School of Medicine - University of Queensland

School of Medicine - University of Queensland


TABLE OF CONTENTSPANEL MEMBERSHIPExternal MembersProfessor Ian Puddey (Chair)Dean, Faculty of Medicine, Dentistry & Health SciencesThe University of Western AustraliaProfessor Ronald HardenGeneral SecretaryAssociation for Medical Education in Europe (AMEE)Professor Robert LechlerVice-Principal (Health)King’s College LondonDr Gavin StuartDean, Faculty of Medicine and Vice Provost HealthUniversity of British ColumbiaExecutive DeanProfessor Nicholas FiskExecutive Dean, Faculty of Health SciencesThe University of QueenslandStanding Committee RepresentativeProfessor Stephen BellSchool of Political Science and International StudiesThe University of QueenslandMember of Cognate SchoolProfessor Jonathan HillHead, School of Veterinary ScienceThe University of QueenslandSecretaryMs Jennifer SuttonAssociate Director (Operations), Faculty of Health SciencesThe University of QueenslandSCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 5

terms of referenceThe terms of reference for reviews of schools and academic disciplines shouldbe read in the context of the University’s mission, goals and objectives.The review committee’s task is to provide an objective view of the school’sperceptions and plans developed through the self-assessment process, andeither to confirm or to recommend changes to those plans. The majority ofschool reviews are expected to result in incremental changes in schools, howeverit is recognised that significant change might result from some reviews.The review process is undertaken in the context of the faculty and the Universityas a whole, and considers relationships within and between schoolsand, where relevant, with centres and institutes. Reviews are conducted ona septennial basis to assist schools in understanding and planning for theirfuture strategic development in relation to the University’s three broad planksof learning, discovery and engagement. Reviews have three key dimensions:• an evaluation of past performance since the previous review, includingespecially, the school’s program of improvement in response to the recommendationsof that review;• benchmarking of current structures, activities and performance againstappropriate comparable organisations to determine the school’s standing,nationally and internationally, in relation to its key strategic goals; and• an evaluation of the school’s future prospects in the context of its strategicgoals, resources, and internal and external opportunities.Evaluation of past, and benchmarking of current, performance nationally andinternationally is undertaken primarily to develop an appropriate contextualunderstanding of future prospects. The focus of the review process is on thefuture prospects of the school in relation to key aspects of learning, discoveryand engagement.The terms of reference provide the framework in which the school, through itsself-assessment, and the review panel, through its enquiries, can analyse theschool’s performance (and that of its centres) and plans in relation to appropriateand attainable future objectives. The terms of reference are:To review, within the context of the University’s strategic and operationalplans, the school’s current performance and in particular its plans for enhancingperformance in relation to:

TERMS OF REFERENCE1. the governance, leadership and inclusive decision-making structures in relationto promoting a clear and distinctive vision for the future development ofthe school;2. the quality, scope, focus, direction and balance of the school’s curricula andteaching at undergraduate and postgraduate levels in the light of enrolmenttrends, success rates, student and graduate satisfaction and the perception ofkey external stakeholders, the availability of alternative programs elsewhere inQueensland and Australia, and future developments in the discipline/s (In recognitionof the significant work undertaken between 2009 and 2010 to reviewthe School of Medicine’s MBBS program, and in an effort not to undermine thework already underway to implement the recommendations of that review, thisterm of reference will apply to all programs offered within the School otherthan the MBBS program);3. the research performance of the school including its research activity, researchoutcomes, including quality and impact, quality of research training, inlight of future developments in the discipline/s and other contextual matters;4. the school’s strategies in relation to internationalisation of the undergraduateand postgraduate curriculum; increasing international student enrolmentsand support for international students; student and staff mobility internationallyand international research collaborations;5. the role played by the school in relation to its relevant industries or otherstakeholder communities and in service to the profession and the community;6. the effectiveness of the school’s relationship with its alumni and the broadercommunity and its ability to develop support for meeting its future goals;7. the performance of the school in providing equity in access, employmentand learning for staff and both domestic and international students, includingthe recruitment of students and staff from under-represented groups;8. the effectiveness of the organisational and administrative support structuresof the school (effective committees, strong academic and professional staffsupport, efficient and equitable staffing arrangements) in the context of its currentfunctions and anticipated developments; and9. the financial health of the school and the effectiveness of the school’s useof resources in relation to accommodation, facilities, allocation of teaching/research/equipment funds, internationalisation and potential to generate additionalexternal resources.SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 7

INTRODUCTIONEXECUTIVE SUMMARYBy the Dean and Head, School of Medicine1. A Capstone ReviewThis Review of the School of Medicine in March 2011 is very timely; followingon eight years since the previous Review in 2003 the School is now a verydifferent organisation. The Review is best considered as a ‘capstone’ reviewfollowing both an exhaustive review of the UQ MBBS Program in 2009 andthe most comprehensive accreditation review ever undertaken by the AustralianMedical Council (AMC) in 2010. Both the 2009 MBBS Review and the 2010AMC Review have produced positive outcomes for the School and a clearaction plan has emerged from both. The School has used these two reviews asa foundation for strategic planning in preparation for the 2011 Academic BoardSchool Review.2. School HistoryIn understanding where the School is now in its development, and to appreciatewhere it wants to go next, a brief reflection on history is important. The Schoolis, in 2011, 75 years old – one of the longest established medical schools inAustralia. For most of its history, the only medical school in Queensland, thereare now 4 schools in the state. In the 1990s the school experienced significantturmoil as it considered, and then implemented a major program change,adopting a 4-year graduate entry, problem-based learning medical degree. Asreflected in a short note written for the 2003 School Review this change wasneither well received nor well managed. Leadership of the school changedhands, the medical community in Brisbane was disenfranchised through theprocess, and accreditation was threatened. The new MBBS program started in1997, a new Head of School was appointed in 2000 to stabilise the environment,and the 2003 School Review followed. As is evident from reading the SchoolSubmission for the 2003 Review, the Review Report itself, and subsequentImplementation Reports, even then (just 8 years ago) the School of Medicinewas quite precariously positioned.“The School’s current stable position has been achievedthrough a new leadership team, a new organisationalstructure, and a new culture. All are still developing, andall provide a foundation for our future.”SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 9

3. TodayThat the School of Medicine is now stable, and indeed strong, is evident from1) the report of the Australian Medical Council, 2) feedback from the MBBSReview and 3) performance data displayed in the UQ School-Based performanceFramework (SBPF) reported within this submission.The AMC has granted the School full accreditation from the end of 2010 to theend of 2016 (the maximum period possible following a major review). We willneed to provide the AMC with a report on progress in September 2012, therewill be a (small) site visit in 2014 to confirm progress against our plans, andassuming a successful further report in 2016, we can expect an additional fouryears accreditation.The AMC Review of the School in 2010 was the most extensive ever undertakenof any Australian medical school. The AMC Review Team spent three weeks,visiting three continents, and each teaching hospital within all 10 Clinical Schools.The full AMC submission and all supporting documentation, together with theAMC report, are provided electronically as an appendix to this Submission.The AMC commended the School for the quality and comprehensive nature ofits submission, and noted the School’s ability to manage its recent growth, itsexpansion of the MBBS degree to the UQ Ipswich Campus, and the establishmentof a Clinical School in New Orleans, USA.The MBBS Review, which took a year, was guided by a global steering group,received close to 100 submissions to its initial and interim reports, and wassuccessful in terms of re-engaging with internal and external stakeholders. TheReview determined that the broad shape and structure of the UQ MBBS degree(four year graduate entry, with school leaver entry options primarily via threedual degrees, taught largely through small group teaching) was appropriate.Several opportunities for improvement were identified, and these changes arenow underway (and are outlined below).The School-Based Performance Framework is a novel, university-widemechanism for measuring and reporting performance of a School against thekey areas of Learning, Discovery and Engagement. In the submission we showthat of the 20 KPIs used to measure performance in Learning, Discovery andEngagement, in 2009, the School was performing at the top stage (A) in 7/20stage B in 4/20 and in stage C in 9/20. In 2010 when some KPIs were changedour score was 6/20, 2/20, and 12/20 respectively (with 1-2 measures incomplete).4. Achieve StabilityThe School’s current stable position has been achieved through a new leadershipteam, a new organisational structure, and a new culture. All are still developing,and all provide a foundation for our future.In the 2003 School Review one recommendation was to establish a Deputy Headof School position for the first time. I was appointed to that position in mid-2004, and took over as Head at the end of 2006. Since then we have establishedthree Deputy Head positions responsible for Clinical Schools, Teaching &Learning, and Research, respectively. Several senior professional staff havebeen appointed, notably the Manager Strategy and Organisational Development,but also professional staff to support finance, operations, major projects, humanresource management, and international recruitment and partnerships. TheSchool of Medicine is now a $100 Million organisation and as such it demands ahighly professional and well-organised leadership and management team.

INTRODUCTIONThe new organisational structures that have been effective are the ClinicalSchools and the definition of the School into three distinct offices (MedicalDean, Teaching & Learning, and Research). The creation of 10 Clinical Schoolsin the last four years has provided a powerful mechanism to embed seniorleadership in the local health services across the geography of our School, toprovide that leadership with autonomy and responsibility, and as a result we haveseen an expansion in clinical teaching capacity occur in tandem with significantimprovements in relationships with our key stakeholders. This new structure isworking very well in most settings and has been a catalyst for the attraction ofmany millions of dollars of funding to strengthen these sites.A new culture has started to develop within the School. The new leadership,new structures, sustained performance and significant success have been linkedwith a deliberately inclusive and transparent decision-making process. Every sixmonths we run a Leaders Forum at which big ideas are discussed and debated,key activities are shared, successes are celebrated, and problems resolved. Oftenwe invite high profile external speakers and external stakeholders to join us,and at times we invite members of University senior executive to spend part ofthe day with our leaders. This Forum is complemented by a clear and simpleCommittee structure within the School, through which information is shared anddecisions made.5. TomorrowOver the last 6-9 months the School has used the preparation for the 2011 SchoolReview to rethink its raison d’être, accepting that the best time for a substantialrethink and repositioning is when an organisation is relatively strong.We engaged Deloitte to support our preparation for the Review, and chose the‘Good to Great in the Social Sectors’ framework, developed by Jim Collinsas a construct for our planning. A Review and Futures Team (RAFTeam) wasestablished, a series of events, consultations and discussions were undertaken,and the planning process was defined by wide and effective engagement acrossthe School community. A new Vision, Purpose and Values have been createdwhich will define our future. From these, and our recent MBBS Program andAMC reviews, a series of workplans are developing, and we will use this processas the basis for our ongoing planning for years to come.As a result the School has committed itself to use its current position of stabilityand strength to become a truly ‘great and global medical school’. We are alreadya global medical school, and we have started to establish what we mean by beinga ‘great’ medical school, and how to achieve that.THE FUTURE1. The School of Medicine from 2011-2020Importantly, the School has aligned its structures and its functions with the UQStrategic Plan, and with the organisation of the Faculty of Health Sciences. TheSchool is one of the largest in UQ and plays a critical role in supporting the UQStrategic Plan; and as the biggest unit within the Faculty of Health Sciences, theSchool is very aware of its responsibilities beyond its own borders.Historically the School’s activities have been almost entirely focussed aroundits medical degree, and a range of medical research activities. This has changedrecently and will continue to do so. Our future is as a multi-disciplinary, globallyengaged, research-focussed medical school.SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 11

“Our future is as a multidisciplinary,globallyengaged, research-focussedmedical school.”2. LearningPreviously focused primarily around the UQ MBBS program, now the Schoolis deliberately a multi-disciplinary teaching and learning environment. The UQMBBS Program remains, and will remain, the School’s primary and premierdegree program. However, we also now run Australia’s first Physician Assistant(PA) degree program: this reflects our shared commitment with the Faculty ofHealth Sciences to workforce development and innovation. The PA model ofcare is physician-delegated and hence it makes sense to house the program in theSchool of Medicine, and we are now reworking the curriculum so that it, and thelearning model, are better integrated with the MBBS curriculum.In 2012 we will launch the Bachelor of Paramedic Science degree, and againthis makes strategic sense in that the paramedic profession is closely aligned withthe medical profession, and the combination of medicine, physician assistants,and paramedic training will expand the opportunities for inter-professionallearning, and curriculum innovation within the medical school.The School’s postgraduate coursework offerings have historically been smallscale and fragmented. All these programs are being reviewed in 2011 by AssociateProfessor Lindy McAllister (Deputy Head (Teaching & Learning)) through theUQ Academic Program Review process. This will lead to stronger individualprograms as well as a better definition of a strategy for postgraduate courseworkprograms within the School of Medicine. Our view is that opportunities forgrowth in this area do exist, but the business model currently in place within theUniversity is not conducive to rapid expansion.In terms of continuing professional development (CPD), the School has aproductive and effective relationship with HealthCert Pty Ltd for the deliveryof a range of skin cancer workshops for general practitioners. These have beenrunning for five years now, are highly regarded and are a commercial success.Other CPD activities are modest and fragmented. However, the School is anactive participant in the faculty-driven strategic review and development of CPDactivities, and we recognise that some key decisions need to be made about howmuch, and in what sphere we contribute to the University’s strategy around CPD.2.1 UQ MBBS Program: future developmentsThe UQ MBBS program will remain a four year, graduate entry degree comprisedof Phase 1 (first two years; a mix of contextualised biomedical and clinicalscience, population health, ethics, and clinical skills development) and Phase 2(second two years; clinical training in a range of disciplines and locations).Phase 1 will be restructured into a series of 1, 2 and 4 unit courses, maintainingthe integrated, systems-based approach to delivery that has been successful todate. The School of Medicine will own all courses within the program, and newarrangements for service teaching will be negotiated with relevant schools inline with UQ service teaching policy. Phase 2 will remain as a rotating seriesof 8-week clinical placements in all major disciplines; a new 8-week placementin critical care medicine will be introduced in 2013 and the elective will beexpanded to two options at the end of Year 2 and the end of Year 3 (in additionto the Year 1 elective).Although a very large medical program (the annual intake may grow to 550in 2013, due to the Ochsner cohort) the defining feature of the UQ MBBSwill continue to be its small group teaching (PBL ratio of students to tutors is10:1, and Clinical Skills teaching is 5:1) in Phase 1. The creation of Academiesthat provide enhanced student-staff interaction and student support as well as

