- Application and admission
- Outline of the curriculum
- Suspension of candidature
- Special consideration and illness
- Clinical schools
For up to date details on admission and application requirements for entry into the University of Sydney Medical Program, visit:
US citizens: The US Department of Education has advised of new regulations affecting the US Direct Loan Program effective 1 July 2011 requiring all US students (US citizens, nationals and permanent residents) to take the MCAT. For further details about Sydney Medical School reporting requirements visit the relevant University of Sydney Medical Program webpage at: sydney.edu.au/medicine/future-students/medical-program/international/international-admissions.php
(a) All applicants must fully disclose all information relevant to Sydney Medical School's decision about an offer of admission. All such information known to the applicant must be disclosed at the time of initial application.
(b) Relevant information includes (but is not limited to) academic performance and transcripts, citizenship and permanent residency, details of any exclusions and certification of completion of previous bachelor's degree by the time of enrolment in the University of Sydney Medical Program.
(c) If an applicant fails to disclose any information relevant to Stage 3 (Years 3 and 4) and Sydney Medical School's decision about an offer of admission and that information would have resulted in a decision not to offer admission, then the applicant's offer of admission or subsequent enrolment in the University of Sydney Medical Program will be rescinded.
(d) Presentation of false or forged documents by an applicant may constitute a criminal offence and the University may take appropriate action in such cases, including (but not limited to) cancellation of an application for admission, cancellation of an offer of admission or termination of enrolment.
The theme structure ensures that students' knowledge and skills develop systematically over the four years of the University of Sydney Medical Program. The relative contributions of the themes vary at different stages of the curriculum. The initial focus is on basic sciences and basic clinical skills, with progressively increasing emphasis on clinical knowledge, skills and judgement. The teaching year runs from February to November for Stages 1 and 2, and January to November for Stage 3, Years 3 and 4.
The teaching is delivered in 5 Blocks throughout each year which vary in duration during Stages 1 and 2, but are of 8 weeks duration throughout Stage 3. There is usually a one-week break between each teaching Block.
Please note that the Sydney Medical Program does not follow the normal semester pattern undertaken by other courses offered by the University of Sydney, and students are expected to be available to attend classes five days per week.
The broad curriculum structure for each year in the University of Sydney Medical Program is outlined in the table below. The major themes for every year continue throughout.
- Basic and Clinical Sciences (BCS)
- Population Medicine (Pop/Med)
- Patient and Doctor (Pt-Dr)
- Personal and Professional Development (PPD)
|Block 1||Block 2||Block 3||Block 4||Block 5|
|BCS||Foundation Studies||Drug & Alcohol / Musculo-skeletal||Respiratory Sciences||Haematology||
|Block 6||Block 7||Block 8||Block 9||Block 10|
Neuro sciences Vision
|Endocrine, Nutrition, Sexual Health||Renal, Urology||
enterology & Nutrition
|Oncology & Palliative Care|
|Stage 3, Year 3|
|BCS||Term A||Term B||Term C||Term D||Term E|
|Stage 3, Year 4|
|BCS||Term F||Term G||Term H||Term I||Pre-Internship|
(1) Stages 1 and 2
During stages 1 and 2, most learning occurs on campus, with one day per week available for Patient and Doctor sessions in the clinical schools to which students are assigned. Two blocks, Block 4 (Haematology) and Block 10 (Oncology & Palliative Care), are taught mainly in the Clinical Schools.
Aspects of all the major clinical disciplines are introduced in stages 1 and 2, via the following learning and teaching activities:
- problem-based learning sessions (PBLs)
- lectures related to the weekly problem, covering issues relevant to all Themes but with an emphasis on integrating basic and clinical sciences
- Basic and Clinical Sciences sessions
- Patient and Doctor sessions in the Clinical Schools
- Population Medicine and Personal and Professional Development sessions
- interactive online learning.
