CETI Overview
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The Clinical Education and Training Institute (CETI) aims to improve healthcare in New South Wales through clinical education and workforce development. Its vision is to lead training that meets healthcare needs, and its mission is to facilitate innovation and collaboration to build clinical education capacity and quality. CETI works to develop and deliver multi-disciplinary training across NSW that supports high-quality patient-centered care and meets service needs through workforce skills development.
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The document discusses challenges facing the health system in New South Wales, including rising demand from population growth and chronic illness, and constrained resources. It proposes investing in health information technology and establishing several new institutions, including the Clinical Education and Training Institute, to help address some of these challenges through improved education, training, and use of technology. Key goals are improving competency, building better clinical supervision systems, and developing e-learning opportunities. Success requires a focus on effective implementation and addressing workforce needs.
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The document summarizes key points from an external review of prevocational training in NSW and actions taken in response. The review found commitment to training but noted resources were stretched. It made 24 recommendations related to administration, resources, and the changing healthcare structure. CETI is implementing the recommendations in 6 areas including learning support, accreditation system updates, and network-hospital relationships. Upcoming CETI events on rural research and allied health conferences are also announced.
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The document provides an overview of the newly formed Team Health program at the Clinical Education and Training Institute (CETI), which aims to improve teamwork, communication and collaboration for safer patient-centered care. It summarizes outcomes from two statewide consultation forums, which identified priorities for preparing new clinical graduates and enhancing team-based care. The consultations generated consensus that the Team Health program is evidence-based and can be implemented in coordination with Local Health Districts and other related programs.
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The document discusses trainee-led initiatives in pre-vocational medical training in NSW. It describes the NSW JMO Forum, which is composed of elected trainee representatives from the 15 training networks. The Forum identifies areas for improvement and undertakes projects to address issues. Examples provided include developing a standardized educational program across hospitals, auditing handover practices, and creating a guidebook for specialty training pathways. The document argues that trainees have the interest, ideas, and enthusiasm to innovate in medical education if given the opportunity and support to do so.
NSW Health and Medical Research Strategic Review
The NSW Health and Medical Research Strategic Review will recommend a 10-year plan.
A 10-year horizon recognises that research
is a long-term enterprise that requires a consistent approach to funding and support if it is to deliver the best outcomes for the state.
To date, the Review has consulted more than 400 people and has published a Fact Base of data on NSW’s research performance against a number of metrics and an Issues Paper that presents a preliminary framework for the NSW health and medical research strategy.
Allied Health Superguide
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Prevocational Medical Educational Forum
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Associate Professor Peter Procopis presentation
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Establishment of the national registration and accreditation scheme The intern year – draft registration standard framework for accreditation of the intern year Performance assessment Mandatory notifications
Accreditation Presentation
The document discusses prevocational medical training accreditation in NSW in 2011. It summarizes the expansion of training settings to include general practice placements and community facilities. Trainee feedback on general practice placements was overwhelmingly positive. It also discusses developing online accreditation systems and increasing accreditation of private hospitals. Most accreditations were for three years, with supervision, training management, and promoting interests being common areas needing improvement. The year ahead involves accrediting more terms and training opportunities in innovative settings.
Gaynor Heading Presentation
CETI was established to facilitate clinical education and training across NSW through collaboration and building sustainable capacity. It aims to improve patient care by supporting safe, high-quality, team-based learning. CETI's directorates in medicine, nursing, allied health, and rural areas work to standardize training, develop core competencies, and increase access to resources like online learning and simulation. Key priorities include building a skilled and coordinated teaching workforce, linking training to competency standards, and strengthening partnerships between CETI and local health districts.
Craig Bingham & Ros Crampton Presentation
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World Premier NSWHETI Media Repository
This presentation has been created for the CETI staff meeting where the slideshare site will be launched to the staff.
It is only meant as a brief overview on how it will be governed.
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This document discusses the new Allied Health Directorate at CETI which aims to provide leadership and coordination for clinical education and training of allied health professionals in NSW. It oversees 23 allied health disciplines and will develop resources to build capacity for allied health education. The directorate held a consultation forum with allied health leaders to inform its operational plan for 2011-2012 and will collaborate with stakeholders to meet education needs and support high quality patient care. It introduces the two new Allied Health Learning and Teaching Coordinators, Jacqueline Dominish and Daniella Pfeiffer, who have clinical experience in occupational therapy and social work, respectively.
HSP Orientation Manual 2011
“The Hospital Skills Program (HSP) provides a life-long pathway for self-directed medical education across three levels of agreed expertise, utilising a variety of traditional and non-traditional resources and methods appropriate to the working environment of the participant, resulting in the acquisition of a skills portfolio useful to an employer, and appropriate to the local patient community.