INTRODUCTIONthe delivery of clinical teaching through Clinical Schools where students aredeployed in modest numbers for their entire clinical training. Both will furtherpersonalise the student experience.At least half the places in the MBBS Program will be available to school leaverswho will be able to take any UQ degree prior to the MBBS degree; as is the casenow, we expect that most will undertake either a BSc, BHSc, or BA in the formof a dual degree, spending two years studying the first degree and then four yearsstudying medicine. This mechanism has proven to be popular and effective todate. However, the next steps are to create specific quotas for each dual degreestream, and define at least some required courses within each degree, so thatthe MBBS degree is better aligned with them, and students are appropriatelyprepared for medical study.The MBBS Program will be re-packaged from 2012 as a series of Tracks. Thisapproach will be detailed during 2011 but it builds upon the UQ philosophyof offering students choices and options. We will do this because we want todemonstrate that the UQ MBBS Program is not simply a ‘big cohort of medicalstudents’; we want to make it clear that we offer, and encourage, choice andopportunity. All students will complete the same MBBS degree with tracks eitherdefined by location/s and/or areas of additional and specific focus.2.2 MBBS Tracks• Clinician Scientist Track: students who complete Honours by Research,integrated or intercalated MPhil or PhD in addition to the UQ MBBS• Ochsner Track: students in the Ochsner Cohort (US citizens and permanentresidents who spend Phase 1 in Queensland and Phase 2 in the USA)• Ipswich Track: students who spend Phase 1 MBBS at the UQ IpswichCampus• Medical Leadership Track: students admitted to the Medical LeadershipProgram, which includes the Graduate Certificate of Executive Leadership,in parallel with the UQ MBBS Program• Rural Medicine Track: students who spend all or part of Phase 2 in the UQRural Clinical School and who have a special interest in rural medicine• Indigenous Health Track: all Indigenous students in the UQ MBBSProgram (and those in the school-leaver entry scheme) as well as non-Indigenous students with a special interest in Indigenous Health• Global Medicine Track: students with a specific interest in global/international medicine, which will include placements with one or more UQpartners (Ochsner, IMU, Brunei) as well as other sites. The aim is to expandthe Global Medicine Track to include study tours and extended placementsin high quality partner sites• Language Studies Track: students who choose to study the UQ Diploma inLanguages (any of the available languages) and then complete up to half ofPhase 2 in a country speaking the studied languageFinally over the next 3-4 years we will move to deliver the entire UQ MBBSProgram on the Sunshine Coast. This will mirror the development of the newSunshine Coast University Hospital, which will provide around 1000 beds in thenext decade. We currently deliver Phase 2 MBBS through the Sunshine CoastClinical School, and are confident that with careful planning and deployment ofresources we can deliver Phase 1 on the Coast as well.SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 13

3. ResearchResearch in the School of Medicine is at a critical crossroad. Over the last fewyears the Office of Research has driven important developments within theSchool, in response to the UQ research strategy and the increasingly competitiveresearch environment within Australia.Establishing the Office of Research itself, with its core staff, was a critical firststep, as this has allowed the School to develop and now implement a formalresearch strategy. The Office has catalysed the creation of 26 Centres of Researchwithin the School, with most academic staff now members of a Centre. Centresare now being amalgamated into larger, coherent groups. All secondary gains(funds generated by research performance) are returned to Centres.The University has established, over the last decade, a series of world-class (wetlab) research Institutes and University or Faculty-level Centres. Many of theSchool’s top performing researchers have moved to these units. This inevitablyputs pressure on the School’s own research performance, but the net effect at theUniversity level is (presumably) positive. The School is now moving to focusits research strategy even more. It can no longer be a nursery ground for anextensive array of research interests; rather it must focus on a small number ofareas of strength and opportunity. We will do this in four ways.First, we will support (through strategic funds) the further development of thetop 4-5 existing School Centres.Second, we will include a deliberately focussed effort on ‘dry lab’ researchbecause we cannot (and it would be inefficient to) compete with wet lab centreswithin UQ. An example of where we can be successful in this regard is the $5Million recently won by our primary care research team through a combinationof a NHMRC Centre for Research Excellence, and an APHCRI Centre ofExcellence, led by Professor Claire Jackson.Third, all academic appointments to the Academic Disciplines within the Schoolwill include a deliberate decision around areas of research strength, inclusionwithin one or more research centres, and inclusion of the relevant CentreDirector/s on the appointment panel.Fourth, we will develop a work plan based around growing strategic relationshipswith selected members of the major biomedical centres and institutes within UQ.Data recently published (February 2011) by the Australian Research Council, aspart of the Excellence in Research for Australia (ERA) initiative, indicates thatthe School of Medicine is well placed to achieve the above objectives. ERA usedleading researchers to identify and promote excellence in research, in Australianhigher education institutions, across eight discipline clusters.The research activity of each institution was rated from 1-5 in the research areasin which they were active. UQ as a whole has done outstandingly well in thissurvey, gaining an overall rating of 4.17 (5 equals well above world standard and4 equals above world standard)) and has been ranked third behind the AustralianNational University and the University of Melbourne.The School’s two primary clusters, Cluster 7 (Biomedical and Clinical HealthSciences) received a rating of 5 (well above world standard), and Cluster 8(Public and Allied Health), achieved a rating of 4 (above world standard). Anoutstanding effort by all ‘standards’.

INTRODUCTION4. EngagementSeveral very important strides have been taken in terms of the School’sengagement strategy and activities in the last 2-3 years. Coming off a very lowbase characterised by no strategy, ad hoc activity, almost no interaction withalumni, and no dedicated staff, change has been necessary.We now have a core team that covers alumni relations, event management,and marketing and communications. We are appointing a Director for the UQMedical Endowment to lead major fundraising efforts, and we are part of anambitious drive to create a $50M endowment to support skin cancer research.Into the future we want to build on the strong foundation created to date, andensure that our internal and external communication is exemplary, so that allour staff, students and partners know what we stand for, what we do, what weachieve, and what we plan to do next.In terms of our alumni, we have an opportunity to further reconnect with ourexisting 11,000 alumni and to prospectively build better alumni communicationand interaction with future graduating classes. We know that success in thisregard will only come from better engagement with our students from the timeof recruitment, through their time with us in the School, and once they havegraduated.The School of Medicine is already a significant driver of, and beneficiary offundraising within the University, and health and medical research is oftenattractive to potential donors. We have had some useful wins in recent yearsboth in terms of modest donations and appeals, to some significant philanthropicgifts. Our future success is dependent upon attracting major gifts to support ourstrategic initiatives.5. InternationalisationThe core of the School’s recent strategy has been to establish itself as Australia’sGlobal Medical School. This created significant discussion, as was intended,and the focus and commitment was effective in becoming a globally engagedmedical school. We built upon the existing links and activities, characterised bysignificant student mobility, significant staff mobility, some institutional links,and the emerging definition of the University as a global institution.We now have a Clinical School in New Orleans, USA, in partnership with oneof the USA’s top 100 hospitals (Ochsner Health System). This is the foundationfor a truly novel Track within our medical degree whereby (by 2013) up to 120US citizens or permanent residents will spend two years in Australia and twoyears in the USA studying the UQ medical degree. The partnership is committedto growing this relationship well beyond the medical degree, and especiallyinto collaborative international research. This partnership is a core, definingrelationship, and will be built upon in a very deliberate and strategic way in thenext several years.We also have a Clinical School in Brunei. While small, catering to a modestnumber of students each year, this is an important activity for the School, asit locates us in south-east Asia, which is vital to our geopolitical status. Thislinks to our close partnership with the International Medical University inMalaysia, which was built around taking students into MBBS Phase 2, and hasnow expanded to a close institutional partnership that has moved well beyondmedicine. We will expand our student placements within the IMU ClinicalSchool at Seremban.SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 15

Intriguing and exciting opportunities for partnership are emerging in China, theGulf, and India. Each will probably look quite different, and each will need to besupported by an effective business plan of its own. We see our China strategy asbeing focussed around a small number of very high quality partner Schools witha ‘China Study Tour’ being used each year to develop learning and discoverypartnerships. India offers potential through a nascent relationship with theApollo health system; India is very popular with UQ MBBS students on electiveand could become the focus for the School’s developing world partnershipsthat is taking shape through the UNMDG project. The Gulf offers potential interms of service contracts to support new medical schools, and partnerships withestablished schools and the committee of deans.We will continue to recruit a sizeable cohort of international medical studentsboth to our onshore cohort (130 each year) and our Ochsner cohort (120 eachyear from 2013). We will reduce the dependence of the onshore cohort on theCanadian market, by expanding our partnerships with high schools and juniorcolleges in Singapore while at the same time we will strengthen our partnershipswith Canadian medical schools to develop pathways for Canadian students toreturn home. We will continue to raise the entry scores needed by internationalstudents to enter our program, and we will enhance our efforts to link internationalstudent recruitment to effective academic, social, and political partnerships insource countries.Recruitment of academic staff now occurs through a structured global search foreach position. We seek to appoint only world-class academic staff, and find thatwith a willingness to be patient, to search globally, and to present a compellingenvironment in which to work, we can achieve some success in this regard.6. Operational ExcellenceFor the School to be effective in the ways that I have outlined above, we willneed to raise our performance in terms of our operations. The School’s operationshave expanded rapidly in recent years and it has been a struggle to maintaincommensurate growth in our professional staff and expertise. There has howeverbeen a positive impact with the appointment of several effective senior staff, andwe are currently appointing a cadre of such individuals. This focus has enabledthe appropriate development of capabilities within the School to successfullydeliver on our strategy. In 2011 the focus turns to ensuring that we do this (deliveron our strategy) to the highest standard; operational excellence is required if weare to become a truly great medical school.We have defined Operational Excellence quite simply as effective, reliable andtimely business processes and procedures that exceed expectation. However,we know and understand that operational excellence is much much more thanthis. We will strive to continuously innovate and improve; we will set andachieve high standards in all that we do; we will empower and recognise ourpeople; achieve financial stability; optimise our activities and strengthen ourorganisational culture. We will achieve this through focusing on our people, ourcommunication and our service culture.OUR NEW VISIONCan we become ‘a great and global medical school’?The answer to this is, without doubt, “yes”. We already are a global medicalschool, and we know how to maintain and indeed expand that in a sustainablefashion. In terms of ‘greatness’, that is as much a journey as it is a destination.

INTRODUCTIONWhat is happening among the students and staff of the School of Medicine atUQ now is a realisation that significant achievements can occur, and in fact thatgreat things are almost inevitable when good leadership is combined with goodorganisational structures and a good culture.The preparation for this School review, building from the MBBS Review andAMC Review, has shown members of the School community what we can do,when we want to, and when we commit to it. Preparation for the School reviewhas been very widely embraced by the School through the Review and FuturesTeam (Membership is shown in Figure 1): this was not the work of a smallleadership group. Preparation for the review was an inclusive process, and ofcourse the next steps will need to be even more inclusive and engaged.The definition of greatness, at one level, is simple. A great organisation performsbetter than its peers, for a sustained period of time, is missed if it disappears,and has a significant social impact. How will the UQ School of Medicine berecognised as being a ‘great medical school’ in the future?First we need to define who our peers are. In Australia they are the medicalschools within the Group of Eight (Go8) Universities. We also need to definea similar group of elite international medical schools that we can compareperformance with; such a group could include members of the Universitas 21health sciences group, but would also need to come from outside that network.Second we need to define the measures we will use to report on performance.We can use the global rankings of world universities that are available, andspecifically draw from the field rankings, that while not being measures ofmedical schools per se, do include ‘clinical medicine’ as a field. Some measuresexist to allow national comparisons eg the Go8 dashboard on CEQ performance,demand for places and entry scores in the medical program. Internally we canuse the SBPF to set our own standards (eg all KPIs to be in Stage A), monitortrends over time, and generate internal performance reports.The next task for the RAFT in supporting the implementation of our strategicplan will be to develop a scorecard for the School to use in plotting its progresstowards enhanced performance.IN CLOSINGIn closing, the UQ School of Medicine values the 2011 Academic Board SchoolReview process and has used the planning opportunity in a constructive manner.The School has formed a very clear view of what its future can and should be. Adecade ago the School was in a less than ideal situation. Since then the Schoolhas stabilised and strengthened its position through growth and innovation. Thenext decade offers significant opportunity and potential, and the School looksforward to this with a very positive mindset.I wish to acknowledge the School’s Review and Futures Team for all its hardwork, and also thank the School Review Panel in advance for what I am sure willbe a constructive and valuable interaction in late March 2011.Professor David WilkinsonDean and Head, School of MedicineSCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 17

RECENT HISTORYour recent HISTORYMAJOR CHANGES (1990 - 2003)The MBBS degree offered by the School of Medicine prior to 1997 was a sixyear school entry course that was didactic and discipline-based. It consistedof three years pre-clinical basic sciences with almost no clinical or patientcontact, followed by three years in hospitals where students were exposed to aseries of specialties/disciplines.In the 1990s, The University of Queensland, Flinders University and theUniversity of Sydney decided that separate pre-clinical and clinical curriculumphases were outdated and that high school performance was not the bestcriterion for entry to medical school. The universities decided to replace theirundergraduate medical degrees with graduate entry programs.Consequently, in 1991 enquiries into developing a new approach to teachingmedicine began, and, in 1993, the decision to prepare and adopt a four yeargraduate entry MBBS degree was made. Following a review of resources, itwas decided, that the new course should commence in 1997.In 1994, the Dean of Medicine (Professor Geffen) resigned and the subsequentDean (Professor Effeney) resigned in 1996.Before 1996, the School’s resources and curriculum were controlled byindividual Departments. The Dean’s role was largely concerned with pastoralcare of students and mediating between Departments to achieve a coordinatedapproach to teaching and learning.In 1996, UQ was restructured. Changes included:• The Faculty of Medicine became the School of Medicine within the newlyestablished Faculty of Health Sciences• The Dean of Medicine became the Head of School of Medicine. Thisposition emphasised academic leadership and organisational management,including financial responsibility and delegation to make decisions• Medicine’s Departments became DisciplinesThe four year graduate entry MBBS course received provisional accreditationby the Australian Medical Council in 1996 and it commenced in 1997.Applicants were required to have a prior degree, sit for the Graduate AustralianMedical Schools Admission Test and undertake a structured interview. Thefinal cohort of the previous six year course graduated in 1998. The AustralianSCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 19

RECENT HISTORYAt the time of the last review the school consisted of 3 Clinical Divisions- Central (based at the Royal Brisbane & Women’s Hospital), Southern(based at the Princess Alexandra Hospital), and Rural (based at Rockhamptonand Toowoomba). Within the Clinical Divisions were 8 Disciplines -Anaesthesiology and Critical Care, Medical Imaging, Medicine, Obstetricsand Gynaecology, Paediatrics and Child Health, Molecular and CellularPathology, Psychiatry, and Surgery. Since then the Discipline of GeneralPractice was transferred from the School of Population Health to the School ofMedicine and the Discipline of Medical Education and the Discipline of Ruraland Remote Medicine were established as new medical disciplines within theSchool, increasing the total number of academic disciplines from eight to 11.One of the most notable changes in the past eight years is creation of the clinicalschool structure, this occurred in 2008 when the three Clinical Divisions weredissolved in favour of a Clinical School Organisational Structure.In 2003 the School taught at one University campus, St Lucia. This numberhas now grown to three with the teaching of Phase 1 of the MBBS Programat the Ipswich Campus in 2009. Then in 2010 the Herston site was officiallyrecognised as a Campus (although teaching had been undertaken in the MayneMedical School Building, and adjacent hospitals, since its inception).In 2003 our official ‘School based’ international activities were limitedprimarily to teaching agreements in Asia. The School is now involved insignificant partnerships with universities in Canada, the United States, China,Malaysia, Brunei, India and Saudi Arabia.At the time of the last review the School’s leadership group consisted of theHead of School and four senior academic positions with responsibilities for Year1, Year 2, Year 3 & 4 and Student Affairs). Three professional staff managershad responsibility for the three Clinical Divisions. In 2010 the School now hasthree Deputy Heads of School that support the Head of School, their portfoliosare Clinical Schools, Teaching & Learning and Research. Academic Headsof each Clinical School and Discipline are in place and there is a Director ofthe MBBS Program who also is also supported by three leadership positions,Head MBBS Program (Ipswich), Head, Phase 1 and Head, Phase 2.The professional staff leadership group has also changed and expandedthrough the appointment of a School Manager and several senior positions incharge of Finance, Strategy & Organisational Development, Research, StudentAdministration, International, Alumni & Engagement, Information Technologyand Human Resources. The most recent change to the administrative structurewas the amalgamation of School Information Technology and SoftwareService teams into a Faculty wide IT & Software Services Team. The Schoolstill retains a level of dedicated support within this function, due to our size incomparison to other Schools within the Faculty.SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 21