(a) Problem-based learning
Problem-based learning (PBL) extends throughout the University of Sydney Medical Program. In stages 1 and 2, PBL tutorials are designed to develop students' ability to relate clinical problems to basic sciences, enhance their clinical reasoning abilities and enhance their skills in working in groups. Each week, students are introduced to a clinical problem (usually relating to a particular patient). The process of thinking through the problem enables students to integrate knowledge and skills within and across the four themes. PBL tutors act as facilitators of the reasoning process rather than subject experts. Attendance at the PBL tutorials is compulsory for all students.
In Stage 3, PBL is presented as Clinical Reasoning sessions.
(b) Self-directed learning
During Stages 1 and 2, students develop skills in locating and acquiring information relevant to their studies. By the time they reach Stage 3, students have an independent capacity to direct their learning and find essential information.
(c) Other learning activities
Students attend at least six lectures each week. Lectures provide a broad context for detailed learning and background understanding to assist in the resolution of the weekly problem. Laboratory sessions or seminars are offered for each theme. Some background work (eg readings) may be recommended for preparation beforehand. Basic and Clinical Sciences sessions usually offer opportunities to gain hands-on practical experience and to learn from images, models, slides and specimens. In the Population Medicine Theme, many sessions are interactive, encouraging debate, and are presented in a variety of formats. Personal and Professional Development Theme sessions are diverse, including aspects of personal development and professionalism, ethics, patient safety.
(d) Evidence-based medicine
The University of Sydney Medical Program has a major focus on the critical appraisal of evidence to underpin medical decision-making. From the start, students learn the skills of searching for, identifying and appraising published literature. In Stage 3, they apply these skills in the diagnosis and management of individual patients.
(e) Clinical Schools
The weekly program in the clinical schools introduces students to the generic skills of communication with patients, relatives and health professionals involved in their care, as well as specific history-taking, observation and physical examination skills in the body system being studied each week. Students can practise their skills and gain experience, not only by visiting patients but also by using the clinical schools' simulation laboratories. By the end of Stage 2, students are expected to begin integrating knowledge and skills as they communicate with and examine patients.
Block 4 (Haematology, Stage 1) and Block 10 (Oncology & Palliative Care, Stage 2) are taught mainly in the Clinical Schools. This is intended to give students two five-week periods of immersion in a clinical setting, providing the opportunity for significant development of clinical skills. PBL tutorials, lectures and theme sessions are conducted in each Clinical School. Related computer-based materials are available through the University of Sydney Medical Program website.
(f) Independent Learning Activity
In Stages 1 and 2, students are required to extend the range and depth of their learning by undertaking an Independent Learning Activity. Choices for Independent Learning Activities are varied and encompass small projects of various types including research, skills-based programs for small groups (eg dissection), education-related projects (eg developing computer-based materials or undertaking an evaluative study). Many Independent Learning Activities are generated by students themselves, but others are offered by staff. A list of possible Independent Learning Activities is provided, inviting students to indicate their interest. Independent Learning Activity projects require faculty approval.
(2) Stage 3 (Years 3 and 4)
While practical clinical experience forms the substrate for all learning in the final stage of the University of Sydney Medical Program, there is also a structured teaching program throughout this part of the course. A balance is maintained between clerkship-based activities and scheduled teaching sessions. In general, formal teaching sessions are reduced in number and frequency. Formats used include:
- Lectures and seminars relevant to all four themes
- Evidence-based medicine presentations
- Structured 'hands-on' demonstrations
- Interactive case presentations
- Clinical reasoning sessions supported by information technology
- Basic science updates
(a) Core Blocks
These consist of eight-week periods of study which occur during Years 3 and 4 in the four core blocks:
- Medicine 3
- Medicine 4
- Surgery (SURG)
- Critical Care/Surgery (CC/S)
The core blocks include time allocated to assessment and review. The experience involves student participation in ward services as well as out patient clinics in the teaching hospitals of the clinical schools. Students are exposed to mainstream medicine and surgery as well as to some subspecialty areas such as ophthalmology, urology and ear, nose and throat surgery.
