Is the RANZCP CPD programme a competency-based educational programme?

2019 ◽  
Vol 27 (4) ◽  
pp. 404-408
Author(s):  
Wayne de Beer
Keyword(s):  
Professional Development ◽  
New Zealand ◽  
Continuing Professional Development ◽  
Educational Programme ◽  
Competency Based ◽  
Zealand College

Objective: This paper attempts to address whether the Royal Australian and New Zealand College of Psychiatrists (RANZCP) have implemented a competency-based continuing professional development (CPD) programme. Conclusion: The RANZCP have implemented a competency-based CPD programme, but a number of areas, especially assessment, can strengthen the competency-based approach.

The current status of RANZCP CPD 2017 programme: a shift to regulation

2019 ◽  
Vol 27 (2) ◽  
pp. 192-194
Author(s):  
Wayne de Beer ◽  
Richard J Harvey ◽  
Anita Hill
Keyword(s):  
Professional Development ◽  
New Zealand ◽  
Workplace Learning ◽  
Interactive Learning ◽  
Continuing Professional Development ◽  
Current Status ◽  
Internal Motivation ◽  
Learning Tasks ◽  
Zealand College

Objective: This paper outlines the current status of the Royal Australian and New Zealand College of Psychiatrists’ (RANZCP) Continuing Professional Development (CPD) programme, its main drivers and influences, and outlines potential future changes. Conclusions: The three features that appear to be essential for an effective CPD programme are the presence of high internal motivation for CPD participation, membership valuing workplace learning, and to ensure that the content for learning remains largely work-focused. The need to incorporate best learning evidence has witnessed the international trend to include peer, reflective and interactive learning tasks into the CPD programme. For this latter change to be successful, members need to be informed about the value of these new and different learning methodologies.

scholarly journals The Royal Australian and New Zealand College of Psychiatrists

2005 ◽  
Vol 2 (10) ◽  
pp. 19-21
Author(s):  
Philip Boyce ◽  
Nicola Crossland
Keyword(s):  
New Zealand ◽  
Policy Development ◽  
Continuing Professional Development ◽  
Health It ◽  
Scientific Congress ◽  
Zealand College ◽  
Training Programmes ◽  
General Community ◽  
And Training

The vision of the Royal Australian and New Zealand College of Psychiatrists (RANZCP) is of ‘a fellowship of psychiatrists working with and for the general community to achieve the best attainable quality of psychiatric care and mental health’. It is the principal organisation representing the specialty of psychiatry in Australia and New Zealand; it currently has around 2600 Fellows, who account for approximately 85% of psychiatrists in Australia and 50% of psychiatrists in New Zealand. The RANZCP sets the curriculum, accredits training and training programmes, and assesses trainee psychiatrists. In addition, it administers a continuing professional development programme for practising psychiatrists, has a role in policy development, publishes two scientific journals – the Australian and New Zealand Journal of Psychiatry and Australasian Psychiatry – and holds an annual scientific congress.

scholarly journals Continuing professional development of registered social workers in New Zealand

2016 ◽  
Vol 25 (3) ◽  
pp. 35-49 ◽  
Author(s):  
Liz Beddoe ◽  
Jan Duke
Keyword(s):  
Professional Development ◽  
New Zealand ◽  
Reflective Practice ◽  
Social Workers ◽  
Continuing Professional Development ◽  
Scholarly Activity ◽  
Significant Feature ◽  
Weak Evidence ◽  
The Social ◽  
Contemporary Practice

Continuing professional development (CPD) is a significant feature of contemporary practice in most professions. In New Zealand, the Social Workers Registration Board (SWRB) is empowered under legislation to set expectations for CPD. Initially NZ-registered social workers were expected to undertake 150 hours of CPD activities across a three-year period. A random audit undertaken in 2010 found that social workers were not planning their CPD activities in a purposeful way (Duke, 2012), and were struggling to meet the target and as a consequence the requirements were reduced. A content analysis of CPD logs was undertaken in order to provide a snapshot of CPD activities of 84 randomly selected registered social workers. Findings demonstrate that, while a broad range of activities were undertaken by social workers, there was only weak evidence for the enhancement of reflective practice. Engagement in scholarly activity and research was low among the randomly selected group.

Training to Administer Electroconvulsive Therapy: A Survey of Attitudes and Experiences

1995 ◽  
Vol 29 (1) ◽  
pp. 133-138 ◽  
Author(s):  
Graeme Halliday ◽  
Gordon Johnson
Keyword(s):  
New Zealand ◽  
Electroconvulsive Therapy ◽  
Educational Programme ◽  
Formal Training ◽  
Specific Training ◽  
Training Scheme ◽  
Zealand College ◽  
First Time

Recent Royal Australian and New Zealand College of Psychiatrists guidelines regarding Electroconvulsive Therapy (ECT) call for “specific training in both the practical and theoretical aspects of ECT”, involving provision of an “educational programme” by centres where ECT is administered, and “supervised administration of ECT prior to administering this treatment alone”. This survey was undertaken to elicit the attitudes and experiences of current trainees in relation to training to administer ECT. It was found that ECT is given entirely by the registrars, that consultants are rarely or never present, and in most centres, training typically consists of registrars being supervised once or twice by another registrar, and thereafter administering ECT alone. Twenty percent of those who had given ECT, however, reported not being supervised the first time they administered it. Most trainees indicated limited theoretical teaching in this area, and almost none were aware of a formal training scheme at their respective hospitals. The College guidelines, as stated, address these issues, and priority should be given to their implementation.

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