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ANZCA Educators Program: Program modules

This page contains information relating to the resources available via the ANZCA Educators Program.

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 Aust2004; 180 (8): 415-416.

​Lake FR, Ryan G.Teaching on the run tips 2: educational guides for teaching in a clinical setting. Med J Aust2004; 180 (10): 527-528.

​Lake FR, Ryan G.Teaching on the run tips 3: planning a teaching episode. Med J Aust2004; 180 (13): 643-644.

Planning effective teaching and learning

The focus of this module is on educator roles and responsibilities, adult learning principles and the core elements necessary to effectively facilitate learning.

Select resources available via the ANZCA Library:

Conn JJ, Lake FR, McColl GJ, Bilszta JL, Woodward‐Kron R. Clinical teaching and learning: from theory and research to application. Medical Journal of Australia. 2012;196(8):527-.

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.

Feedback to enhance learning

This module explores the role of feedback to enhance learning and introduces two models to think about a learner centred approach to the learning conversation.

Select resources available via the ANZCA Library:

​Carless D, Boud D. The development of student feedback literacy: enabling uptake of feedback. Assessment & Evaluation in Higher Education. 2018:1315-25.

Noble C, Billett S, Armit L, Collier L, Hilder J, Sly C, et al. "It's yours to take": generating learner feedback literacy in the workplace. Adv Health Sci Educ Theory Pract. 2019. Request from Library

Johnson CE, Keating JL, Boud DJ, Dalton M, Kiegaldie D, Hay M, et al. Identifying educator behaviours for high quality verbal feedback in health professions education: literature review and expert refinement. BMC Med Educ. 2016;16:96.

Interactive learning and teaching

This module is an interactive journey where participants engage in a variety of ways to work with small groups to facilitate learning.

Select resources available via the ANZCA Library:

Edmunds S, Brown G. Effective small group learning: AMEE Guide No. 48. Med Teach. 2010;32(9):715-26.

Wolff M, Wagner MJ, Poznanski S, Schiller J, Santen S. Not Another Boring Lecture: Engaging Learners with Active Learning Techniques. J Emerg Med [Internet]. 2015;48(1):85–93.

Facilitating learning in the clinical setting

The operating theatre and related clinical settings are a rich learning environment; this module explores ways to approach teaching using various tools and considerations to overcome the challenges to promote effective learning​.

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.

Teaching practical skills

In this module you will discuss a model and principles for teaching practical skills and apply these in teaching a practical skill.​

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.

Authentic assessment

This module considers the purpose of assessment, outlines the general principles and you will engage with workplace based assessment concepts.

Select resources available via the ANZCA Library:

​Castanelli DJ, Jowsey T, Chen Y, Weller JM. Perceptions of purpose, value, and process of the mini-Clinical Evaluation Exercise in anesthesia training. Can J Anaesth. 2016;63(12):1345-56.

Weller JM, Misur M, Nicolson S, Morris J, Ure S, Crossley J, et al. Can I leave the theatre? A key to more reliable workplace-based assessment. British Journal of Anaesthesia. 2014;112(6):1083-91.

Clinical supervision

In this module you will consider frameworks for thinking about clinical supervision and use hypothetical case scenarios to generate discussion around appropriate levels of supervision with varying context.​

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.

Technology in teaching and learning

In this module you will review various e-learning tools and virtual learning environments available to support learning and teaching.​

Select resources available via the ANZCA Library:

Roberts DH, Newman LR, Schwartzstein RM.Twelve tips for facilitating Millennials’ learning. Med Teach2012; 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.

Concepts in assessment

This module describes key concepts used in assessment and the design of valid and reliable multiple choice questions (MCQs) and mock viva examinations.​

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. 31. Med Teach2007; 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.

Supporting trainees

This module will focus on identifying features exhibited by trainees experiencing difficulty and develop strategies for assisting a trainee experiencing difficulty to guide learning.​

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 aboutWelfare of doctors

Organisation of education in departments

In this module you will identify the potential education stakeholders in your department, evaluate individual stakeholder’s educational needs and consider a model to develop departmental education.​

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.

ANZCA 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.

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