Education Excellence

The Paediatrics Academic Clinical Programme (ACP) adopts a structured and forward-looking approach to educational excellence, grounded in competency-based training, strong governance, and continuous improvement. At the core of this framework is the integration of Entrustable Professional Activ

ties (EPAs), which guide the progressive development of trainees through clearly defined competencies and levels of responsibility. This approach ensures that training is structured, transparent, and aligned with national standards, while supporting residents in their journey towards independent and safe clinical practice.

The framework is further strengthened by alignment with the Ministry of Health’s vision for “Defining the Future of Child Health Together,” ensuring that education remains responsive to healthcare priorities and evolving population needs. Through this alignment, the programme fosters a community-empowered and patient-centred approach to paediatric care.

Educational excellence is supported by a strong emphasis on faculty capability and consistency in teaching and assessment practices. Faculty are equipped through structured development initiatives to apply EPA-based assessments effectively, providing meaningful observation, timely feedback, and appropriate entrustment decisions. This ensures a shared understanding of educational expectations across training sites and promotes high standards of supervision.

In addition, the programme adopts a systematic and data-informed approach to quality assurance and continuous improvement. Guided by key performance indicators aligned with organisational priorities, training quality, assessment consistency, and faculty engagement are regularly monitored and refined.

Collectively, these elements form a cohesive educational framework that integrates structure, assessment, faculty development, and evaluation, supporting sustained excellence in paediatric education and high-quality, patient-centred care.

Faculty development is central to sustaining high-quality paediatric education and ensuring consistency in teaching and assessment across training programmes.

Structured initiatives, including Entrustable Professional Activity (EPA)–focused workshops, equip faculty with practical approaches to workplace-based assessment, direct observation, feedback, and entrustment decisions. These initiatives support the effective translation of competency-based frameworks into daily clinical practice.

Through continuous capability building, faculty develop greater clarity and confidence in guiding trainees across progressive levels of responsibility. This strengthens alignment between teaching practices and programme expectations, ensuring a consistent and high standard of supervision across clinical settings.

In addition, faculty development fosters a shared educational culture characterised by collaboration, reflective practice, and a collective commitment to learner development and high-quality patient care.

Collectively, these efforts reinforce teaching excellence and contribute to a robust and sustainable training environment that supports both educators and learners.

The programme advances educational excellence through purposeful initiatives that support reflective practice, innovation, and continuous improvement.

Narrative Medicine sessions provide residents with dedicated space to reflect on their clinical experiences, fostering empathy, perspective-taking, and professional identity development. Through structured reflection and facilitated discussion, trainees gain deeper insight into the human dimensions of healthcare, strengthening compassionate and patient-centred practice.

In parallel, the HOTDOG (Helping Each Other Train & Develop Our GME) programme supports faculty collaboration and shared learning through structured, longitudinal engagement. By providing a platform for the exchange of best practices and collective problem-solving, the programme enhances teaching quality and supports continuous programme development.

Together, these initiatives complement clinical training by integrating humanistic values with professional competencies, contributing to a more reflective, collaborative, and forward-looking educational environment.

“The great physician treats the disease; the great teacher trains the one who will treat the patient.” — Adapted from Oslerian philosophy

The programme’s commitment to excellence is reflected in the recognition of both faculty and residents for their contributions to education and clinical practice.

Initiatives such as the SingHealth Excels (RiSE) Awards recognise individuals who demonstrate outstanding professionalism, leadership, and dedication to residency training. These awards highlight the achievements of both residents and faculty who contribute meaningfully to advancing education and patient care.

In addition, faculty are recognised through institutional and academic platforms for their excellence in clinical teaching, mentorship, and professional role-modelling. These recognitions underscore the importance of high-quality, learner-centred education across undergraduate and postgraduate training.

🏥 **Postgraduate Education (Residency)**
Recognition at the postgraduate level includes initiatives such as the SingHealth Excels (RiSE) Awards, recognising excellence in clinical training, leadership, mentorship, and educational contribution across key categories:

• Programme Director Awards
• Outstanding Faculty Awards
• Outstanding Resident Awards
• Faculty Appreciation
• Inspiring Resident Educator Awards

🎓 **Undergraduate Education**
At the undergraduate level, faculty are recognised through institutional and academic platforms for excellence in clinical teaching and mentorship. Key areas of recognition include:

• AMEI Golden Apple Award
• NUS Clinical Educator Awards
• LKCMedicine Recognition Awards

Together, these achievements reflect a strong culture of professionalism, educational leadership, and continuous improvement, reinforcing the programme’s commitment to developing future‑ready clinicians and educators.

A strong emphasis is placed on fostering a supportive and sustainable training environment that prioritises both professional development and resident wellbeing.

Initiatives such as the Ontime Completion programme support structured workload planning, clear prioritisation of tasks, and team-based practices. By enabling residents to complete clinical responsibilities within defined working hours and providing protected non-clinical time, these efforts promote balance, rest, and opportunities for reflection.

These initiatives have contributed to improved morale, reduced fatigue, and enhanced psychological safety within the training environment. Residents are better supported in managing their responsibilities while maintaining personal wellbeing and professional growth.

Beyond individual initiatives, the programme fosters a culture of collaboration, open communication, and shared responsibility for learning. This supportive environment strengthens resilience, encourages reflective practice, and contributes to a sustainable and high-quality training experience.

Collectively, these efforts reinforce the importance of wellbeing as a foundation for excellence, ensuring that residents are equipped to deliver compassionate, safe, and effective paediatric care.

Through sustained innovation, strong collaboration, and a steadfast commitment to excellence, the Paediatrics ACP continues to shape a future-ready workforce—advancing paediatric education and improving child health for generations to come.

The Paediatrics Academic Clinical Programme (ACP) remains committed to advancing medical education in alignment with evolving healthcare needs and national priorities.

Future directions include deeper integration of digital health and data-enabled learning, enhanced interprofessional collaboration, and continued innovation in assessment and faculty development. These efforts aim to strengthen training quality, improve learning experiences, and ensure sustained alignment with accreditation and regulatory frameworks.

Through ongoing collaboration and innovation, the programme will continue to develop future-ready paediatricians equipped to lead, adapt, and deliver high-quality care within an increasingly complex healthcare environment.

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To explore the training journey across the continuum: