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.
5.1 Facilities
5.1.1聽聽聽聽聽 The medical education provider has the educational facilities and infrastructure to deliver the medical program and achieve the medical program outcomes.
5.1.2聽聽聽聽聽 Students and staff have access to safe and well-maintained physical facilities in all learning and teaching sites. The sites support the achievement of both the medical program outcomes and student and staff wellbeing, particularly for students and staff with additional needs.
5.1.3聽聽聽聽聽 The medical education provider works with training sites and other partners to provide or facilitate access to amenities that support learning and wellbeing for students on clinical placements. This includes accommodation near placement settings that require students to be away from their usual residence.
5.1.4聽聽聽聽聽 The medical education provider uses technologies effectively to support the medical program鈥檚 learning, teaching, assessment and research.
5.1.5聽聽聽聽聽 The medical education provider ensures students have equitable access to the clinical and educational application software and digital health technologies to facilitate their learning and prepare them for practice.
5.1.6聽聽聽聽聽 Information services available to students and staff, including library and reference resources and support staff, are adequate to meet learning, teaching and research needs in all learning sites.
鈥楨ducational facilities and infrastructure鈥 includes classrooms, staff offices and rooms, study areas, simulation facilities, labs, information communication technologies (such as internet access), and other facilities and infrastructure that explicitly facilitate learning and teaching. 鈥楶hysical facilities鈥 include the general buildings, general use spaces, toilets, parking, transit hubs, and other facilities that support students and staff but are not explicitly used for learning and teaching. 鈥楢menities鈥 are services such as accommodation, gyms and food services (5.1.1, 5.1.2 and 5.1.3)
Physical facilities that support student and staff wellbeing are appropriate for their needs and inclusive of those with specific and unique additional needs. For instance, students and staff who are parents or carers of young children require appropriate spaces for feeding and changing. Another example is that wheelchair users require accessible facilities (5.1.2).
Aboriginal and/or Torres Strait Islander and M膩ori students and staff should be provided with designated safe spaces to support their wellbeing where reasonable (5.1.2).
Technologies that 鈥榮upport the medical program鈥檚 teaching, learning, assessment and research鈥 would include, for example, Learning Management Systems, Assessment Management Systems, curriculum mapping tools and electronic portfolio systems (5.1.4).
Amenities that 鈥榮upport learning and wellbeing鈥, including accommodation, should be safe and reasonably affordable for students who require it. In the case of accommodation, this may require that providers make housing vouchers available or build accommodation (5.1.3).
Technology that providers use and ensure access to for delivery of their medical program should be reliable and fit for purpose (5.1.4 and 5.1.5).
鈥楨quitable access鈥 refers to an understanding that not all clinical placement sites will provide students with access to all technologies used in the curriculum, but that students should have access to core curriculum, teaching, learning and assessment delivery technologies such as the Learning Management System, online information services and any other technology required to achieve medical program outcomes (5.1.5).
Documentary evidence could include:
Interview and observational evidence could include:
There are no examples at this time.
There are no resources at this time.
5.2 Staff resources
5.2.1聽聽聽聽聽 The medical education provider recruits and retains sufficient academic staff to deliver the medical program for the number of students and the provider鈥檚 approach to learning, teaching and assessment.
5.2.2聽聽聽聽聽 The medical education provider has an appropriate profile of professional staff to achieve its purpose and implement and develop the medical program.
5.2.3聽聽聽聽聽 The medical education provider implements a defined strategy for recruiting and retaining Aboriginal and/or Torres Strait Islander and M膩ori staff. The staffing level is sufficient to facilitate the implementation and development of the Aboriginal and/or Torres Strait Islander and M膩ori health curriculum, with clear succession planning.
5.2.4聽聽聽聽聽 The medical education provider uses educational expertise, including that of Aboriginal and/or Torres Strait Islander and M膩ori people, in developing and managing the medical program.
5.2.5聽聽聽聽聽 The medical education provider recruits, supports and trains patients and community members who are formally engaged in planned learning and teaching activities. The provider has processes that are inclusive and appropriately resourced for recruiting patients and community members, ensuring the engagement of community groups who experience health inequities and Aboriginal and/or Torres Strait Islander and M膩ori communities.
5.2.6聽聽聽聽聽 The medical education provider ensures arrangements are in place for indemnification of staff with regard to their involvement in the development and delivery of the medical program.
鈥楽ufficient鈥 academic staff refers to the numbers of employed staff, reasonable turnover and vacancy rates for key staff roles, and that employed staff are appropriately skilled and have relevant expertise to cover the range of educational needs of the program, learning and teaching methods and workload and assessment required for all students to achieve the 香港六合彩 graduate outcome statements (5.2.1).
