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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.

Inclusive medical education: Guidance on medical program applicants and students with a disability

Medical Deans is currently reviewing our 2017 document ‘Inherent requirements for studying medicine in Australia and New Zealand.’ The review is being led by a Working Group with wide representation from our medical schools and a range of key stakeholders including the Medical Board of Australia, Australian Medical Council, Medical Council of New Zealand, Australian Medical Students Association, and Doctors with Disabilities Australia.

In 2019, we undertook an extensive initial consultation process with relevant stakeholders and have developed a new guidance document, Inclusive Medical Education: Guidance on medical program applicants and students with a disability. We are now seeking feedback on the new draft document and would greatly value your comments.

The revised document provides guidance on approaches to support equitable access to medical school programs for applicants and students with a disability where this is possible. It also provides guidance to support early and constructive discussions between medical school and applicants or students with a disability about reasonable adjustments and support. In developing the document, we considered the feedback we received in our initial consultation, legislative and regulatory contexts in Australia and New Zealand, relevant literature, and examples from other countries such as the UK and USA.

To provide feedback, please complete this quick form or email your comments to by 1 February 2021.

Clinical workforce roles – offers from health services

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.

Selection Policy Statement

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 Indigenous Student Data Principles and Protocols

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.

CDAMS Indigenous Health Curriculum Framework

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.