FUTUREOUR FUTURE“We will become a greatmedical school by achievingsuperior performance thatendures and, that critically,has societal impact”This year, in 2011, the University of Queensland School of Medicine celebratesits 75th anniversary. While the School’s commitment to high quality medicaltraining and research remains unchanged since its foundation, the school hasbeen transformed since its first intake of students in 1936.The School of Medicine has established itself as Australia’s Global MedicalSchool. Over 400 staff work across 31 sites over three continents, and the studentcohort this year will be the largest in our history with 470 students entering Year1 of the MBBS Program. We understand that successful modern medicine isteam-based, and as such we have chosen to become a multidisciplinary school:we train other health professionals; and we embrace inter-professional learning.We are a significant research-intensive School within the University; we want togrow and focus our research, and we want to enhance substantially the linkagebetween our research and our teaching.A great deal has been achieved in our 75 year history. However, we are anambitious School, and as such, we now aspire to become a genuinely greatmedical school.We will achieve this through our:• LEARNING – Our primary function has always been to train doctors, andthis will continue. We will now deliver genuine inter-professional learningthrough the integration of learning opportunities across each of our programs.With the addition of the Medical Leadership Program we will produce themedical leaders of tomorrow and by explicitly linking our learning and ourdiscovery we will graduate Queensland’s leading Clinician Scientists.• DISCOVERY – As a large school within one of Australia’s leading researchintensiveuniversities we will play a key role in advancing The Universityof Queensland. We will focus and strengthen the School’s research, and wewill partner with other UQ researchers to ensure that broad UQ expertiseunderpins our teaching programs. We will ensure that our School engages inworld-class research.• ENGAGEMENT – We will work to further strengthen the high qualitypartnerships that already exist and look for new partnerships of equalstanding across our teaching, clinical and research activities. We will pursueengagement opportunities that seek to advance the health profession andwhich benefit the broader community.• GLOBALISATION – We will work to capitalise on our current successfulinternational partnerships and activities. We will build upon this globalpresence in order to deliver more signature experiences for our students andstaff.• OPERATIONAL EXCELLENCE - We will transform our businessprocesses through the pursuit of excellence across all operational areas. Wewill achieve this through focusing on our people, our communication andour service culture.SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 23

FUTURETable 1: Academic Board School Review Process HighlightsSchool Review Process HighlightsDateDetailsMay 2010 13 staff and one student were invited onto the Review and Futures Team. The RAFTeam were provided with a copy of Jim Collins ‘Goodto Great in the Social Sectors’ monograph and a number of other additional readings and resources to assist with the process that layahead.9 June 2010 Mr Adam Powick, a Lead Partner at Deloitte’s, gave an inspirational talk to the RAFTeam about Deloitte’s ‘Good to Great’ journey.He detailed the planning process they participated in, the audacious goals they set themselves in order to become ‘truly great’, theachievements they had and the importance of setting new goals and objectives as initial ones were met.11 June 2010 A Futures Workshop was held during the mid-year Leaders Forum which included a keynote address by Mr Bernard Salt. Bernard spoketo the group comprised of approximately 60 Staff, 10 Students and 20 External Stakeholders, about what lies ahead for Australia over thecourse of the next 10 years and the impact of Queensland’s demographics on our current and future health system.This was followed by a Q&A session posed to a Panel of experts:Professor Paul Greenfield AO (Vice Chancellor, UQ)Professor Robin Mortimer AO (Senior Director, Office of Health and Medical Research, for Queensland Health)Professor Justin Beilby (Executive Dean, Faculty of Health Sciences, University of Adelaide)Mr Bernard Salt (Futurist, Demographer, Writer, Partner KPMG)Mr Sam Whitehouse (Vice President – External, Australian Medical Student Association)Facilitator: Professor Gerard Byrne (Head, Discipline of Psychiatry – UQ)Together this group answered questions relating to the future of Tertiary Education, Medical Education, the Australian/Queensland HealthSector and Systems, Medical Research, Medical Students and their priorities/concerns.5 July 2010 RAFTeam Meeting9-10 August201010 August20105 October2010A two day planning retreat was held off site in early August. The event was facilitated by the Deloitte consultants, with the first dayattended by the RAFTeam and the second day expanded to include another 30 staff and students from a range of teams within the School.This event represented the pinnacle of the entire planning process. Deloitte’s documentation of this event and the results of the Good toGreat Diagnostic Tool are located in Appendix 1.RAFTeam Meeting - Strategic Working Groups were established and working group outcomes agreed.A virtual forum was created to facilitate broader consultation with our staff students and stakeholders around the School’s Vision, Purpose,Values and the School’s strategies around our five priority areas (Learning, Discovery, Engagement, Globalisation and OperationalExcellence).• The Forum was open for three weeks and was publicised on the School’s Website and via email.1 November20101 December2010• The Forum garnered 544 responses in total. Responses were received from the four primary target groups – Students, ProfessionalStaff, Academic Staff & Clinical Partners.A boardroom luncheon was held at Customs House to engage with key stakeholders. Representatives included Senior leaders ofQueensland Health, Australian Medical Association Queensland, Queensland Medical Research Institute Private Hospital Associations,the Health Quality and Complaints Commission. Feedback from this event has been exceptional and the School is continuing to receivepositive feedback in relation to both this event and the School’s work to improve communication and engagement with stakeholders.The participants of the school retreat were invited to a final workshop to consolidate the work that had been undertaken to agree theVision, Purpose, Values and the Strategic Priorities. Working groups first presented what they had developed and agreed over the pastthree months; they then developed a time line and action plan that will be used in 2011 to operationalise their strategies.From the outset, the School’s objectives for our School Review preparation weresimple. We wanted to design a planning process that:• Involved and gained input from, staff, students and key stakeholders• Resulted in a defined Vision, Purpose and Core Values Statement• Identified an inspiring but unambiguous strategic plan for the School’sfuture that details our priorities and commitments as we look forward to2011 and beyond.These objectives have been achieved without question, through what waspossibly the most comprehensive strategic planning process since the Schoolwas first established. What follows is the detail of the two primary outcomes.The School’s new Vision, Purpose and Values statement which will now replacethe Statement of Strategic Intent and the School’s Strategic Plan, as explainedthrough the detail of our five Strategic Priorities.SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 25

THE OUTCOMEThis Vision, Purpose & Values statement and our Futures Plan are articulated asfollows:Our VisionOur vision is clear and compelling; it will serve as a unifying focal point andact as a catalyst for the transformation of our culture. It articulates the School’sdesire to think beyond our current capabilities and our current environment.This vision will provide immeasurable benefits for our School, the Universityand, perhaps more importantly, for each individual involved in realising it.To become one of the world’s leading medical schools: a great and globalmedical school.Our PurposeOur purpose is our reason for being. It reflects our idealistic motivation for existing andit inspires change. It is what we hope will drive the School forward for the next 75 years.To lead and inspire the development of people and knowledge that willtransform healthcare.Our Core ValuesOur core values are our timeless guiding principles that have an intrinsicvalue and importance to members of the school community. All membersof the school’s community will be expected to use, live by and demonstratethese values on a daily basis while executing their work responsibilities.1. Social CommitmentWe commit to an enduring legacy of social responsibility and social justice. Oursocial commitment is founded on inclusiveness and the promotion of healththrough:• Provision of medical education, and conduct of medical research that meetslocal, national and global needs• Transformation in models of healthcare that benefit humanity, includinghealthcare delivery to disadvantaged and underserved communities• Employment and education of people from rural, low-socio economic andIndigenous backgrounds• Genuine community engagement by all sectors of the School2. Inspiring PassionWe will inspire passion across the School community in order to achieve ourvision. We will do this by:• Creating an environment for achievement of individual and collectivepassions• Recruiting and retaining inspirational and talented people (our most valuedasset) and we will appropriately recognise and reward them• Encouraging the collective pursuit of organisational priorities that utiliseindividual passions• Building partnerships with global leaders who demonstrate achievement ofthe outcomes we aspire to and who inspire passion

FUTURE• Growing internal high level leaders• Displaying how passionate we are about what we do3. Collective Pursuit of ExcellenceWe commit to excellence in all that we do – our learning, discovery, engagement,globalisation, and our operations. Furthermore we commit to the pursuit ofexcellence together:• The collective pursuit of excellence in all aspects of our activities, foundedon a commitment by all staff and students to rise above the norm• To demonstrate the highest level of endeavour, collaboration and a commonvision of outstanding achievement4. Integrity and ProfessionalismThe integrity and professionalism of the School of Medicine is directly dependenton the personal integrity and professionalism of the School’s whole community.In all of our activities all of our people will:• Demonstrate respect, trust and honesty• Behave in a professional and ethical manner• Be aware of, respect and uphold community and professional standards• Be committed to lifelong critical reflection of personal development andperformance• Demonstrate leadership in the initiatives we are pursuing• Commit to learning, developing and maintaining these values5. Valuing Our School CommunityWe will foster a creative, collaborative, and supportive working environment thatrecognises the qualities that each person brings to our school, and acknowledgestheir contributions and successes. Our interactions with each other, with ourstudents, and with all our stakeholders will be based upon mutual respect:• We will trust and respect each other and use this as the core of the cultureof our school• We commit to communicating well across our broader school community6. InnovationWe believe that innovation – the continued improvement in all that we do - isessential if we are to deliver upon our purpose. We seek innovation in all of ouractivities and operations:• We commit to investing time and resources to achieve and sustain innovation• We encourage innovation that provides solutions and improves on the statusquo, delivers opportunities and creates energy and enthusiasm• We believe that in the pursuit of greatness real innovations require us to takerisks and push the boundariesStrategic PrioritiesThe School of Medicine has defined five strategic priorities that will guide theSchool’s operations over the next five years. These priorities are aligned withthose of the University and Faculty of Health Sciences, and they will become theSCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 27

key to developing our distinctive capabilities, which will ensure our competitiveadvantage. The UQ School-Based Performance framework will become the keymechanism to monitor and record our performance.1. Learning2. Discovery3. Engagement4. Globalisation5. Operational ExcellenceLearningThe School of Medicine believes that students and staff should be engagedin high quality education that extends, motivates, inspires and challenges.The School works to offer quality programs that use contemporary teachingmethods and innovative technologies to deliver curriculum and providestudents with a rich learning experience.The School’s primary program is, and will remain, the MBBS Program. However,our commitment to multidisciplinary teaching and learning is evidenced by thePhysician Assistant degree program, and in 2012, the addition of the ParamedicScience degree program. We will ensure that the learning opportunities in theseprograms are integrated so that we can deliver genuine inter-professional training.The School will continue to offer a range of postgraduate coursework programs.In 2011 these programs will be reviewed in an effort to further strengthen themand provide the School with insight around how these programs are best managedand under what business model they are most viable should we wish to expandthe number on offer in the future.The School’s contributions to continuing professional development (CPD) aremodest, and are mainly focussed on primary care. We acknowledge that thereare substantial opportunities to expand CPD, and we will continue to collaboratewith the Faculty of Health Sciences in this area. However, the School needs tofocus on its core programs and consolidate recent expansion; there are risks intrying to expand the Learning portfolio too quickly.In response to the recommendations from the MBBS Program review in 2009the School is currently working to refine and enhance the MBBS Program. Themost significant improvements to the program include:• A reorganisation of Phase 1 of the program into a series of 1, 2 and 4 unitcourses• Revision of MBBS content which will lead to renegotiation of serviceteaching arrangements with the Faculty of Science and the School ofPopulation Health• The introduction of an 8-week clinical rotation in Critical Care Medicine(in 2013)• The elective will be expanded and provided via two options at the end ofYear 2 and the end of Year 3 (The Year 1 elective will remain).The School will continue to provide students with a range of options and choicesto assist in focussing their MBBS studies. In 2012 the MBBS Program willbe structured through a series of ‘tracks’. These ‘tracks’ will allow studentsto concentrate on a particular area of interest such as Global Medicine, Rural

FUTUREMedicine or research through the Clinician Scientist track.The School aims to continue its work to answer the medical workforce shortageby producing a significant number of graduates that will go on to work throughoutQueensland. It will do this without losing the ability to provide students with apersonalised learning experience.The School seeks to build on its current foundation of producing high qualitygraduates by producing future leaders in Medicine. In 2010 the School launchedthe Medical Leadership Program (MLP). An innovative, first of its kind programdesigned to prepare UQ medical graduates to become the future leaders of theirchosen medical fields. The key component of this program is the UQ GraduateCertificate in Executive Leadership. The UQ Medical School is partnering withthe UQ Business School to provide this accredited leadership program offeredexclusively to UQ MBBS students. Upon successful completion, studentswho have been admitted into this highly selective program will receive thisadditional qualification along with their MBBS degree. Participants of theMedical Leadership Program will also benefit through participation in additionalactivities such as the Leadership Seminar Series. This series will consist ofbetween three and five seminars each year, where students will participate withina small, interactive group environment with some of the current leaders in avariety of fields directly in or directly relating to medicine. This will assist themin learning from some of today’s most prominent leaders in health and business,as well as helping them to expand their networks. The program is offered witha full scholarship currently funded by the School. While the 2010 and 2011MLP cohorts number 20 in total, the School is hoping to grow this modestlyas sponsorship for the program is secured. The School has been in discussionswith member’s of the Royal Brisbane & Women’s Hospital Executive since theinception of this program to guage their interest in having a small group of juniordoctors participate in MLP. The School was recently advised that five juniordoctors will join the 2011 MLP cohort. The School is very excited about theopportunity that this will provide to further diversify the student group.The School will continue its work to assist in “Bridging the Gap” to achievehealth equality for Indigenous Australians by developing a large and successfulcohort of Indigenous medical students. In 2008 the School appointed a Manager,Indigenous Student Recruitment to assist in the recruitment and retention of acohort of Indigenous medical students within the UQ MBBS Program. The Schoolhas historically not been as successful in this activity as is desired and alreadythe benefits of this appointment are apparent. The recruitment of Indigenousstudents has increased significantly and the focus now is to maintain this, withan emphasis on the calibre of candidates, as well as providing an increased levelof support to ensure their success. At the end of 2010 the School successfullyrenegotiated the terms of the Indigenous Tutorial Assistance Scheme, providedby the UQ Aboriginal and Torres Strait Islander Studies Unit, to ensure that thetutorial assistance provided to Indigenous students within the School of Medicine,in 2011 and beyond, is targeted to their needs and provided by qualified andappropriate tutors. Also in 2011 the School will appoint an additional position toprovide pastoral care and assist with educational and socio-cultural issues so thatthese students can achieve their academic and personal goals to the fullest extent.In 2011 the School’s newly established Quality Assurance and Evaluations teamwill be fully functioning. This team will oversee implementation of the School’slatest Teaching, Learning and Assessment Quality Assurance (QA) Plan. The QAPlan addresses quality assurance needs of all coursework programs within theSchool. In order to measure the success of our Learning Strategy, the School willSCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 29

consider the following measures:• The School will show improvement in six of the seven teaching and learningmeasures within the School-Based Performance Framework• The School will maintain its level of performance in the percentage ofgraduates in full-time employment• The School will be recognised as a national leader in the receipt of AustralianLearning and Teaching Council Awards, Fellowships and Citations• The School will receive a score of 4.0 or above for the Student Evaluation ofTeaching and Course (SET-C) in each of their courses• The School will grow and support the successful education of a significant(at least 10 per year) Indigenous medical cohort.DiscoveryDiscovery at the School of Medicine is about world-class research, in our areasof strength, and its dissemination. The School’s strongest research centres, interms of research activity from 2006 to 2008, which generated Commonwealthsecondary income in 2009 and 2010, were:The Centre for National Research on Disability & Rehabilitation MedicineThe Perinatal Research CentreThe Therapeutics Research CentreThe Cardiovascular Imaging Research CentreThe Children’s Nutrition Research CentreEmerging areas of research strengths within the School include the Centre forOnline Health, which joins the School in 2011, the recently established Centrefor Psychiatry and Clinical Neuroscience, the Centre for Primary HealthcareResearch and the Liver Research Centre and Centre for Liver Disease Research.In recent years the School has made significant progress in the progression of itsoverall research strategy through the appointment to the position of Deputy Head(Research) and the establishment of an Office of Research. In 2011 the Schoolof Medicine moves to focus its strategy further by concentrating its effort on asmall number of areas of strength and opportunity.Over the next five years the School will:• Appoint world-class academics whose research interests align with theSchool’s areas of strength• Improve the School’s international standing and reputation• Improve research performance in key research areas, but notably publicationoutputs where recent activity has not been as strong• Develop a vibrant research culture in the School, embed research into theSchool’s MBBS Program and support the graduation of a cohort of ClinicianScientists.The School of Medicine will achieve these objectives by the fundamentalstrategy of focus. This will involve focus of the School’s research strengths,focusing support, focusing resources, focusing collaboration, focusing revenueearning and focusing expansion and growth.Growth and CollaborationSustained growth in all key research parameters is crucial for the success of theSchool’s research. Growth will be enhanced via increased collaboration.

