vol. 19(3) pp.393 - 407 Reid, M. A., and Barrington, H. (1999) Training Interventions: Promoting Learning Opportunities (6th Edition) Chartered Institute of Personnel and Development, London, UK. Schneier, C., Guthrie, J and Olian, J. (1988) ‘A Practical Approach to Conducting and Using the Training Needs Assessment’, Public Personnel Management 17(2) p191-205. Wills, M. (1998) Managing the Training Process: Putting the Principles into Practice Gower, UK.
Education and Research Portfolio Training Needs Analysis 22 July 2011 Page 26
10) BIBLIOGRAPHY Altschuld, J. W., & Kumar, D. D. (2004) “Needs assessment”. in Mathison, S (ed.) Encyclopedia of Evaluation Sage Publications, Thousand Oaks, CA Anderson, G. (1994). A proactive model for training needs analysis. Journal of European Industrial Training, 18 (3): pp. 23-28. Arthur, W. Jr., Bennett, W. Jr., Edens, P.S., and Bell, S.T. (2003), “Effectiveness of Training in Organizations: A Meta-analysis of Design and Evaluation Features”. Journal of Applied Psychology 88 pp.234–245. James, B. (1956). “Can "needs" define educational goals”. Adult Education Quarterly 7(19) pp.19-26. Kaufman, R., and Watkins, R. (2000). Getting serious about results and payoffs: We are what we say, do, and deliver. Performance Improvement Journal 39(4), pp. 23–32. Molenaar, K., & Saller, B. (2003). Educational Needs Assessment for Design/Build Project Delivery. Journal of Professional Issues in Engineering Education & Practice 129(2), p. 106.
Education and Research Portfolio Training Needs Analysis 22 July 2011 Page 27
Appendix 1: Learning Portal
Education and Research Portfolio Training Needs Analysis 22 July 2011 Page 28
Matched Against Course/Activity/Event L&D Target Evaluation Findings Area Audience Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Indicators
*Trainee Profiles
*Progression Alerts
* Regular email reminders.
*E-portfolio
*Trend Analysis & Stats
a)iii, p.12 online access *Simulate current clinical workplace environments
a)v p13 Role clarification *Exam format to be more structured
a)iii, p.12 online access *On line solution to be implemented
a)v p13 Role clarification * Exam content to be expanded to include images and diagrams
a)iii, p.12 online access a)v p13 Role clarification a)I, p12 Adult Learning
Radiology E-Exams 6 Part 2 Viva Project Lead: Alison Reilly
ME Radiology Trainees
e-E *Electronic format provides opportunity for more complex cases (number of images and modalities for review) – quality of exam improved *Limited image manipulation functions also introduced
a)i, ii, iii, iv, pp12-13 Education & Research Training, CPD and Research content & resources migrated to website & to LMS General - both disciplines as well as discipline specific Project Lead: Sharon Messina
All All members
Web LMS Straight migration – no evaluation requirements
e-E
a)i, p12 Adult Learning *Current high degree of variability to be minimized
Radiology E-Exams 5 Part 2 MCQ/Short Answer Project Lead: Alison Reilly
ME Radiology Trainees
e-E
a)i, p12 Adult Learning *Improved efficiency of database management and delivery of exam metrics
Radiology E-Exams 4 Part 2 Film Reporting Project Lead: Alison Reilly
ME Radiology Trainees
TIMS
Migration of content only – no evaluation indicators required
a) iii, p.12 Trainee Information Management System (TIMS) 3 Online Project Lead: Madeleine d'Avigdor
All Trainees DoTs
LMS
LMS
a iii, pp12-13 Amalgamate Radiation Oncology Trainees’ Website Educational Resources with RANZCR Learning Management System (LMS) Project Leads: Sharon Messina & Madeleine d'Avigdor
ME Radiation Oncology Trainee
*High usage by all members. *Trend analysis and statistics.
a) ii, iii, iv, p.12-13 Learning Management System (LMS) 2 Online
All All members
LP
*All website resources ported over into LMS *Trend Analyses & statistics.
