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CPD for clinical support roles: I teach

I teach Scholar

Key areas to consider in planning your CPD include:

  • Learning and growing as a teacher, including your professional supports and networks
  • Enhancing your communication skills
  • Planning effective teaching and learning
  • Facilitating learning in clinical settings
  • Teaching in non-clinical settings
  • Enhancing your understanding of assessment concepts and practices, including WBAs and feedback conversations
  • Supporting learners in their personal and professional development

Practice evaluation (category 1)

  • Undertake an annual structured conversation/performance appraisal with your head of department/practice, manager or a trusted colleague including on your teaching role to review your professional activities, development needs, learning goals and plans for the following year.
  • Undertake a critical reflection on your teaching work and develop a plan for practice change. Potential topics for reflection include student/trainee feedback on your teaching, and integrating what you have learnt during teaching skills training into your teaching practice.
  • Formally engage with a mentor to further your professional goals and teaching practice. Claim hours spent doing so under the mentoring activity.
  • Formally mentor a trainee/student and claim hours spent doing so under the mentoring activity.
  • Ask those you teach to provide you with multi-source feedback (clinical support), with a trusted colleague collating the feedback and discussing it with you.
  • Ask a colleague to complete a peer review of educational practice by observing one of your teaching sessions and providing feedback on the teaching and facilitating learning domain.
  • Conduct a practice audit (clinical support) relevant to your teaching practice. Potential topics for audit include trainee/student evaluations of your teaching, delivery of a course or teaching practices in your department/hospital/practice.
  • Present to a colleague/audience or write a report of your audit results, including key findings and the implications for your practice. Claim hours spent under report of audit findings.

Knowledge & skills (category 2)

  • Undertake a formal educational qualification and claim time spent doing this under formal courses.
  • Attend face-to-face or virtual learning sessions relevant to your teaching practice (for example: conferences, podcasts, webinars; see key areas to considerLearning and growing as a teacher, including your professional supports and networks; Enhancing your communication skills; Planning effective teaching and learning; Facilitating learning in clinical settings; Teaching in non-clinical settings; Enhancing your understanding of assessment concepts and practices, including WBAs and feedback conversations; Supporting learners in their personal and professional development). Claim time spent doing this under learning sessions.
  • Prepare and deliver tutorials or practice exams to trainees, prevocational doctors or medical students. Claim time spent doing this under teaching. Note: This does not include informal teaching (for example: in theatre or pain clinic) and supervision of trainee/student clinical work.
  • Assess trainee/student performance in the workplace using a structured form with constructive performance feedback. Claim time spent doing this under WBA of trainees.
The college welcomes suggestions on additional resources and topics for CPD on teaching.

Learn@ANZCA

Use the links below to access additional support resources contained on the Learn@ANZCA platform.

Note: Resources located in Learn@ANZCA require that you first register before accessing.

ANZCA & FPM courses

ANZCA & FPM resources

External resources

The college acknowledges the Traditional Custodians of Country throughout Australia and recognises their unique cultural and spiritual relationships to the land, waters and seas and their rich contribution to society. We pay our respects to ancestors and Elders, past, present and emerging.

The college acknowledges and respects Māori as the Tangata Whenua of Aotearoa and is committed to upholding the principles of the Te Tiriti o Waitangi, fostering the college’s relationship with Māori, supporting Māori fellows and trainees, and striving to improve the health of Māori.

The college recognises the special relationship between the Pacific peoples of New Zealand, Australia and the Pacific, and is committed to supporting those fellows and trainees of ANZCA, and improving the health of Pacific peoples.