An 鈥榓ppropriate profile鈥 of professional staff refers to the numbers of staff and their roles, particularly in addressing curriculum priorities. Key areas include administration, information technology, laboratory support, student wellbeing, and managing engagement with clinical partners and communities. (5.2.2).
Strategies for recruiting and retaining Aboriginal and/or Torres Strait Islander and M膩ori staff may include:
鈥楨ducational expertise鈥 can be garnered through a range of qualifications and expertise. The contribution of this expertise should generally be formalised through identified educational and teaching roles, and access to continuing professional development (5.2.4). Details of professional development opportunities available to staff should be reported under Standard 5.3: Staff appointment, promotion and development.
Learning and teaching activities should be informed by and, when relevant, directly engage patients and community members to meet these standards and ensure graduates achieve the 香港六合彩 graduate outcome statements. Providers should understand barriers to participation and work to mitigate these where possible. Patients and community members from community groups who experience health inequities and Aboriginal and/or Torres Strait Islander and M膩ori communities should be involved in learning and teaching activities:
Only when fully informed of the scope and purpose of activities, and only engaged when they have the relevant knowledge and the resilience to share it (5.2.5).
Documentary evidence could include:
Interview and observational evidence could include:
There are no examples at this time.
5.3 Staff appointment, promotion and development
5.3.1聽聽聽聽聽 The medical education provider鈥檚 appointment and promotion policies for academic staff address a balance of capacity for teaching, research and service functions. The appointment and promotion policies include a culturally safe system for measuring success of Aboriginal and/or Torres Strait Islander and M膩ori staff.
5.3.2聽聽聽聽聽 The medical education provider appraises and develops staff, including clinical title holders and staff who hold a joint appointment with another body.
5.3.3聽聽聽聽聽 The medical education provider provides Aboriginal and/or Torres Strait Islander and M膩ori staff with appropriate professional development opportunities and support. Aboriginal and/or Torres Strait Islander and M膩ori staff have formal opportunities to work together in teams and participate in mentoring programs across the medical program and higher education institution.
5.3.4聽聽聽聽聽 The medical education provider ensures that staff, clinical supervisors and students have training in cultural safety and participate in regular professional development activities to support ongoing learning in this area.
A 鈥榖alance of capacity鈥 for teaching, research and service should be fostered by providers through balanced role descriptions and teaching loads in practice (5.3.1).
Appointment and promotion policies that 鈥榠nclude a culturally safe system for measuring success of Aboriginal and/or Torres Strait Islander and M膩ori staff鈥 acknowledge:
鈥楢ppropriate鈥 professional development opportunities and support for Aboriginal and/or Torres Strait Islander and M膩ori staff are best defined by these staff, as supported by good practice and case studies. The facilitation of work in teams and mentoring for Aboriginal and/or Torres Strait Islander and M膩ori staff usually relies on the provider having (an) Aboriginal and/or Torres Strait Islander and M膩ori education unit(s) (5.3.3).
Training in cultural safety should be:
Where possible, accredited by a recognised training accreditation authority (5.3.4).
Documentary evidence could include:
Interview and observational evidence could include:
There are no examples at this time.
5.4 Clinical learning environment
5.4.1聽聽聽聽聽 The medical education provider works with health services and other partners to ensure that the clinical learning environments provide high-quality clinical experiences that enable students to achieve the medical program outcomes.
5.4.2聽聽聽聽聽 There are adequate and culturally safe opportunities for all students to have clinical experience in providing health care to Aboriginal and/or Torres Strait Islander and M膩ori people.
5.4.3聽聽聽聽聽 The medical education provider actively engages with co-located health profession education providers to ensure its medical program has adequate clinical facilities and teaching capacity.
The provider should demonstrate the quality and efficacy of their relationships with health services and other partners, and relate this to the quality of students鈥 clinical experiences (5.4.1). Providers should explain under Standard 5.4, Clinical learning environment, how their relationships enable high-quality clinical experiences. Providers should explain the details of those relationships, particularly how they are formalised, under Standard 1.2: Partnerships with communities and engagement with stakeholders. Providers should explain student opportunities to learn with and learn from diverse patient groups; and learn in diverse healthcare settings, under Standard 2.3: Learning and teaching.
