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Full-Text Articles in Education
Determining The Quality Of Assessment Items In Collaborations: Aspects To Discuss To Reach Agreement Developed By The Australian Medical Assessment Collaboration, Lambert Schuwirth, Jacob Pearce
Determining The Quality Of Assessment Items In Collaborations: Aspects To Discuss To Reach Agreement Developed By The Australian Medical Assessment Collaboration, Lambert Schuwirth, Jacob Pearce
Dr Jacob Pearce
The Australian Medical Assessment Collaboration (AMAC) project, funded by the Office of Learning and Teaching, seeks to provide an infrastructure and a road map to support collaboration between Australian medical schools in matters of assessment. This may not seem very new perhaps, because there are already several collaborations taking place in Australia, and, typically, they relate to joint item banks, (such as the IDEAL consortium), or joint test administration, (such as the International Foundation of Medicine tests). The AMAC project seeks to build on these existing collaborations in two ways: first, by tying these initiatives together and thus bundling the …
Improving The Quality Of Medical Education, Daniel Edwards
Improving The Quality Of Medical Education, Daniel Edwards
Dr Daniel Edwards
An ongoing collaboration is developing tools and processes to help prove and improve the quality of medical education in Australia through quality comparison, the sharing of expertise and high-quality assessment, as Dan Edwards explains.
Australian Medical Assessment Collaboration: From Proof Of Concept To Proof Of Sustainability: Final Report 2014, Daniel Edwards, David Wilkinson
Australian Medical Assessment Collaboration: From Proof Of Concept To Proof Of Sustainability: Final Report 2014, Daniel Edwards, David Wilkinson
Dr Daniel Edwards
This is the final report for AMAC-2, entitled Australian Medical Assessment Collaboration: from proof of concept to proof of sustainability (OLT project ID12-2482). This project advanced previous work funded by the ALTC and was undertaken from early 2013 to mid 2014. AMAC-2 took the proof of concept achieved through the initial AMAC project with the aim of building an ongoing, sustainable and successful collaboration between medical schools in Australia and New Zealand.
Implementing Common Assessment: Lessons And Models From Amac Developed By The Australian Medical Assessment Collaboration, Daniel Edwards
Implementing Common Assessment: Lessons And Models From Amac Developed By The Australian Medical Assessment Collaboration, Daniel Edwards
Dr Daniel Edwards
The aim of this document is to provide insight into the implementation of common assessments in higher education in order to assist in future work on conducting these kinds of projects. The discussion here draws heavily on the AMAC experience, attempting to broaden the learning from this project for use in future collaborations. The focus of this project has been on medical education, and as such, much of the detail is related to this field. However, it is hoped that the general ideas discussed here can be seen as informative for other fields and disciplines in higher education and at …
Defining Remote Medical Practice: Results From A Consensus Meeting Of Medical Practitioners Working And Teaching In Remote Medical Practice, Janie Smith, Stephen Margolis, Jeff Ayton, Victoria Ross, Elizabeth Chalmers, Patrick Giddings, Louise Baker, Martin Kelly, Catherine Love
Defining Remote Medical Practice: Results From A Consensus Meeting Of Medical Practitioners Working And Teaching In Remote Medical Practice, Janie Smith, Stephen Margolis, Jeff Ayton, Victoria Ross, Elizabeth Chalmers, Patrick Giddings, Louise Baker, Martin Kelly, Catherine Love
Janie Smith
More than three-quarters of Australia is classified as geographically remote. Remote areas are characterised by geographic isolation, cultural diversity, socioeconomic inequality, resource inequity, Indigenous health inequality, and a full range of extreme climatic conditions. Although several descriptive definitions have been developed for “remote health” and “remote practice”, definitions of “remote medical practice” or “remote medicine” have not been previously published. In 2007, a working group of doctors and academics with experience in remote medicine was formed to develop the first advanced specialised remote medicine curriculum for remote doctors undertaking training with the Australian College of Rural and Remote Medicine. The …
Developing The Accredited Postgraduate Assessment Program For Fellowship Of The Australian College Of Rural And Remote Medicine, Janie Smith, David Prideaux, C Wolfe, T Wilkinson, Tarun Sengupta, D Dewitt, Paul Worley, Richard Hays, Marita Cowie
Developing The Accredited Postgraduate Assessment Program For Fellowship Of The Australian College Of Rural And Remote Medicine, Janie Smith, David Prideaux, C Wolfe, T Wilkinson, Tarun Sengupta, D Dewitt, Paul Worley, Richard Hays, Marita Cowie
Janie Smith
Introduction: Accreditation of the Australian College of Rural and Remote Medicine (ACRRM) as a standards and training provider, by the Australian Medical Council (AMC) in 2007, is the first time in the world that a peak professional organisation for rural and remote medical education has been formally recognised. As a consequence, the Australian Government provided rural and remote medicine with formal recognition under Medicare as a generalist discipline. This accreditation was based on the ability of ACRRM to meet the AMC’s guidelines for its training and assessment program. Methods: The methodology was a six-step process that included: developing an assessment …