Appendix 2: DRAFT Resource Development Timetable (Please note that this is a living document and will change as time progresses)
2011 2012 2013 2014
Online Projects*70% of fellow will enter CPD online in 1st yr & gradual increase to 100% *Progression Alerts *Regular email reminders. *CPD Profiles *Point Certificates self-service *rend Analysis *Triennium Statistics
CPDa) ii, p.12 Continuing Professional Development (CPD) 1 Online Project Lead: Sharon Messina
All Fellows
a)ii, iii, vi, v p.12 b) L&D Framewk,p16
Learning Portal Online Project Lead: Sharon Messina
All All members
Education and Research Portfolio Training Needs Analysis 22 July 2011 Page 29
Matched Against Course/Activity/Event L&D Target Evaluation Findings Area Audience Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Indicators
2011 2012 2013 2014
a)iii, p.12 online access a)v p13 Role clarification a)i, p12 Adult Learning
Radiation Oncology E-Exam 7 Phase 2 Project Lead: Alison Reilly
ME Radiology Trainees
e-E * Content, format and delivery options yet to be resourced *Design will be in line with curriculum requirements
a) iii, p.12 Radiology Exam Case Library 8 Part 2 exams Project Lead: Alison Reilly
ME Radiology Trainees
*Digital images required for both Film Reading and Viva Exams *Submission process implemented in order to capture all required patient and imaging data for exam preparation *CPD credit allocated for e-Cases submitted
a)i, p.12 a)RON discipline specific – breaking bad news TID Giving Feedback
Communication in a Clinical Setting Workshop 1,5hrs x 2 General - both disciplines Project Lead: Kelly Menzel
C All members
NZ BM ASM NZ BM ASM *LO’s in line with CanMEDS model *Subject expert LO’s yet to be decided Module 1 to include: 1) Foundations of Communication; 2) Giving Bad News to Patients;. Module 2 to include: 3) Providing Feedback to direct reports; 4) Trainees in Difficulty; 5) How to Influence Upwards.
a)i, p.12 a)RON discipline specific – breaking bad news TID Giving Feedback
Communication in a Clinical Setting e-learning modules x 5 General - both disciplines Project Lead: Kelly Menzel
C All members
LMS *LO’s in line with CanMEDS model *Subject expert LO’s yet to be decided *Modules to include: 1) Foundations of Communication; 2) Giving Bad News to Patients; 3) Providing Feedback to direct reports; 4) Trainees in Difficulty; 5) How to Influence Upwards.
a)i,p1 - Advocacy Patient as Customer e-learning module General - both disciplines Project Lead: Kelly Menzel
HA All members
LMS *LO’s to be in line with CanMEDS model *Best practice and evidence based
a)i, p12 *Clinical L'ship *Interacting with trainees *Effective L'ship *Strategic Planning *Change Mgt
Leadership Essentials Workshop General - both disciplines Project Lead: Kelly Menzel
M Fellows ASM NZ BM ASM NZ BM ASM In line with CanMEDS model.
a)i, p12 *Clinical L'ship *Interacting with trainees *Effective L'ship *Strategic Planning *Change Mgt
Leadership Essentials e-learning modules x4 General - both disciplines Project Lead: Kelly Menzel
M Fellows LMS In line with CanMEDS model. Modules might include: 1) Transitioning from Manager to Leader; 2) Different Leadership Styles; 3) Creating a Vision; 4) Motivating your team.
a)RON discipline specific finding p15
Statistics Review Radiation Oncology 2 x Workshops, conferences, other Project Lead: Bianca Heggelund (Kelly Menzel)
R/S Radiaiton Oncology Trainee
LMS Requirements in development stage: Subject specialists developing.
a)RON discipline specific, p15 Identified prior to TNA
Research Requirements Review Radiation Oncology workshop, other Project Lead: Bianca Heggelund (Kelly Menzel)
R/S Radiation Oncology Trainee
LMS Requirements in development stage: Points system currently being considered.
Workshops and e-learning Modules Non-Medical Expert- Both Disciplines
Education and Research Portfolio Training Needs Analysis 22 July 2011 Page 30
Matched Against Course/Activity/Event L&D Target Evaluation Findings Area Audience Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Indicators
2011 2012 2013 2014
a) iii p.12 Dean’s Fellowship Radiology Scholarship for PhD Project Lead: Kelly Menzel
R/S 5th year Radiology trainee
Web LMS
Sydney University to monitor candidate progress in line with universityprotocol
a)RAD discipline specific p14 CATs Identified & implementation commenced prior to TNA
CATs (Critically Appraised Topics) Radiology Project Lead: Alison Reilly
R/S Radiology Trainees in 1st instance
Web LMS *Develop the use of EBM in training and clinical practice in radiology *Radiology trainees to analyse, explain and present findings from a journal article. *Develop the skills to appraise the quality and applicability of publications
a)RAD discipline specific p14 CATs Identified & implementation commenced prior to TNA
CATs Radiology Workshop Project Leads: Kelly Menzel, Bianca Heggelund
R/S Radiology DoTs Clinical Supervisors
* Understand critical appraisal process *Understand the epidemiological principles behind various study types and measures of association. *Recognise various study types and potential pitfalls
a)RAD discipline specific, p14 - Identified & implemented Apr 2011
Evidence Based Medicine (EBM) Radiology e-learning module Project Leads: Kelly Menzel, Bianca Heggelund
R/S Radiology Trainees
*Bi-annual delivery of 12 week online EBM course for radiology trainees *Trainees to understand the basic concepts and skills required for the critical appraisal of clinical studies
a)RAD discipline specific,p14
Considering a Private Practice? Radiology e-learning modules Project Lead: Kelly Menzel
M Radiology Fellows
LMS Ongoing review of external providers: using appropriate adult learning techniques. Modules include: 1) Establishing a business case for new practice (market analysis); 2) Facilities/Equipment; 3) Marketing your Practice; 4) Financial Planning for a Practice; 5) Managing the Practice: Strategic Planning, Operational Planning, Risk management, Staff management).
