The 香港六合彩 is an organisation whose work impacts across the lands of Australia and New Zealand.
The 香港六合彩 acknowledges the Aboriginal and/or Torres Strait Islander Peoples as the original Australians and the M膩ori People as the tangata whenua (Indigenous) Peoples of Aotearoa (New Zealand). We recognise them as the traditional custodians of knowledge for these lands.
We pay our respects to them and to their Elders, both past, present and emerging, and we recognise their enduring connection to the lands we live and work on, and honour their ongoing connection to those lands, its waters and sky.
Aboriginal and/or Torres Strait Islander people should be aware that this website may contain images, voices and names of people who have passed away.
4.1 Student cohorts and selection policies
4.1.1聽聽聽聽聽 The size of the student intake is defined in relation to the medical education provider鈥檚 capacity to resource all stages of the medical program.
4.1.2聽聽聽聽聽 The medical education provider has defined the nature of the student cohort, including targets and strategies for recruiting Aboriginal and/or Torres Strait Islander and M膩ori students, students with rural backgrounds and students from equity groups to support increased participation of these students in medical programs.
4.1.3聽聽聽聽聽 The medical education provider complements targets and strategies for recruiting Aboriginal and/or Torres Strait Islander and M膩ori students, students with rural backgrounds and students from equity groups with infrastructure and supports for student retention and graduation.
4.1.4聽聽聽聽聽 The medical education provider supports inclusion of students with disabilities.
4.1.5聽聽聽聽聽 The selection policy and admission processes are transparent and fair, and prevent racism, discrimination and bias, other than explicit affirmative action, and support the achievement of student selection targets.
If the provider intends to increase the size of the student intake, the provider should have plans and associated resources in place to ensure the current student experience and outcomes of the medical program* are not negatively impacted (4.1.1).
In medicine and medical education, there is significant underrepresentation of Aboriginal and/or Torres Strait Islander and M膩ori people, people from rural backgrounds and people from equity groups*. The aim of targets and strategies for recruitment and retention of these groups should be to reduce and ultimately eliminate the underrepresentation of these groups in medicine and medical education. These strategies and supports should be clearly defined, appropriate to the differing needs of these communities, and aligned with community expectations (4.1.2 and 4.1.3).
Providers should define the 鈥榚quity groups鈥 that are targeted and supported to participate in the medical program, in partnership with stakeholders and local communities and with reference to relevant evidence (4.1.2 and 4.1.3). See the glossary definition of equity groups.
鈥楧efin[ing] the nature of the student cohort鈥 also includes setting the numbers of international students and domestic students, including numbers through different funding pathways, that the provider targets to form student cohorts (4.1.2).
鈥業nfrastructure鈥 for student retention and graduation鈥 refers to the physical infrastructure and technology which support student success for Aboriginal and/or Torres Strait Islander and M膩ori students, students with rural backgrounds and students from equity groups. 鈥楽upports鈥 for these purposes refers to the accessible services named in standard 4.2.2 and additional health and learning support mentioned in standard 4.2.3, but also community networks, dedicated staffing, professional development opportunities (such as resourcing to attend key conferences and networking events) and others that are connected to strategies for recruiting these students (4.1.3). Providers should explain under Standard 4.1: Student cohorts and selection policies, how the available infrastructure and support is strategically linked to the strategies for recruiting Aboriginal and/or Torres Strait Islander and M膩ori students, students with rural backgrounds and students from equity groups. The specific details of support services should be explained under Standard 4.2: Student wellbeing. Specific details of physical facilities and ICT infrastructure should be explained under Standard 5.1: Facilities.
A provider that 鈥榮upports inclusion鈥 of students with disabilities:
Considers how to reduce barriers to entry for the medical program, for example by developing a disability entry pathway into the program (4.1.4).
Documentary evidence could include:
Interview and observational evidence could include:
There are no examples at this time.
4.2 Student wellbeing
4.2.1聽聽聽聽聽 The medical education provider implements a strategy across the medical program to support student wellbeing and inclusion.
4.2.2聽聽聽聽聽 The medical education provider offers accessible services, which include counselling, health and learning support to address students鈥 financial, social, cultural, spiritual, personal, physical and mental health needs.
4.2.3聽聽聽聽聽 Students who require additional health and learning support, or reasonable adjustments/accommodations, are identified and receive these in a timely manner.
4.2.4聽聽聽聽聽 The medical education provider:
4.2.5聽聽聽聽聽 The medical education provider implements flexible study policies relevant to the students鈥 individualised needs to support student success.
4.2.6聽聽聽聽聽 The provision of student support is separated from decision-making processes about academic progression.
4.2.7聽聽聽聽聽 There are clear policies to effectively identify, address and prevent bullying, harassment, racism and discrimination. The policies include safe, confidential and accessible reporting mechanisms for all learning environments, and processes for timely follow-up and support. The policies, reporting mechanisms and processes support the cultural safety of learning environments.
A provider鈥檚 strategy to support medical student wellbeing and inclusion should include:
鈥楢ccessible鈥 services include accessible to students with disabilities, students with varying study and caring commitments, and students learning in locations geographically distant from university campuses. The medical education provider may offer student support services directly or through arrangements with external organisations (4.2.2).
