Country report: Australia

@article{Prideaux2001CountryRA,
  title={Country report: Australia},
  author={David Prideaux and Nicholas A. Saunders and Kathleen Schofield and Liu Kam Wing and J J Gordon and R Hays and Paul F. Worley and A. Martin and Neil Stanley Paget},
  journal={Medical Education},
  year={2001},
  volume={35}
}
The last 10 years has been an interesting time for Australian medical education despite reduced funding. 
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52 Citations
Highly Influential Citations
2
Background Citations
12
Methods Citations
1

52 Citations

Citation Type

Citation Type

Factors influencing the choice of specialty of Australian medical graduates
TLDR
To identify the relative importance of extrinsic determinants of doctors’ choice of specialty, a large number of doctors choose a particular specialty based on an evaluation of the pros and cons of other medical treatments.
Indigenous Australian medical students’ perceptions of their medical school training
TLDR
There is no clear evidence about how Indigenous Australian students can be retained through to graduation, and the Australian Medical Council requires all accredited Australian medical schools to have specific admission and recruitment policies for Indigenous Australians.
A shift to ambulatory medical education in Israel
TLDR
This article proposes an action plan aimed at shifting undergraduate medical education in Israel towards ambulatory education.
When, what and how South Australian pre‐registration junior medical officers' career choices are made
TLDR
Better understanding of how pre‐registration junior medical officers (PJMOs) make their career choices is provided by investigating when decisions are made, what factors impact on choices, and the role of experience in this process.
Expanding undergraduate medical education in British Columbia: a distributed campus model
As in the rest of Canada, British Columbia has a shortage of physicians in rural areas, particularly in the northern parts of the province and on the remoter parts of Vancouver Island. People living…
The Mismatch between Australian Populationand General Practice Medical Workforce
Aims: To review and analyse Australian general practitioner’s workforce data for the 2000 to 2010 period by comparing this to Australian population trends and to make informed recommendations about…
Establishing a distributed campus: making sense of disruptions to a doctor community
Medical Education 2010: 44 : 256–262
Promises and delivery—a research imperative for new approaches to medical education
TLDR
The new programmes embrace wider selection procedures, spiral curriculums, fitness to practise, integrated clinical experiences, and comprehensive assessment processes in the four new medical schools in the United Kingdom.
Rural origin and rural medical exposure: their impact on the rural and remote medical workforce in Australia.
TLDR
The aim of the review is to explore how the relationship between rural origin and rural exposure during undergraduate and postgraduate training and choice of practice location has underpinned initiatives in medical education in Australia in the years 1990-2003.
Developing a medical school: Expansion of medical student capacity in new locations: AMEE Guide No. 55
TLDR
This Guide is written from the perspective of building new regional campuses of existing medical schools, and many of the lessons are applicable to new medical schools in any country of the world.
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References

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The Consortium of Graduate Medical Schools in Australia: formal and informal collaboration in medical education
In 1996–97 three Australian medical schools adopted 4‐year graduate medical courses. The schools formed a consortium to establish common admissions processes and to collaborate on curriculum and…
Who cares for junior medical officers?
TLDR
A new system of managing junior medical staff, under evaluation at a large Sydney teaching hospital, which seems to be working well and which has been positively appraised by the Postgraduate Medical Council and the Australian Council on Healthcare Standards.
Revalidation in Australia and New Zealand: approach of Royal Australasian College of Physicians
TLDR
This article reflects on the first five years of the Royal Australasian College of Physicians' maintenance of professional standards programme, which has several innovative components and is currently undergoing internal and external evaluation.
A selection test for Australian graduate‐entry medical schools
TLDR
It was found that scores for GAMSAT in 1996 (its second year) varied significantly with candidate sex, age, highest degree level and main subject in first degree.
The Parallel Rural Community Curriculum: an integrated clinical curriculum based in rural general practice
TLDR
A discussion of the aims of the programme; student selection; practice recruitment; curriculum structure, and academic content, together with lessons learnt from the evaluation of the first cohort of students’ experience of the course are discussed.
Training experiences immediately after medical school
TLDR
Overall, training was found to be generally poor in terms of time and educational strategies used andconsiderable scope exists for improved educational experiences for both interactional and technical skill areas, but particularly for interactional skills.
Evidence for the effectiveness of CME. A review of 50 randomized controlled trials.
TLDR
Broadly defined CME interventions using practice-enabling or reinforcing strategies consistently improve physician performance and, in some instances, health care outcomes.
Changing physician performance. A systematic review of the effect of continuing medical education strategies.
TLDR
Widely used CME delivery methods such as conferences have little direct impact on improving professional practice, and more effective methodssuch as systematic practice-based interventions and outreach visits are seldom used by CME providers.
In‐training assessment in postgraduate training for general practice
TLDR
A conceptual framework is proposed that explains the relationship between formative assessment, in‐training assessment and end‐point assessment, as adopted by the Royal Australian College of General Practitioners Training Programme.
Australian Institute of Health and Welfare (AIHW) Medical labour force. Canberra: The Institute
  • 1999
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