Further information

1. Application and admission
2. Disclosure
3. Pattern of enrolment
4. Outline of the curriculum
5. Suspension of candidature
6. Assessment
7. Progression
8. Appeals
9. Evaluation
10. Clinical schools

1. Application and Admission

For up to date details on admission and application requirements for entry into the University of Sydney Medical Program, visit:
sydney.edu.au/medicine/future-students/medical-program/index.php

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 to take the MCAT. For further details visit the University of Sydney Medical Program admission on International applicant website: sydney.edu.au/medicine/future-students/medical-program/international/international-admissions.php

2. Disclosure

(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then the applicant's offer of admission or subsequent enrolment in the University of Sydney Medical Program will be rescinded.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.

3. Pattern of enrolment

All units of study are compulsory unless otherwise noted.

Academic Stage 1 (Year 1)

Teaching period 1 UoS code and name	Credit points	Assumed knowledge
GDMP1011 Basic and Clinical Sciences 1	12
GDMP1012 Patient and Doctor 1	6
GDMP1013 Population Medicine 1	3
GDMP1014 Personal and Professional Development 1	3

Teaching period 2 UoS code and name	Credit points	Assumed knowledge
GDMP1021 Basic and Clinical Sciences 2	12
GDMP1022 Patient and Doctor 2	6
GDMP1023 Population Medicine 2	3
GDMP1024 Personal and Professional Development 2	3

Academic Stage 2 (Year 2)

Teaching period 1 UoS code and name	Credit points	Assumed knowledge
GDMP2011 Basic and Clinical Sciences 3	12	Academic Stage 1
GDMP2012 Patient and Doctor 3	6	Academic Stage 1
GDMP2013 Population Medicine 3	3	Academic Stage 1
GDMP2014 Personal and Professional Development 3	3	Academic Stage 1

Teaching period 2 UoS code and name	Credit points	Assumed knowledge
GDMP2021 Basic and Clinical Sciences 4	10	Academic Stage 1
GDMP2022 Patient and Doctor 4	6	Academic Stage 1
GDMP2023 Population Medicine 4	3	Academic Stage 1
GDMP2024 Personal and Professional Development 4	3	Academic Stage 1
GDMP2025 Independent Learning Activity	2	Academic Stage 1

Academic Stage 3 (Year 3)

Teaching Period 1 UoS code and name	Acronym	Credit points	Assumed knowledge
GDMP3131 Medicine Year Three	MED(3)	8	Academic Stage 2
Core or Speciality Block 1 (depending on Stream)		8	Academic Stage 2
Core or Speciality Block 2 (depending on Stream)		8	Academic Stage 2

Teaching Period 2 UoS code and name	Acronym	Credit points	Assumed knowledge
GDMP3016 Basic and Clinical Sciences 7		2	Academic Stage 2
GDMP3017 Patient and Doctor 7		2	Academic Stage 2
GDMP3018 Population Medicine 7		2	Academic Stage 2
GDMP3019 Personal and Professional Development 7		2	Academic Stage 2
Core or Speciality Block 3 (depending on Stream)		8	Academic Stage 2
Core or Speciality Block 4 (depending on Stream)		8	Academic Stage 2

Academic Stage 3 (Year 4)

Teaching Period 1 UoS code and name	Acronym	Credit points	Assumed knowledge
GDMP3109 Elective OR GMDP4110 Honours/Research Project		12	Academic Stage 3 (Year 3)
GDMP3132 Medicine Year 4		8	GDMP3131
GDMP4016 Basic and Clinical Sciences 8		2	Academic Stage 3 (Year 3)
GDMP3018 Population Medicine 8		2	Academic Stage 3 (Year 3)

Teaching Period 2 UoS code and name	Acronym	Credit points	Assumed knowledge
Core or Speciality Block 5 (depending on Stream)		8	Academic Stage 3 (Year 3)
Core or Speciality Block 6 (depending on Stream)		8	Academic Stage 3 (Year 3)
GDMP4017 Patient and Doctor 8		2	Academic Stage 3 (Year 3)
GDMP3019 Personal and Professional Development 8		2	Academic Stage 3 (Year 3)
GDMP4025 Pre-Internship Term		4	Academic Stage 3 (Year 3)

Stage 3 Streams

Stage 3 of the Medical Program is run as an integrated program. Students are allocated to one of four streams. In each stream, students will complete 10 clinical blocks over the 2 year period. This equates to 96 credit points.

