AMC DIRECTORS REPORT THE MELBOURNE MEDICAL SCHOOL, FACULTY OF MEDICINE, DENTISTRY AND HEALTH SCIENCES, THE UNIVERSITY OF MELBOURNE EXECUTIVE SUMMARY

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1 AMC DIRECTORS REPORT THE MELBOURNE MEDICAL SCHOOL, FACULTY OF MEDICINE, DENTISTRY AND HEALTH SCIENCES, THE UNIVERSITY OF MELBOURNE EXECUTIVE SUMMARY 2010 The AMC s Assessment and Accreditation of Medical Schools: Standards and Procedures provides for schools to propose major changes to medical courses which require accreditation of the entire course. The Melbourne Medical School, Faculty of Medicine, Dentistry and Health Sciences at the University of Melbourne is seeking approval for a major change to its medical course which is currently accredited to The AMC Accreditation Committee decided the change would require accreditation of the whole course. In 2005, the University of Melbourne implemented the Melbourne Model to reframe the academic degree structure and objectives of the University to deliver a small number of broad undergraduate programs from which students would progress to employment, research higher degrees or a suite of professional and other Masters programs. This is Australia s first master degree program offered as the professional entry-level qualification for medicine. Other graduate entry programs in medicine in Australia are postgraduate in time but not in content. It is also the first medical program in Australia to result in the award of Doctor of Medicine (MD), although this is a common qualification internationally. The AMC applies one set of accreditation standards for programs of study that lead to professional registration. It recognises that there are additional academic expectations of programs at master degree level, and the University has structured its program to take account of these expectations. The AMC notes that separate processes exist to audit and assess whether the University's academic programs are in line with national qualification framework guidelines. The development of the Melbourne MD has been guided by a set of core principles derived from the views of a wide range of stakeholders internal and external to the University. The Melbourne MD structure is framed around graduate attributes that have been derived using concept mapping, broad consultation, and alignment with jurisdictional requirements and other leading universities, and clustered into six domains (Self, Knowledge, Patient, Medical Profession, Systems of Health Care and Society). An AMC Team reviewed the Faculty s submission and visited the Faculty and associated clinical teaching sites in the week of 6 July This report presents the Team s findings against the AMC standards. The Medical School Accreditation Committee considered the draft report of the assessment and formulated recommendations on accreditation within the accreditation options described in the AMC accreditation procedures. This report presents the Committee s recommendation on accreditation as endorsed by the AMC Directors and the detailed findings against the AMC accreditation standards. The AMC Team did not review the current Melbourne MBBS courses. The University is phasing out both the six-year and four-and-a-half year MBBS programs. The MBBS program enrolled its 1

2 last undergraduate students in 2008 and last graduate-entry students in The accreditation of this program ends in The last cohort of students will finish in Decision on Accreditation Under the Health Practitioner Regulation National Law Act 2009, the AMC may grant accreditation if it is reasonably satisfied that a program of study and the education provider that provides it meet an approved accreditation standard. It may also grant accreditation if it is reasonably satisfied that the provider and the program of study substantially meet an approved accreditation standard, and the imposition of conditions on the approval will ensure the program meets the standard within a reasonable time. Having made a decision, the AMC reports its accreditation decision to the Medical Board of Australia to enable the Board to make a decision on the approval of the program of study for registration purposes. The AMC s finding is that the new medical program of the Melbourne Medical School, Faculty of Medicine, Dentistry and Health Sciences, the University of Melbourne meets the AMC Accreditation Standards. In accrediting a major change to an established medical program, the AMC may: (i) (ii) Grant accreditation for a period up to two years after the full course has been implemented, subject to conditions being addressed within a specific period of time and depending on satisfactory annual reports. In the year before the accreditation ends, the medical school will be required to submit a comprehensive progress report. Subject to a satisfactory report, the AMC may grant a further period of accreditation, up to a maximum of four years, before a new accreditation assessment. Refuse accreditation of the new course where the school has not satisfied the AMC that the complete medical course can be implemented and delivered at a level consistent with AMC Accreditation Standards. The AMC will advise the school on the deficiencies to be addressed before it will reconsider accreditation. The November 2010 meeting of AMC Directors endorsed the accreditation report and resolved: (i) That the major changes proposed to the Medical Program, Melbourne Medical School, Faculty of Medicine, Dentistry and Health Sciences, the University of Melbourne including the change to a four-year master degree program be approved; (ii) That accreditation of the six-year MBBS undergraduate entry and four and one half year graduate entry medical program of the Melbourne Medical School, Faculty of Medicine, Dentistry and Health Sciences at the University of Melbourne be extended until 31 December 2013, subject to the submission of a satisfactory comprehensive report to the Medical School Accreditation Committee by 30 June 2011 on the teach-out phase of the course. (iii)that the four-year Doctor of Medicine (MD) program of the Melbourne Medical School, Faculty of Medicine, Dentistry and Health Sciences at the University of Melbourne be granted accreditation for six years until 31 December 2016, subject to a follow-up 2

