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Australia AMC Standards for Assessment and Accreditation of Primary Medical Programs (2023)
Australia and Aotearoa New Zealand
v2023 edition (in effect for accreditation from 1 January 2024; replaces the 2012 standards)
6 domains
22 controls
The Australian Medical Council's 2023 Standards for Assessment and Accreditation of Primary Medical Programs, in effect from 1 January 2024: the six Standards a medical school must meet, purpose, context and accountability, curriculum, assessment, students, learning environment and evaluation and continuous improvement, at sub-standard grain with their criteria, anchored on the AMC graduate outcome statements and with strengthened expectations for Aboriginal and Torres Strait Islander and Maori health, cultural safety, health equity, community partnership and student wellbeing.
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Australia AMC Standards for Assessment and Accreditation of Primary Medical Programs (2023) is a compliance framework from Australia and Aotearoa New Zealand with 6 domains and 22 controls. The largest domains are Standard 5 Learning environment – Australia AMC Standards for Assessment and Accreditation of Primary Medical Programs (2023) (5 controls), Standard 1 Purpose, context and accountability – Australia AMC Standards for Assessment and Accreditation of Primary Medical Programs (2023) (4 controls), Standard 4 Students – Australia AMC Standards for Assessment and Accreditation of Primary Medical Programs (2023) (4 controls). Every control below carries what it requires and what an assessor expects to see.
Maintained by Gerard Blokdyk
Framework summaries on this platform are interpretations grounded in the published source, for educational and compliance planning purposes. They do not reproduce or replace the official standards. Refer to the authoritative source for the definitive text. Framework names and trademarks belong to their respective organisations.
Framework Domains (6)
Standard 1 Purpose, context and accountability – Australia AMC Standards for Assessment and Accreditation of Primary Medical Programs (2023)
4 controls
| Code | Title |
|---|---|
| australia-amc-standards-for-assessment-and-accreditation-of-primary-medical-programs-2023::1.1 | Purpose: the provider has defined a purpose spanning learning, teaching, research and social and community responsibility; contributes to healthcare needs including the place-based needs of the communities it serves and to health equity; commits to producing doctors competent to practise safely under supervision as interns with the foundations for lifelong learning in any branch of medicine; and commits to Aboriginal and Torres Strait Islander and Maori health equity and participation as staff, leaders and students |
| australia-amc-standards-for-assessment-and-accreditation-of-primary-medical-programs-2023::1.2 | Partnerships with communities and engagement with stakeholders: the provider engages stakeholders, including community groups who experience health inequities and Aboriginal and Torres Strait Islander and Maori people and organisations, in defining purpose and program outcomes, designing curriculum and assessment, and evaluating the program; holds formal agreements with community organisations, health services, prevocational training providers and government and human service sectors; and maintains mutually beneficial partnerships with First Nations people and organisations that define expectations and promote sustainable community health services |
| australia-amc-standards-for-assessment-and-accreditation-of-primary-medical-programs-2023::1.3 | Governance: a documented governance structure that involves organisational units, staff and those delivering the program in engagement and decision-making, with the authority and capacity to plan, implement, review and improve the program and effective academic oversight; documented student representation in governance; Aboriginal and Torres Strait Islander and Maori academic staff and clinical supervisors participating at all levels of governance and decision-making; and policies to identify and manage conflicts of interest |
| australia-amc-standards-for-assessment-and-accreditation-of-primary-medical-programs-2023::1.4 | Medical program leadership and management: financial resources sufficient to sustain the program and directed to its purpose and requirements; a dedicated, clearly defined academic head with authority and responsibility for the program, supported by a leadership team with defined roles, authority, resources and expertise, including senior leadership responsible for Aboriginal and Torres Strait Islander and Maori health; qualification level assessed against national standards; and accurate, accessible program information for the public, applicants, students, staff and clinical supervisors |
Standard 2 Curriculum – Australia AMC Standards for Assessment and Accreditation of Primary Medical Programs (2023)
3 controls
| Code | Title |
|---|---|
| australia-amc-standards-for-assessment-and-accreditation-of-primary-medical-programs-2023::2.1 | Medical program outcomes and structure: graduate outcomes consistent with the AMC graduate outcome statements, with a safe transition to supervised internship, and with the needs of the communities served including groups experiencing health inequities and Aboriginal and Torres Strait Islander and Maori communities; and students achieving assessment outcomes with equitable access to learning and supervision of comparable quality in every learning context, supported by appropriate resources |
