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Objective: Evaluation of a blended learning adaptation of the accreditation process for supervisors in the Royal Australian and New Zealand College of Psychiatrists' (RANZCP) Competency-Based Fellowship Program., Method: The adaption of the accreditation process is described, and a mixed-methods approach was taken in its evaluation. Descriptive statistics are presented for participant responses to and engagement with interactive workshop elements. The Wilcoxon signed ranks test was applied to examine the change in participants' confidence in their understanding of the expectations of a supervisor at the commencement and conclusion of the workshop. Free text evaluative responses were subject to qualitative content analysis., Results: Most participants expressed a preference for the blended learning workshop format and indicated that live polling improved the learning experience. Additionally, participants expressed greater confidence in their understanding of the expectations of the supervisor role following workshop completion., Conclusions: The blended learning approach to supervisor training was preferred by participants and may provide a model to be adopted by other training committees and institutions.

Objectives: Demand for places in postgraduate psychiatry training programmes has increased over recent years. All systems have capacity limits, and concerns have been raised regarding the sustainability of the current intake. This paper presents a modelling exercise to exploring the presence and strategies to resolve bottleneck in the Queensland training programme., Methods: Mathematical modelling based on the RANZCP training regulations and the characteristics of the accredited training programme., Results: A training bottleneck was identified which has been impacted by increased training intake, demand for Advanced Training certificates, and location factors., Conclusions: This investigation raises important questions regarding the future management of postgraduate training in psychiatry in Queensland that may be applicable more widely across Australia and New Zealand. In particular, it highlights the large impact that can result from even small incremental increases in trainees across varying levels of the postgraduate programme and the importance of limiting trainee intake in a manner proportional to the availability of mandatory terms.

Objective: Undergraduate and postgraduate medical education providers are increasingly looking to online options for lecture delivery, training and resources. This trend has been encouraged by arguments of flexibility, accessibility and the ability to individualise content. A narrative review of the literature was completed, aiming to consider the opportunities and challenges associated with online psychiatric teaching. Additionally, initiatives to introduce online learning to complement traditional approaches in psychiatric education in the Australian context are discussed. On the basis of this review, a range of strategies are suggested to facilitate the effective implementation of online learning, maximise student engagement and enhance educational outcomes., Conclusion: The effective introduction of online learning in psychiatric training will be enhanced by paying attention to challenges related to content, format and those arising when attempting to convey the art of psychiatry.