From time-to-time Medical Deans publishes reports and statements to assist medical schools with matters which are common to all programs and where a consistent perspective is appropriate. These provide a framework for each medical school to tailor to their own context, and to share more widely with students and stakeholders the consolidated views and positions of our member schools.
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.
This report examined the assessment of clinical competencies to develop the National Assessment Blueprint for Clinical Competencies for the medical graduate, and provides a comprehensive account of the project‘s methodology, results and final versions of the clinical assessment blueprints.
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.
The aim of this project was to develop, pilot and evaluate a harmonised assessment tool, at a site where multiple medical schools share the same clinical training environment and clinician assessors. This Final Report provides a comprehensive account of the project’s achievements.
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.
MedEd12 was the fourth in a biennial series of national meetings aimed at advancing medical education and training in two countries (Australia and New Zealand). The final report will provide a comprehensive basis for the future consideration of the recommendations.
The aim of this project was to identify diagnostic and procedural skills for medical graduates, including mapping to the skills and procedures components of the Australian Curriculum Framework for Junior Doctors and; to refine components of the Competencies Framework to improve its functional use. The Final Report provides a comprehensive account of the project‘s achievements.
The report provides a summary of discussion and ideas raised at the national forum (held in October 2011) from which a series of recommendations were drawn to form opportunities for action to increase the pool of Indigenous medical academic leaders by creating pathways, opportunities and providing support.
The specific objectives of the Review were to document the implementation of the Curriculum Framework and assess the effectiveness of its implementation, to identify examples of best practice in the implementation of the Curriculum Framework, to identify issues impacting on effective implementation of the Curriculum Framework, to document the development of pathways into medicine and retention strategies for Aboriginal and Torres Strait Islander students. The Final Report provides a comprehensive account of this Review‘s recommendations, methodology and findings.
This report is about the diagnosis and prognosis for the clinical academic workforce in Australia and New Zealand. Given its status as a Discussion Paper, each section of this report includes a series of questions to stimulate debate on the issues and potential ways forward.
The objectives of the project were to: a) identify the competencies associated with each of the attributes in knowledge, skills and attitudes/behaviours specified by the AMC for competent medical graduates that depend on clinical placements. b) Use the AMC Accreditation Standards and Processes for medical graduates (including International Medical Graduates), the Australian Curriculum Framework for Junior Doctors (ACFJD) as the basis of the development of a document that maps competencies to AMC prescribed attributes which enables graduates to practice at the beginning of the PGY1 Year. This report provides a comprehensive account of the manner in which the project has undertaken, its achievements and outlines the potential future use of the Framework.