| australia-amc-standards-for-assessment-and-accreditation-of-primary-medical-programs-2023::2.2 | Curriculum design: purposeful design on coherent educational principles and the nature of clinical practice; Aboriginal and Torres Strait Islander and Maori health integrated across every discipline, with that curriculum evidence-based, strengths-based and led and authored by First Nations health experts; active research and scholarship including in medical education and First Nations health teaching that informs the program; alignment of outcomes, teaching and assessment; a curriculum that builds integration and safe transition, develops self-directed lifelong learners, allows all outcomes to be demonstrated within its duration, states learning outcomes for each stage and communicates them, and offers studies of choice |
| australia-amc-standards-for-assessment-and-accreditation-of-primary-medical-programs-2023::2.3 | Learning and teaching: a range of fit-for-purpose methods that promote safe, quality care in partnership with patients; interprofessional learning; skills practised before clinical application; sufficient supervised patient contact with increasing participation in care; learning about the needs of groups experiencing health inequities and Aboriginal and Torres Strait Islander and Maori communities and how to address systemic disadvantage, power differentials and historical injustice; culturally safe teaching informed by First Nations knowledge systems and medicines; extensive face-to-face experiential learning across disciplines, the life cycle, prevention and treatment settings including community health, and metropolitan, regional, rural and where possible remote settings; and a pre-internship program |
Standard 3 Assessment – Australia AMC Standards for Assessment and Accreditation of Primary Medical Programs (2023)
3 controls
| Code | Title |
|---|---|
| australia-amc-standards-for-assessment-and-accreditation-of-primary-medical-programs-2023::3.1 | Assessment design: a documented system of assessment across the program that is fair, flexible, equitable, valid and reliable and supported by research and evaluation evidence; that lets students show progress toward the program outcomes, including professional behaviours, over the whole program; that is blueprinted to teaching and to outcomes with detailed curriculum mapping at each stage; that uses a variety of fit-for-purpose methods and formats; that applies validated standard-setting methods; and that integrates assessment of Aboriginal and Torres Strait Islander and Maori health and culturally safe practice, informed by First Nations health experts |
| australia-amc-standards-for-assessment-and-accreditation-of-primary-medical-programs-2023::3.2 | Assessment feedback: regular, timely and clearly outlined opportunities for students to seek, discuss and receive feedback that guides their learning; timely identification and support of students not performing to the expected level through performance improvement programs; and feedback to academic staff and clinical supervisors on cohort performance |
| australia-amc-standards-for-assessment-and-accreditation-of-primary-medical-programs-2023::3.3 | Assessment quality: regular review of the assessment system, including blueprinting and standard setting, for fairness, flexibility, equity, validity, reliability and fitness for purpose using quantitative and qualitative methods; and consistent expectations and comparable assessment burdens where practices differ across teaching sites for the same learning outcomes |
Standard 4 Students – Australia AMC Standards for Assessment and Accreditation of Primary Medical Programs (2023)
4 controls
| Code | Title |
|---|---|
| australia-amc-standards-for-assessment-and-accreditation-of-primary-medical-programs-2023::4.1 | Student cohorts and selection policies: intake size defined against the provider's capacity to resource every stage of the program; a defined cohort with targets and strategies for recruiting Aboriginal and Torres Strait Islander and Maori students, students from rural backgrounds and students from equity groups, matched by infrastructure and support for their retention and graduation; inclusion of students with disabilities; and transparent, fair selection and admission processes that prevent racism, discrimination and bias (other than explicit affirmative action) and support the selection targets |
| australia-amc-standards-for-assessment-and-accreditation-of-primary-medical-programs-2023::4.2 | Student wellbeing: a program-wide strategy for wellbeing and inclusion; accessible counselling, health and learning support for financial, social, cultural, spiritual, personal, physical and mental health needs; timely identification and provision of additional support and reasonable adjustments; a safe, confidential and voluntary self-disclosure process, extended with health services through the transition to internship; flexible study policies; separation of student support from academic progression decisions; and clear policies with safe reporting and timely follow-up to identify, address and prevent bullying, harassment, racism and discrimination in every learning environment |
| australia-amc-standards-for-assessment-and-accreditation-of-primary-medical-programs-2023::4.3 | Professionalism and fitness to practise: policies and timely procedures for managing students whose impairment raises concerns about their fitness to practise or to interact with patients, including in a culturally safe way, and for identifying, managing and supporting students whose professional behaviour raises such concerns |
| australia-amc-standards-for-assessment-and-accreditation-of-primary-medical-programs-2023::4.4 | Student indemnification and insurance: students are adequately indemnified and insured for all education activities |
Standard 5 Learning environment – Australia AMC Standards for Assessment and Accreditation of Primary Medical Programs (2023)
5 controls
| Code | Title |
|---|---|
| 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 |
