Structured Learning Activity

From October 2025, trainees and SIMGs can complete a new Structured Learning Activity (SLA) on Learnit, which focuses on critical thinking in psychiatry.

The SLA will be released through a staggered implementation schedule:

Friday 24 October 2025 – the first set of modules is released.
Friday 28 November 2025 – second set of modules is released.

SLA module completions will be recorded in InTrain.

Structure and format

The SLA is designed to strengthen critical thinking skills in psychiatric practice, with a focus on:

clinical reasoning and reflective practice
ethical and legal considerations
cultural humility and responsiveness
recognition and management of bias in clinical decision-making.

The SLA is structured to allow self-paced progression through the content.

Each module includes interactive content and reflective exercises.

Structured Learning Activity Modules

Module 1: What is critical thinking and why is it important in psychiatry?

Learning outcomes:

Introduction to critical thinking in psychiatry.
Why is critical thinking important to psychiatry.
Historical lessons – when psychiatry got it wrong.
Social and cultural perspectives in psychiatry.
Fundamental debates in psychiatry.

Module 2: Tools of critical thinking and argumentation

Learning outcomes:

Distinguish between different forms of reasoning and apply them to psychiatric scenarios.
Analyse the strengths and limitations of each reasoning type, including risks of misuse.
Apply reasoning tools to build, critique, and revise clinical arguments.
Examine theory-dependence and its impact on diagnostic and treatment approaches.

Module 3: Common sources of error and bias in clinical reasoning

Learning outcomes:

Identify common cognitive, cultural, and systemic biases affecting clinical reasoning in psychiatry.
Explain how biases can both hinder and (in some cases) enhance critical thinking and decision-making.
Apply structured tools and reflective strategies to mitigate bias in clinical practice.
Integrate cultural perspectives to critically appraise current diagnostic practices.

Module 4: Applying critical thinking skills to ethics and the law

Learning outcomes:

Analyse ethical dilemmas in psychiatry using multiple ethical frameworks (e.g. rights-based, utilitarian, justice-based).
Apply critical thinking to scenarios involving coercion, consent, risk, and capacity.
Integrate culturally safe and trauma-informed perspectives into ethical decision-making.
Reflect on your own role and responsibilities in ethically complex situations.

Eligibility

Once the SLA is a mandatory requirement, trainees and SIMGs can complete the SLA at any stage of training.

Trainees and SIMGs who have previously passed the Critical Essay Question (CEQ) will not be required to complete the SLA or any replacement activity prior to Fellowship.

Fellows will receive CPD points for completing the modules.

Optional until August 2026

To ensure trainees and SIMGs have sufficient notice ahead of the new requirement, the Structured Learning Activity (SLA) will remain optional until August 2026. After this date, it will become a mandatory requirement for Fellowship.

Trainees and SIMGs who choose to complete the SLA during the optional period will have this activity recorded and not be required to undertake any future alternative activity.

Future plan – Critical Reflection Activity (CRA)

In the longer term, the Critical Reflection Activity (CRA) is intended to integrate structured learning activities within the redeveloped Formal Education Courses supported by:

group discussion
submission of a group assignment.

For further assistance, please contact assesshelp@ranzcp.org.

Acknowledgements

A number of College members, including Fellows, trainees, people with Lived Experience and First Nations peoples have contributed to the development of the SLA modules. The course outline has been reviewed by several College Education committees. We would like to thank everyone involved for their contributions and also recognise the work of the College Written Examination Subcommittee, whose work on the previous Critical Essay Question (CEQ) examination over many years provided a foundation for the new learning modules.