Further information

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/admissions/index.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then the applicant's offer of admission or subsequent enrolment in the University of Sydney Medical Program will be rescinded.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. Outline of the curriculum

The four curriculum themes that continue throughout the four years of the Sydney Medical Program ensure that students' knowledge and skills develop systematically. 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 academic 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 five blocks throughout each year. In Stages 1 and 2, the blocks range from four to 11 weeks’ duration. All Stage 3 blocks are of eight weeks’ duration. Between most blocks, the timetable allows for a break of at least one week.

Please note that the Sydney Medical Program does not follow the normal semester pattern undertaken by other courses offered by the University of Sydney.

Importantly, please note that Sydney Medical Program is a full-time course. Students are expected to be available to attend classes or other assigned activities 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)

Stage 1
	Block 1	Block 2	Block 3	Block 4	Block 5
BCS	Foundation Studies/Immunology & Infection	Musculo-skeletal	Research Methods/Respiratory Sciences	Haematology	Cardio- vascular Sciences
Pop/Med
Pt-Dr
PPD

Stage 2
	Block 6	Block 7	Block 8	Block 9	Block 10
BCS	Neuro sciences Vision & Behaviour	Endocrine, Nutrition, Sexual Health	Renal, Urology	Gastroenterology, Nutrition, Drug & Alcohol*	Oncology & Palliative Care
Pop/Med
Pt-Dr
PPD

*For students commencing Stage 1 in 2014, teaching on Drug and Alcohol will occur at the end of Block 9. Students who commenced Stage 1 prior to 2014 completed Drug and Alcohol during Stage 1.

Stage 3, Year 3
BCS	Term A	Term B	Term C	Term D	Term E
Pop/Med
Pt-Dr
PPD

Stage 3, Year 4
BCS	Term F	Term G	Term H	Term I	Pre-Internship
Pop/Med
Pt-Dr
PPD

(1) Stages 1 and 2

During Stages 1 and 2, three days are timetabled for learning and teaching activities on the main campus each week. Students attend their Clinical Schools for two days each week. One of these two days contains timetabled Patient and Doctor sessions encompassing clinical skills and clinical communication. The other of the two days is devoted to research and self-directed clinical learning. Two blocks, Block 4 (Haematology) and Block 10 (Oncology & Palliative Care), are taught mainly in the Clinical Schools (4-5 days per week).

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 laboratory practical sessions
Patient and Doctor sessions in the Clinical Schools
Population Medicine and Personal and Professional Development sessions
seminars
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 in which students present the problems of ‘real’ patients to their Clinical Tutors and work out reasoned solutions to these problems.

(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. As mentioned above, one day each week in Stages 1 and 2 is devoted to research and self-directed clinical learning, including the opportunity to practice clinical history-taking and physical examination skills in the wards.

(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 practical sessions or seminars are offered for each theme. Some background work (eg readings) may be recommended for preparation beforehand. Basic and Clinical Sciences laboratory 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 and patient safety.

(d) Evidence-based medicine

The 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 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 Sydney Medical Program website.

(f) Independent Learning Activity (ILA)

In Stages 1 and 2 of the MBBS, students are required to extend the range and depth of their learning by undertaking an Independent Learning Activity (ILA). Choices for ILAs are varied and encompass small projects of various types including research, skills-based programs for small groups (eg anatomical dissection) and education-related projects (eg developing computer-based materials or undertaking an evaluative study). Many ILAs are generated by students themselves, while others are offered by staff. A list of possible ILAs is provided, inviting students to indicate their interest. ILA projects require faculty approval.

MD students do not undertake the ILA.

(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

There are four Core Blocks, each of eight weeks’ duration, in Years 3 and 4:

Medicine 3
Medicine 4
Surgery (SURG)
Critical Care/Surgery (CC/S)

The Core Blocks include time allocated for assessment and review. The experience involves student participation in ward services as well as outpatient 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 drawn from all four curriculum theme areas. Time is also allocated for self-directed learning. At least half of each week is spent directly involved in the activities of the clinical service to which students are attached. A progressive increase in clinical responsibility is expected as the students progress through Stage 3 towards the Pre-Internship Term.

Students are allocated to one or more clinical supervisors are appointed for each student for each of their Medicine, Surgery and Critical Care/Surgery Blocks. The clinical supervisors are 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 elective 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 (PRINT) Block aims to provide the final preparation for internship, ensuring that interns will be competent and confident in their role.