| australia-amc-standards-for-assessment-and-accreditation-of-primary-medical-programs-2023::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 |
| australia-amc-standards-for-assessment-and-accreditation-of-primary-medical-programs-2023::5.3 | Staff appointment, promotion and development: appointment and promotion policies balancing teaching, research and service and including a culturally safe system for recognising the success of Aboriginal and Torres Strait Islander and Maori staff; appraisal and development of all staff including clinical title holders and joint appointees; professional development, team structures and mentoring for First Nations staff across the program and the institution; and cultural safety training and regular professional development for staff, clinical supervisors and students |
| australia-amc-standards-for-assessment-and-accreditation-of-primary-medical-programs-2023::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 |
| australia-amc-standards-for-assessment-and-accreditation-of-primary-medical-programs-2023::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 |
Standard 6 Evaluation and continuous improvement – Australia AMC Standards for Assessment and Accreditation of Primary Medical Programs (2023)
3 controls
| Code | Title |
|---|---|
| australia-amc-standards-for-assessment-and-accreditation-of-primary-medical-programs-2023::6.1 | Continuous review, evaluation and improvement: continuous evaluation and review of the program covering curriculum content, teaching and supervision quality, assessment and progression decisions, with prompt and effective management of concerns or risks to quality; regular, systematic collection and analysis of feedback from students, staff, prevocational training providers, health services and communities to improve the program; and collaboration with other providers on outcomes, methods and assessment, taking account of national and international developments |
| australia-amc-standards-for-assessment-and-accreditation-of-primary-medical-programs-2023::6.2 | Outcome evaluation: analysis of student and graduate cohort performance to confirm that all students meet the program outcomes and that outcomes are similar across cohorts; examination of performance against student characteristics shared with the selection, curriculum and student support committees; and evaluation of outcomes for equity group cohorts, with evaluation of Aboriginal and Torres Strait Islander and Maori cohorts informed and reviewed by First Nations education experts |
| australia-amc-standards-for-assessment-and-accreditation-of-primary-medical-programs-2023::6.3 | Feedback and reporting: evaluation, improvement and review outcomes reported through the provider's governance and administration and shared with students and those who deliver the program; and evaluation results made available to stakeholders with an interest in graduate outcomes, particularly prevocational training providers, whose views are considered in continuous improvement |
What is Australia AMC Standards for Assessment and Accreditation of Primary Medical Programs (2023) and who does it apply to?
Australia AMC Standards for Assessment and Accreditation of Primary Medical Programs (2023) is a compliance framework from Australia and Aotearoa New Zealand with 6 domains and 22 controls. The Australian Medical Council's 2023 Standards for Assessment and Accreditation of Primary Medical Programs, in effect from 1 January 2024: the six Standards a medical school must meet, purpose, context and accountability, curriculum, assessment, students, learning environment and evaluation and continuous improvement, at sub-standard grain with their criteria, anchored on the AMC graduate outcome statements and with strengthened expectations for Aboriginal and Torres Strait Islander and Maori health, cultural safety, health equity, community partnership and student wellbeing. It is used by organisations to establish and maintain compliance with industry standards and regulatory requirements.
What does Australia AMC Standards for Assessment and Accreditation of Primary Medical Programs (2023) actually require?
Australia AMC Standards for Assessment and Accreditation of Primary Medical Programs (2023) has 22 controls organised across 6 domains. The largest domains are Standard 5 Learning environment – Australia AMC Standards for Assessment and Accreditation of Primary Medical Programs (2023) (5 controls), Standard 1 Purpose, context and accountability – Australia AMC Standards for Assessment and Accreditation of Primary Medical Programs (2023) (4 controls), Standard 4 Students – Australia AMC Standards for Assessment and Accreditation of Primary Medical Programs (2023) (4 controls). Each control defines specific requirements that organisations must implement to achieve compliance.
If I already comply with another framework, how much of Australia AMC Standards for Assessment and Accreditation of Primary Medical Programs (2023) do I already cover?
Australia AMC Standards for Assessment and Accreditation of Primary Medical Programs (2023) does not currently have cross-framework mappings in our system. Check back as we continuously expand our mapping database.
How do I implement Australia AMC Standards for Assessment and Accreditation of Primary Medical Programs (2023)?
Start your Australia AMC Standards for Assessment and Accreditation of Primary Medical Programs (2023) compliance journey by running a self-assessment on our platform to identify your current compliance posture. Our AI advisory can answer specific questions about Australia AMC Standards for Assessment and Accreditation of Primary Medical Programs (2023) requirements, and cross-framework mapping helps you leverage existing controls from other frameworks you may already comply with. Create a free account to access all 22 controls and track your progress.
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