a)i, ii, iii, iv, pp12-13 Australian Indigenous Health & Cultural Safety 9 Online portal General - both disciplines Project Lead: RACS with Kelly Menzel College rep
HA All members
*LO’s to be decided by steering Group from June 2011. *Focus on cultural competency models and transcultural competence models
a)viii, p14 Induction programs
IMG Assessors' Workshop IMG Radiology IMG Radiation Oncology Project Lead: Susan Nicols
ME IMG Assessors
work-shop
Full day workshop which will lead participants to: *Know who to contact at the College Office regarding IMG assessments and role of IMG Committee *Perform AON and specialist comparability assessments of IMGs using the guidelines and templates provided according to College policies *Identify the pathways to Fellowship for IMGs inAustralia & NZ *Know their role as an IMG assessor
Workshops and e-learning Modules Medical Expert Both Disciplines
Education and Research Portfolio Training Needs Analysis 22 July 2011 Page 31
Matched Against Course/Activity/Event L&D Target Evaluation Findings Area Audience Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Indicators
2011 2012 2013 2014
a)RON discipline specific finding, p15 Radiotherapy planning
Radiotherapy Planning 10 Radiation Oncology webinar (inter-active workshop online) Pilot 6 webinars Project Lead: Kelly Menzel (TEDS Committee)
ME Trainee LMS *LO’s in line with CanMEDS model. *Steering Committee to decide on best practice/evidence based LO's
a)RON discipline specific finding, p15 Radiotherapy planning
Radiotherapy Planning 11 Radiation Oncology webinar (inter-active workshop online) Additional 6 webinars Project Lead: Kelly Menzel (TEDS Committee)
ME Trainee LMS *LO’s in line with CanMEDS model. *Steering Committee to decide on best practice/evidence based LO’s
a)RON discipline specific finding, p15 Radiotherapy planning
Radiotherapy Planning 12 Radiation Oncology webinar (inter-active workshop online) Additional 5 webinars Project Lead: Kelly Menzel (TEDS Committee)
ME Trainee LMS *LO’s in line with CanMEDS model. *Steering Committee to decide on best practice/evidence based LO’s
a)RON discipline specificfinding p15
Paediatrics Radiation Oncology workshop Project Lead: Bianca Heggelund
ME Trainee work-shop
work-shop
LMS Requirements in development stage: Subject specialists developing
a)i How to turn curriculum to practice
Radiation Oncology Workshop - Feedback on Curriculum & Practice Project Lead: Tindal Magnus
ME DoTs & Trainees
Visits to all major centres for feedback on Curriculum and current training practice
a)RON discipline specific finding, p15 brachytherapy
Brachytherapy Radiation Oncology workshop Project Lead: Bianca Heggelund (TEDS Committee)
ME Trainee *Have yet to discuss with ABG - the Australian Brachytherapy Group. *Details to come.
Workshops and e-learning Modules Medical Expert Radiation Oncology
Education and Research Portfolio Training Needs Analysis 22 July 2011 Page 32
Matched Against Course/Activity/Event L&D Target Evaluation Findings Area Audience Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Indicators
2011 2012 2013 2014
a)i, p12 Support for Exams Understanding: *Assessment techniques *Assessment methods *Evaluation of results
a) iii, p12 Review of CPD Rural Programs x 6 13 Radiology Project Lead: Kelly Menzel
ME Fellows LMS In line with CanMEDS model. *Evidence based and best practice in relation to practice in rural settings.
a)RAD discipline specific finding p.14
R-ITI Workshops *Using R-ITI to stregthen training" Project Lead: Tindal Magnus
ME DoTs Trainees
*Ongoing evaluation.
