Developing outcomes assessments for collaborative, cross-institutional benchmarking: progress of the Australian Medical Assessment Collaboration

Edwards, Daniel, Wilkinson, David, Canny, Benedict J., Pearce, Jacob and Coates, Hamish (2014) Developing outcomes assessments for collaborative, cross-institutional benchmarking: progress of the Australian Medical Assessment Collaboration. Medical Teacher, 36 2: 139-147. doi:10.3109/0142159X.2013.849798


Author Edwards, Daniel
Wilkinson, David
Canny, Benedict J.
Pearce, Jacob
Coates, Hamish
Title Developing outcomes assessments for collaborative, cross-institutional benchmarking: progress of the Australian Medical Assessment Collaboration
Journal name Medical Teacher   Check publisher's open access policy
ISSN 0142-159X
1466-187X
Publication date 2014-02-01
Year available 2014
Sub-type Article (original research)
DOI 10.3109/0142159X.2013.849798
Open Access Status Not Open Access
Volume 36
Issue 2
Start page 139
End page 147
Total pages 9
Place of publication London, United Kingdom
Publisher Informa Healthcare
Language eng
Subject 2700 Medicine
3304 Education
Formatted abstract
Background: The Australian Medical Assessment Collaboration (AMAC) began in 2010. This article charts the development of the collaboration over its initial years.

Aims: AMAC was instigated as a way of improving the quality of medical education through the recognition of the need for tools for comparison and evaluation of learning outcomes, acknowledgement of the need for high quality assessment, and to share expertise in these areas. In a climate of increasing regulation and accountability, this collaboration was formed as a means of increasing assessment practices by, with and for medical schools.

Method: This article provides an overview of the background issues stimulating the development of AMAC, discussion of the formation of the collaboration and reflection on the lessons learnt through these processes.

Results: In a relatively short space of time, AMAC has fostered substantial collaboration among schools; developed an Assessment Framework, items and an online assessment; and provided benchmarking reports to students and schools.

Conclusion: The intention here is to provide guidance for others (within the medical education community and those in other disciplines) with similar intentions and aims, by outlining the developmental pathway of the project and the systematic lessons that the collaboration team has learnt in establishing AMAC.
Q-Index Code C1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Official 2015 Collection
School of Medicine Publications
 
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