In PRINT, each student is responsible for his/her own learning, and must also complete specified assessable tasks under observation by the allocated PRINT Supervisor. The PRINT Supervisor is responsible for making a recommendation to the Examination Committee on the student's readiness (or otherwise) for graduation and internship.

The PRINT Block is normally of four weeks’ duration.

(e) Rural practice

In line with Australian Government policy, 25 percent of local students must complete 50 percent of their clinical experience in Stage 3 (Years 3 - 4) at the School of Rural Health, which has Clinical Schools at Dubbo and Orange Base Hospitals, or at a University Department of Rural Health (Lismore and Broken Hill).

In addition, all domestic medical students must spend at least four weeks in rural practice. There are further 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 PRINT 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

Under certain circumstances, students may be granted approval to undertake part-time enrolment in Stage 3. This is undertaken by completing alternate blocks over a four-year period instead of two years. For more information, contact the Office of Medical Education.

4. Suspension of candidature

Sydney Medical School may permit students to suspend their candidature in the Sydney Medical Program for the following purposes:

To undertake a higher degree. With the permission of the Dean, a student may interrupt candidature in order to enrol for another degree in the University of Sydney (such as a higher degree by research) or any other institution approved by the Dean. The student will be permitted to resume the 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 fee liability for the full semester. Suspension of candidature for any one period of more than 12 months will not be permitted, other than in exceptional circumstances and with the approval of the Dean (see Rules).

5. Assessment

See also the University of Sydney Assessment Policy (as amended) and Assessment Procedures (as amended).

(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 MBBS (Honours) is vested in the Sub-Deans (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 and Evaluation Unit in the OME support the work of the coordinators and principal examiners.

The relevant Theme, Block, Elective or PRINT coordinator convenes an assessment group to make an academic judgement on 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) in case a student appeals the decision.

Each coordinator conveys the recommendations of the relevant group on individual students’ results to the OME Assessment and Evaluation Unit. Staff of the Unit compile data on results to a Stage-specific Examination Committee.

(b) Examination Committees

Examination Committees are appointed for each of the three Stages of the Medical Program. Their membership comprises the following:

Dean, Sydney Medical School (Chair)
Head and Associate Dean, Medical Program, who chairs 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 (for the MBBS)
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 chair of each Examination Committee notifies the OME Assessment and Evaluation Unit of the results that are to be released to individual students. The Unit is responsible also 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. This 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. Other than in exceptional circumstances, these assessments constitute the sole basis on which such decisions are made.

(d) Assessment schedule

The Office of Medical Education publishes an assessment schedule online for each stage of the Sydney Medical Program at the beginning of each year. 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.

6. Progression

The details of requirements for progression, and the provision of remediation and re-assessment, are set out in the Progression Requirements and Outcomes for the Sydney Medical Program, available from the current students website. Students are also urged to refer to the Medical Program’s statement on Attendance Requirements. These requirements are updated from time to time and will be made available on the Sydney Medical School current students website and Medical Program the website by the start of the 2014 academic year.

These requirements are to be read in conjunction with the University of Sydney Policy and Procedure Student Academic Progression Policy.

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 Sydney Medical Program.

Because of the integrated structure of the Themes and Blocks, a student who is required to repeat a Stage of the 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 students who need to repeat any year:

The Chair of the Examination Committee will formally notify the coordinator(s) responsible for the theme(s) or block(s) in which the student’s performance was graded ‘not satisfactory’, ,as well as the Sub-Deans (if in Stage 1 or 2) and Associate Dean of the student's Clinical School.
The Examination Committee will request the coordinator(s) responsible for the relevant theme(s) or block(s) to provide advice on the specific needs of the student to the Sub-Deans (if in Stage 1 or 2) and the Associate Dean of the student's Clinical School.
The Examination Committee will ask the relevant Sub-Deans (if the student is in Stage 1 or 2) and the Associate Dean of the student's Clinical School to 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’s performance was ‘not satisfactory’ will be made available to the student and the supervisor/mentor by the relevant Sub-Deans (if the student is in Stage 1 or 2) and the Associate Dean of the student's Clinical School.
Unless otherwise determined by the relevant Sub-Deans (if the student is in Stage 1 or 2) or the 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 or the Associate Dean of the student's clinical school.