a)viii, p13 Induction programs
Accreditation Officer Workshop Radiology Project co-Lead: Susan Nicols & Tindal Magnus
ME Training Site Assessors
work-shop
Full day workshop which will lead participants to: *Know who to contact at the College Office regarding Training Site accreditation and role of Accreditation Committee *Perform Training Site Accreditation visits using the guidelines and templates provided according to College policies *Know their role as an Accreditation Assessor
a)viii, p13 Induction programs
Accreditation Officer Workshop Radiation Oncology Project co-Lead: Susan Nicols & Tindal Magnus
ME Training Site Assessors
work-shop
Full day workshop which will lead participants to: *Know who to contact at the College Office regarding Training Site accreditation and role of Accreditation Committee *Perform Training Site Accreditation visits using the guidelines and templates provided according to College policies *Know their role as an Accreditation Assessor
a)i, p11 RON discipline specific TID
Trainee in Difficulty Policy Radiation Oncology Project Lead: Bianca Heggelund
M DoT Trainee
Web Policy so none required
a)viii, p14 Protected Time Policy/guideline Radiation Oncology Project Lead: Bianca Heggelund
M Fellows DoTs
Web Policy so none required
a) vii, p14 Recency of Practice Guideline (for those re-entering the workforce after a period away) Radiation Oncology Project Lead: Kelly Menzel
P Fellows Web Policy so none required
a) vii, p14 Recency of Practice Guideline (for those re-entering the workforce after a period away) Radiology Project Lead: Kelly Menzel
P Fellows Web Policy so none required
Policies, Guidelines and/or Position Statements
Examination Question Standard Setting Workshop Both Disciplines Project Lead: Tindal Magnus
ME Radiology & RadiationOncology Examiners
MCQ w/shop
Workshops and e-learning Modules Medical Expert Radiology
Education and Research Portfolio Training Needs Analysis 22 July 2011 Page 33
Matched Against Course/Activity/Event L&D Target Evaluation Findings Area Audience Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Indicators
2011 2012 2013 2014
a) vii, p14 Prior Learning Policy/guideline Radiology Project Lead: Bianca Heggelund
ME Radiology Trainees
Web Policy so none required
a) vii, p14 Prior Learning Policy/guideline Radiation Oncology Project Lead: Bianca Heggelund
ME Radiation Oncology Trainees
Web Policy so none required
a)RAD discipline specific, p14 CPD 2013-15
CPD 2013-2015 Triennium Program Radiology Project Lead: Freya St. Julian
All Radiology Fellows
CPD In line with CanMEDS model. *LO: To achieve required points across the triennium.
a)RON discipline specific, p15 CPD 2013-15
CPD 2013-2015 Triennium Program Radiation Oncology Project Lead: Freya St. Julian
All Radiation Oncology Fellows
CPD In line with CanMEDS model. *LO: To achieve required points across the triennium.
CPD Guideline Radiology Project Lead: Freya St. Julian
ME Radiology Fellows & Ed Affiliates
Policy so none required
CPD Guideline Radiation Oncology Project Lead: Freya St. Julian
ME Radiology Fellows & Ed Affiliates
Policy so none required
Identified prior to TNA New Zealand Vocational Practice Assessment Guideline Project Leads: Kelly Menzel & Gail LeClaire
P NZ Branch Policy so none required
a)iii,p12 online trainee resources
Establishment of the Trainee Educational Development Steering (TEDS) Committee Both Disciplines Project Co-Leads: Kelly Menzel & Bianca Heggelund
All Radiology & Radiation Oncology Trainees
Identify priorities for the sourcing and roll out of e-learning materialsCurriculum Development
Education and Research Portfolio Training Needs Analysis 22 July 2011 Page 34
Matched Against Course/Activity/Event L&D Target Evaluation Findings Area Audience Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Indicators
2011 2012 2013 2014
a)iii online resources
Educational Resources Panel Both disciplines Project Co-Lead: Bianca Heggelund
ME Members *Educational Resources online are relevant and up-to-date
a)i, p12 Examination Panels Radiology (P1 and P2-TWERP) Project Lead: Tindal Magnus
ME Radiology Examiners
*Part 2 e-exam change mgt *MCQ questions relevant for exams. *Exam questions not repeated over a 4 year cycle. *Good quality and quantity of exam material
a)i, p12 Examination Panels (P1 & P2) Radiation Oncology Project Lead: Tindal Magnus
ME Radiation Oncology Examiners
*Questions relevant for exams. *Exam questions not repeated over a 4 year cycle. *Good quality and quantity of exam material
b)pp15-17 Cross Discipline Meetings Radiology & Radiation Oncology Project Lead: Sharon Messina
M *ER Unit Mgrs*ER Director*TAA Director*Chief Censors*Workforce Planning Mgr*C&M Director
*Communication across disciplines *Leveraging ideas off each discipline
College Communication
Education and Research Portfolio Training Needs Analysis 22 July 2011 Page 35
