A joint announcement by Health Minister, Greg Hunt, and Education Minister, Dan Tehan, on the importance of clinical training and the recognition that medical schools, students and government health systems are poised to support any future workforce demand.
From time-to-time Medical Deans publishes guidelines to assist medical schools with matters which are common to all programs and where a consistent perspective is appropriate. These guidelines provide a framework for each medical school to tailor the principles to their own context.
As health services continue to respond to the impacts of COVID-19, medical schools are working with students and health services to clarify and support any roles for students in the health workforce response to the pandemic.
A guideline statement for use in professional entry level medical training, to support access to medical school education for students with disabilities while ensuring safe clinical training.
While scholastic performance is highly important, this alone is not enough to ensure we are graduating health professionals who reflect and are responsive to the diversity within the communities they serve; in particular across three key dimensions: 1) ethnicity; 2) socioeconomic status; 3) geography / rurality of origin.
Medical Deans acknowledges the current disparities in health care outcomes and health workforce distribution for rural and regional Australians and supports the continued development of a strong evidence based approach to policy development in this area.
Due to the smaller numbers, it is possible for unintended consequences to result from the analysis of data which is focussed on Indigenous populations. In light of this Medical Deans supports the following principles, guidelines and protocols regarding the specific access and research on all its Indigenous medical student data, including MSOD data.
This curriculum framework provides medical schools with a set of guidelines for the development and delivery of Indigenous health content in core medical education. It articulates the basic components of a functional curriculum to ensure medical students receive the right information and skills development to enable them to become the best doctors we can produce for the improvement of Indigenous health outcomes.
These Guidelines provides direction to medical schools in the development, implementation and review of infectious diseases policies and programs.