The blocks are:

• Medicine Year 3 (MED(3))
• Medicine Year 4 (MED(4))
• Surgery (SURG)
• Critical Care (CC/S)
• Community (CR)
• Psychological and Addiction Medicine (PAAM)
• Perinatal and Women's Health (PWH)
• Child and Adolescent Health (CAH)
• Elective or Research Project (EL/HONS)
• Pre-Internship (PR)

Streams	Year 3 2012
	Term A	Term B	Term C	Term D	Term E
Stream 1	CC/S GDMP3134	CR GDMP3135	MED(3) GDMP3131	PAAM GDMP3136	CAH GDMP3138
Stream 2	MED(3) GDMP3131	PAAM GDMP3136	SURG GDMP3133	CR GDMP3135	PWH GDMP3137
Stream 3	MED(3) GDMP3131	SURG GDMP3133	CR GDMP3135	PWH GDMP3137	PAAM GDMP3136
Stream 4	SURG GDMP3133	MED(3) GDMP3131	PAAM GDMP3136	CAH GDMP3138	CR GDMP3135

Streams	Year 4 2013
	Term A	Term B	Term C	Term D	Term E
Stream 1	EL/HONS GDMP3109/ GDMP4110	MED(4) GDMP3132	PWH GDMP3137	SURG GDMP3133	PR GDMP4025
Stream 2	EL/HONS GDMP3109/ GDMP4110	CC/S GDMP3134	CAH GDMP3138	MED(4) GDMP3102	PR GDMP4025
Stream 3	EL/HONS GDMP3109/ GDMP4110	CAH GDMP3138	CC/S GDMP3134	MED(4) GDMP3132	PR GDMP4025
Stream 4	EL/HONS GDMP3109/ GDMP4110	PWH GDMP3137	MED(4) GDMP3132	CC GDMP3134	PR GDMP4025

Arrangements for 2010 Stage 3 students

Students who would have been enrolled in Stage 3 of the University of Sydney Medical Program in 2010, will continue in Stage 3 under the rules in place in 2010. The same rules will apply to students repeating Stage 3 in 2011. The units of study to be undertaken are as follows:

UoS code and name	Acronym	Credit points	Assumed knowledge
GDMP3101 Medicine Year Three	MED(3)	10	Academic Stage 2
GDMP3102 Medicine Year Four	MED(4)	10	GDMP3101 Medicine Year 3
GDMP3103 Surgery	SURG	10	Academic Stage 2
GDMP3104 Critical Care	CC/S	10	Academic Stage 2
GDMP3105 Community	CR	10	Academic Stage 2
GDMP3106 Psychological and Addiction Medicine	PAAM	10	Academic Stage 2
GDMP3107 Perinatal and Women's Health	PWH	10	Academic Stage 2
GDMP3108 Child and Adolescent Health	CAH	10	Academic Stage 2
Incorporating studies in: Basic and Clinical Sciences Theme; Patient and Doctor Theme; Population Medicine Theme; and Personal and Professional Development Theme
GDMP3109 Elective or GDMP4110 Research Project	EL or HONS	12	Academic Stage 2
GDMP4025 Pre-Internship Block	PR	4	Academic Stage 2

Stream arrangements for 2010 Stage 3 (year 4) students

Streams	Year 4 2011
	Term A	Term B	Term C	Term D	Term E
Stream 1	EL/HONS GDMP3109/ GDMP4110	MED(4) GDMP3102	PWH GDMP3107	SURG GDMP3103	PR GDMP4025
Stream 2	EL/HONS GDMP3109/ GDMP4110	CC/S GDMP3104	CAH GDMP3108	MED(4) GDMP3102	PR GDMP4025
Stream 3	EL/HONS GDMP3109/ GDMP4110	CAH GDMP3108	CC/S GDMP3104	MED(4) GDMP3102	PR GDMP4025
Stream 4	EL/HONS GDMP3109/ GDMP4110	PWH GDMP3107	MED(4) GDMP3102	CC GDMP3104	PR GDMP4025

4. Outline of the curriculum

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. 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 (P/M)
• Patient and Doctor (P/D)
• Personal and Professional Development (PPD)

Stage 1
	Block 1	Block 2	Block 3	Block 4	Block 5
BCS	Foundation Studies	Drug & Alcohol / Musculo-skeletal	Respiratory Sciences	Haematology	Cardio- vascular Sciences
P/M
P/D
PPD

Stage 2
	Block 6	Block 7	Block 8	Block 9	Block 10
BCS	Neuro sciences Vision & Behaviour	Endocrine, Nutrition, Sexual Health	Renal, Urology	Gastro- enterology & Nutrition	Oncology  & Palliative Care
P/M
P/D
PPD

Stage 3, Year 3
BCS	Term A	Term B	Term C	Term D	Term E
PopMed
P/D
PPD

Stage 3, Year 4
BCS	Term F	Term G	Term H	Term I	Pre-Internship
P/M
P/D
PPD

(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
• leadership seminars

(a) Problem-based learning

The core of the students' learning is problem-based learning (PBL) which 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. Theme sessions 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, 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 and medical humanities.