FUTUREThe School will focus its resources on areas of strategic importance in orderto enable sustained growth and increased collaboration. It will do this byencouraging the amalgamation or closer association of existing Centres undera single focus.In order to achieve this The School of Medicine will:• Ensure all academic staff join an established School Research Centre inorder to increase the critical mass of a number of Research Centres which inturn will enhance grant opportunities and success• Consider additional incentives that may support further growth andcollaboration such as a percentage increment for Centres that amalgamatei.e. 20% of their secondary gain allocation for three years• Continuously monitor relevant research metrics allowing feedback ongrowth and trajectory to inform strategy and planning• Increase and record the performance of the Academic Title Holder cohort• Increase the number of academic staff members on NHMRC and similargrant panels and boards• Establish closer links with other Centres and Institutes within UQ andelsewhere. In addition to supporting collaboration it would benefit School ofMedicine academics directly through the access to facilities and laboratories• Ensure that the School of Medicine Research Committee evaluates anddevelops key international collaborations with key School Centres• Increase Research Higher Degree student numbers by 2020 to ensure theSchool meet the Faculty advisory load target of 2.5 EFTSL per academiclevel B aboveStrengthsThrough focus we will also be able to support the School of Medicine’s existingand emerging research strengths.Previously the School of Medicine supported the research areas of all academicsand Research Centres within the School. In 2011 the School commits to investingonly in research areas of strategic importance to the school. These may be eitherexisting or potential areas of strength.The School’s top five areas of strength will not only be determined throughthe use of traditional measures of quality such as publication output, researchincome and RHD supervision but will also consider societal impact, innovationwith direct clinical application and the importance of the research to the School’sbroader agenda.In order to achieve this The School of Medicine will:• Invest additional strategic funds in the top five School Research Centresannually, in recognition of their outstanding performance and importance,and in order to support further growth and excellence• Assess potential strengths within the School that could be developed througha “nursery” process, via the School of Medicine Research Committee andResearch Forum.SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 31

PerformanceThe School of Medicine will work to improve its performance in all key researchareas.The School has developed its own set of targets that will become part ofthe academic staff appraisal process and an accepted aspect of researchmetrics within the School. As academic staff meet these targets there will beconsiderable growth in publications, RHD students and grant income thusimproving performance. Central, to the philosophy of enhancing performanceand encouraging performance excellence, will be the concept of reward andrecognition.In order to achieve this The School of Medicine will:• Monitor the research activity of academics within the School more closely ata more senior level (annual reports provided to the Head of School)• Design additional reward and recognition schemes to support research staffwithin the School• Hold a Publication Forum at each of the Clinical Schools in order to informand advise staff of the importance of publications, the ERA classificationlist of publications, Impact Factors, ResearcherID, ESpace, and other keymetrics• Develop a strategy to ensure that 35% of publications are jointly authoredwith international collaborators by 2015• Design and develop a database of research opportunities within establishedSchool Centres only, and assist in matching MBBS students with suitableresearch opportunities within existing Centres, being supervised byexperienced and proven research academics.ExcellenceThe School will support excellence in existing and potential research strengthsin order to increase quality, impact and the volume of our research activity andresearch income, which will in turn improve the School’s current internationalstanding and reputation.The School of Medicine is committed to becoming one of the top five performingUQ Schools in terms of Research activity by 2015 and number one by 2020. TheSchool is currently placed at 15 out of 36 as determined by the research metricscontained within the University’s Dashboard (School-Based PerformanceFramework).In order to achieve this The School of Medicine will:• Identify exceptional high performing researchers and align them with, orprepare them for, National and International Fellowship opportunities• Provide strong internal support for School of Medicine academics to pursueresearch funding (and consider introducing additional support mechanismsfor early career researchers) in an effort to build a sustainable critical massof research activity that is not dependent on a small number of seniorresearchers.In order to measure the success of our Research Strategy, the School will considerthe following measures:

FUTURE• The School will maintain its leading performance in the number offellowships – national/international competitive grant schemes• The School will improve in eight of the nine research measures within theSchool-Based Performance Framework• The School will improve its success rate with NHMRC and ARC GrantApplications• The School will increase the number of A*, A and B publication points perFTE Academic Level B and above by 10% by 2015• The School will increase research funding by 10% per annum• The School will increase RHD completions by 10% by 2015 and reduce thepercentage of extended RHD students by 10%• The School will revise and embed research-based course content andestablish a clear Research Track in the MBBS Program by 2012• The School will ensure that by 2015, 35% of publications within the Schoolof Medicine will be jointly authored with international collaborators• The School will have successfully graduated its first Clinician Scientistcohort, by 2015.EngagementEngagement within the School of Medicine is defined as collaboration withinternal and external stakeholders, based on shared values and to promote sharedgoals. The School strives to engage in public debate, influence policy, linkresearch and teaching to the broader community, develop deep and significantrelationships with alumni that assist in advancing the University and contributingto fundraising activities.Engagement within the School of Medicine will be characterised by:• Meaningful collaboration• Effective communication• A common purposeThe School has four priority areas within its engagement strategy. These areinternal engagement, external engagement, alumni, and fundraising andadvancement.Internal EngagementThe School of Medicine strives to ensure that all members of our schoolcommunity feel engaged and valued despite geographic and other barriers.This includes staff, students, clinical partners and Academic Title Holders. Itis important to the School that engagement with these groups is purposeful andmeaningful.The School is large, complex and geographically dispersed. We will work toimprove communication within staff and students groups and in particularensure that the leadership team are undertaking more regular visits to the ClinicalSchools and Campuses.The School of Medicine seeks to enhance the experience that clinicians andAcademic Title Holders currently have with the School by improving theSCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 33

interactions with these groups. In 2011 the School will appoint two professionalstaff dedicated to the management of Academic Title Holders. A Human ResourceOfficer will coordinate the recruitment and appointment of these individuals at alocal level (previously this task has been undertaken within the Faculty Office),while a Liaison Officer will provide ongoing support for this group. The Schoolwill also work to recruit further Academic Title Holders, we will provide themwith ongoing personal and professional development opportunities and developa recognition program that rewards and acknowledges their contributions.External EngagementThe School has achieved much in this area, with the recent reviews (MBBS,School & AMC accreditation), providing the School with a further opportunityto consult and engage with external groups and partners.In 2010 the School established a School of Medicine Consultative Council,chaired by the Executive Dean, and held its inaugural meeting. Comprised of 14members, 11 of which are external to the University, the Consultative Councilwas established in recognition of the important role external stakeholders havein shaping the School’s strategic direction. The Council considers and discussesthe School’s strategic initiatives and their impacts, particularly as they relate tochallenges and opportunities that exist within the broader community.The establishment of the Clinical Schools some years ago has also assistedgreatly in our external engagement activities by enabling regular discussions andfeedback between a variety of School members and our clinical partners. Theseinteractions will increase in 2011 with the introduction of more regular visits tothe clinical sites by the School’s leadership team.Finally, the School not only supports but encourages staff engagement in clinicaland/or professional activities that compliment their position within the School.As such most clinical staff dedicate one day per week to clinical practice, andthe majority of academic staff have interactions with the profession and/orbroader community through their involvement with external boards, committees,research groups and organisations.AlumniThe School has been running an increasingly effective alumni program for thelast two years. In 2011 the School hopes to build on our previous efforts tofurther increase meaningful engagement with the School’s alumni, increase theamount of donations and bequests from the School’s alumni and increase thepercentage of known and engaged alumni within the School.As of December 2010, the School was aware of just over 11,000 of their alumniwho have graduated and at present the School appears to have contact details forapproximately 75% of these alumni. The School will work to further increasethis percentage over the next few years.Over the course of 2009 – 2010, the School held approximately 40 engagementactivities which resulted in almost 4,000 Alumni, students, staff and donorsattending these events. In 2011 the School intends to build on this number tofurther increase the participation of alumni in these activities.As of January 2011, 12.5% of the School of Medicine Alumni are currentlydonors to the University. The School is working towards achieving the ViceChancellor’s goal for 2020 to ensure that 25% of the University’s Alumni areUQ donors. The School hopes to kick start this campaign through its first everAnnual Appeal in 2011.

FUTUREProfessor John Pearn and students at the 2010 SOM Gala BallFundraising and AdvancementIn 2011, the School will manage its inaugural Annual Appeal (Inspiring Leaders),only the third in the University’s history to be held at the School level. The Schoolhas agreed a somewhat ambitious target, as far as Australian Higher Educationphilanthropy is concerned, hoping for a 2% response rate from the some 10,547living School of Medicine Alumni. The 2010 University Annual Appeal resultedin a response rate just under 1%.In addition to the School’s internal fundraising agenda, the School and Facultyof Health Sciences have recently appointed a Director, Faculty Fundraising &UQ Medical Endowment. This position will further advance the School’s currentfundraising activities.In order to measure our success in our engagement strategy, the School willconsider the following measures:• The School will aim to reach the Stage A Threshold, and be in the top threeSchools across the University, in each of the four engagement measureswithin the School-Based Performance Framework by 2015 (total valueof donations and bequests, average category 2 and 3 research income perAcademic Staff FTE, average consultancy and other source 6 externalincome per academic FTE & percentage of known and engaged alumni)• The School will measure internal engagement of staff, and in particular, theiralignment to the School’s vision, purpose, values and operational activities,as indicated by an improvement in the results of the next University ofQueensland Voice Climate Survey• The School will reduce the amount of time required to process an AcademicTitle Holder Application and the number of incidents of Academic TitleHolder appointments lapsing in errorSCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 35

• The School’s inaugural annual appeal will achieve a 2% response rate. Thiswould equate to approximately 211 alumni donating to this fundraisingcampaign• Attendance at the School’s engagement events by Alumni will increase. Theaim by 2015 is to have Alumni representing 60% of attendees, with staff,sponsors and partners comprising the remaining 40%• The School’s income through sponsorships and donations will increase andby 2015 the Medical Leadership Program will be fully funded at a total costof $177,420 per annum.GlobalisationThe School of Medicine has a deep interest in, and a commitment to, globalmedicine. Our strategy in this area is closely aligned to, and integrated with,that of the Faculty of Health Sciences and the University.We seek to enhance the learning and research opportunities open to our staffand our students through globalisation. We aim to develop high quality andsustainable partnerships around the world such as those we have in the UnitedStates and South East Asia. Students will continue to have the opportunity toundertake electives and clinical placements in these and other settings.Globalisation within the School of Medicine is defined as having aninternational faculty, international students, large numbers of students andstaff active offshore, and staff and students of our partners visiting South-EastQueensland to teach, learn and research.We are also committed to internationalisation of curriculum and contributingto global medicine. We support and promote student mobility and internationalresearch collaborations. We are dedicated to having a physical presence withour partners offshore. We believe our ‘global’ responsibility extends beyondmedicine, and includes the training of other members of the health care team,both directly in the school but also in partnership with our colleagues in theFaculty of Health Sciences.The School of Medicine seeks to develop deep relationships with high qualitypartners. UQ has recently developed a three tiered model to assist in classifyingpartners in this regard. Top tier partnerships are characterised by breadthof engagement; there is strong collaboration in a range of indicators and inresearch linkages; and a strong joint publishing record exists with prominentinternational ranking indices. Tier Two partners are Universitas 21 partnersand Tier Three partners comprise all other partners who do not fall into the toptwo tiers. These partners tend to be more uni-dimensional in nature. They donot display the same level of strength in collaboration overall or may displaystrength, but in limited areas. Nevertheless these partnerships are still valuableto the University’s (and School’s) overall globalisation strategy.The School’s priority moving forward is to build upon our global reach, tostrengthen our existing international partnerships and where possible deepenthese further.The United States (Ochsner Clinical School)The partnership with the Ochsner Health Care System via our clinical school ofthe same name is strong in terms of the MBBS Program. The Ochsner streamhas now been accredited and the focus moves to building this cohort over thenext three years so that it reaches its maximum capacity. This will require

FUTUREsignificant effort and close liaison with our recruitment partner in the UnitedStates, MedEdPath.Already in development are several key research collaborations betweenclinicians at Ochsner and School of Medicine academics. The opportunities inthis regard are substantial and a deliberate and concerted effort must continueto ensure these research linkages progress. The School also intends to continuein 2011 its program of faculty development that it commenced in 2010 with anumber of Ochsner clinicians. Also on the horizon is discussion around whatadditional teaching programs may be offered in the future through the UQ-Ochsner partnership.Brunei (Brunei Clinical School)Since 2002, UQ MBBS students have undertaken clinical rotations at the RIPAShospital in Brunei. In 2010 this partnership was formally recognised througha memorandum of understanding with the Ministry of Health, Brunei and theClinical School was officially established. There is great potential to develop thispartnership further, primarily through expanded clinical training opportunities.At present MBBS students can undertake four rotations in Brunei, these areMedicine, Surgery, Obstetrics & Gynaecology and Paediatrics. Over time theSchool would like to pursue the opportunity for all core rotations to be offeredout of this Clinical School.CanadaCanada has been and will remain a major recruitment partner for the Schoolof Medicine. A major priority for the next few years will be for the Schoolto strengthen and expand the emerging relationships with several CanadianMedical schools. Given the substantial Canadian contingent within our MBBScohort, the School is keen to enhance the ‘return home’ pathways available toour Canadian students. We hope that this will also enable us to develop betteracademic relationships with these Canadian partners.Malaysia (International Medical University)The School welcomed its first cohort of International Medical University (IMU)graduates from the Bachelor of Medical Sciences, to commence Phase 2 of theMBBS Program, in 2006. In 2009 this partnership expanded to allow MBBSstudents to complete clinical rotations at IMU in Obstetrics & Gynaecology andPaediatrics as well as their clinical elective. The partnership also involves jointfaculty development initiatives, and we are currently developing a joint Mastersin Medical Education.ChinaThe School recently signed two clinical exchange contracts and another willsoon be completed with three quality Chinese Medical Schools (Capital MedicalUniversity, Second Military Medical University and Shanghai Jiao Tong).In 2011 the School of Medicine seeks to cultivate these relationships further.Ultimately we hope to have three high quality partners with whom we wouldrun annual Study Tours in order to provide students with a structured clinicalexperience, exposure to all aspects of the Chinese health system and culture.The first of these study tours will be held in 2011 and the School has alreadybeen successful in obtaining $21,500 in funding from DEEWR for their ‘studyoverseas short term mobility project’. These funds will subsidise the travel for 10students and one staff member to visit China for two weeks.SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 37

