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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References

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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.
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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.
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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
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