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ANZCA Educators program: PROGRAM MODULES

This page contains information relating to the resources available via ANZCA Educators Program 8-module course + individual modules.

Related courses

ANZCA Educators Program

The ANZCA Educators Program is designed to equip clinicians involved in ANZCA and FPM training with the skills and knowledge to facilitate learning in their daily role. 

FPM Better Pain Management program

The FPM Better Pain Management program consists of six online education modules that have been designed for specialist and general medical practitioners, medical students, nurses and allied health practitioners engaged in the care of patients with persistent pain. 

A Note on Resources

Further resources for each module are available via Networks for registered course participants.


Select resources available via the ANZCA Library:

​Lake FR. Teaching on the run tips: doctors as teachers. Med J Aust 2004; 180 (8): 415-416.

​Lake FR, Ryan G. Teaching on the run tips 2: educational guides for teaching in a clinical setting. Med J Aust 2004; 180 (10): 527-528.

​Lake FR, Ryan G. Teaching on the run tips 3: planning a teaching episode. Med J Aust 2004; 180 (13): 643-644.

Module 1: Doctor as educator

This module introduces adult learning principles and how theoretical principles may be applied in practice.

Select resources available via the ANZCA Library:

Harden RM, Crosby J. AMEE Guide No 20: The good teacher is more than a lecturer - the twelve roles of the teacher. Med Teach 2000; 22(4): 334-347.

Lindgren S, Gordon D. The doctor we are educating for a future global role in health care. Med Teach 2011; 33(7): 551-554.

Passi V, Johnson N. The impact of positive doctor role modeling. Med Teach 2016; 38(11): 1139-1145.

Module 2: Planning effective teaching and learning

This is a core module designed to introduce teaching plans, how to create learning objectives and strategies and issues impacting effective teaching

Select resources available via the ANZCA Library:

Tucker AP, Miller A, Sweeney D, Jones RW. Continuing medical education: a needs analysis of anaesthetistsAnaesth Intensive Care 2006; 34: 765-769.

Hesketh EA, Laidlaw JM. Developing the teaching instinct, 4: Needs Assessment. Med Teach 2006; 24(6): 594-597.

Module 3: Feedback to enhance learning

Feedback is an important part of effective learning and this module aims to introduce general principles and models relating to providing feedback in current practice.

Select resources available via the ANZCA Library:

Boehler ML, Rogers DA, Schwind CJ, Mayforth R, Quin J, Williams RG, et al. An investigation of medical student reactions to feedback: a randomised controlled trial. Med Educ 2006; 40(8): 746-749.

Rudolph JW, Simon R, Rivard P, Dufresne RL, Raemer DB. Debriefing with good judgment: combining rigorous feedback with genuine inquiry. Anesthesiol Clin 2007; 25(2): 361-376.

Veloski J, Boex JR, Grasberger MJ, Evans A, Wolfson DB. Systematic review of the literature on assessment, feedback and physicians’ clinical performance: BEME Guide No. 7. Med Teach 2006; 28(2): 117-128.

Weller JM, Jones A, Merry AF, Jolly B, Saunders D. Investigation of trainee and specialist reactions to the mini-Clinical Evaluation Exercise in anaesthesia: implications for implementation. Br J Anaesth 2009; 103(4): 524-530.

Hesketh EA, Laidlaw JM. Developing the teaching instinct, 1: feedback. Med Teach 2002; 24(3): 245-248.

Module 4: Interactive teaching and learning

Engaging learners can promote active learning and teaching and this module aims to introduce strategies and techniques to promote opportunities for interaction particularly in a small group setting.

Select resources available via the ANZCA Library:

Edmunds S, Brown G. Effective small group learning: AMEE Guide No. 48. Med Teach 2010; 32(9): 715-726.

​Azer SA, Guerrero AP, Walsh A. Enhancing learning approaches: practical tips for students and teachers. Med Teach 2013; 35(6): 433-443.

​Hesketh EA, Laidlaw JM. Developing the teaching instinct, 3: facilitating learning. Med Teach 2002; 24(5): 479-482.

Module 5: Teaching in the clinical setting

The clinical setting is a unique learning and teaching environment with its own challenges and opportunities. This module aims to help participants be aware of these issues and provides a framework for structured learning in this setting.

