Competencies

Background
Over the last 3 – 5 years Medical Deans has led an increasing level of activity in medical education projects regarding the benchmarking of academic standards and examining the role of competencies and outcomes based education in clinical training.

The Competencies Project has been a three stage project.

1. Stage 1 is complete. (View final report)

2. Stage 2 is complete. (View final report)
The electronic framework of Clinical Competencies mind mapped is available here. You will need to download the PDF by selecting the ‘Download’ option in the new tab that opens.
(The latest version of Adobe Reader is requried to view the Framework of Clinical Competencies mind mapped. http://www.adobe.com/au/products/reader.html)

3. Stage 3 is complete. (View final report)
The suite of clinical assessment blueprints for the medical graduate is available here.

Stage 1
Medical Deans’ Competencies Project commenced in 2010 and was funded by the Australian Government Department of Health and Ageing. The Project identified and documented competencies which rely on clinical placements from the Australian Medical Council’s (AMC) then 40 attributes of a medical graduate.

Thirty of the AMC graduate attributes were successfully delineated into Student Learning Outcomes and then competencies which rely on clinical placements to produce a Framework of Competencies for Medical Graduate Outcomes.

The project created transparency and clarity around the learning that occurs as a result of clinical training and clearly defined the expected learning outcomes from medical students undertaking clinical placements.

Stage 2
A second phase of the Competencies Project funded by Health Workforce Australia was conducted during 2011. Stage 2 identified the common diagnostic and procedural requirements for the medical graduate and specified the level of achievement of these skills.

Key stakeholders across the medical education continuum were consulted via a modified Delphi technique to identify the common diagnostic and procedural requirements for the medical graduate and to specify the level of achievement of these skills.

All medical schools contributed to the identification of the diagnostic and procedural skills for the medical graduate and to the development of a suitable skill acquisition framework which draws on the Dreyfuss and Dreyfuss Novice to Expert model. Stage 2 results were informed by multiple sources of information including all medical schools, post graduate medical education councils, vocational colleges and relevant medical education literature.

The results have benchmarked the academic standards of Australian and New Zealand medical graduates for diagnostic and procedural competencies.

Stage 1 and 2 Competencies Project results will be used by medical schools as an educational resource to evaluate their clinical curriculum and to assist medical graduates in acquiring the skills necessary for internship.

Stage 3
The third and final stage of the project was conducted from mid-2012 – early 2014 and was funded by Health Workforce Australia. Stage 3 developed a suite of clinical assessment blueprints for the medical graduate to be used as resources by medical schools. The project also provided a unique snapshot of clinical assessment occurring in all Australian and New Zealand medical schools in 2013.

All 21 Australian and New Zealand medical schools participated in three consultation rounds to collect data on clinical assessment and to provide feedback and input on the clinical assessment blueprints developed for the medical graduate.

It is anticipated that the suite of clinical assessment blueprints for the medical graduate could be used by medical schools as they wish and has promoted a platform for shared assessment activities.

The collaborative nature of the project has promoted the sharing of highly sought after assessment expertise between Australian and New Zealand medical schools. This process has created a dialogue between medical schools regarding how clinical assessment could be delivered in a robust manner to ensure that the public receive work ready medical graduates.

This project was possible due to funding made available by Health Workforce Australia

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