One day each week (Friday) is dedicated to structured teaching, with topics being drawn from all four curricular theme areas. Time is also allocated for self-directed learning. Between 50 and 60 percent of the week is spent directly involved in the clinical activities of the service to which students are attached. A progressive increase in clinical responsibility is expected as the students progress through Stage 3 of the program.
One or more clinical supervisors is appointed for each student for each of their Medicine, Surgery and Critical Care/Surgery Blocks. The clinical supervisors will be senior clinicians from the Disciplines or Sub-Disciplines where the student is located. For example, a neurologist and a geriatrician would act as supervisors for a student undertaking a Medicine Block which is composed of attachments to Clinical Departments of Neurology and Aged Care. Supervisors will have responsibility for making formal contact with the student(s) under their supervision on at least a weekly basis. A protocol of scheduled tasks must be completed to the supervisors' satisfaction over the duration of the attachment or Block. This will assist in formulating an assessment of the student's progressive mastery of the knowledge and clinical skills relevant to the field concerned.
(b) Specialty Blocks
The Specialty Blocks in Stage 3 are also of eight weeks duration (including time for assessment and review), and are distributed throughout Years 3 and 4. The four Specialty Blocks are:
- Psychiatry and Addiction Medicine (PAAM)
- Child and Adolescent Health (CAH)
- Perinatal and Women's Health (PWH)
- Community (CR)
(c) Elective Block
The Elective Block is eight weeks long, and is timetabled at the beginning of Year 4, in Term F. It provides students with an opportunity to extend their knowledge and understanding of healthcare through clinical and research placements.Their elective block is approved prospectively by Sydney Medical School. The nominated supervisor is required to provide a report on the student's performance at the end of the elective. Students are required to complete a number of tasks relevant to their placement(s), including a written report.
(d) Pre-Internship Block
The Pre-Internship Block aims to provide the final preparation for internship, ensuring that interns will be competent and confident in their role.
Each student in the Pre-Internship Block is responsible for his/her own learning, but with clear requirements to be endorsed at the end of Year 4. The Block supervisor is responsible for making an end of Block recommendation to the Examination Committee concerning the student's readiness for graduation and internship.
The Pre-Internship Block is normally undertaken during a period of eight weeks.
(e) Rural practice
In line with Australian Government policy, 25 percent of local students will complete 50 percent of their clinical experience in Years 3 and 4 (Stage 3) at the School of Rural Health and University Departments of Rural Health, which have clinical teaching facilities at Dubbo, Orange, Bathurst, Broken Hill and Lismore.
In addition, all local medical students must spend at least four weeks in rural practice. There are opportunities for rural experience in a number of the Core Blocks as well as during the Specialty Blocks (including four weeks during the Community Block) and in the Pre-Internship Block.
International students, while not required to undertake rural practice, are encouraged to spend time at rural teaching facilities associated with Sydney Medical School when opportunities arise.
(f) Part-time enrolment in Stage 3
Students may be granted approval to undertake part-time enrolment in Stage 3. This would normally be at the block level. For more information, contact the Office of Medical Education.
The faculty may grant permission for a student to suspend their candidature for the following purposes:
- To undertake a higher degree. With the permission of the Dean, a student may interrupt candidature in the University of Sydney Medical Program in order to enrol for another degree in the University of Sydney or any other institution approved by the Dean. The student will be permitted to resume the University of Sydney Medical Program at such time and under such conditions as were agreed by the Dean at the time permission to suspend was granted.
- For any other purpose including, but not limited to, serious illness, misadventure and appropriate professional development.