In ensuring 鈥榓dequate and culturally safe opportunities for all students to have clinical experience in providing health care to Aboriginal and/or Torres Strait Islander and M膩ori people鈥, providers should recognise that Aboriginal and/or Torres Strait Islander and M膩ori people seek and are provided care in all healthcare settings, not only in community controlled health settings. While community controlled health settings will have the most concentrated opportunities for students to gain this clinical experience, the 香港六合彩 recognises that these settings have limited capacity and resources to both facilitate student learning and provide appropriate care to their patients. Providers should implement structured and culturally safe opportunities in Aboriginal and/or Torres Strait Islander and M膩ori health across their clinical sites, including tertiary and community settings. Where providers partner with community controlled health settings to place students in those settings, providers should ensure there is benefit for those health settings such that their overall resources are not diminished (5.4.2; see Standard 1.2: Partnerships with communities and engagement with stakeholders).
The 香港六合彩 does not specify minimum contact hours or types of experiences that form 鈥榓dequate鈥 clinical experiences in Aboriginal and/or Torres Strait Islander and M膩ori health. Students should be able to meet all 香港六合彩 Graduate Outcome Statements related to Aboriginal and/or Torres Strait Islander and M膩ori health and cultural safety, and their clinical experiences should reinforce cultural safety training (see standard 5.3.4) and other cultural learning as part of the Aboriginal and/or Torres Strait Islander and M膩ori health curriculum (see standards 2.2.2 and 2.2.3).
Documentary evidence could include:
Interview and observational evidence could include:
There are no examples at this time.
There are no resources at this time.
5.5 Clinical supervision
5.5.1聽聽聽聽聽 The medical education provider ensures that there is an effective system of clinical supervision to ensure safe involvement of students in clinical practice.
5.5.2聽聽聽聽聽 The medical education provider ensures that clinical supervisors are provided with orientation and have access to training in supervision, assessment and the use of relevant health education technologies.
5.5.3聽聽聽聽聽 The medical education provider monitors the performance of clinical supervisors.
5.5.4聽聽聽聽聽 The medical education provider works with healthcare facilities to ensure staff have time allocated for teaching within clinical service requirements.
5.5.5聽聽聽聽聽 The medical education provider has defined the responsibilities of hospital and community practitioners who contribute to delivering the medical program and the responsibilities of the medical education provider to these practitioners.
An 鈥榚ffective system of clinical supervision鈥 refers to a system where the supervision arrangements are clear, explicit and accountable. Supervisors* guide the students鈥 clinical experience and clinical training. Supervisors should have the appropriate competencies, skills, knowledge and commitment to the program. This includes knowledge of the program requirements, understanding of the principles of learning, the ability to provide constructive and actionable feedback to students, and responding appropriately to identified concerns. Supervisors must behave professionally and appropriately, including in a culturally safe manner. The system should be sufficiently organised and centred around education to allow students to continuously learn and progressively achieve learning outcomes (5.5.1).
Providers should explain under Standard 5.5: Clinical supervision, the overall system of clinical supervision and the specific details of each clinical site, such as clinical supervisor to student ratios, requirements around student feedback time, and after-hours availability. Providers should explain how students are develop and practice procedural skills before applying them in a clinical setting, and have increased involvement in patient care as their skills develop, under Standard 2.3: Learning and teaching.
The paramount concern referred to with 鈥榮afe involvement鈥 of students in clinical practice is patient safety. The safety of students must also be ensured. Safety, for both patients and students, implies physical, psychological, emotional and cultural safety, as particularly but not exclusively described in quality and safety frameworks, legislation and clinical guidelines; as well as occupational health and safety principles and legislation. Patient safety will be protected through an effective system of supervision (5.5.1).
Training for clinical supervisors may be offered in partnership with a health service and may include topics such as clinical assessment, giving feedback, assessment quality, fostering cultural safety learning environments, and obligations and duties of supervisors including professionalism. Clinical supervisors having 鈥榓ccess to鈥 training includes that this training is readily accessible and that supervisors are aware of the availability of this training. While not a formal requirement in the standards, 香港六合彩 strongly encourages providers to ensure that clinical supervisors undertake training in the areas of supervision, assessment and the use of health education technologies (5.5.2).
Orientation for clinical supervisors should cover provider policies around supervision and raising concerns, provider expectations of supervisors, provider responsibilities towards supervisors, monitoring and performance recognition processes, and training and professional development opportunities (5.5.2).
鈥楳onitor[ing] the performance鈥 of clinical supervisors means collecting individual and collective data, such as student and peer feedback, that allows a provider to monitor professionalism including cultural safety of supervisors and make informed determinations on professional development and training needs, as well as allowing for recognition of performance. This performance monitoring does not need to fall within the formal provider performance appraisal system for staff (this formal system for the provider鈥檚 staff is required under standard 5.3.2). The provider should work in close partnership* with clinical sites to monitor the performance of supervisors (5.5.3).
Documentary evidence could include:
Interview and observational evidence could include:
There are no examples at this time.
There are no resources at this time.