Select resources available via the ANZCA Library:

Jones RW, Morris RW. Facilitating learning in the operating theatre and intensive care unit. Anaesth Intensive Care 2006; 34(6): 758-764.

ten Cate O, Scheele F. Competency-based postgraduate training: can we bridge the gap between theory and clinical practice? Acad Med 2007; 82(6): 542-547.

Sterkenburg A, Barach P, Kalkman C, Gielen M, ten Cate O. When do supervising physicians decide to entrust residents with unsupervised tasks? Acad Med 2010; 85(9): 1408-1417.

Wolpaw TM, Wolpaw DR, Papp KK. SNAPPS: a learner-centered model for outpatient education. Acad Med 2003; 78(9): 893-898.

Farrell SE, Hopson LR, Wolff M, Hemphill RR, Santen SA. What's the evidence: a review of the one-minute preceptor model of clinical teaching and implications for teaching in the emergency department. J Emerg Med 2016; 51(3): 278-283.

Module 6: Teaching practical skills

This module aims to help participants gain skills and techniques in teaching practical skills by utilising a model of skill acquisition.

Select resources available via the ANZCA Library:

Slater RJ1, Castanelli DJ, Barrington MJ. Learning and teaching motor skills in regional anesthesia: a different perspective. Reg Anesth Pain Med 2014; 39(3): 230-239.

Nicholls D, Sweet L, Muller A, Hyett J. Teaching psychomotor skills in the twenty-first century: revisiting and reviewing instructional approaches through the lens of contemporary literature. Med Teach 2016;38(10): 1056-1063.

Module 7: Authentic assessment

This module looks at the purpose and principles of assessment, how formative and summative assessment differ and potential assessment tools.

Select resources available via the ANZCA Library:

Norcini J, Burch V. Workplace-based assessment as an educational tool: AMEE Guide No. 31. Med Teach 2007; 29(9): 855-871.

Lockyer J, Carraccio C, Chan MK, Hart D, Smee S, Touchie C, et al. Core principles of assessment in competency-based medical education. Med Teach 2017; 39(6): 609-616.

Module 8: Clinical supervision

Supervision of trainees in the clinical setting can be challenging. This module aims to outline relevant factors and some strategies to provide effective and appropriate levels of supervision.

Select resources available via the ANZCA Library:

DaRosa DA, Zwischenberger JB, Meyerson SL, George BC, Teitelbaum EN, Soper NJ, et al. A theory-based model for teaching and assessing residents in the operating room. J Surg Educ 2013; 70(1): 24-30.

Hesketh EA, Laidlaw JM. Developing the teaching instinct, 2: supervision. Med Teach 2002; 24(4): 364-367.

Module 9: Technology in teaching and learning (NEW in 2017)

There are constant innovations and updates to teaching around the world. This module aims to provide a snapshot of the latest tools that can be used to aid teaching and learning in this digital age.

Select resources available via the ANZCA Library:

Roberts DH, Newman LR, Schwartzstein RM. Twelve tips for facilitating Millennials’ learning. Med Teach 2012; 34(4): 274-278.

Masters K, Ellaway RH, Topps D, Archibald D, Hogue RJ. Mobile technologies in medical education: AMEE Guide No. 105. Med Teach 2016; 38(6): 537-549.

McGee JB, Kanter SL. How we develop and sustain innovation in medical education technology: keys to success. Med Teach 2011; 33(4): 279-285.

Nishisaki A, Keren R, Nadkarni V. Does simulation improve patient safety? Self-efficacy, competence, operational performance, and patient safety. Anesthesiol Clin 2007; 25(2): 225-236.

Module 10: Concepts in assessment (NEW in 2017)

This module looks at the key concepts in assessment and some of the summative assessment tools used in examinations such as MCQs, Vivas and SAQs.

Select resources available via the ANZCA Library:

Norcini J, Anderson B, Bollela V, Burch V, Costa MJ, Duvivier R, et al. Criteria for good assessment: consensus statement and recommendations from the Ottawa 2010 Conference. Med Teach 2011; 33(3): 206-214.