The unit of study structure of the University of Sydney Medical Program is divided into semesters in the following way during 2013:
Stage 1 (Year 1) Semester 1: from start of Block 1 to end of Block 2
Stage 1 (Year 1) Semester 2: from start of Block 3 to end of Block 5
Stage 2 (Year 2) Semester 1: from start of Block 6 to end of Block 7
Stage 2 (Year 2) Semester 2: from start of Block 8 to end of Block 10
Stage 3 (Year 3) Semester 1: from start of Term A to end of Term C
Stage 3 (Year 3) Semester 2: from start of Term D to completion of Term E
Stage 3 (Year 4) Semester 1: from start of Term F to end of Term G
Stage 3 (Year 4) Semester 2: from start of Term H to completion of Pre-Internship Block
Satisfactory completion of units of study for each semester is a prerequisite for enrolment in subsequent semesters.
Suspension of candidature may be permitted until the commencement of the corresponding academic stage and semester in the following calendar year.
Requests for suspension of candidature submitted after the HECS census dates (31 March for Semester 1 and 31 August for Semester 2), will result in a HECS liability being incurred for the full semester. Suspension of candidature for any one interval of more than 12 months will not be permitted, except in exceptional circumstances and with the approval of the Dean (see Resolutions).
See also the Academic Board Assessment Policy 2011 and Assessment Procedures 2011.
(a) Responsibility for assessment
Responsibility for assessment in the University of Sydney Medical Program is vested in the Associate Dean, Assessment and Evaluation.
Responsibility for assessment for the award of Honours is vested in the Sub-Dean Medical Program Honours.
For the purposes of the Academic Board Assessment Policy 2011, the coordinator of the relevant Theme or Block acts as the "program coordinator".
For each stage, the Dean, on the recommendation of the Office of Medical Education (OME), appoints one or more principal examiners. Staff of the Assessment Unit support the work of the coordinators and principal examiners.
The relevant Theme, Block, Elective or Pre-internship coordinator convenes an assessment group to make an academic judgement in respect of the performance of each student in each stage, on the basis of data supplied by the Assessment and Evaluation Unit. The academic judgements made by each assessment group form recommendations for consideration by the relevant Examination Committee. Each assessment group records and retains such evidence (eg marking sheets, examination scripts, transcripts of group meetings) as may be required when and if an appeal process requires it.
Each coordinator conveys the recommendations of the relevant group in respect of the result for each student for each unit of study to the Office of Medical Education in Sydney Medical School, for distribution with any other business papers to the Examination Committee for the relevant academic stage of the program.
(b) Examination Committees
Examination Committees are appointed for each of the three academic stages of the program and comprise the following:
- Dean (Chair)
- Chair of the Sydney Medical Program, who shall chair the committee in the absence of the Dean
- Associate Dean, Assessment and Evaluation
- Coordinator of the Basic and Clinical Sciences Theme
- Coordinator of the Patient and Doctor Theme
- Coordinator of the Population Medicine Theme
- Coordinator of the Personal and Professional Development Theme
- Clinical School Associate Deans
- Relevant Stage Coordinators
- Relevant Sub-Deans
- Clinical School Medical Educators
- Coordinators of the Core Blocks (for Stage 3)
- Coordinators of the Specialty Blocks (for Stage 3)
- Coordinator of the Elective Block
- Coordinator of the Pre-Internship Block
- Sub-Dean Medical Program Honours
- Clinical School Executive Officers
- Assessment Unit (OME) academics and general staff.
The role of an Examination Committee is to receive recommendations from the respective coordinators of the Themes, Blocks, Elective and the Pre-internship block, and to determine eligibility for progression or graduation as the case may be. The Committee's determination is based solely on student performance in the relevant summative assessments and the requirements for progression (see section (7) below). However, it takes into account any appropriately documented requests for Special Consideration on account of illness or misadventure (see section (6) below).
Each Examination Committee determines the results of all summative assessments for its respective Stage. However, an Examination Committee may refer a special case to the Dean of Sydney Medical School for final determination.
The coordinator of each Examination Committee will notify the OME's Assessment Unit of the results that are to be transmitted to students.
