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Critical Thinking in Psychiatry learning modules
From October 2025, trainees and SIMGs can complete the new Critical Thinking in Psychiatry (CTIP) learning modules (formerly known as the Structured Learning Activity or SLA).
The CTIP modules will be available on Learnit and released through a staggered implementation schedule:
- Friday 24 October 2025 – Module 1 and 3 released
- Friday 28 November 2025 – Module 2 and 4 released
CTIP module completions will be recorded in InTrain.
Structure and format
The Critical Thinking in Psychiatry (CTIP) learning modules are 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 CTIP modules are structured to allow self-paced progression through the content.
Each module includes interactive content and reflective exercises.
Critical thinking in psychiatry 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 CTIP learning modules are a mandatory requirement, trainees and SIMGs can complete the CTIP modules at any stage of training.
Trainees and SIMGs who have previously passed the Critical Essay Question (CEQ) will not be required to complete the CTIP modules 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 CTIP modules 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 CTIP modules 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 CTIP 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.
