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SET Program Curriculum
The overall objective of the SET Program in Neurosurgery is to produce competent independent specialist neurosurgeons with the experience, knowledge, skills and attributes necessary to provide the communities, health systems and professions they serve with the highest standard of safe, ethical and comprehensive care and leadership.
The Board has developed a new Regulations Handbook for the SET Program in Neurosurgery. The Regulations Handbook is currently in draft format and will be introduced formally with the commencement of the new SET Program for 2008. Section 3 of the Regulations Handbook relating to the Curriculum Components and Standards can be downloaded below subject to copyright provisions. Section 3 covers the following areas:
- Curriculum Philosophy and Objective
- Syllabus Modules
- Performance Standards
- Curriculum Components and Performance Standards for SET1
- Curriculum Components and Performance Standards for SET2
- Curriculum Components and Performance Standards for SET3
- Curriculum Components and Performance Standards for SET4
- Curriculum Components and Performance Standards for SET5
- Curriculum Components and Performance Standards for SET6
 Regulations Handbook for SET Program in Neurosurgery: Section 3 - Curriculum Components & Standards
To achieve this overall objective, competencies of a gradating trainee have been developed in the College competency areas of medical expertise, technical expertise, judgement, communication, collaboration, management and leadership, health advocacy, scholar and teacher and professionalism. The competencies are provided in the Neurosurgery Statement of Competence below.
Neurosurgery Statement of Competence
The competencies have been integrated into specific learning outcomes at differing levels which are aligned with the syllabus modules and curriculum components. The learning outcomes are delivered by a number of learning methods and opportunities as outlined in the curriculum including structured educational programs, skills courses, self directed learning and workplace hands on service learning and exploration.
The syllabus modules topics are shown below. The syllabus modules are available in the restricted users access area of this website for trainees and supervisors.
Clinical Neurology
Infection
Neuroanaesthesia
Neuroanatomy
Neuro-oncology
Neuro-opthalmology
Neuro-otology
Neuropathology
Neuropharmacology and Neurochemistry
Neurophysiology
Neuroradiology
Nuclear Medicine |
Operative Neurosurgery
Paediatric Neurosurgery and Developmental Neurology
Pain
Perioperative Care
Peripheral Nerve Disorders
Psychiatry and Neuropsychology
Spinal Surgery
Statistics
Trauma
Vascular Disease
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To assess the accomplishment of the learning outcomes multiple assessment tools and performance based standards are applied to determine the degree of progression towards the competencies and suitability to continue training.
The formative assessment tools and number of performance standards for each given year are summarised below. Detailed information is provided in the relevant sections of the Regulations. The number of performance standards each year for individual trainees may increase or decrease in accordance with the Regulations. Where indicated in the Regulations, some performance standards can be completed at an earlier stage of training or exemption granted through recognition of prior learning.
Assessment Tools
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Performance Standards |
SET1 |
SET2 |
SET3 |
SET4 |
SET5 |
SET6 |
In Training Assessments |
4 |
2 |
2 |
0 |
2 |
2 |
Research Assessments |
0 |
0 |
0 |
2 |
1 |
0 |
Operative Requirements |
2 |
2 |
2 |
0 |
2 |
2 |
Paediatric Requirement |
0 |
0 |
0 |
0 |
1 |
0 |
Workplace Competency Assessments |
1 |
3 |
4 |
0 |
4 |
2 |
Training Seminars |
0 |
2 |
2 |
2 |
2 |
1 |
Skills Courses |
2 |
1 |
0 |
0 |
0 |
0 |
Examinations |
2 |
0 |
0 |
0 |
0 |
1 |
Total |
11 |
10 |
10 |
4 |
12 |
8 |
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