The Assessment Unit will be responsible for forwarding the results to the Student Centre of the University by the due date.
(c) Levels of assessment
Sydney Medical School provides three levels of assessment of student progress and achievement:
(a) Formative assessment gives students feedback on their progress in learning. The results of formative assessments do not contribute to decisions about progression or graduation.
(b) The submission of formative work for review and assessment is considered to be professionally appropriate behaviour. Some formative assessments are therefore designated as Required Formative Assessments (RFAs). Students must attend and participate in all the specific formative assessments that are designated as RFAs, as part of the summative assessment requirements. However, performance in RFAs is not routinely taken into account in making decisions about students' grading, progression or graduation.
(c) Summative and barrier assessments are used for the purpose of making decisions about grading, progression and graduation, and, other than in exceptional circumstances, constitute the sole basis on which such decisions are made.
(d) Assessment schedule
At the beginning of each stage of the University of Sydney Medical Program, the Office of Medical Education publishes online an assessment schedule for the stage. The assessment schedule identifies all RFAs and Summative Assessments that an enrolled student is required to complete in order to satisfy the requirements for progression. The schedule fulfils the relevant requirements set out in the Academic Board Policy Assessment and Examination of Coursework.
The details of requirements for progression, and the provision of remediation and re-assessment, are set out in Sydney Medical School's Progression Rules. Students are also urged to refer to Sydney Medical School's Attendance Requirements. These rules and requirements are available on the Sydney Medical School and Medical Program websites: http://sydney.edu.au/medicine/current-students/policies-forms/index.php
Students are strongly advised against entering into travel or other arrangements that may be disrupted if they are required to undertake remediation and re-assessment in the period immediately following any stage of the University of Sydney Medical Program.
Because of the overlapping and interlocking nature of the Themes and Blocks, a student who is required to repeat a Stage of the University of Sydney Medical Program (see below) will be required to repeat the whole Stage, and will be reassessed in all Themes and Blocks summatively assessed in that stage.The following procedures will be followed when dealing with repeating students:
- The Examination Committee will formally notify the coordinator(s) responsible for the Theme(s) or Block(s) in which the student failed and the relevant sub-deans (if in Stage 1 or 2) and associate dean of the student's clinical school about the result and need to repeat.
- The Examination Committee will request the coordinator(s) responsible for the theme(s) or block(s) in which the student failed to provide comments about the specific needs of the student to the relevant sub-deans (if in Stage 1 or 2) and associate dean of the student's clinical school.
- The Examination Committee will request that the relevant sub-deans (if in Stage 1 or 2) and associate dean of the student's clinical school identify an appropriate supervisor and/or mentor for the repeating student.
- Information from the coordinator(s) responsible for the theme(s) or block(s) in which the student failed will be made available to the student and the supervisor/mentor by the relevant sub-deans (if in Stage 1 or 2) and associate dean of the student's clinical school.
- Unless otherwise determined by the relevant sub-deans (if in Stage 1 or 2) and associate dean of the student's clinical school, the student and the supervisor/mentor will meet at least monthly to review progress and identify any problems. Brief reports from these meetings will be submitted to the relevant sub-deans (if in Stage 1 or 2) and associate dean of the student's clinical school.
(a) Special consideration
Sydney Medical School's guidelines to assist students who believe that they have grounds for Special Consideration on account of documented illness or misadventure are set out below. In general, the guidelines follow those in the Academic Board Resolutions Assessment and Examination of Coursework.
A request for Special Consideration, accompanied by satisfactory documentation must be submitted to the Reception of the Office of Medical Education (OME), Room 132, Edward Ford Building (A27) of Sydney Medical School. In the case of illness or misadventure during a Stage, the request must be submitted by no later than the day of the first summative assessment for which special consideration is being requested. In the case of illness or misadventure during an assessment, the request must be submitted within seven working days of the last day of the relevant summative assessment. Receipt of the request will be acknowledged in writing by Reception, and the relevant Sub-dean, Stage Coordinator and Associate Dean of the clinical school will be notified. The request will be forwarded to the Chair of the relevant Examination Committee for consideration by that committee.