Once the relationships with these partners have been established through theStudy Tour commitment then the School will pursue the possibilities of engagingin research collaboration with these Chinese partner Universities.India (The Manali Medical Aid Project)UQ MBBS students have always shown a keen interest in the Indian subcontinent,with over 25% of the Year 1 cohort choosing to travel there duringtheir elective. This is further evidenced by the very successful Manali Aid Projectwhich was founded by two UQ medical students, James English and JuergenLandmann, in 2007 during their Year 1 elective. The project provides charitablefinancial assistance to The Lady Willingdon Hospital in Manili in northernIndia. The project continues today with the ongoing management and supportof current medical students who continue to undertake a four week elective atthe hospital at the end of the first year of their MBBS Program. The programhas been successful in raising more than $30,000 in its short three-year historyand has received University recognition as winner of the 2009 Vice-ChancellorEquity and Diversity Award.It also bears mentioning at this time that in 2010 the runner up for this sameaward was another School of Medicine student initiative, The United NationsMillennium Development Goals (UNMDG) project. This project, a jointinitiative of the School and the UQ Medical Society, provides a focus for globalhealth within the School.In 2009 the School signed a contract with the ‘Apollo Hospital Group’ for clinicalplacements to assist students in finding placement within India. The School isalso exploring other opportunities to support students’ interests in this region.Middle East/Saudi ArabiaThe UQ, School of Medicine has recently signed a technical services agreementwith the University of Tabuk, Saudi Arabia. This service contract will enablethe School to build a relationship with the University in Tabuk in an effort tounderstand the region better and explore what opportunities may exist in SaudiArabia.SingaporeSingapore is an emerging recruitment market for the School and as such we are,and will continue to develop relationships with the top junior colleges.EuropeEurope is very much a part of the Faculty of Health Sciences and UniversityInternationalisation Plan and is on the next horizon for the School’s internationalactivities. In particular we are looking at building European language options,though the UQ Diploma of Languages taken in parallel with the UQ MBBSProgram. This would ultimately lead to subsequent long term student study inEurope.Student MobilityThe School of Medicine has to date been successful in its promotion of studentmobility and in 2010 just over half of MBBS students of our graduating year hadan international experience. The School will continue to promote the importanceof this international exposure and will work to ensuring that most MBBS studentshave such an experience during the course of studying the MBBS Program.

FUTUREResearchAs part of the School’s Research Strategy, the School Office of Researchis currently working to expand activities in terms of international researchcollaborations, publications and projects, international RHD enrolments.EngagementEngagement with international School of Medicine alumni does currentlyoccur although the School is keen to develop this further and the partnershipwith Ochsner will assist this activity greatly in the United States, as will theestablishment of a University Office, soon to be established in Washington,USA. The School has in the past held annual alumni events in Canada and SouthEast Asia. In 2011 the School will again host events in these areas as well as inOchsner in order to celebrate the School’s 75th Anniversary. In the future theSchool is keen to undertaken more targeted activities and interactions with highprofile School of Medicine alumni.In order to measure the success of our globalisation strategy, the School willmonitor the following measures:• All international student places within the School’s Programs will be filledto capacity• Most MBBS Students will undertake an international study experienceduring the course of their study• Publications jointly authored by international collaborates will be increasedto 35% by 2015• The School will have secured a Memorandum of Understanding with threehigh quality Chinese Medical Schools/Universities• The School will have signed Memorandums of Understanding with a numberof Canadian Medical Schools to ensure sufficient ‘return home’ pathwaysare available to Canadian students within the MBBS cohort.Operational ExcellenceThe School of Medicine defines Operational Excellence as effective, reliableand timely business processes and procedures that underpin overall performanceimprovement.We seek to produce better operational outcomes with a particular focus onquality and client* satisfaction. We will have regard to cost effectiveness andwill ensure that our operations are appropriately aligned with our strategies.Achieving operational excellence will require sustained effort and a commitmentby all staff to this vision.We will drive this strategy through the following three areas. We will approachall three areas as one priority because each contributes to the success of theothers, and ultimately, our overall robust operational performance.1. Our PeopleWe will attract and retain the right people that will flourish within our Schooland contribute to its success. We will value our people by recognising theircontributions and celebrating their successes. We will offer opportunities forthem to grow and develop and we will ensure they feel supported and nurturedin their endeavours. We will inspire them and encourage them to inspire others.We will promote a healthy learning and work environment which encourages awell balanced lifestyle. In return we expect our staff to fulfil the responsibilitiesSCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 39

they have accepted and we will ensure that all staff are accountable for theiractions and behaviours.2. Our CommunicationWe will engage in communication that is respectful, open and relevant ensuringkey information is delivered to the right audience in the most accessibleformat and in the most cost effective, responsible and timely way. We willensure structured and innovative communication methods support effectivemanagement throughout the School. We will provide opportunities for all staffto learn about and understand the importance of effective communication andthe use of appropriate communication tools. We will develop a connectivitystrategy that provides a framework for our communication plans. We will clearlyarticulate decision making accountabilities and ensure that critical information iscommunicated to all staff at all levels.3. Our Service CultureWe will develop a service culture that is of the highest standard in all areas. Wewill deliver service which is friendly, responsive and reliable. We will ensureour processes and procedures are seamless and consistently result in the ‘rightoutcome’. We will expect the continuous improvement of these operationalprocesses, our infrastructure and our systems. We will aim to eliminate systemerrors and critical incidents and work to mitigate potential risks as they becomeapparent. We will habitually define and promote performance standards. We willseek to maximise the efficient use of resources, optimise financial margins andultimately achieve better outcomes at a lower cost.Through operational excellence the School will be recognised, by its staff,students, partners, peers and competitors, for the following:• Consistently satisfying clients (internal and external) by anticipating needsand responding to requests appropriately and in a timely manner• Staff who are genuinely engaged in the business and activities of the school,who are committed to generating and implementing ideas for continuousimprovement and innovation• Exceptional service, financial stability and a commitment to continualimprovement and innovationTo measure operational excellence, the School will consider the results of bothquantitative and qualitative metrics:• The School of Medicine will be an employer of choice as indicated by thequality and quantity of candidates applying for positions with the Schooland staff turnover Figures will decrease• Staff within the School of Medicine will be engaged with the School’svision, purpose, values and activities, as indicated by an improvement inthe results of the next University of Queensland Voice Climate Survey. (NB:In the 2008 Survey the School recorded 77 responses with the followingdistribution of scores across each of the measures. Out of 126 measures;25 responses were determined to be favourable with between 80% to 100%agreed with the statements. 70 responses were determined to be satisfactorywith between 50% to 79% agreed with the statements. 31 responses weredeemed to be less than satisfactory with less than 50% of respondentsagreeing with the statement. The School did not score well in topics relatingto awareness of organisational direction; sufficient resources and clear

FUTUREprocesses; recruitment and selection – good at selecting the right peoplefor the right job; cross unit cooperation and communication; involvementof staff in decision making processes; workloads; entrepreneurship; andchange and innovation. In the next climate survey the School aims to haveno responses in the ‘less than satisfactory’ category.)• The School will manage its administrative functions in a seamless andconsistent manner as indicated by the reduction of critical errors and systemfailures in operations within each functional area within the School. Thiswill be determined by measuring performance against team goals and KPI’sand the results of tools already in use to measure improvement in error rates.For example The Student and Academic Administration Request Trackingand Task Management Report, currently used by the School’s Academic andStudent Support Team, which records the number of changes to student datamade by the School• The School will assess client satisfaction by surveying students, staff andother key stakeholders• The School will assess its reputation for driving innovation and a commitmentto continuous improvement through the nomination/receipt of awards andexternal accolades and/or acknowledgements• The School will assess its financial objectives by consistently meeting (andnot exceeding) annual budget allocations.*By client we mean any individual or group who uses the service/s that weprovide. This includes staff, students, and external partners and/or serviceproviders to the School.Where to from here?In Table 2 and Table 3 we have detailed the major projects that we see aspriorities for both this year and the next five years. We will now move to developa combination of individual and team key performance indicators that aremeasured regularly to ensure improvement and achievement.We have identified our course, as articulated through our strategic priorities.We have developed and will continue to build our capabilities.Now we must commit to our vision, and nurture our organisational culture inorder to generate further action and execute our strategy. This is what will ensureour transition from good to great.SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 41

Table 2: Priority Projects – 2011Strategy Area Action Responsibility of/OwnerTeaching &LearningTeaching &LearningTeaching &LearningTeaching &LearningTeaching &LearningTeaching &LearningTeaching &LearningTeaching &LearningQuality AssuranceLearningObjectivesCurriculumFully implement the School’sTeaching & Learning QualityAssurance Plan.Develop a new framework oflearning objectives or learningoutcomes for the MBBSProgram.Develop a curriculumframework for the variouspaths to and through medicalstudy at UQ to ensurecoherence, consistency andintegration.MBBS Program Assessment - CreateAssessment Committeeto address and resolve allassessment issues raised in theAMC Accreditation Review(issues to be largely resolved in2011 for report in 2012)MBBS Program Prepare restructured Phase1 for delivery in 2012 -Identified curriculum gaps tobe addressed and unitisationcomplete.MBBS Program Prepare restructured Phase 2for delivery in 2012 - Developthe Linked Curriculum.MBBS Program Enhance collaboration andcooperation between Domains,Disciplines and ClinicalSchools.MBBS Program Monitor clinical capacity -Ensure mechanisms in placeto guarantee and documentclinical teaching capacity.Discovery Research Centres Identify priority ResearchCentres and finalise strategicfunding mechanisms.EngagementInternationalOperationalExcellenceOperationalExcellenceCommunications& EngagementGlobal AdvisoryBoardSchool-BasedPerformanceFrameworkBenchmarkingDevelop and implement astakeholder communicationand engagement plan .Explore the opportunityand cost associated withestablishing a Global AdvisoryBoard.Embed the School-BasedPerformance Frameworkwithin all areas of the School’sbusiness in order to driveenhanced performance againstthe University KPIs. With aparticular emphasis on theSchool Executive, Teaching &Learning Committee and theSchool Research Committee.Develop a performancebenchmarking methodologyand reporting system tosupport our commitment toenhanced performance.Office ofTeaching &LearningOffice ofTeaching &Learning andDirector, MBBSProgramOffice ofTeaching &Learning andDirector, MBBSProgramDirector, MBBSProgramDirector, MBBSProgramDirector, MBBSProgramDirector, MBBSProgramDirector, MBBSProgramOffice ofResearchOffice of theDeanInternationalTeamOffice of theDeanOffice of theDeanTimeline2011201120112011201120112011201120112011201120112011

FUTURETable 3: Priority Projects – 2011 to 2016Strategy Area Action Responsibility of/OwnerTeaching &LearningTeaching &LearningTeaching &LearningTeaching &LearningTeaching &LearningTeaching &LearningClinical SchoolsPostgraduateCourseworkQualityManagementSystemPlan to and then eventuallydeliver the entire MBBSProgram at the SunshineCoast Clinical School(Kawana Campus).Following the reviews ofpostgraduate courses in 2011,develop a comprehensivelong-term strategy for thefuture of all postgraduatecourses and CPD in theSchool.Prepare, resource andimplement an integratedQuality Management Systemfor the administration of theMBBS Program, and, seekISO 9001 accreditation.TimelineOffice of the Dean 2016Office of Teaching& LearningOffice of Teaching& LearningMBBS Program Develop MBBS Tracks Director, MBBSProgramMBBS ProgramMBBS ProgramIntroduce an emergencymedicine and acute care skillsCore Clinical Rotation in Year4 (in 2013).Introduce a new surgical CoreClinical Rotation in Year 4(in 2013)Discovery Research Achieve performance targetsset in 2010-11EngagementOperationalExcellenceOperationalExcellenceOperationalExcellenceAdvancement &FundraisingReviewsReviewsInfrastructure &ResourcesEnsure success of UQMedical Endowment withmajor philanthropic giftsPrepare for an AMC sitevisit in 2014, an AMCaccreditation review of theMBBS Program in 2016 andan Academic Board Reviewin 2018.Continue the rolling programof reviews of the AcademicDisciplinesRobust mechanisms inplace to develop and deliverinfrastructure and resourceallocation needed to deliverthe large, dispersed MBBSProgramDirector, MBBSProgramDirector, MBBSProgram20122012201220132013Office of Research 2012Director, Faculty 2012Fundraising &UQ MedicalEndowmentOffice of the Dean 2014Office of the Dean 2012Office of the Dean 2012SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 43

PRESENTOUR PRESENT“We want to be recognisedas Australia’s leadingmedical school, and toestablish a global reputationin medical education andmedical research.”This section focuses on the School’s current structures, activities and operations.Context is also provided by detailing the landscape in which we operate andour performance as compared to other schools within the University. This isachieved most effectively through the analysis of the University Key PerformanceIndicators (KPIs) as detailed in the UQ School-Based Performance Framework.Comparisons are also made with like Schools and Faculties both nationally andinternationally.In 2009, the school developed and launched a School Mission as articulatedthrough a Statement of Strategic Intent. The Statement of Strategic Intent wasused to guide and shape the school’s activities during 2009-2010.Statement of Strategic IntentOur VisionTo be recognised as Australia’s leading medical school, and to establish a globalreputation in medical education and medical research.To strengthen our position as Australia’s ‘global medical school’.Our MissionTo fully engage with society and the health professions, in order to producedoctors and other health professionals of the highest quality.To undertake world class research and scholarship that ultimately contributes toimprovements in human health.To have impact through the quality of our graduates, our research and ourscholarship.Our Value PropositionTo offer students an exceptional student experience by providing an outstandingseries of teaching and learning opportunities within a highly supportiveeducational environment.To recognise and reward staff by providing ongoing opportunities to developand pursue their academic and professional interests within a highly supportiveorganisational environment.To foster a collaborative, inclusive and productive environment for all staff andstudents.SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 45

Our StrategyTo be highly visible and active in several arenas:Queensland: As Queensland’s largest medical program we are responsible forproducing most of the state’s interns. These interns must be of demonstrablecompetence for their workplace, and be prepared for their future careers. Wecommit to providing learning opportunities in a wide range of facilities includingmajor urban hospitals, outer metropolitan hospitals, regional and rural settings,as well as primary care and the community.Australia: It is vital that we also play a role in national medical education andthis will be done in part through an expanded range of formal partnerships withother medical schools. We have enduring partnerships through the graduatemedical schools consortium, the Go8, and Medical Deans Australia and NewZealand, and we have formal arrangements with schools through which we shareand benchmark assessment.Global: We will continue to deepen our partnerships amongst our neighboursin Southeast Asia. Specifically we seek to further develop the Clinical Schoolin Brunei and the partnership with the International Medical University inSeremban, Malaysia. These partnerships offer our students exciting opportunitiesfor international study options. Our newly established Ochsner Clinical School inNew Orleans, USA, will open up further international opportunities to establishthe School as a truly global medical school.Our TacticsTo be successful we will need to commit ourselves to ‘operational excellence’.Our business systems and administrative processes will be of the higheststandard, we will exceed the expectations of our students and staff, and we willbe able to measure and demonstrate our operational excellence.We also commit to product-excellence. Our programs and courses will beconstantly improved and updated, and we will strive for the external recognitionof best practice in medical education. Our graduates will be recognised as beingoutstanding.Our primary differentiator will be our ability to meet and then exceed theexpectations of our students and our staff.We will only be successful if we focus on: the student experience; our partnershipswith all parts of the health system; the support we provide our staff in their pursuitof academic and professional excellence, and our international partnerships andcollaborations.We must acknowledge that a fundamental requirement of our success is basedaround our ability to identify, nurture, and then maintain a wide range of highquality alliances and partnerships.Our primary differentiator will be our ability to meet andthen exceed the expectations of our students and our staff.

