Australian Medical Education -Is it Good for Our Health?
Australian Medical Education -Is it Good for Our Health?
Helen C BehCEO, Australian Orthopaedic Association
Helen C BehCEO, Australian Orthopaedic Association
The changesThe changes
Selection Process Course Structure and Content Teaching Methods
Selection Process Course Structure and Content Teaching Methods
Changes to selectionChanges to selection
From virtually unrestricted entry to: Entry on basis of HSC performance Entry on basis of performance on multiple
selection tools HSC Performance Graduate status Interview GAMSAT Score
From virtually unrestricted entry to: Entry on basis of HSC performance Entry on basis of performance on multiple
selection tools HSC Performance Graduate status Interview GAMSAT Score
Reasons for ChangeReasons for Change
Restriction on number of medical places
Students entering medicine with:
Wrong motivation Poor communication skills Poor social skills Poor medical skills
Restriction on number of medical places
Students entering medicine with:
Wrong motivation Poor communication skills Poor social skills Poor medical skills
Changes to Course Content and Structure
Changes to Course Content and Structure
Change from undergraduate to graduate course in some Universities
Change from focus on pure science medical science to focus on medical practice
Change from subject-based to theme-based course content
Change from undergraduate to graduate course in some Universities
Change from focus on pure science medical science to focus on medical practice
Change from subject-based to theme-based course content
Reasons for Change to GMPReasons for Change to GMP
GMPs aimed at Greater student maturity Wider student life experience
GMPs aimed at Greater student maturity Wider student life experience
Reasons for Course Content ChangesReasons for Course Content Changes
Greater integration of medical science and medical practice
Greater focus on medicine as a community concern
Greater focus on patient-doctor interaction
Greater integration of medical science and medical practice
Greater focus on medicine as a community concern
Greater focus on patient-doctor interaction
University of Sydney Pre GMP University of Sydney Pre GMP Year 1
Biology, Chemistry, Physics, Mathematics
Year 2 Pharmacology, Human Biology. Biochemistry
Year 3 Microbiology & Immunology, Anatomy, Human Biology (Cell & Molecular), Biochemistry,
Clinical Statistics, Behavioural Sciences in Medicine, History & Philosophy of Medicine
Year 4 Anatomy, Histology & Embryology, Behavioural Sciences in Medicine, Medical
Communication, Physiology, Medical Biochemistry
Year 5 Infectious Diseases & Pharmacology, Medical Communication, Clinical Diagnosis,
Immunology, Pathology, Clinical Physiology, Neuroscience, Clinical Epidemiology
Year 6 Infectious Diseases, Pathology, Pharmacology,Public Health, Medicine, Surgery
Year 1 Biology, Chemistry, Physics, Mathematics
Year 2 Pharmacology, Human Biology. Biochemistry
Year 3 Microbiology & Immunology, Anatomy, Human Biology (Cell & Molecular), Biochemistry,
Clinical Statistics, Behavioural Sciences in Medicine, History & Philosophy of Medicine
Year 4 Anatomy, Histology & Embryology, Behavioural Sciences in Medicine, Medical
Communication, Physiology, Medical Biochemistry
Year 5 Infectious Diseases & Pharmacology, Medical Communication, Clinical Diagnosis,
Immunology, Pathology, Clinical Physiology, Neuroscience, Clinical Epidemiology
Year 6 Infectious Diseases, Pathology, Pharmacology,Public Health, Medicine, Surgery
University of SydneyUniversity of Sydney
Years 1-3 Basic and Clinical Sciences Patient & Doctor Patient and Community Personal and Professional Development
Year 4 Child & Adolescent Health Perinatal & Women’s Health Community Practice Psychological Medicine - Drugs & Alcohol Option
Years 1-3 Basic and Clinical Sciences Patient & Doctor Patient and Community Personal and Professional Development
Year 4 Child & Adolescent Health Perinatal & Women’s Health Community Practice Psychological Medicine - Drugs & Alcohol Option
Course Description: Learning in the University of Sydney Medical Program is integrated across disciplines and between years. Learning is based on clinical problems presented in tutorial settings.
Principal areas of study: Throughout its four years, the program is organised around four major themes rather than around specific subjects or disciplines. The emphasis is on progressive development across all four themes in the knowledge, skills and behaviour appropriate for a graduate. The themes form the basis both for the design of the curriculum, and for the assessment of student learning.