Certificates and other documentation submitted in support of a request for Special Consideration will be held in confidence and will be made available only to the relevant Examination Committee and to the Dean of Sydney Medical School. Special Consideration will not be given when the condition is seen to be unrelated to performance in the examinations or is considered not to be serious.
In reviewing the assessment performance of a student who has submitted a request for Special Consideration, but who has not otherwise met the academic requirements for progression, an Examination Committee may, depending on the duration and seriousness of the circumstances satisfactorily documented by the student, and the quality of the summative assessment performance of the student, determine either:
- that the student must undertake a specified remedial program (similar in duration to a remedial program specified for a student who has failed to meet the requirements for progression in the same stage) and that, if successful at assessment, the student has met the requirements for progression, or
- that the student must repeat the Stage but without academic penalty (as though it were their first enrolment in the Stage). A student who is enrolled in a remedial program, but who fails to meet the assessment requirements, shall be required to repeat the stage.
It is impossible to specify with precision the duration and seriousness of the circumstances which may lead an Examination Committee to make a particular determination, and it is acknowledged that particular circumstances may have different effects on students from different backgrounds. In general, short-term illness or misadventure that prevented an otherwise well-prepared student from sitting for an assessment or completing a particular assignment might lead to determination (1) above, especially if the student's performance at assessment had fallen not far short of the required standard.
On the other hand, the interests of a student who had experienced longstanding illness or difficulties which prevented him/her from attending classes or completing required work or which seriously interfered with his/her capacity to study for long periods, or who had performed poorly in the assessment, might be better served by determination (2) above (repeating the Stage without academic penalty).
A student may submit an application for Special Consideration in relation to a supplementary examination if he or she is unable to sit for the supplementary examination because of illness or misadventure, or if he or she believes that his or her performance in a supplementary examination was affected by illness. However, even if special consideration is granted, no further supplementary examination may be conducted, and the student will therefore not be permitted to progress. However, if the student is granted Special Consideration, he or she will be eligible to sit for the next scheduled summative assessment corresponding to the student's Stage in the University of Sydney Medical Program. The student's result in that summative examination will have the same status as the supplementary examination for which he or she was granted Special Consideration, for the purposes of assessing eligibility for progression and honours.
A student may submit an application for Special Consideration in relation to a Specialty Block’s supplementary examination if he or she is unable to sit for the supplementary examination because of illness or misadventure, or if he or she believes that his or her performance in a supplementary examination was affected by illness. However, even if Special Consideration is granted, no further supplementary examination may be conducted, and the student will therefore not be permitted to progress. However, if the student is granted Special Consideration, he or she will be required to repeat the Specialty Block term and its assessment in all its entirety.
(b) Illness or misadventure during a stage
A student who, because of serious illness or adverse circumstances, does not attend scheduled activities for prolonged periods should seek an early interview with the relevant Sub-Dean or Associate Dean. Even if the absence does not exceed the period specified below, such a student may need to consider whether his/her best academic interests are served by obtaining permission to discontinue from the University of Sydney Medical Program until he/she is able to resume studies effectively.
A request for Special Consideration, and supporting documentation, should be submitted as early as possible, and not later than the day of the first summative assessment for which special consideration is being requested.
In general, a student who is absent from 10 percent or more of those activities where attendance is specified as a requirement for progression in the Personal and Professional Development Theme in any Block (Stages 1 and 2), Clinical Attachment or Block (Stage 3) should make a submission to show why he/she should receive Special Consideration.
If a student is absent for more than a total of five weeks in Stage 1 or Stage 2, without a satisfactorily documented reason, the Examination Committee will require the student to repeat the Stage. If the student has a satisfactorily documented reason, the Examination Committee may permit the student to progress to the next Stage, provided that he or she meets all the assessment requirements.