PRESENTOur Strategic PrioritiesWe must be highly focused and develop very deliberate strategic priorities if weare to be successful. We can think of these priorities as being three horizons.The School of Medicine has grown substantially in recent years. It is a large,geographically dispersed school and still requires further investment of time,effort and money in its operational management. Operational managementencompasses our infrastructure, our systems and processes, and our people.In horizon one we seek to further develop and invest in our Clinical Schools;the key to our students’ clinical training and the School’s engagement with thehealth system. We aim to further enhance the student experience, further embedour new culture in the School, and develop the multitude of partnerships andrelationships that make us successful.In horizon two we look to establish new programs such as the PhysicianAssistant program, develop and deepen our international partnerships, and evenfurther enhance the student experience (in the MBBS Program and the otherprograms that the School offers).In horizon three we will develop the features that make our School distinctiveand successful. These will include:• making optimal appropriate linkage between our research-intensiveenvironment and the MBBS Program including creating a clinician scientistcohort• developing a large and successful cohort of Indigenous medical students• establishing a program to develop Medical Leadership skills among selectedstudents• building upon our global reach.The Challenge of BenchmarkingAn important, and explicit component of School Reviews at UQ is benchmarking.Indeed the Terms of Reference for School Reviews state:Reviews have three key dimensions:• an evaluation of past performance since the previous review, includingespecially, the school’s program of improvement in response to therecommendations of that review;• benchmarking of current structures, activities and performance againstappropriate comparable organisations to determine the school’s standing,nationally and internationally, in relation to its key strategic goals; and• an evaluation of the school’s future prospects in the context of its strategicgoals, resources, and internal and external opportunities.However, there is no specific framework for benchmarking School performance.While we recognise the vital importance of benchmarking our performance,we have been frustrated by the difficulty of forming a meaningful report thatbenchmarks our performance.The difficulty arises from two key issues. The first is that there is no rankingof Schools of Medicine in Australia, and the second is that the organisationalunit (the School) is different in many comparable universities (for example,SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 47

iomedical sciences may be located with one medical school but not another,and this will affect research performance measures); this precludes direct schoolto-schoolcomparisons.The approach we have taken to benchmark the School is as follows:• We have sought to contextualize the environment that the School finds itselfin: the higher education sector within Australia and its own global context.• We have used, wherever possible, available comparisons generated byexisting benchmarking exercises (eg Go8 Dashboard that compares CEQ(Course Evaluation Questionnaire) scores across ‘medical studies’.• The few available comparisons (MBBS entry scores and measures ofdemand) enable comparisons of distinct components of the School’s activity,and need to be interpreted with appropriate caution, and we have providedcomplementary data whenever possible.• We have made the best use we can of School-level, and University-levelperformance data and have sought to use these in a cautious manner to drawinferences about School performance.• We note that Medical Deans Australia and New Zealand (MDANZ) has beenconducting their own benchmarking exercises, but these are focused aroundcosts of school administration and clinical teaching, and while they havevalue do not directly address the need in this Review.In response to our experiences in developing a benchmarking report we havedecided the following:A priority for the School in 2011 is to develop an explicit methodology ofbenchmarking its performance and this methodology will be used to producean annual benchmarking scorecard. The broad construct that we envisage is to:• Make use of available global and national rankings of universities, fieldspecific rankings, and school rankings, whenever possible. Report on andcontextualise these.• Make use of UQ performance targets (School-Based PerformanceFramework); the targets associated with each KPI are set from sector-widestandards and expectations and so reporting our performance against theseis a form of external benchmarking.• Report changes in School performance against a set of agreed KPIs.• We are in active negotiation with the National Board of Medical Examinersin the USA, the Australian Medical Council, about use of their assessmentitem banks for an externally validated MBBS exit exam, and we haverecently secured a Strategic Priorities Project grant from the AustralianLearning and Teaching Council to construct a framework to support such anapproach within Australia.The key findings of this School Review benchmarking exercise are identified asfollows:• UQ is a highly ranked university globally, and the field ‘clinical medicine’ or‘biomedicine’ tends to be equally or more highly ranked.• UQ MBBS Program is the largest medical program in Australia.• UQ MBBS Program has performed consistently among the highest number

PRESENTof total and first preferences, and ratio of applicants to available places forgraduate entry.• Entry scores for graduate entry are amongst the very highest in Australia,and all school-leaver entrants have the highest score possible (OP1).• Entry scores for international students are being maintained.• UQ MBBS scored lowest in Go8 comparisons for CEQ overall satisfactionand good teaching, but scored higher in generic skills.• More proximate scores of teaching quality and student satisfaction are morereassuring.The details of these key findings as well as benchmarking in relation to researchperformance and engagement performance are located within this section undereach relevant Term of Reference.School-Based Performance FrameworkThe UQ School-Based Performance Framework is the school’s key monitoringand reporting mechanism. It translates UQ’s strategic priorities to schoollevel and allows assessment of each school’s position in its interpretation ofUQ’s strategy. The Framework is based on key capabilities. KPIs, includingperformance thresholds, have been identified for measuring the capabilities,resulting in a performance chart, known as a scorecard, for each school. Thescorecard, which is prepared by UQ’s Management Information Section, reflectsperformance against internal UQ benchmarks which are set high deliberately.The UQ 2010 School-Based Performance Framework (containing 2009 data)was released in September 2010. A number of schools raised doubts about itsaccuracy and validity; UQ recently initiated a new financial system, and it isunderstood that not all required data from this system was automatically includedin the scorecard calculations. Thus, some results are below the true values. Inaddition to this, in previous scorecards, total School publication points wereused as the numerator in the publication per academic FTE KPI. However, in2010, this measure was altered and became the School publication point subsetgenerated by acdaemic level B and above. This resulted in the exclusion of theresearch outputs of our active academic title and conjoint members.Despite this issue, the 2010 School of Medicine scorecard is included in thisreport. The school’s performance stated in the 2009 scorecard (containing 2008data) is also discussed.The scorecard explainedLocated at the far left of the scorecard, Esteem, Impact and OperationalExcellence, are termed the “staircase”.Esteem is defined as the degree to which a school and its staff are esteemed byits national and international peers, schools and stakeholder groups for the meritand distinctiveness of its outcomes in Learning, Discovery and Engagement. Itscapabilities are:• Be recognised for excellence in teaching and learning, and teachingscholarship• Be internationally recognised for leadership in key areas of research• Demonstrate engagement that results in significant outcomes for teaching &learning, and researchSCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 49

Impact is defined as the degree to which the collective and collaborative focus ofthe school and its outputs are producing Learning, Discovery and Engagementoutcomes relevant to and valued by its stakeholder groups. Its capabilities are:• Conduct research of genuine scale and focus• Earn recognition for quality teaching and learning, and teaching scholarship• Engage in a mutually beneficial way with the wider community.Operational Excellence is defined as the degree to which a school operatesefficiently and effectively in terms of the quality, productivity, and relevance ofits Learning, Discovery and Engagement activities. Its capabilities are:• Graduate satisfied and successful undergraduate and postgraduate students• Attract and retain quality undergraduate and postgraduate students• Deliver, in a flexible way, high quality, innovative and relevant programs• Generate research funding• Generate strategically focused, high quality scholarly work• Maintain a financially viable operation• Attract and retain quality staff• Develop productive relationships with industry, government and alumniThe capabilities are measured by 20 KPIs listed in the next column of the scorecarddiagram. The orange section shows the 3 year trend in KPI achievement, and thegreen section indicates the school’s progress past the initial threshold to Stage C(lowest) through Stage B, to Stage A (highest).The scorecard also contains another 24 “contextual” KPIs which reflect theschool’s annual performance.Performance of the School of MedicineSchool-Based Performance Framework Scorecard, 2009 (2008 data)From Figure 2 it can be seen that the school’s 2008 performance in the KPIsNumber of fellowships – national and international competitive grant schemes(Esteem) and % graduates in full-time employment (Operational Excellence)were at the top of Stage A. Other KPIs in the Stage A performance level in 2008were Total value of donations and bequests (Esteem), Average Category 2 and 3research income per academic staff (Impact), Attrition rate in year 1 (OperationalExcellence), and iCEVAL – overall course rating (Q20) (Operational Excellence).In 2008, school performance improved in the KPIs Number of ALTC awards,fellowships and citations (Esteem), Average category 1 research income peracademic staff (Impact), Average category 2 and 3 research income per academicstaff (Impact), % graduates in full-time employment (Operational Excellence),Course Experience Questionnaire (CEQ) – overall satisfaction, (OperationalExcellence), iCEVAL – overall course rating (Q20) (Operational Excellence),Average research income per academic staff member (Operational Excellence),Average consultancy and other external source 6 income per academicstaff member (Operational Excellence), and % known and engaged alumni(Operational Excellence).Between 2007 and 2008, the school improved its performance in 9 KPIs,decreased its performance in 7 KPIs and remained the same in 4 KPIs (one ofwhich, Number of fellowships – national and international competitive grant

PRESENTschemes, is at the highest level possible). In 2008, the school had 7 KPIs in StageA, 4 in Stage B and 9 in Stage C, whereas in 2007 it had 4 KPIs in Stage A, 5 inStage B and 10 in Stage C and 1 below the threshold.Figure 2: School-Based Performance Scorecard 2009No of ALTC awards, fellowship & citationsEsteemNo of fellowships - national/international competitive grant schemesAverage Tier 1 publication points per academic staff memberTotal value of donations and bequestsNumber of UQ Teaching and Learning awards & ALTC grantsImpactAvg Tier 1 & 2 publications points per academic staff memberAvg Category 1 research income per academic staffAvg Category 2 and 3 research income per academic staff% graduates in full-time employmentCourse Experience Questionnaire (CEQ) - overall satisfactionAttrition Rate in Year 1Operational ExcellenceiCEVAL - overall course rating (Q20)% EFTSL in postgraduate coursework% extended RHD students out of total RHD load% acad staff with at least 3 DEEWR pubs in the last 3 yearsAvg publications points per academic staff memberAvg RHD student load per academic staff memberAvg research income per academic staff memberAvg consultancy & other ext Src 6 income per acad. staff member% known and engaged alumniSchool Contextual Information 2008School of Medicine Staff Statistics Teaching and Research FTE (Level B and above) 64.99Research only FTE (Level B and above) 33.25Other FTE (Level B and above) 0.00Teaching Focussed FTE (Level B and above) 12.33Total FTE (Level B and above) 110.57% Women at Academic Level C 52.38%% Women at Academic Level D 25.00%% Women at Academic Level E 9.09%School of Medicine Finance Total budgeted expenditure $58,000,000Operating income $21,592,827Operating expenditure $22,811,794Operating margin -$1,218,967School of Medicine Student Statistics Undergradute EFTSL 1064.62Postgraduate Coursework EFTSL 84.36Research Higher Degree EFTSL 198.06International Fee paying EFTSL 232.21Total EFTSL 1347.33% EFTSL ATSI 0.76%% EFTSL Regional 12.92%% EFTSL Remote 0.53%% EFTSL in Low SES under 25 1.93%% EFTSL in Low SES above 25 1.69%Average undergradute EFTSL per FTE teaching staff 9.61Median Interstate Transfer Index (ITI) 98SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 51

School-Based Performance Framework Scorecard, 2010 (2009 data)The latest scorecard, which presents data for 2009, is shown in Figure 3. It canbe seen that the school’s 2008 and 2009 performance in the KPIs Number offellowships – national/international competitive grant scheme (Esteem) and %graduates in fulltime employment (Operational Excellence) were at the top ofStage A. In 2008 and 2009, the school’s performance reached stage A in another3 KPIs - Average category 2 and 3 research income per academic staff FTE(Impact), Attrition rate in Year 1 (Operational Excellence) and Average researchincome per academic staff FTE (Operational Excellence).In 2009, school performance has improved in the KPIs Weighted A* publicationsand research monographs per academic (Esteem), Number of UQ Teaching andLearning awards & ALTC grants (Impact), Course Experience Questionnaire(CEQ) – overall satisfaction (Operational Excellence), % extended RHD studentsout of total RHD load (Operational Excellence). The school’s performance in theEsteem KPI Total value of donations and bequests fell to Stage C from Stage Ain 2008.Between 2008 and 2009, the school improved its performance in 5 KPIs,decreased its performance in 12 KPIs, and remained the same in 3 KPIs (2 ofwhich are at the highest level available). In 2008, the school had 7 KPIs in StageA, 5 in Stage B and 8 in Stage C, whereas in 2009 there were 5 in Stage A, 3 inStage B, 11 in Stage C and the Operational Excellence KPI Average consultancy& other external Source 6 income per academic staff FTE was below the StageC threshold.When the school’s Contextual Information for 2008 and 2009 is compared, itcan be seen that staff data has remained fairly constant. All categories of studentload (EFTSL) have increased in 2009. The 3 categories % EFTSL regional, %EFTSL remote, and % EFTSL in Low SES over 25 have decreased slightly.With respect to finance, in 2009, increases have occurred in the total budgetedexpenditure (43%), operating income (126%), operating expenditure (71%), andthe operating margin has changed from -$1.2M in 2008 to $9.7M in 2009.