The themes are; basic and clinical science; community and doctor; patient and doctor; personal and professional development
University of Melbourne University of Melbourne
Semesters 1-5 (Years 1 - 3) Body Systems:
Basic Sciences in Medicine Human Mind & Behaviour in Health & Illness:
Health & Society Introduction to Clinical Medicine
Semesters 6 & 7 (Years 3-4) Choice of an option from: aboriginal health, adolescent health, medical ethics and the
law, laboratory research, international health, women’s health
Semesters 1-5 (Years 1 - 3) Body Systems:
Basic Sciences in Medicine Human Mind & Behaviour in Health & Illness:
Health & Society Introduction to Clinical Medicine
Semesters 6 & 7 (Years 3-4) Choice of an option from: aboriginal health, adolescent health, medical ethics and the
law, laboratory research, international health, women’s health
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CoursesCourses
University of Queensland Year 1
Foundations of Medical Practice + Elective
Year 2 Systematic preparation for Clinical Practice
Year 3 Core Clinical Rotations + Literature Review
Year 4 Core Clinical Rotations + Internship
University of Queensland Year 1
Foundations of Medical Practice + Elective
Year 2 Systematic preparation for Clinical Practice
Year 3 Core Clinical Rotations + Literature Review
Year 4 Core Clinical Rotations + Internship
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Phase 1 Foundations Society and Health Beginnings, Growth & Development Health Maintenance Ageing and Endings
Phase 2 Society and Health Beginnings growth and Development Health Maintenance Ageing and Endings Independent Learning Project
Phase 3 Clinical Modules
Phase 1 Foundations Society and Health Beginnings, Growth & Development Health Maintenance Ageing and Endings
Phase 2 Society and Health Beginnings growth and Development Health Maintenance Ageing and Endings Independent Learning Project
Phase 3 Clinical Modules
University of New South Wales
Change in Teaching MethodChange in Teaching Method
Change from didactic teaching to problem-based learning
Change from lecture based teaching to tutorial based teaching
Change from didactic teaching to problem-based learning
Change from lecture based teaching to tutorial based teaching
Reasons for Changes to Teaching Techniques
Reasons for Changes to Teaching Techniques
Shift in education philosophy from teaching as a passive process to learning as an active process
Evidence on effectiveness of problem-based learning
PBL became fashionable as an educational tool
Shift in education philosophy from teaching as a passive process to learning as an active process
Evidence on effectiveness of problem-based learning
PBL became fashionable as an educational tool
Summary of ChangesSummary of Changes
Selection change to target those with motivation, aptitude and interactive skills
Course change to cut back science units to increase focus on medical practice
Change in course delivery from didactic teaching to PBL to improve learning
Change in level of entry to increase maturity and experience
Selection change to target those with motivation, aptitude and interactive skills
Course change to cut back science units to increase focus on medical practice
Change in course delivery from didactic teaching to PBL to improve learning
Change in level of entry to increase maturity and experience
New System GraduatesNew System Graduates
Have the changes worked? Better communication skills Change in social skills? Change in clinical skills? Poorer clinical skills at AST level Greater confidence Lower career commitment
Have the changes worked? Better communication skills Change in social skills? Change in clinical skills? Poorer clinical skills at AST level Greater confidence Lower career commitment
Room for improvement - 1Room for improvement - 1
Pendulum has swung too far away from sciences Balance between science, social science needs
adjustment Argument that former level of scientific knowledge not
necessary is invalid Doctors are researchers and they can never have too
much evidence Emphasis on social sciences may be misplaced
because of the role of personality in human interaction
Pendulum has swung too far away from sciences Balance between science, social science needs
adjustment Argument that former level of scientific knowledge not
necessary is invalid Doctors are researchers and they can never have too
much evidence Emphasis on social sciences may be misplaced
because of the role of personality in human interaction
Room for improvement -2Room for improvement -2
Effectiveness of training in communication
and social skills poorly established
Selection procedures need improvement to target those with the social and communication skills required for medical practice
Effectiveness of training in communication
and social skills poorly established
Selection procedures need improvement to target those with the social and communication skills required for medical practice
Room for improvement -3Room for improvement -3
Better balance of theory and practice in medical sciences
Better balance of didactic and PBL teaching
Better balance of theory and practice in medical sciences
Better balance of didactic and PBL teaching
What the AOA is doingWhat the AOA is doing
Current: Orthopaedic Principles and Basic Science Exam as part of AST programme
Examined in Anatomy, Pharmacology, Bacteriology, Pathology, Biomechanics
Future: UG Committee working on national standard for curriculum in musculo-skeletal medicine which includes an increase in didactic teaching and practical sessions in
anatomy, biochemistry and physiology
Current: Orthopaedic Principles and Basic Science Exam as part of AST programme
Examined in Anatomy, Pharmacology, Bacteriology, Pathology, Biomechanics
Future: UG Committee working on national standard for curriculum in musculo-skeletal medicine which includes an increase in didactic teaching and practical sessions in
anatomy, biochemistry and physiology