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Focuses on the introduction of first year medical students to assessments at the Faculty of Medicine, Monash University in Melbourne, Victoria. Introduction of students to the medical curriculum in terms of its structure, processes and outcomes; Experience of anxiety over assessments of medical students; Activities given to students.

The article discusses the increasing attention on health workforce issues due to the changing dynamic of the mental health services in Australia and New Zealand. Major challenges facing the healthcare industry include an ageing population, increased demand for health services, changing expectations for service delivery, and broader labour market issues. The establishment of Health Workforce Australia and Health Workforce New Zealand is mentioned.

Objectives: In 2003 a revised RANZCP training program was implemented. This involved a revised training structure with Basic (years 1-3) and Advanced (years 4-5) requirements. All summative assessments occur during Basic Training and generalist or sub-specialty streams are available in Advanced Training. Trainees that started from 2003 onwards have reached or exceeded the minimum time to attain Fellowship. This paper updates the original study to assess the progression of trainees through the elements of the training program and those that have attained Fellowship. Methods: This paper examines the pathway and barriers to attaining Fellowship with a focus on assessments and time to complete. Results: Data were extracted for all trainees commencing training between December 2003 and February 2006. Items on assessments, rotations, breaks in training, part-time training, and other items were analysed. Time taken to complete mandatory training requirements and outcomes were the key elements evaluated. Conclusions: For those who attained Fellowship, the median training time was 6.1 years. It was common for trainees to attain Fellowship in the minimum time of 5 years. Delaying the completion of assessments or examinations contributed to the expanded time to attain Fellowship Training, as did part-time training and breaks in training. [ABSTRACT FROM AUTHOR]

The article discusses a study on the effectiveness of the Royal Australian and New Zealand College of Psychiatrists (RANZCP) training programme. In the study, applicants for Fellowship, who had finished RANZCP training, were asked to answer an online survey to evaluate their preparedness for actual practice. Results showed that applicants had positive comments about the training programme and felt adequately prepared for actual practice.

Objectives: The aim of this paper is to summarise the new psychiatry Fellowship programme and its rationale, highlighting the new inclusions, revised assessment structure, the benefits and structure of the programme.Conclusions: The 2012 Fellowship programme is based on the CanMEDs educational framework. The Royal Australian and New Zealand College of Psychiatrists (RANZCP) underwent a comprehensive process, adapting the CanMEDs competencies to a psychiatric framework and mapping the curriculum to Fellowship competencies, learning outcomes and developmental descriptors of the various stages of training. The 2012 Fellowship programme introduced summative entrustable professional activities (EPAs), formative workplace-based assessments (WBAs) and revised external assessments. [ABSTRACT FROM AUTHOR]

Background: Monash University employs a vertically-integrated curriculum with cumulative knowledge testing throughout the course. To facilitate cross-year level revision, a vertical study programme (VESPA) was established using the principles of peer-assisted learning (PAL). Aim: To implement and evaluate VESPA in relation to defined objectives. Methods: Following from a successful pilot, a working group organised five 2 h VESPA sessions over the course of 2009. Each was case-based and study materials were provided. Participants were allocated to a group of 10-15 students of all year levels, and pre-interns acted as facilitators. Sessions were evaluated using a 10-question survey. Results: A total of 647 evaluation surveys were completed overall and participant numbers ranged from 79 to 182 per session. Of these, 624 (96%) agreed the case materials were easy to follow and 562 (87%) believed they allowed students from all year levels to contribute; 552 (85%) felt VESPA helped them understand curriculum content. There were no significant differences between sessions. Conclusions: VESPA represents an innovative application of PAL that has been well received by students. Potential benefits to participants include academic revision, the development of mentoring relationships and enhanced teaching and facilitation skills. This model of a structured revision programme would suit other settings with vertically-integrated curricula and assessment. [ABSTRACT FROM AUTHOR]