Frequently asked questions: Curriculum redesign

Answers to questions the College has received about the Curriculum redesign project.

How does the College compare with the Royal College of Psychiatry in UK and in Australia/NZ?

Both Colleges aim to ensure that Trainees develop comprehensive psychiatric knowledge and skills, but they employ different methodologies and emphases in their assessment processes.

While both Colleges aim to ensure comprehensive psychiatric training, their differing structures and assessment methods mean that qualifications are not directly interchangeable.

The RANZCP regularly monitors the UK training program and endeavours to utilise knowledge and innovations from this program. For example, the RANZCP reviewed the RCPsychUK’s curriculum framework when reviewing our own curriculum framework.

How does the College assure high standards in psychiatric training in Australia and New Zealand?

High standards are required through accreditation by the Australian Medical Council.

High standards are assured internally via the College Board, Education Committee, and subsidiary committees. Our main tools for standards include accreditation of posts, programs and formal education courses, a robust curriculum framework and syllabus and adopting best practice in assessment, supported by an effective monitoring and evaluation framework.

Will the College’s Graduate Outcomes be relevant to key stakeholders particularly those with lived experience and other mental health professionals?

We have reviewed our curriculum framework which is now ready for consultation. There has been a specific intent in this review to   graduate outcomes relevant to those with Lived Experience and collaborating with other health professionals. 

How will AI be considered in the development of a revised curriculum and assessment structure?

Competency in using current and emerging digital technologies in health is included in the revised curriculum framework. The RANZCP plans to articulate a position on AI in assessment.

How does the College plan to address both the impact of burnout on trainees and the challenges posed by workplace culture?  How will trainee wellbeing be incorporated into the new framework? Will the curriculum redesign help mitigate the impact and drive for initiative in learning?

The new curriculum framework and syllabus will include a focus on issues of burnout and wellbeing and workplace culture. We are mindful that there is generally always a tension between training and service delivery for trainees. It’s important that other elements, such as Accreditation support trainees to have the time they need to learn and train.

Can the College use the same structure as the Australian College of Physicians to upload readable syllabus and professional quality document on the website?

Currently there is no single source document that outlines the RANZCP curriculum or training requirements. Most other colleges in Australia and New Zealand have a single curriculum document and normally a trainee handbook. We agree it would be sensible to aim for a similar approach as part of the development of the program.

What approach is the College using to redesign the Fellowship Curriculum?

The approach to the curriculum framework is outlined in our second webinar. You will also be able to shortly read a background document on how the framework was redesigned. We have followed a competency-based approach which is favoured by the AMC using the CanMEDS framework as a starting point, reviewing other colleges curriculum documents and noting some of the emerging issues in psychiatry over the past 15 years. We are now looking forward to further contributions from the broader college and community to improve on this draft work.

Will the College incorporate the CanMEDS's emerging concept in substantive Comparability Pathway Assessments (e.g. SCP lack leadership skills, understanding of Indigenous issues, forensic psychiatry knowledge and conflict resolution)?

Changes to the curriculum framework will have implications for both Fellowship program as well as the requirements for SIMGs pursuing specialist pathway with the RANZCP.

As a multicultural society of First Nations People and immigrants, how is cultural safety equally relevant for all of us?

The RANZCP believes that cultural safety is relevant to all Australians and New Zealanders. The RANZCP recognises that the concept of cultural safety in Australia and New Zealand refers to creating environments and health services where Aboriginal and Torres Strait Islander and Māori peoples feel safe, respected, and have their identities and experiences validated, free from issues such as racism, challenge, or denial. It's an ongoing learning journey focused on shared respect, meaning, and knowledge.  

How will the College ensure high quality psychiatric training? How flexible is the College with improvising implementation of new structure? How will the College ensure that the curriculum changes are delivered and assessed against a high bar of standards?

By having a clearly articulated set of graduate outcomes endorsed by members and the community, backed up by additional curriculum elements that are evidence-based, high quality, practical and sustainable over time. The RANZCP endeavours to set achievable timeframes and review these on a regular basis. It needs to be recognised that many elements of our current curriculum are significantly dated so there is some urgency to addressing these.

How will the Framework enable better understanding of the role of different parts of training in supporting outcome attainment? Especially individual terms, and FECs?

Once the final version of the curriculum framework is agreed upon the next step is to map this against the other components of the curriculum (e.g. experiences, courses, assessments) and identify gaps, efficiencies and other areas of improvement. There should be clear "line of sight" from the framework to the curriculum as experienced by the trainee, i.e. it should be clear why something is being done.

How can FECs redevelop prior to this work? Especially if the syllabus is developed later?

We anticipate the new syllabus (knowledge base) will be available for consultation in 2025. The new syllabus is not intended for implementation till 2028, bearing in mind that syllabuses should be regularly reviewed.

How does the College plan to improve on core clinical competencies such as private practice, psychotherapy, neurodiversity experiences, neurosciences, descriptive psychopathology, psychopharmacology etc.?

These areas have been highlighted in the new framework. We would value your feedback on whether these are sufficient, as well as other suggestions for improving on these experiences.

Why is the College including consultation with people with lived experiences for all the educational initiatives?

People with lived experience have the biggest stake in the quality of psychiatry training as they are the direct recipients of this expertise. In addition, people with lived experience are often directly involved in the training of psychiatry trainees. The RANZCP believes that people with lived experience can bring a valuable perspective to our education approach. The AMC considers this to be an essential component of a quality program.

What structures has the College put in place to include trainees' feedback?

There are opportunities for trainees to provide feedback on the Fellowship program in the Trainee Exit Survey. Feedback from this survey is taken to relevant committees to review and action. The new curriculum framework will undergo an extensive consultation process including all trainees, as well as the Trainees Advisory Council.

What steps is the College taking to ensure that the curriculum changes incorporate feedback and perspectives from all the Education departments of the College? 

There is only one Education Department in the RANZCP. All major changes go through extensive consultation with various College committees.

How does the College plan to change the curriculum to address to the shortages in the sector?

Ultimately one of the best ways to improve on current psychiatry workforce shortages is to train more psychiatrists. A robust high-quality curriculum supports the RANZCP to attract more trainees. Other issues to look at are how assessment burden may be unnecessarily delaying the completion of Fellowship.