What does 5.3 require?

Staff grow when the system values the right things. When academic staff are appointed and promoted the policies weigh teaching, research and service together, and they include a culturally safe way of recognising the achievements of Aboriginal and Torres Strait Islander and Maori staff. All staff are appraised and developed, including clinical title holders and those jointly appointed with health services. Aboriginal and Torres Strait Islander and Maori staff receive appropriate professional development and support and are given structured opportunities to work as a group and to join mentoring programs across the program and the wider institution. Staff, clinical supervisors and students receive training in cultural safety and take part in regular professional development to keep learning in this area.

Australia AMC Standards for Assessment and Accreditation...

Other controls in Standard 5 Learning environment – Australia AMC Standards for Assessment and Accreditation of Primary Medical Programs (2023)

5.1 Facilities: educational facilities and infrastructure sufficient to deliver the program and its outcomes; safe, well-maintained physical facilities at every site that support outcomes and wellbeing, especially for those with additional needs; amenities and accommodation for students on placement away from home, arranged with training sites and partners; effective use of technology for learning, teaching, assessment and research; equitable student access to clinical and educational software and digital health technologies; and adequate information services, library resources and support staff at all sites
5.2 Staff resources: sufficient academic staff recruited and retained for the student numbers and the approach to learning, teaching and assessment; an appropriate professional staff profile; a defined strategy for recruiting and retaining Aboriginal and Torres Strait Islander and Maori staff at a level that sustains the First Nations health curriculum with succession planning; use of educational expertise including that of First Nations people; recruitment, support and training of patients and community members formally engaged in teaching, with inclusive, resourced processes that engage groups experiencing health inequities and First Nations communities; and indemnification of staff for their program work
5.4 Clinical learning environment: collaboration with health services and partners so that clinical learning environments give high-quality clinical experiences that enable the program outcomes; adequate and culturally safe opportunities for every student to gain clinical experience in caring for Aboriginal and Torres Strait Islander and Maori people; and active engagement with co-located health profession education providers to secure adequate clinical facilities and teaching capacity
5.5 Clinical supervision: an effective system of clinical supervision for safe student involvement in clinical practice; orientation and access to training in supervision, assessment and relevant health education technologies for clinical supervisors; monitoring of supervisor performance; agreements with healthcare facilities that allocate staff time for teaching within clinical service requirements; and defined responsibilities of hospital and community practitioners who contribute to the program and of the provider toward them

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The graph holds this control, the 0 it maps to, and the evidence behind each claim, over MCP and REST.

MCP endpoint All Australia AMC Standards for Assessment and Accreditation of Primary Medical Programs (2023) controls