Notes:
LegendDevelop
Pilot/Test
Launch (release)
Ongoing
MCQ Multiple Choice Questions
LO Learning Objective(s)
LP Learning Portal
TIMS Trainee Information Management System
CPD CPD Module
LMS Learning Management System
e-E e-Exams Radiology
WEB RANZCR Website
ASM RANZCR Annual Scientific Meeting
NZ BM New Zealand Branch Meeting
HA CanMEDS model – Health Advocate
C CanMEDS model - Communicator
M CanMEDS model - Manager
P CanMEDS model - Professional
R/S CanMEDS model – Researcher/Scholar
T/C CanMEDS model – Team Work/Collaborator
ME CanMEDS model – Medical Expert
10) These tutorials will be designed in collaboration with physicists, radiation therapists and radiation oncologists and will be facilitated by 3 people (1 physicist, 1 radiation therapist and 1 radiation oncologist). There will be 2 groups (one in Sydney based at the RPA and one in Melbourne based at Peter Mac) who will design 6 interactive tutorials on radiation planning as a pilot. If the pilot is successful 11 more tutorials will be designed. Much of the content is available, but the IT platform has not been explored.
11 & 12) As above. 13) Depending on outcome of the review, some or all of the 6 Radiology Rural CPD programs may be placed within the LMS.
14) It has come to our attention that there are some pharmaceutical and equipment companies who may consider sponsoring e-learning modules for CPD purposes. The College is currently exploring this possibility and will only accept these sponsorships for CPD program development on the proviso that any content developed must be impartial (will not promote a particular product).
* Learning Objectives in line with CanMEDS model. Steering Committee to decide on best practice/evidence based Learning Objectives.
4) Radiology e-exams (film reporting) timeline for launch is dependent on completion of requirements analysis (which has not yet commenced and is not expected to commence until mid to late August 2011). This date is tentative.
5) Radiology e-exams (MCQs/Short Answer) timeline for launch is dependent on completion of requirements analysis (which has not yet commenced and is not expected to commence until mid to late August 2011). This date is tentative.
6) Radiology Part 2 Viva timeline for launch is dependent on completion of requirements analysis (which has not yet commenced and is not expected to commence until late 2011). This date is tentative.
7) Radiation Oncology Part 2 e-exams timeline is dependent on resources; at the moment the e-Resources Manager is spending the first 2 years on Radiology e-exams after from which she will be able to leverage learnings to Radiation Oncology. She will attend Part 2 Viva exams in August 2011 to just observe, but no further development on digitizing for Radiation Oncology will occur until 12-18 months later.8) Radiology Case Library is for e-exam use only and the timeline for launch is dependent on the completion of the requirements analysis (which has not yet commenced). This date is tentative.
9) In collaboration with RACS – discussion yet to be had. Expected outcome is: Establish a portal to support the access of medical specialists to e-learning activities related to cultural competency and the health of Indigenous Australian and Torres Strait Islanders; Identify appropriate online links to professional development activities within the College. Not sure of timeline and steering committee has not met yet.
1) CPD Module timeline for launch is dependent on completion of requirements analysis (which has not yet been finalized). This date is tentative.2) LMS timeline for launch is dependent on completion of requirements analysis (which has not yet commenced). This date is tentative.
3) TIMS timeline for launch is dependent on completion of requirements analysis (which has not yet commenced and is not expected to commence until mid to late July 2011). This date is tentative.
Education and Research Portfolio Training Needs Analysis 22 July 2011 Page 36
Appendix 3: Acronyms
AMC AHPRA ASM CAC CDM CPD DOT EBM ER FRC FRO LMS PFEC REB ROEB ROTC RRC RTC TIMS TNDF
Australian Medical Council Australian Health Practitioner Regulation Agency Annual Scientific Meeting Curriculum Assessment Committee (RAD) Cross Discipline Meeting Continuing Professional Development Director of Training Evidence Based Medicine Education and Research Faculty Research Committee (R/O) Faculty of Radiation Oncology Learning Management System Post Fellowship Education Committee (R/O) Radiology Education Board Radiation Oncology Education Board Radiation Oncology Trainees’ Committee Radiology Research Committee Radiology Trainees’ Committee Trainee Information Management System Training Network Directors Forum (R/O
Education and Research Portfolio Training Needs Analysis 22 July 2011 Page 37
This page is intentionally left blank