7. Special consideration and illness

(a) Special consideration

Special Consideration may be granted in circumstances where the student or a person for whom the student bears primary carer responsibility suffers a well-attested short-term illness, injury or misadventure during a semester or at the time of examination. The granting of Special Consideration is an academic judgment which depends on the nature of the illness, injury or misadventure and its timing in relation to assessment or examination. The processes followed by Sydney medical School 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 Office of Medical Education. 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 sought. 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, and the relevant Sub-Dean, Stage Coordinator and Clinical School Associate Dean 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 details will be made available only to the relevant Examination Committee if necessary for the Committee’s deliberations. Special Consideration will not be granted if the condition is considered to be unrelated to performance in the examinations or 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 performance of the student in the summative assessment, 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), or
that a ‘not satisfactory’ grading be recorded, requiring the student to repeat the Stage with academic penalty.

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,. In general, short-term illness, injury or misadventure that prevented a student with a satisfactory track record 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 Specialty Block or other barrier assessment. However, even if Special Consideration is granted, no further supplementary examination may be conducted, and the student will therefore not be permitted to progress. He or she will be required to repeat the Specialty Block and its assessment in entirety or will be eligible to sit for the next scheduled summative assessment corresponding to the student's Stage, having undertaken a tailored study program in preparation. The student's result in that summative assessment 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 (for MBBS students) Honours.

(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 suspend candidature until he/she is able to resume studies effectively.

Students must attend a range of specified learning activities in addition to those identified as required assessments. The details of the activities for which attendance is monitored are outlined in the Stage and Block Handbooks. In general, if a student is absent for more than 10% of any specified type of activity or block, he or she must arrange a make-up schedule (details of requirements are available in the Sydney Medical Program Attendance and Leave Guidelines). For some activities, make-up is impossible, and if students miss these without being granted Special Consideration, they will be graded as ‘not satisfactory’ in the relevant block or Stage. In most circumstances, if a student is absent for more than 20% of a specified type of activity or block, he or she is unlikely to be able to meet the requirements for progression. If such a student is granted Special Consideration, he or she may be allowed to repeat the block or Stage without academic penalty.

It should be noted that Sydney Medical School has an over-riding rule that students who do not complete the Medical Program within five years are required to show cause as to reasons for being allowed to continue their candidature. This rule applies regardless of the circumstances. It is upheld even where a student has been granted Special Consideration, or where a year is repeated without academic penalty.

(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.

8. Mandatory reporting requirements

The Australian Medical Board requires requires deans of medical schools to notify the Medical Board of Australia, a national board of the Australian Health Practitioner Regulation Agency (AHPRA), of any student who may be suffering an impairment that could affect his or her capacity to practice medicine. Notification to AHPRA does not of itself impede a student’s progression in the Sydney Medical Program.

The Health Practitioner Regulation National Law Act 2009 (the National Law), provides the legislative framework for the National Registration and Accreditation Scheme. The Medical Board of Australia is a part of that scheme. Guidelines for mandatory notifications (under section 39 of the National Law) can be downloaded from the Medical Board of Australia website.

Specifically, the dean is required to notify Medical Board if they reasonably believe:

a student enrolled in a program of study provided by the education provider has an impairment that, in the course of the student undertaking the clinical component as part of the program of study, may place the public at substantial risk of harm; or
a student for whom an education provider has arranged clinical training has an impairment that, in the course of the student undertaking clinical training, may place the public at substantial risk of harm.

In addition, any entity or person may make a voluntary notification about a student to the Medical Board when they believe that the student:

has been charged with an offence, or has been convicted or found guilty of an offence, that is punishable by 12 months imprisonment or more; or
has, or may have, an impairment that they believe may harm the public; or
has, or may have, contravened a condition of the student’s registration or an undertaking given by the student to the National Board.

9. 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

10. Evaluation

Evaluation is an essential element of educational process. Responsibility for evaluation in the Sydney Medical Program is vested in the Associate Dean (Assessment and Evaluation).

Evaluation processes in the Medical Program are designed to collect, analyse and apply information from students, staff and program developers for incorporation in decisions. Evaluation goes hand-in-hand with assessment, seeking to determine how well the 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, the effectiveness of evaluation depends on high response rates from the students and teachers who 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?

There are two benefits for students.

First, the evaluation system – which involves all students – provides opportunities for students to practice the process of peer review, which is an essential component of professional development.

Second, there is a strong and visible track record of changes and improvements to the Medical Program resulting from student evaluation. Academic staff regularly meet with student representatives to discuss what can and should be done to improve the Program and its delivery.

11. 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

Westmead 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

University of Sydney Handbooks - 2014 Archive

The University of Sydney - Sydney Medical School Handbook 2014