HSP Emergency Department Module
This Hospital Skills Program (HSP) module has been developed to support the professional development of doctors working in a hospital generalist role in NSW hospitals.
Doctors participating in the HSP will have at least two years of clinical postgraduate experience and not be currently participating in a specialist vocational training program.
This HSP module has been developed by CETI on behalf of NSW Health as part of the Hospital Skills Program for generalist doctors. It aims to guide doctors, their employers and educators with regard to learning and professional development needs, workplace responsibilities and clinical tasks.
This module is one of several that have been developed by CETI to support the implementation of the HSP.
HSP Mental Health Module
This Hospital Skills Program (HSP) module has been developed to support the professional development of doctors working in a hospital generalist role in NSW hospitals.
Doctors participating in the HSP will have at least two years of clinical postgraduate experience and not be currently participating in a specialist vocational training program.
This HSP module has been developed by CETI on behalf of NSW Health as part of the Hospital Skills Program for generalist doctors. It aims to guide doctors, their employers and educators with regard to learning and professional development needs, workplace responsibilities and clinical tasks.
This module is one of several that have been developed by CETI to support the implementation of the HSP.
Hospital Skills Program Aged Care Curriculum
The Hospital Skills Program (HSP) Aged Care Curriculum is a framework which identifies the capabilities or competencies required of doctors working in clinical areas relating to the care of older people in NSW. Doctors participating in the HSP will be expected to have greater than two years of clinical postgraduate experience and not be currently participating in a specialist vocational training program.
Acute Psychiatric Management
Introduction
The commencement of psychiatric training is a daunting task for any medical officer. Whilst exposure to mental illness and the institutional systems which operate around it may occur during graduate medical training programs and some junior resident medical officer rotations, nothing prepares the new trainee in psychiatry for their many responsibilities in this early phase of their careers.
Didactic content is provided for psychiatric trainees by the NSW Institute of Psychiatry and local training networks, however information on how to provide safe and effective care to people with mental illnesses is invariably acquired in the course of working in acute mental health settings. With this in mind, the contributors to this resource have attempted to provide accessible overviews of the kind of information which might be needed in the course of working in acute adult mental health settings.
This resource is set out in a series of themes. It does not seek to provide a comprehensive reference, nor does it attempt to summarize text-books or the current literature in psychiatry. Each contributor has written a brief account of different topics of relevance to practice in acute adult psychiatry. The style of writing aims to provide the reader with a grasp of the necessary information, which can be absorbed rapidly by the inexperienced psychiatric trainee. Whilst not a manual of ‘how to be a registrar’, it aims to provide a ready reference to both common and classic challenges in the setting of acute adult mental health.
CETI Psychiatry Review
The document discusses challenges facing the health system including rising demand and constrained capacity. It introduces the Clinical Education and Training Institute which aims to improve clinical workforce development through education and training. Key goals include achieving competency standards for graduates and building better clinical supervision systems. Success requires a focus on factors like competency, context, coordination, culture, communication, capacity and collaboration. Technology is seen as enabling new learning models if implemented appropriately through engagement and integration.
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Widespread adoption of cell therapies will not only require strong efficacy and safety data, but also adapted pricing and access strategies. At oncology-based price points, CAR-Ts are unlikely to achieve broad market access in autoimmune disorders, with eligible patient populations that are potentially orders of magnitude greater than the number of currently addressable cancer patients. Developers have made strides towards reducing cell therapy COGS while improving manufacturing efficiency, but payors will inevitably restrict access until more sustainable pricing is achieved.
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CETI Overview
- 2. Clinical Education and Training Institute Overview Vision To lead, facilitate and build sustainable capacity to improve health and achieve better health through education, training and development of a clinical workforce that will meet the healthcare needs of the people of New South Wales.
- 3. Clinical Education and Training Institute Overview Mission Facilitate innovationand collaborationto build capacityand improve quality in clinical education and training across New South Wales.
- 4. Clinical Education and Training Institute Overview Core Functions Lead and collaborate to ensure the development and delivery of clinical education and training across NSW which supports safe, high quality, multi-disciplinary patient centred care that meets service and operational requirements while enhancing workforce skills, flexibility and productivity. Design, commission, coordinate, develop, conduct, support and evaluate clinical education and training, and professional development for new, prevocational and vocational clinicians and clinical support staff. Build clinical teaching, training, leadership and supervision capacity. Set standards and accredit institutions for prevocational education and supervision and coordinate clinical training networks..
- 5. Clinical Education and Training Institute Overview Values Collaboration Excellence Transparency Innovation
- 6. Clinical Education and Training Institute Overview General CETI Approach CETI’s discipline specific Divisions collaborate, supported by clinical education and training multidisciplinary services, to increase efficiency and effectiveness Reduce duplication Build sustainable models Work multi-professionally but ensure key needs of each discipline are met Build on historical good work and learn from each other