The neurosurgical training curriculum in Australia and New Zealand is changing. Why?

Morgan, M.; Clarke, Rufus M.; Lyon, Patricia M.; Weidmann, Michael; Law, Andrew; Laidlaw, John D.; Gull, Stacie

doi:10.1016/j.jocn.2004.12.001

Cited by 12 publications

(5 citation statements)

References 20 publications

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“…This competent performance must be in the domains of managers of patient care, managers of themselves and managers of their environment. 8 This has been previously discussed by the Neurosurgery Education Development Committee. 8 …”

Section: Discussionmentioning

confidence: 94%

“…7 It has been argued that all aspects of neurosurgical training need to be reviewed at this time to optimise the contribution of professional insight into trainees' achievement of competent performances in neurosurgery. 8 Assessment is a critical element in this educational process and is a critical tool employed by the BON in providing feedback to trainees.…”

Section: Introductionmentioning

confidence: 99%

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How assessment drives learning in neurosurgical higher training

Morgan

Clarke

Weidmann

et al. 2007

Journal of Clinical Neuroscience

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Section: Discussionmentioning

confidence: 94%

Section: Introductionmentioning

confidence: 99%

How assessment drives learning in neurosurgical higher training

Morgan

Clarke

Weidmann

et al. 2007

Journal of Clinical Neuroscience

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“…At the specialist (College Fellowship) level, some current training programs and examinations may not be a sound basis for lifelong learning and continuous quality improvement, given their teacher‐centredness and the common lack of constructive alignment between learning objectives, learning activities and examinations 3 . It has been argued that professional competence, rather than time served, should be the criterion for success 4 …”

Section: Training In the Private Sectormentioning

confidence: 99%

“…3 It has been argued that professional competence, rather than time served, should be the criterion for success. 4 The Macquarie programs…”

Section: Training In the Private Sectormentioning

confidence: 99%

Education programs at the new Australian School of Advanced Medicine at Macquarie University

Clarke

Morgan

2007

Medical Journal of Australia

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The Australian School of Advanced Medicine at Macquarie University, Sydney, will provide competency‐based university medical specialist training in a private hospital environment. The rationale is the need for additional and innovative programs to meet emerging demands, and alternative training programs to increase the opportunities for doctors to achieve their career goals. The programs will focus on learning (not teaching), on developing a comprehensive set of professional competencies, on teamwork, and on research. Special features of the programs include: the potential for scholars to progress at a variable pace; the use of facilities for simulation and practice; and rigorous evaluation. The school is developing strong linkages with other institutions, nationally and internationally. Challenges include the recruitment of fee‐paying trainees; the time commitment required of faculty members; a reliable and bias‐free assessment system; and ethical concerns about undertaking training activities on private patients.

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“…Neurosurgical training in Australia and New Zealand has subsequently undergone a number of evolutions. The curriculum has been reviewed regularly (with a major review in 2005 11 and an another planned for 2020), training has been lengthened from 4 to 5 or 6 years and subsequently evolved to competency-based training with the possibility of flexible working hours, and regular in-training assessments have been added to the long-standing exit examination.…”

mentioning

confidence: 99%

Challenges in the Australasian neurosurgery training program: who should be trained and where should they train?

Drummond

Hunn

McAlpine

et al. 2020

Neurosurgical Focus

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OBJECTIVENeurosurgical training poses particular challenges in Australia and New Zealand, given the large landmass, small population, and widely separated, often small, neurosurgical units. Such factors have necessitated a move away from autonomous, single-institution–based training to the selection of trainees by a centralized binational process. The success of this system is based on rigorous standardized evaluation of candidates’ academic achievements, anatomical knowledge, references, and interview performance. Similarly, the accreditation of hospitals to train successful candidates has been standardized. The authors review the evolution of trainee selection and the accreditation of training posts in Australia and New Zealand.METHODSThe records of the Neurosurgical Society of Australasia Surgical Education and Training Board were reviewed for documents pertaining to the selection of neurosurgical trainees and the accreditation of training posts. Application records and referee scores from 2014 to the present were reviewed to encompass process changes, in particular the change from written referee reports to standardized interviews of referees. Surgical logbook case numbers for 23 trainees completing training in 2016, 2017, and 2018 were collated and presented in an aggregated, de-identified form as a measure of adherence to accreditation standards. Written evaluations of the training experience were also sought from two trainees reflecting on the selection process, the quality of training posts, and training limitations.RESULTSWhile a time-consuming process, the method of obtaining referee reports by interview has resulted in a wider spread of scores, more able to separate high- and low-scoring applicants than other components of the selection process. Review of the training post accreditation records for the last 2 years showed that adherence to standards has resulted in loss of accreditation for one unit and shortened periods of review for units with more minor deficiencies. Two applications for accreditation have been denied. Examination of caseload data showed that trainees more than fulfill minimum requirements in accredited training posts, confirming the robust nature of this aspect of unit accreditation.CONCLUSIONSA key factor determining the success of neurosurgical training in Australia and New Zealand has been a willingness to evolve selection and other processes to overcome challenges as they become apparent. According to available analyses, the revised referee process and strict accreditation standards appear effective. The benefits and challenges of the current training system are discussed in the context of a paucity of international literature.

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The neurosurgical training curriculum in Australia and New Zealand is changing. Why?

Cited by 12 publications

References 20 publications

How assessment drives learning in neurosurgical higher training

How assessment drives learning in neurosurgical higher training

Education programs at the new Australian School of Advanced Medicine at Macquarie University

Challenges in the Australasian neurosurgery training program: who should be trained and where should they train?

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