(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 entirely 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:

• Psychological and Addiction Medicine (PAAM)
• Child and Adolescent Health (CAH)
• Perinatal and Women's Health (PWH)
• Community (CR)

(c) Elective Block

The primary objective of the Elective Block is to provide the student with experience, including research, in a specific area of medicine or surgery of their own choice. Students arrange for their elective placement to be approved prospectively by Sydney Medical School, nominating a supervisor who is required to provide a report on the student's performance at the end of the elective. Each student is required to produce their own report on the work undertaken during the Elective Block. A minimum of eight weeks of supervised experience is required for this block. The block is located at the beginning of Year 4, in Term F.

(d) Pre-Internship Block

The Pre-Internship Block aims to ease the transition to internship. Students are placed in approved locations for intern training (accredited by the Clinical Education and Training Institute (CETI)), with programs modified to meet the special needs of final year students.

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 Federal 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.

(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.

5. Suspension of candidature

The faculty may grant permission for a student to suspend their candidature for the following purposes:

1. 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.
2. 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 2012:

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).

6. Assessment

See also the Academic Board Policy Assessment and Examination of Coursework.

(a) Responsibility for assessment

Responsibility for assessment in the University of Sydney Medical Program is vested in the Sub-dean, Assessment.

Responsibility for assessment for the award of Honours is vested in the Sub-Dean Medical Program Honours.

For the purposes of the Academic Board Policy Assessment and Examination of Coursework, the coordinator of the relevant theme acts as the "Head of Department responsible for all academic aspects of the conduct of assessments in the coursework units of study". Each theme coordinator "shall ensure that the assessments are conducted in accordance with the policies and directions of the Academic Board and Sydney Medical School".

For each stage, the Dean, on the recommendation of the Office of Medical Education (OME), appoints one or more principal examiners, responsible for the development of all written, practical or other assessments for that stage, and for the recruitment of assessors and/or markers for each assessment. Staff of the Assessment Unit will 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 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)
• Head, Office of Medical Education (OME), who shall chair the committee in the absence of the Dean
• Head of Assessment (OME)
• 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 (OME)
• Relevant Sub-Deans
• Coordinators of the Core Blocks (for Stage 3)
• Coordinators of the Specialty Blocks (for Stage 3)
• Coordinator of the Elective Block (for Stage 3)
• Coordinator of the Pre-Internship Block (for Stage 3)
• Sub-Dean Medical Program Honours (for Stage 3)
• 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 (7) 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.

7. Progression

The requirements for progression from one stage to the next are summarised below. The details of requirements for progression, and the provision of remediation and re-assessment, are set out in Sydney Medical School's Progression Policy. Students are also urged to refer to Sydney Medical School's Attendance Policy. These policies are available on the Sydney Medical School and Medical Program websites.

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.

On account 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:

1. 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.
2. 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.
3. 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.
4. 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.
5. 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) Progression at the end of Stage 1 (Year 1)

Progression at the end of Stage 1 (Year 1) depends on satisfactory performance in all four themes in designated summative assessments held during Stage 1. These assessments cover material from Stage 1 and may include material regarded as a prerequisite for Stage 1.

A student whose performance fails to meet the theme criteria in one or two (but not more) themes may be reassessed in those themes before the start of the following academic year.

A student who meets the theme criteria on reassessment is eligible to progress to Stage 2.

A student who fails to meet the theme criteria after reassessment, or who fails to meet the theme criteria in more than two themes, is required to repeat Stage 1, and will be reassessed in all themes.

A student who fails to meet the theme criteria after repeating Stage 1 will be required to show cause why he/she should be permitted to re-enrol in Stage 1.

(b) Progression at the end of Stage 2 (Year 2)

Progression at the end of Stage 2 depends on satisfactory performance in all four themes in designated summative assessments held during Stage 2. These assessments cover material from Stages 1 and 2.

A student whose performance fails to meet the theme criteria in one or two (but not more) themes may be re-assessed in those themes before the start of the following academic year.