If a student is absent from 50 percent of one Clinical Attachment (four weeks) in Stage 3, for a satisfactorily documented reason, the Examination Committee, may, if the student meets all the assessment requirements, save for the supervisor's report for the missed Attachment, permit the student to progress to Year 4.
A student who is absent for more than four weeks (either consecutively or separately) in Year 3 for a satisfactorily documented reason, will be required to undertake a supplementary Clinical Block of two four-week attachments in lieu of the first Clinical Block in Year 4 and will sit a supplementary assessment at the end of that Term. Such a student who meets the assessment requirements will progress to Year 4. A student who fails to meet the assessment requirements will be deemed to have failed and will be required to repeat Stage 3.
A student who is absent from more than eight weeks in Stage 3, Year 3 or Year 4, for a satisfactorily documented reason, will be required to repeat Stage 3, Year 3 or Year 4, without academic penalty.
A student who does not satisfy the attendance requirements for a single Clinical Attachment in Stage 3 for a satisfactorily documented reason will be given an opportunity to complete the Attachment at a later date. This will result in delayed progression to the Pre-Internship Block. Requests to delay a Clinical Block for reasons other than illness or misadventure will not normally be considered
A student who does not satisfy the attendance requirements for more than one Clinical Attachment in Stage 3 (whether consecutively or separately), for a satisfactorily documented reason, will be required to repeat the missed Attachments.
(c) Illness or misadventure at the time of an assessment
A student who believes that his/her attendance or performance at an assessment has been compromised by serious illness or misadventure has a right to request Special Consideration in accordance with the Academic Board Resolutions
Assessment and Examination of Coursework.
The NSW Medical Practice Act 1992 No 94 also requires deans of medical schools to notify the Board of a student who may be suffering an impairment that might affect the person's capacity to practice medicine on graduation. Notification to the Board is no barrier to a student progressing in the Sydney Medical Program.
Any student may appeal against an academic decision in the Sydney Medical Program.
Information about the Student Appeals Against Academic Decisions - Sydney Medical School policies and procedures can be seen at:
Evaluation is an essential element of educational process. Responsibility for Evaluation in the University of Sydney Medical Program is vested in the Sub-dean, Assessment and Evaluation.
Evaluation in the Medical Program is about collecting, analysing and utilising information gained from students, staff and program developers so that decisions are made in an evidence-based manner. Evaluation goes hand-in-hand with assessment, seeking to determine how well educational needs of students have been met and whether educational standards have been attained. By conducting evaluation throughout the four-year Medical Program and beyond, the Medical Program is assessed for educational quality, and the curriculum is regularly updated to ensure the most recent educational innovations are implemented. However, to do this effectively, it is important that all students and teachers take part.
Students in the Medical Program are invited to become partners in evaluation for their own benefit through improvements in the course, as a professional responsibility to develop skills as reflective learners, and to take part in the ongoing cycle of curriculum development for the benefit of future students.
What does evaluation involve?
Evaluation will make some demands on students' time. Students will be asked to respond to short surveys periodically and we ask that they give honest and considered feedback. In addition, there will be opportunities online to provide feedback on your learning experiences. Taking part in all evaluation ensures that students' views are heard in a context that ensures confidentiality and anonymity. Student focus groups may also be held where specific issues can be addressed.
What's in it for students?
For effective evaluation there must be action. In return for students' feedback, Sydney Medical School will respond by reporting evaluation results on the Medical Program website and will include proposed action for change. The Evaluation Team will meet with student representatives throughout the year to make sure they are capturing as much feedback as possible. An Evaluation Committee has also been established to ensure that information will be gathered systematically and that it will be put to optimal use.
Clinical School contact details
Central Clinical School
The Children's Hospital at Westmead Clinical School
Concord Clinical School
Nepean Clinical School
Northern Clinical School
Westmead Clinical School
School of Rural Health
Sydney Adventist Hospital