Implementing the new Australian Medical Council standards: The focus on Indigenous health Professor Michael Field Chair, Medical School Accreditation Committee, AMC - PowerPoint PPT Presentation

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Implementing the new Australian Medical Council standards: The focus on Indigenous health Professor Michael Field Chair, Medical School Accreditation Committee, AMC

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Implementing the new Australian Medical Council standards: The focus on ... the pool of trained Australian Aboriginal & Torres Strait Islander team members ... – PowerPoint PPT presentation

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Title: Implementing the new Australian Medical Council standards: The focus on Indigenous health Professor Michael Field Chair, Medical School Accreditation Committee, AMC


1
Implementing the new Australian Medical Council
standards The focus on Indigenous
healthProfessor Michael FieldChair, Medical
School Accreditation Committee, AMC
2
AMC accreditation in brief
  • Assesses and accredits basic postgraduate
    medical education and training programs in
    Australia New Zealand.
  • Assess against explicit standards developed in
    collaboration with stakeholders
  • Assess by peer review
  • Results in a public report
  • Mandatory for medical schools, voluntary for
    colleges

3
Power of Accreditation
  • Promotes regular self assessment
  • Addresses stakeholder interests, e.g. choice of
    team members
  • Team visit fosters exchange of ideas
  • Reports highlight strengths AND challenges
  • Covers issues other than students knowledge,
    e.g. student selection support, relations
    between school and health services

4
Accreditation Processes 1
  • AMC promulgates clear accreditation standards
    does not prescribe curricula, but supports
    diversity
  • College/medical school completes self assessment
  • AMC chooses Team (medical non-medical)
  • College/medical school produces submission
    organised around AMC accreditation standards
  • Team meets, reviews documents, formulates
    questions, plans assessment
  • AMC gathers additional information for Team

5
An AMC Team
6
Accreditation Processes 2
  • Team site visits and meetings (1 -2
    weeks)
  • Team presents preliminary findings
  • AMC invites feedback on the process
  • Team writes report against accreditation
    standards
  • Report reviewed by school/college, AMC
    accreditation committee
  • Council grants accreditation range of options

7
Indigenous health and the AMC standards
  • 2000 Active engagement with a wide range of
    stakeholders, consumers, trainees, health
    professions
  • Inconsistency - focus on Maori health during NZ
    visits but limited focus on Indigenous health in
    Australian visits
  • Indigenous Health Curriculum Framework supported
    by the medical schools adopted by AMC in 2004
    Only such framework adopted by AMC
  • 2005-06 AMC working parties review
    accreditation standards
  • New standards approved by Council in July 2006
    after stakeholder consultation

8
Standards Guidelines
  • The standards
  • articulate the specific requirements that Schools
    are required to meet
  • The guidelines
  • reflect AMCs understanding of best practice
  • provide more detail about the areas that need to
    be covered in addressing the standard

9
Principles
  • Australia has special responsibilities to
    Aboriginal and Torres Strait Islander people, and
    New Zealand to Maori, and these responsibilities
    should be reflected throughout the medical
    education process.
  • Doctors work in a context in which the Indigenous
    peoples of Australia and New Zealand bear the
    burden of gross social, cultural and health
    inequity.

10
Explicit Indigenous content 1
  • Educational expertise
  • appropriate use of educational expertise,
    including the educational expertise of Indigenous
    people, in the development management of the
    medical course
  • Interaction with the health sector
  • School recognises the unique challenges faced by
    Indigenous health services, and has effective
    partnerships with relevant local communities,
    organisations individuals

11
Explicit Indigenous content 2
  • Staff appointment, promotion and development
  • employment practices are culturally inclusive
  • Mission
  • mission addresses Indigenous peoples their
    health
  • Curriculum structure, composition duration
  • the course provides a comprehensive coverage of
    Indigenous health (history, cultural development
    and health of Indigenous people)
  • Ongoing monitoring
  • implementation of Indigenous Health Curriculum
    Framework reviewed on a regular basis

12
Explicit Indigenous content 3
  • Student intake
  • clearly defined quotas for students from
    under-represented groups, including Indigenous
    students (specific admission and recruitment
    processes)
  • Student support
  • appropriate student support to cater for the
    needs of students including social, cultural and
    personal needs

13
Explicit Indigenous content 4
  • Clinical teaching resources
  • provides all students with experience of the
    provision of health care to Indigenous people in
    a range of settings and locations

14
Implementation 1
  • From January 2007, medical schools must describe
    their programs/processes and demonstrate their
    success. Will be assessed by AMC teams
  • AMC/AIDA/MDANZ plan to evaluate new standards
    effectiveness.
  • New questions for the assessment of overseas
    trained doctors.
  • Promulgate AMC changes internationally
  • In the future - Colleges?

15
Implementation 2
  • Changes at the AMC
  • team chairs members briefed on changes
  • culturally appropriate process and guidelines
  • train teams to question schools statements and
    to measure success
  • expand the pool of trained Australian Aboriginal
    Torres Strait Islander team members and Maori
    team members

16
Assessment tools
  • AMC encourages self-reflection and critical
    analysis of performance plans
  • Identification of strengths, challenges
    processes for addressing challenges
  • Critical Reflection Tool
  • Schools can use as part of their self-assessment
  • Consistent with AMC standards
  • AMC Assessment
  • Standards used to ask specific questions and
    gather data
  • Interviews with stakeholders staff, students,
    clinicians, community leaders

17
S1 S1 S2 S2 S3 S3 S4 S4 S5 S5 S6 S6
lt07 07 lt07 07 lt07 07 lt07 07 lt07 07 lt07 07
Reference group ? ? na ? ? ? ? ? na ? ? ?
Mission ? ? na ? ? ? ? ? na ? ? ?
Curriculum development ? ? na ? ? ? ? ? na ? ? ?
Curriculum content ? ? na ? ? ? ? ? na ? ? ?
Employment strategy ? ? na ? ? ? ? ? na ? ? ?
Placements ? ? na ? ? ? ? ? na ? ? ?
Admissions ? ? na ? ? ? ? ? na ? ? ?
Support unit ? ? na ? ? ? ? ? na ? ? ?
18
Strengths
  • Schools with an explicit Indigenous focus are, on
    the whole, building on existing achievements
  • New schools report that they are addressing
    Indigenous health in curriculum development
  • Most schools report including explicit Indigenous
    content in their curriculum

19
Issues and areas needing consideration
  • Robustness of Indigenous input
  • depth of reported input variable
  • needs to be formalised
  • Clinical experience with Indigenous people
  • highly variable in quality, duration
    accessibility of opportunities
  • Indigenous student recruitment
  • challenge of meeting quota

20
Outcomes of Assessment
  • AMC provides feedback via accreditation report
  • Ongoing follow-up of outstanding issues
  • Periodic reports
  • Explicit reporting requirements with set
    timeframes
  • Follow-up visits
  • Limited accreditation

21
Conclusion
  • Incorporation of specific Indigenous standards
    has raised the awareness of the importance of
    addressing these issues for schools
  • Schools appear committed to addressing Indigenous
    health needs in the curriculum
  • Need time for longitudinal impacts to emerge

22
Acknowledgements
  • Johann Sheehan, AMC
  • Theanne Walters, AMC
  • AMC Team chairs and members
  • Medical School deans
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