A student who meets the theme criteria on re-assessment is eligible to progress to Stage 3.

A student who fails to meet the theme criteria on re-assessment, or who fails to meet the theme criteria in more than two themes, is required to repeat Stage 2, and will be re-assessed in all themes.

A student who fails to meet the theme criteria after repeating Stage 2 will be required to show cause why he/she should be permitted to re-enrol in Stage 2.

(c) Progression within Stage 3 (Year 3 to Year 4)

In Stage 3, Year 3 students will complete two Core Blocks and two Specialty Blocks prior to the Year 3 Summative (Barrier) Assessment.

In order to progress to Stage 3, Year 4 a student must satisfy all theme requirements in each of the Specialty Blocks and achieve a satisfactory standard in the Year 3 Summative (Barrier) Assessment. Students must also satisfy such additional Theme requirements as are prescribed during the Core Blocks.

Students who are unsatisfactory in a single Specialty Block will remediate during their Term J (Pre-Internship block) Block. Students who are unsatisfactory at the Year 3 Summative (Barrier) Assessment will remediate during Term E and sit a supplementary assessment. They will then complete their Term E Block during Term J (Pre-Internship Block) and then undergo a delayed Term J (Pre-Internship Block) in the months of January, February and March in year 5 of the program.

Students who are unsatisfactory in two Specialty Blocks or one Specialty Block and the Summative (Barrier) Assessment will be required to repeat Stage 3, Year 3.

(d) Progression at the end of Stage 3 (Year 4 to Pre-Internship Block)

In Stage 3, Year 4 students will complete two Core Blocks, two Specialty Blocks and the Elective Block prior to the Year 4 Summative (Barrier) Assessment.

In order to progress to the Pre-Internship Block a student must satisfy all Theme requirements in each of the Specialty Blocks, achieve a satisfactory standard in the Year 4 Summative (Barrier) Assessment and achieve a satisfactory standard in the Elective Block. Students must also satisfy such additional Theme requirements as are prescribed during the Core Blocks.

Students who are unsatisfactory in a single Specialty Block may be permitted to remediate during Term J (Pre-Internship Block). Students who are unsatisfactory at the Year 4 Summative (Barrier) Assessment will remediate during Term J (Pre-Internship Block) and sit a supplementary assessment. They will then complete a delayed Term J (Pre-Internship Block) during the months of January, February and March in year 5 of the Program.

Students who are unsatisfactory in two Specialty Blocks or one Specialty Block and the Summative (Barrier) Assessment will be required to repeat Stage 3, Year 4.


A student who is required to undertake more than one remedial Block, or who is assessed as 'not satisfactory' on any repeat Block, or who for any other reason is not eligible to progress to a delayed Pre-Internship Block, may enrol in the next scheduled Pre-Internship Block at the end of the subsequent academic Stage.

(e) Progression in the Pre-Internship Block

A student who fails to meet the Pre-Internship assessment criteria by the mid-point of the block will undergo remediation and re-assessment in the second half of the block.

A student who fails to meet the assessment criteria at the end of the Pre-Internship Block will be given an opportunity to enrol in a delayed Pre-Internship Block (January to March).

A student whose first Pre-Internship enrolment is in a delayed Pre-Internship Block (January to March), and who fails to meet the Pre-Internship program criteria, may enrol in the next scheduled Pre-Internship Block at the end of the subsequent academic Stage.

(f) 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 Manager, Medical Program Administration Unit (MPAU), in the Student Services Unit 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 the Manager, 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:

1. 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
2. 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.

(g) 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.

(h) 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 practise medicine on graduation. Notification to the Board is no barrier to a student progressing in the medical program.

8. Appeals

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:
sydney.edu.au/medicine/current-students/policies-forms/medical-program/appeals.php

9. Evaluation

Evaluation is an essential element of educational process. Responsibility for Evaluation in the University of Sydney Medical Program is vested in the Sub-dean, 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.

10. Clinical Schools

Clinical School contact details

Central Clinical School
Website: sydney.edu.au/medicine/central

The Children's Hospital at Westmead Clinical School
Website: sydney.edu.au/medicine/chw

Concord Clinical School
Website: sydney.edu.au/medicine/concord

Nepean Clinical School
Website: sydney.edu.au/medicine/nepean

Northern Clinical School
Website: sydney.edu.au/medicine/northern

Western Clinical School
Website: sydney.edu.au/medicine/westmead

School of Rural Health
Website: sydney.edu.au/medicine/rural-health

Sydney Adventist Hospital
Website: sydney.edu.au/medicine/sah