PRESENTFigure 3: School-Based Performance Scorecard 2010No of ALTC awards, fellowship & citationsEsteemNo of fellowships - national/international competitive grant schemesWeighted A* pubs and research monographs per academicTotal value of donations and bequestsNumber of UQ Teaching and Learning awards & ALTC grantsImpactWeighted Publications outputs per academicAvg Category 1 research income per academic staff FTEAvg Category 2 and 3 research income per academic staff FTE% graduates in full-time employmentCourse Experience Questionnaire (CEQ) - overall satisfactionAttrition Rate in Year 1Operational ExcellenceiCEVAL - overall course rating (Q20)% EFTSL in postgraduate coursework% extended RHD students out of total RHD load% acad staff with at least 3 DEEWR pubs in the last 3 yearsPublications outputs per academicAvg RHD student load per academic staff FTEAvg research income per academic staff FTEAvg consultancy & other ext Src 6 income per acad. staff FTE% known and engaged alumniSchool Contextual Information 2008School of Medicine Staff Statistics Teaching and Research FTE (Level B and above) 66.41Research only FTE (Level B and above) 34.75Other FTE (Level B and above) 0.00Teaching Focussed FTE (Level B and above) 13.82Total FTE (Level B and above) 114.98% Women at Academic Level C 56.86%% Women at Academic Level D 23.68%% Women at Academic Level E 10.81%School of Medicine Finance Total budgeted expenditure $81,727,895Operating income $48,701,203Operating expenditure $39,023,460Operating margin $9,677,743School of Medicine Student Statistics Undergradute EFTSL 1206.20Postgraduate Coursework EFTSL 90.30Research Higher Degree EFTSL 200.86International Fee paying EFTSL 283.54Total EFTSL 1497.89% EFTSL ATSI 0.84%% EFTSL Regional 11.68%% EFTSL Remote 0.43%% EFTSL in Low SES under 25 2.41%% EFTSL in Low SES above 25 1.61%Average undergradute EFTSL per FTE teaching staff 9.89Median Interstate Transfer Index (ITI) 98SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 53

Section 4.1: Leadership, Governance, Organisationand AdministrationTerm of Reference (1) - The governance, leadership and inclusive decisionmakingstructures in relation to promoting a clear and distinctive vision for thefuture development of the school.Term of Reference (8) - The effectiveness of the organisational and administrativesupport structures of the school (effective committees, strong academic andprofessional staff support, efficient and equiTable staffing arrangements) in thecontext of its current functions and anticipated developments.Section 3.1 describes the academic and professional staff leadership positionswithin the School of Medicine as well as the School’s overall organisationalstructure. It details important reporting lines, the locations of teams within theschool and the governance structure and committee membership.LeadershipProfessor David Wilkinson (Dean of Medicine and Head of School) was appointedto lead the school at the end of 2006. The Dean reports to the Executive Dean,Faculty of Health Sciences, attends fortnightly Faculty meetings comprisingHeads of Schools and senior Faculty staff, and meets formally with the ExecutiveDean each month.Within the school, the Dean is supported by three Deputy Heads, each of whomis responsible for a major portfolio. Professor Geoffrey Cleghorn is the DeputyHead (Clinical Schools), Associate Professor Lindy McAllister is the DeputyHead (Teaching and Learning) and Professor Peter Davies is the Deputy Head(Research). The Deputy Heads report to the Dean.A major development since the 2003 review is the development of ClinicalSchools. Established in 2008, each Clinical School is led by a senior academicfunded either fully by UQ (in the case of the Rural Clinical School) or inpartnership with local hospitals or health services (all other Clinical Schools).The 10 Clinical Schools are as follows:1. Brunei Clinical School – Raja Isteri Pengiran Anak Saleha (RIPAS) Hospital,Bandar Seri Begawan, Brunei.2. Greenslopes Clinical School – Greenslopes Private Hospital (RamsayHealthcare), Greenslopes.3. Ipswich Clinical School – Ipswich Hospital, Ipswich.4. Mater Clinical School – Mater Hospital (Private & Public), South Brisbane.A major development since the 2003 review is thedevelopment of Clinical Schools. Established in 2008,each Clinical School is led by a senior academicfunded either fully by UQ (Rural Clinical School) or inpartnership with local hospitals or health services (allother Clinical Schools).

PRESENT5. Northside Clinical School – The Prince Charles Hospital, Chermside; TheCaboolture Hospital, Caboolture; The Redcliffe Hospital, Redcliffe; TheNothlakes Health Precinct, Northlakes; The Holy Spirit Northside PrivateHospital, Chermside.6. Ochsner Clinical School – Ochsner Healthcare System, New Orleans, USA.7. PA-Southside Clinical School – Princess Alexandra Hospital, Woolloongabba,Queen Elizabeth II Jubilee Hospital, Coopers Plains; and Redlands Hospital,Cleveland.8. RBH Clinical School – Royal Brisbane & Women’s Hopital and RoyalChildren’s Hospital, Herston.9. Rural Clinical School – Rockhampton Hospital, Rockhampton; Bundaberg.Hospital, Bundaberg; Hervey Bay Hospital, Hervey Bay; and ToowoombaHospital, Toowoomba.10. Sunshine Coast – Nambour Hospital, Nambour;. Noosa Private Hospital(Ramsay Healthcare), Noosa.Clinical School Heads are responsible for the delivery of Phase 2 of the MBBSProgram within their Clinical School. They report to the Deputy Head (ClinicalSchools), with the exception of the Ipswich Clinical School Head who reports tothe Head, MBBS Program (Ipswich).SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 55

The school strives for aculture of inclusive andengaged governance.The school’s governanceis a balance of formalcommittees where decisionsare made, and regular openforums where stakeholdersengage, communicate anddevelop ideas.In addition to the Clinical Schools, the School also has 11 Academic Disciplineswhich have an over-arching role in promoting and supporting teaching andresearch in the various hospitals and clinical Sites. The Discipline Heads haveresponsibility for the development of the content that is delivered in Phase 2 ofthe MBBS Program. The Discipline Heads report directly to the Dean and Headof School. Dr Jenny Schafer holds the position of MBBS Program Director, andis ultimately responsible for the delivery of the MBBS program across both Phase1 and Phase 2 at all campuses and all clinical locations. The MBBS ProgramDirector reports to the Dean and Head, School of Medicine.The MBBS Program Director, is supported in her role by the following threesenior academic positions, the Head of the MBBS Program (Ipswich), the Headof Phase 1 and the Head of Phase 2. These roles support the Director in thefollowing ways.The Head, MBBS Program (Ipswich), Professor Geoff Mitchell reports to theHead of School, and has close links to the Director of the MBBS Program and toDeputy Head (Clinical Schools); and has the following responsibilities:• Manages the strategic planning and development of the MBBS Program atthe Ipswich Campus• Manages the strategic planning and development of the MBBS Program atIpswich Hospital• Liaises with the Head of Phase 1 (Ipswich)The Head of Phase 1 reports to the Director of the MBBS Program and has thefollowing responsibilities:• Oversight of academic and student issues in relation to Phase 1, includingthe year 1 student Elective• Oversight of assessment and progression in Phase 1 of the MedicalCurriculum• Ensures the effective co-ordination of the academic staff involved in thedelivery of Phase 1 of the MBBS program• Monitors students encountering academic or personal difficulty in Phase 1and, where appropriate, makes appropriate adjustments to their academicprogramThe Head of Phase 2 reports to the Director of the MBBS Program and has thefollowing responsibilities:• Supervises the Phase 2 student administrative team on academic and studentissues including the year 4 student Elective• Has oversight of assessment and progression in Phase 2 of the MedicalCurriculum• Ensures the effective co-ordination of the academic staff involved in thedelivery of Phase 2 of the MBBS program about assessment issues and,where appropriate, assists them with academic judgments, curriculum,assessment or student administrative matters

PRESENTFigure 4: MBBS Program Organisational StructureIn addition to the academic leadership, there are also a number of professionalstaff that hold significant leadership positions within the School.The School Manager, Mr Phil Berquier, has responsibility for the School’sadministrative operations. He leads several teams of professional staff acrossthe areas of Student Administration, the Rural Clinical School Management,Research Support & Administration, Finance, Information Technology,Infrastructure, Occupational Health & Safety and Major Projects.Ms Katrina Tune is the Manager, Strategy & Organisational Development, sheis responsible for developing, implementing and managing many of the School’sstrategic initiatives. She also manages the functional areas of Marketing &Communications, Alumni & Engagement, International and Human Resources.The School has recently established, and appointed Ms Cheryl Connor to, theposition of Financial Analyst. This position leads the financial management andanalysis capacity within the School and provides high level operational andstrategic advice to the Dean and School Executive in this regard. The positionhas principal responsibility for business analysis, financial reporting and budgetactivities within the School.All three positions report directly to the Dean and Head, School of Medicine.Other senior positions which report through the School Manager and Manager,Strategy & Organisational Development and have a significant impact on theSchool’s activities include: Manager, Student & Academic Support; MBBSEducation Program Manager; Manager, International Office; Manager,International Partnerships; Manager, Alumni & Engagement; Manager, Officeof Research; Manager, IT; Operations Manager; Manager, Major Projects andDevelopment; Finance Manager; Human Resource Consultant and Manager,Indigenous Student Recruitment.SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 57

Each Clinical School also has a Senior Administrative Officer who works closelywith the Academic Head and manages the day-to-day operations of the ClinicalSchool. In the Rural Clinical School, Senior Managers are located in two of thefour the major centres, in Rockhampton and Toowoomba.Figure 5: Professional Staff Organisational StructureGovernanceThe school strives for a culture of inclusive and engaged governance. Theschool’s governance is a balance of formal committees where decisions are made,and regular open forums where stakeholders engage, communicate and developideas. The primary open meeting is a day-long Leaders Forum held offsite everysix months. At each Forum, participants receive updates on key school issuesand activities, determine new priorities, and celebrate successes.The key school committees have been significantly enhanced in recent years andare consistent with UQ policy. The primary governance group within the schoolis the School of Medicine Executive Committee. Chaired by the Dean, thisgroup meets monthly, and is the peak decision making body within the school.Its primary responsibility is to provide the Head of School with advice thateffectively allows him to fulfill his role, and to determine the strategic directionof the School.Directly under the School of Medicine Executive Committee are the ClinicalSchools and Discipline Heads Committee, Research Committee and Teachingand Learning Committee. The Schools committee structure is represented inFigure 6.The Clinical Schools and Discipline Heads Committee meets quarterly toimplement decisions made by the Head of School, School Executive Committee,the Teaching and Learning Committee and/or MBBS Curriculum Committee thatdirectly impact on Clinical Schools and the delivery of the Disciplines within theCore Clinical Rotations.The school’s research program is guided by the Research Committee whichmeets quarterly to provide advice and drive policy and strategy in relation toresearch within the School of Medicine. It receives input and feedback from theResearch Council and the Research Higher Degree Subcommittee.

PRESENTFigure 6: Committee StructureThe MBBS Curriculum Committee and the Postgraduate by CourseworkCommittee are both subcommittees of the Teaching and Learning Committee.The Teaching and Learning Committee reports to the UQ Academic Boardand is responsible for advising the Dean and Head on all matters relating toquality of teaching, learning and assessment across the School. The postgraduateby coursework and MBBS programs are governed and quality assured byuniversity-wide policy and practice, which is itself assured through the AustralianUniversities Quality Agency.The MBBS program is governed by the MBBS Curriculum Committee and hasfour Domain Subcommittees (Biomedical Sciences, Clinical Sciences, PopulationHealth, and Ethics and Professional Practice). Each Domain Committee isresponsible for quality improvement and operational delivery of the educationalprogram within its portfolio. The Chairs of the Domain committees are membersof the MBBS Curriculum Committee.At an operational delivery level, the MBBS leadership group consists of theDirector MBBS Program, Head, MBBS Program (Ipswich), Head, Phase 1MBBS and Head, Phase 2 MBBS and the MBBS Education Program Manager.The Phase 1 MBBS team includes 5 Clinical Lead Educators, each of whom isresponsible for one or more system blocks of teaching. Operational delivery ofthe MBBS program is the responsibility of the Director MBBS Program andmembers of the MBBS Program Operations Group.The Postgraduate by Coursework Committee meets quarterly. It focuses onbusiness planning, quality assurance, curriculum review and renewal, andmethods to increase enrolments in some programs.To increase and improve external stakeholder consultation and engagement, theschool recently established a Research Council, Junior Doctors’ Advisory Group,and a School of Medicine Consultative Council. The Research Council meetstwice each year and provides an open forum for all with an interest in research inthe School to meet, hear about activities, successes and plans, and to debate andhence influence School strategy around research. The Junior Doctors’ AdvisoryGroup provides advice to the Dean and Head, School of Medicine (and others)every six months on issues affecting junior doctors and how the School and theSCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 59

MBBS Program can best respond. The annual School of Medicine ConsultativeCouncil was established in 2010 to communicate and engage with key externalstakeholders. The details of these and various other committees within the schoolare provided below.School of Medicine Consultative CouncilTerms of reference• to report to and inform key external stakeholders about the School’s strategicactivities.• to provide a forum for external stakeholders to contribute to the School’sbroad strategic direction.• to provide a forum for external stakeholders to discuss trends that willinfluence the School’s strategic agenda and where appropriate provideadvice and guidance on these matters.• to monitor the School’s knowledge transfer and external engagementactivities and to make recommendations where appropriate around theimprovement of the School’s community engagement and approaches toinvolving external stakeholders in relevant School matters.MembershipExecutive Dean, Faculty of Health Sciences (Chair)Dean of Medicine & Head of SchoolQueensland Health, Director - GeneralSenior Director, ClinEdQPrivate Hospitals, CEO Greenslopes Private HospitalAustralian Medical Association (Queensland), PresidentQueensland Institute of Medical Research, DirectorPrivate Hospitals Association Queensland RepresentativePostgraduate Medical Council of Queensland, CEOMedical Board of Australia (Queensland Representative)Health Quality and Complaints CommissionAboriginal & Torres Strait Islander RepresentativeConsumer RepresentativeCommittee Executive OfficerProfessor Nicholas FiskProfessor David WilkinsonMr Michael ReidDr Sharon BrownieMr Richard LizzioDr Richard KiddProfessor Frank GannonMs Lucy FisherMs Debra Le BhersDr Mary CohnProfessor Michael WardMs Mary MartinMr Mark Tucker-EvansMs Katrina TuneThe School of Medicine Consultative Council convenes biannually.School of Medicine Executive CommitteeTerms of reference• The School of Medicine Executive will act as the School’s peak decisionmaking body and will provide the advice needed by the Head of School tofulfil the duties delegated to him by the University.• The School of Medicine Executive will determine the strategic directionof the School of Medicine, through a process of debate, discussion andconsensus building.• The School of Medicine Executive will approve the budget allocation of theSchool each year.• The School of Medicine Executive will receive reports from the School’sother major committees and advisory bodies, will discuss strategic issuesraised, and will endorse decisions as appropriate.