The terms 鈥榬easonable adjustments鈥 in Australia and 鈥榬easonable accommodations鈥 in Aotearoa New Zealand have implications in each countries鈥 and international human rights law. Key legislation in Australia includes the Disability Discrimination Act 1992 and the Commonwealth Disability Standards for Education 2005. Key legislation in Aotearoa New Zealand includes the Human Rights Act 1993.
鈥楻easonable adjustments/ accommodations鈥 in these standards refer to reducing barriers to ensure that people with a disability or health condition have access to medical programs and participate in the academic, occupational and social activities of their education and training. In making reasonable adjustments/ accommodations, providers ensure that the academic integrity of the medical program is maintained (4.2.3 and 4.2.4).
Providers should have processes in place to ensure that students from equity groups* and Aboriginal and/or Torres Strait Islander and M膩ori students who require additional supports or adjustments/ accommodations are identified and provided this support in a timely manner. For Aboriginal and/or Torres Strait Islander and M膩ori students, these processes and additional supports should be culturally safe and allow Aboriginal and/or Torres Strait Islander and M膩ori students to meet cultural and community obligations (4.2.3).
The identification of students who require additional health and learning support and reasonable adjustments/ accommodations and provision of this support should aim to be a proactive process (4.2.3). Providers should explain how this proactive identification of students and provision of supports interacts with the performance improvement program under Standard 4.2: Student wellbeing. Providers should explain the details of performance improvement programs under Standard 3.2: Assessment feedback.
The 鈥檚afe鈥 voluntary self-disclosure of information by medical students includes the medical program fostering a culture and setting up systems that build up student trust and confidence. Medical programs should develop and evaluate self-disclosure processes in partnership* with students and the health services/prevocational training providers* that commonly employ their graduates (4.2.4).
鈥楩lexible study policies*鈥 should address the needs of students with specific cultural and community obligations, including Aboriginal and/or Torres Strait Islander and M膩ori students (4.2.5).
For providers to ensure that processes for student support provision and for academic progression are 鈥榮eparated鈥, staff members who are responsible for student support provision should not also have responsibility for academic progression decisions (4.2.6).
Staff should be covered and protected by policies around bullying, harassment, racism and discrimination. 鈥楬arassment鈥 also includes sexual harassment (4.2.7).
Policies, reporting mechanisms and processes around bullying, harassment, racism and discrimination that 鈥榮upport the cultural safety of learning environments鈥 should be led by Aboriginal and/or Torres Strait Islander and M膩ori people and include cultural supports. Specific policies may include anti-racism policies and approaches to creating a welcoming environment.
Documentary evidence could include:
Interview and observational evidence could include:
There are no examples at this time.
4.3 Professionalism and fitness to practise
4.3.1聽聽聽聽聽 The medical education provider implements policies and timely procedures for managing medical students with an impairment when their impairment raises concerns about their fitness to practise medicine or their ability to interact with patients, including in a culturally safe way.
4.3.2聽聽聽聽聽 The medical education provider implements policies and timely procedures for identifying, managing and/ or supporting medical students whose professional behaviour raises concerns about their fitness to practise medicine or their ability to interact with patients, including in a culturally safe way.
鈥業mpairment鈥 is defined by the Health Practitioner Regulation National Law under Section 5 as, 鈥渋n relation to the person, means the person has a physical or mental impairment, disability, condition or disorder (including substance abuse or dependence) that detrimentally affects or is likely to detrimentally affect鈥 for a student, the student鈥檚 capacity to undertake clinical training.鈥 Many disabilities, conditions and disorders that have some detrimental effect on capacity to undertake clinical training can be accommodated through reasonable adjustments/ accommodations, and providers are expected to support the inclusion of students with disabilities where reasonable adjustments/ accommodations are possible (see Standard 4.1: Student cohorts and selection policies and Standard 4.2: Student wellbeing). Students will require management through formal processes and, where relevant, involving training sites and regulators including the Australian Health Practitioner Regulation Agency, when an impairment may impact on patient safety in terms of the student鈥檚 fitness to practice medicine and ability to interact with patients generally (4.3.1).
Providers鈥 policies and procedures to identify, manage and/or support students whose professional behaviour raises patient safety concerns should be sufficiently robust to protect patient safety. As part of these processes, students should be supported in the aim to address the concerns. These students should be monitored and managed through formal processes involving, where relevant, training sites and regulators including the Australian Health Practitioner Regulation Agency (4.3.2).
Staff and clinical supervisors who regularly interact with students should be aware of these policies and procedures, particularly their obligations and reporting mechanisms (4.3.1 and 4.3.2).
For both impairments and professional behaviours, considerations around patient safety always include cultural safety, including for Aboriginal and/or Torres Strait Islander and M膩ori people (4.3.1 and 4.3.2).
Documentary evidence could include:
Interview and observational evidence could include:
There are no examples at this time.
There are no resources at this time.
4.4 Student indemnification and insurance
4.4.1聽聽聽聽聽 The medical education provider ensures that medical students are adequately indemnified and insured for all education activities.
Not applicable
Documentary evidence could include:
There are no examples at this time.
There are no resources at this time.