3 assessment in 2012 to review the implementation of the first two years of the course and detailed plans for Years 3 and 4, and the submission of satisfactory progress reports to the Medical School Accreditation Committee. 3

4 Overview of findings The findings against the AMC accreditation standards are summarised below. 1. Context (governance, autonomy, course management, educational expertise, budget, health sector, research context, staff) the major change in governance in 2010 with the establishment of six academic centres within the Melbourne Medical School the well defined responsibility and authority of the Medical Course Committee for decision making for all areas of the curriculum, assessment, evaluation, student selection and financial resources relevant to the delivery of the course the development of excellent Indigenous educational expertise with Indigenous academic and professional staff from Onemda, the VicHealth Koori Health Unit the robust and mutually supportive relationship with the health sector, particularly the regular lines of communication in place between the CEOs and local Chairs of the Academic Health Centres and Clinical Deans the philosophy underlying establishment of the CRESCENT program (Community Responsiveness and Engagement through Streamed Clinical Education and Training) with its emphasis on community based practice in a socially disadvantaged area the impressive culture of research throughout the Melbourne Medical School, with a very strong research performance the comprehensive staffing of the Melbourne Medical School for the adequate delivery of its current MBBS and its future graduate medical school program Areas for improvement ensuring funding arrangements for the CRESCENT program are sustainable (Standard 1.5) ensuring strategies are in place to make the wide range of hospital and community practitioners who contribute to the delivery of the medical course aware of the changes in curriculum content, outcomes and pedagogy for the new graduate course (Standard 1.8) 4

5 2. Outcomes (mission, course outcomes) the comprehensive set of graduate attributes developed through detailed consultation, mapping processes and alignment with other jurisdictions and universities the clear commitment to producing graduates who are work-ready, globally competitive, research literate, adaptable, responsible and leaders for change 3. Curriculum (framework, structure, content, duration, integration, research, choices, continuum) the potential for the capstone phase Transition to Practice to prepare students effectively for internship, and to draw together essential aspects of modern clinical care the laudable and well developed process for developing clinical communication skills throughout the program, and an established program for managing students with identified difficulties in this area the proposed student conference allows excellent opportunities for students to develop presentation skills in a research environment, and to be exposed to the research work of their peers Areas for improvement clarifying the Ambulatory Care term in Year 2 and how skills will be acquired during the Emergency Department term (Standard 3.2) ensuring learning activities within the curriculum are linked to each graduate attribute (Standard 3.2) ensuring vertical integration of basic sciences into the later phases of the program (Standard 3.3) 4. Teaching and learning methods the widespread commitment to teaching at clinical sites which augurs well for the new MD program the innovative Curriculum Connect TM platform developed for the MD program, offering students a wealth of resources to support their individual and group learning 5

6 5. Assessment (approach, methods, rules and progression, quality) the introduction of newer and more effective summative and formative assessments that align with those used in prevocational and vocational training Areas for improvement ensuring balance exists between formative and summative clinical assessments in Phase 2 (Standard 5.2) ensuring policies are better elaborated for progression and supplementary assessment in Phase 3 and assessment of student conferences (Standard 5.3) 6. Monitoring and evaluation (ongoing monitoring, evaluation, feedback and reporting, educational exchanges) 7. Students (intake, admission, support, representation) Area for improvement the need for review of the resourcing for academic and pastoral support required for students in the new graduate medical program (Standard 7.3) 8. Resources (physical, IT, clinical teaching) the wide range of clinical education settings well able to support the learning needs of the students 6