​Dannefer EF. Beyond assessment of learning toward assessment for learning: educating tomorrow's physicians. Med Teach 2013; 35(7): 560-563.

​Schuwirth L, Ash J. Assessing tomorrow's learners: in competency-based education only a radically different holistic method of assessment will work. Six things we could forget. Med Teach 2013; 35(7): 555-559.

​Wilkinson TJ, Challis M, Hobma SO, Newble DI, Parboosingh JT, Sibbald RG, et al. The use of portfolios for assessment of the competence and performance of doctors in practice. Med Educ 2002; 36(10): 918-924.

Norcini J, Burch V. Workplace-based assessment as an educational tool: AMEE Guide No. 31Med Teach 2007; 29(9): 855-871.

​Ker J, Bradley P. 12, Simulation in medical education. In: Swanwick T, editor. Understanding medical education: evidence, theory and practice. Oxford, UK: Wiley-Blackwell, 2010. pp. 164-180.

​Wass V, Bowden R, Jackson N. Chapter 1, The principles of assessment design. In: Jackson N, Jamieson A, Khan A, editors. Assessment in medical education and training: a practical guide. Oxford: Radcliffe Publishing, 2007. pp. 11-26.

​Pangaro L, ten Cate O. Frameworks for learner assessment in medicine: AMEE Guide No. 78. Med Teach 2013; 35(6): e1197-1210.

Module 11: Teaching in multiple settings (NEW in 2017)

This module looks at the challenges with teaching in various environments, learners who may have different learning needs and strategies to facilitate teaching and learning in these situations including crises.

Select resources available via the ANZCA Library:

Ramani S, Leinster S. AMEE Guide no. 34: Teaching in the clinical environment. Med Teach 2008; 30(4): 347-364.

Jacobs JL. Teaching in the clinical environment: Guide supplement 34.1-Viewpoint. Med Teach 2009; 31(5): 454-456.

Wong S. Teaching in the clinical environment: Guide supplement 34.2-Viewpoint. Med Teach 2009; 31(5): 457-458.

Module 12: The trainee experiencing difficulty (NEW in 2017)

This module aims to help identify trainees experiencing difficulty and outlines some processes and strategies for assisting these trainees.

Select resources available via the ANZCA Library:

Mitchell C, Bhat S, Herbert A, Baker P. Workplace-based assessments in Foundation Programme training: do trainees in difficulty use them differently? Med Educ 2013; 47(3): 292-300.

Audétat MC, Dory V, Nendaz M, Vanpee D, Pestiaux D, Junod Perron N, et al. What is so difficult about managing clinical reasoning difficulties? Med Educ 2012; 46(2): 216-227.

Cleland J, Arnold R, Chesser A. Failing finals is often a surprise for the student but not the teacher: identifying difficulties and supporting students with academic difficulties. Med Teach 2005; 27(6): 504-508.

Rethans JJ, Norcini JJ, Barón-Maldonado M, Blackmore D, Jolly BC, LaDuca T, Lew S, et al. The relationship between competence and performance: implications for assessing practice performance. Med Educ 2002; 36(10): 901-909.

Audétat MC, Laurin S, Dory V, Charlin B, Nendaz MR. Diagnosis and management of clinical reasoning difficulties: part II. clinical reasoning difficulties: management and remediation strategies. Med Teach 2017; 39(8): 797-801.

Learn more about Welfare of doctors

Module 13: Organisation of education in departments (NEW in 2017)

This module aims to help identify issues in setting up and running educational activities in a department. Key concepts such as stakeholders, educational needs, and resource planning and support tools are touched on as well as identification of barriers and strategies to overcome them.

Select resources available via the ANZCA Library:

Steinert Y, Naismith L, Mann K. Faculty development initiatives designed to promote leadership in medical education. a BEME systematic review: BEME Guide No. 19. Med Teach 2012; 34(6): 483-503.

Pangaro L, ten Cate O. Frameworks for learner assessment in medicine: AMEE Guide No. 78. Med Teach 2013; 35(6): e1197-1210.

Malling B, Scherpbier AJ, Ringsted C. What is the role of the consultant responsible for postgraduate education in the clinical department? Med Teach 2007; 29(5): 471-477.