PRESENT• The School of Medicine Executive will receive reports from majororganisational units within the School, will discuss strategic issues, andshare and disseminate information.MembershipDean of Medicine & Head of School (Chair)Deputy Head (Clinical Schools)Deputy Head (Teaching & Learning)Deputy Head (Research)Clinical School Head RepresentativeClinical School Head RepresentativeClinical School Head RepresentativeClinical School Head RepresentativeRural Clinical School HeadDiscipline Head RepresentativeDiscipline Head RepresentativeDiscipline Head RepresentativeDirector MBBS ProgramHead, MBBS Program (Ipswich)School ManagerManager, Strategy & Organisational DevelopmentFinancial AnalystManager, Student & Academic SupportCommittee Executive OfficerProfessor David WilkinsonProfessor Geoff CleghornAssociate Professor Lindy McAllisterProfessor Peter DaviesAssociate Professor Leonie CallawayAssociate Professor Jennifer MartinProfessor Bill PinskyAssociate Professor Ian YangProfessor Peter BakerAssociate Professor Gerard ByrneProfessor Darrell CrawfordAssociate Professor Philip WalkerDr Jenny SchaferProfessor Geoff MitchellMr Phil BerquierMs Katrina TuneMs Cheryl ConnorMs Fiona MatthewmanMs Helen SpindlerThe School of Medicine Executive Committee convenes monthly (generally onWednesday between 9.00am and 4.00pm).Executive Management GroupTerms of referenceThe School of Medicine Executive Management Group deals with the immediateoperational matters for the various business services represented within thegroup.MembershipDean of Medicine & Head of School (Chair)Deputy Head (Clinical Schools)Deputy Head (Teaching & Learning)School ManagerManager, Strategy & Organisational DevelopmentManager, Student & Academic SupportFinancial AnalystProfessor David WilkinsonProfessor Geoff CleghornAssociate Professor Lindy McAllisterMr Phil BerquierMs Katrina TuneMs Fiona MatthewmanMs Cheryl ConnorThe School of Medicine Executive Management Group convenes fortnightly.SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 61

School of Medicine Research CommitteeTerms of reference• to provide advice and guidance relating to strategic directions and significantnew initiatives in research pertaining to the School of Medicine.• to assist in improving the School’s research performance indicators.• to provide advice on School of Medicine policy relating to research.• to lead the formation of a Research Higher Degree Subcommittee reportingto the School of Medicine Research Committee.• to provide advice relevant to research policy and activity that from time totime may be requested by the Head of School or Director of Research.MembershipDeputy Head (Research) (Chair)Dean of Medicine & Head of SchoolResearch Leader, Alzheimer’s Disease Research GroupMBBS Program Research CoordinatorDirector, Centre for Research in Geriatric MedicineDirector, Burns, Trauma and Critical Care Research CentreResearch Leader, UQ Centre for Clinical ResearchDirector, Mater Medical Research InstituteHead, Northside Clinical SchoolManager, School of Medicine, Office of ResearchProfessor Peter DaviesProfessor David WilkinsonAssociate Professor Gerard ByrneAssociate Professor Diann EleyProfessor Len GrayProfessor Jeff LipmanProfessor David PatersonProfessor John PrinsAssociate Professor Ian YangMs Anne Louise BullochThe School of Medicine Research Committee convenes meetings at least fourtimes per year.School of Medicine Teaching and Learning CommitteeTerms of reference• To advise the Head, School of Medicine on all matters relating to quality ofteaching, learning and assessment across the School.• To use available measures of quality of teaching, learning and assessment,to develop strategies to improve teaching, learning and assessment, acrossall course work programs within the School at both undergraduate andpostgraduate levels.• To develop policies, principles and strategic directions for developmentand quality improvement of all course work programs within the School atboth undergraduate and postgraduate levels, with particular reference to theattainment of the key performance indicators pertinent to teaching, learningand assessment.• To develop academic policy statements for consideration by relevant bodies.• To facilitate information flow from committees/working parties within theSchool to Faculty and from Faculty to the School.• To liaise with and receive reports from all committees and working groupswithin the School of Medicine which relate to the Teaching and LearningCommittee including the MBBS Curriculum Committees of the MBBSand Physician Assistant programs, the MBBS Domain subcommittees, thePostgraduate Coursework Masters programs.• To influence Faculty and University policy development and implementationwith regards to teaching, learning and assessment.

PRESENT• To oversee implementation within the School of relevant University policies,and University and Faculty Teaching and Learning Enhancement Plans.• To monitor the implementation of changes to teaching, learning andassessment emanating from decisions of the School of Medicine Teachingand Learning Committee, Faculty committees, or other bodies.• To provide advice to the Head of School with regard to the operation of theTeaching Quality Appraisal funding mechanisms.• To advise on methods to enhance and improve the student learningexperience, including the physical and virtual environment.• To review proposals for the introduction of new undergraduate orpostgraduate courses/programs of study or the alteration of existing courses/programs of study.• To discuss and advise on concerns raised by programs regarding existingprograms of study.• To consider questions concerning the interpretation and application of rulesrelating to programs of study and degrees or other awards within the School.• To facilitate teaching/learning initiatives being developed within andbetween programs, encourage collaborative activities and seek venues forsupport for inter-professional education developments.• To provide advice on matters relating to the award of prizes and Universitymedals.• To provide support and direction for staff teaching within programs offeredby the School.• To foster, recognise and reward staff pursuing best practice in teaching,learning and assessment.MembershipDeputy Head (Teaching and Learning) (Chair)Dean of Medicine & Head of SchoolDeputy Head (Clinical Schools)Director, MBBS ProgramHead of Academic Discipline RepresentativeDirector, Physician Assistant ProgramPostgraduate Program RepresentativeManager, Student and Academic SupportUQMS Academic VPCommittee Executive OfficerAssociate Professor Lindy McAllisterProfessor David WilkinsonProfessor Geoff CleghornDr Jenny SchaferProfessor Darrell CrawfordMs Karen MulitaloAlternating postMs Fiona MatthewmanMr Andrew MauriceMs Isabelle Nish-VettaThe School of Medicine Teaching and Learning Committee convenes everysecond month (generally on the first Wednesday of every second month at 4pm).Heads of Clinical Schools and Disciplines CommitteeTerms of reference• To ensure decisions made by the Head of School, School ExecutiveCommittee, the Teaching and Learning Committee and/or MBBS CurriculumCommittee, that directly and significantly impact on Clinical Schools andthe delivery of the Disciplines within the Core Clinical Rotations, areimplemented effectively.• To make recommendations to the School Executive Committee regardingpolicy and/or implementation matters that need further consideration.• To ensure operational plans and processes are in place to enable effectiveprogram delivery.SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 63

• To respond to issues which affect the Clinical Schools’ ability to deliver theircore business (teaching and research) having regard for quality assurancestandards.• To respond to issues which affect the Disciplines’ ability to meet qualityassurance standards.• To advise on methods that may enhance and improve the student learningexperience, including the physical and virtual environment.• To provide a forum in which the UQ School of Medicine Clinical SchoolHeads and Discipline Heads may exchange local issues, solutions andachievements.MembershipDeputy Head (Clinical Schools) (Chair)Head, Rural Clinical SchoolHead, Royal Brisbane Clinical SchoolHead, Brunei Clinical SchoolHead, Greenslopes Clinical SchoolHead, Sunshine Coast Clinical SchoolHead, Ipswich Clinical SchoolHead, Mater Clinical SchoolHead, PA-Southside Clinical SchoolHead, Ochsner Clinical SchoolHead, Northside Clinical SchoolHead, Academic Discipline of MedicineHead, Academic Discipline of PsychiatryHead, Academic Discipline of Rural and Regional MedicineHead, Academic Discipline of Medical ImagingHead, Academic Discipline of General PracticeHead, Academic Discipline of Obstetrics & GynaecologyHead, Academic Discipline of Molecular & CellularPathologyHead, Academic Discipline of Paediatrics & Child HealthDirector, MBBS ProgramHead, Academic Discipline of Surgery (Acting)Dean of Medicine & Head of SchoolCommittee Executive OfficerProfessor Geoff CleghornProfessor Peter BakerAssociate Professor Leonie CallawayAssociate Professor Elizabeth ChongProfessor Darrell CrawfordAssociate Professor Steven CoverdaleAssociate Professor David DouglasProfessor David McIntyreAssociate Professor Jennifer MartinProfessor Bill PinskyAssociate Professor Ian YangProfessor Darrell CrawfordAssociate Professor Gerard ByrneAssociate Professor Bruce ChaterProfessor Alan CoulthardAssociate Professor Marie-Louise DickProfessor Soo Keat KhooProfessor Sunil LakhaniAssociate Professor Mark CoulthardDr Jenny SchaferAssociate Professor Philip WalkerProfessor David WilkinsonMs Isabelle Nish-VettaThe Heads of Clinical Schools and Disciplines Committee meets quarterly.MBBS Curriculum CommitteeThe MBBS Curriculum Committee is the peak body responsible for the planning,implementation and development of the MBBS curriculum within the School ofMedicine. It is a subcommittee of the School of Medicine Teaching and LearningCommittee, (which has oversight of School-wide teaching and learning qualityassurance). It is at MBBS Curriculum Committee that debate about curriculummatters occurs and where any conflict about educational principles is resolved.Terms of referenceAs a subcommittee of the Teaching and Learning Committee the MBBSCurriculum Committee will advise on all aspects of curriculum content, teachingand learning activities related to the MBBS Program.

PRESENTThe MBBS Curriculum Committee will:• Define and develop policies, principles and strategic direction for the MBBScurriculum.• Develop strategies for the pursuit of excellence in teaching and learning.• Review the design of the curriculum ensuring the integration of all aspectsof the program where appropriate.• Review the design of the curriculum in relation to all aspects of the programacross the Disciplines.• Review the design of the curriculum in relation to all aspects of the programacross the Domains and consider reports and recommendations from theDomains for further review.• Evaluate academic material related to PBL, communication skills, clinicalteaching, ethics and professionalism.• Review all new programs or educational activities recommended forinclusion in the MBBS curriculum.• Review aspects of the curriculum related to currency of medical educationtopics.• Ensure Teaching and Learning decisions are implemented.MembershipDirector, MBBS Program (Chair)Dr Jenny SchaferDean of Medicine & Head of SchoolProfessor David WilkinsonActing Head, Phase 1, MBBS Program and Biomedical Dr Phil TowersScience Domain Representative and Deputy Head, Phase1 (Ipswich)Head, Phase 2, MBBS Program and Clinical Sciences Professor Peter JonesDomain RepresentativeAssociate Professor in Medical Ethics and Ethics and Associate Professor Mal ParkerProfessional Practice Domain RepresentativeDeputy Head, Ochsner Clinical School (Curriculum) Dr Leo SeoaneUniversity Library RepresentativeMr Lars ErikssonProfessor in Population HealthProfessor Philip WeinsteinSenior Lecturer in Medical EducationDr Tracey PapinczakCouncil of Residents and Registrars AMAQ Representative Dr Michael BonningIndigenous RepresentativeTBAPostgraduate Medical Education Council of Queensland Ms Debra Le BhersStudent RepresentativeMs Andrew Hobson, President, UQMSStudent RepresentativeMr Andrew Maurice, Vice President,UQMSStudent RepresentativeTo be advised for 2011 (Year 1 nonvoting)Student RepresentativeTo be advised for 2011 (Year 2 nonvoting)Student RepresentativeTo be advised for 2011 (Year 3 nonvoting)Student RepresentativeTo be advised for 2011 (Year 4 nonvoting)Committee Executive OfficerTBAThe School of Medicine MBBS Curriculum Committee convenes monthly(generally on Wednesday between 3pm and 5pm).SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 65

Domain committeesThe MBBS Program is further managed through four subcommittees of theMBBS Curriculum Committee, each responsible for a Domain of Learning inthe MBBS Program. Members of the Schools in the Faculty of Science, and fromthe School of Population Health, who deliver teaching into the MBBS Program,are represented on the relevant Domain committees. These are:• Biomedical Sciences• Clinical Sciences• Population Health• Ethics and Professional PracticeThe Domain committees are responsible for both operational delivery of theeducational program and quality improvement of the program within theirportfolios. These committees discuss matters that are referred to them fromMBBS Curriculum Committee, and also identify and bring to MBBS CurriculumCommittee matters relating to educational policy and implementation. Domaincommittees meet quarterly.The Chairs of the four Domain committees are members of MBBS CurriculumCommittee.MBBS Operations GroupTerms of reference• To ensure policy decisions from the Head of School, Teaching and LearningCommittee and/or MBBS Curriculum Committee are implementedeffectively.• To identify policy and/or implementation matters that need furtherconsideration by the relevant Domain or Discipline groups.• To ensure operational plans and processes are in place to enable effectiveprogram delivery.• To resolve issues pertaining to curriculum, teaching and learning, staff andstudents, as they arise.• To respond to quality assurance matters which are within the portfolio ofthis committee.MembershipDirector, MBBS ProgramActing Head, Phase 1, MBBS Program and Deputy Head,Phase 1 (Ipswich)Head, Phase 2, MBBS ProgramManager, Student & Academic SupportManager, Software Services TeamDr Jenny SchaferDr Philip TowersProfessor Peter JonesMs Fiona MatthewmanMr Hans DaunceyThe School of Medicine MBBS Operations Group convenes fortnightly.The School of Medicine is organised into three Offices, TheOffice of the Medical Dean, The Office of Research, andThe Office of Teaching and Learning.

PRESENTOrganisational Structure and AdministrationThe School of Medicine is organised into three Offices, The Office of theMedical Dean, The Office of Research, and The Office of Teaching and Learning.Teaching occurs at the three UQ campuses (St Lucia, Ipswich and Herston) andthe 10 Clinical Schools.Figure 7: School Office StructureThe largest is the Office of the Medical Dean, which includes the Deputy Head(Clinical Schools), the 10 Clinical School Heads and the majority of the school’sprofessional staff. In 2010 the School reviewed the positions and organisationalstructure of the North and South Regional Offices and all other staff within theSchool that worked in the areas of Human Resources, Finance, Research andClinical School Administration.The School of Medicine has experienced significant change and rapid growthsince the last review, most notably the clinical school structure has beenestablished, numerous senior academic and professional staff positions has beencreated and the overall staff numbers have grown from 275.8FTE to 393.5FTE.During this period however the administrative structure within the Herston Officeand the Regional Offices have remained the same. The situation existed wherethe professional staff structure and business processes no longer appropriatelymet the operational needs of the School.As such the review was initiated at the request of the Dean and Head with thefollowing two objectives:1. To improve the efficiency and effectiveness of the School’s businessprocesses; and2. To ensure the highest standards of quality and service were provided toclients, colleagues and students.SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 67

As part of this process the reviewers (two Faculty Project Managers) closelyexamined the School’s administrative organisational structure. In particular theylooked at reporting lines, and the duties and responsibilities of each positionwithin the review’s scope. Over 40 staff were interviewed as part of the reviewprocess.The School accepted the proposed recommendations contained within thereview report and began to develop a transition plan and communications plan.The review period lasted approximately six months in total and the transitionand implementation period (still underway) is anticipated to last an additionalsix months.The most significant outcomes of the review were:1. In order to ensure the School had the appropriate capability to deliver onthe review’s primary objectives (listed above), the staff compliment has beenincreased across the board by 9 FTE positions.2. In order to ensure the development of focused and expert teams offeringsuperior service to clients, and a range of development opportunities for staff(within the teams), reporting lines were modified in order to reorganise teams intofunctional based teams as opposed to operations being organised geographically.In addition to this, positions that had previously had two very distinct functions(i.e. HR and Research Support Officer) were modified so that incumbents inthese roles are able to provide more focused and dedicated support to one corefunction.3. In order to facilitate a greater continuity of support for clients and a moresupportive team environment for staff (within the teams) all teams will ultimatelybe collocated, with the majority based at the Herston Campus. This will allowstaff within each team to increase their interactions with each other and workto develop consistent standard operating procedures and business processes toprovide the same high standard of client service across the entire school. Thedirect impact of this recommendation was that six positions previously basedat the PA Hospital, and one position based at the Royal Brisbane & Women’sHospital, will in 2011 be based at the Herston Campus.The Office of Teaching and Learning is responsible for teaching, learning andassessment quality assurance of all school programs, governance of postgraduatecoursework programs and the School’s Indigenous unit. The Office is led bythe Deputy Head (Teaching & Learning). Staff include a Senior Lecturer inIndigenous Health (1.0 FTE), a Manager, Indigenous Student Recruitment(1.0 FTE), Casual Indigenous Student Tutor (MBBS Qualified), EvaluationCoordinator (1.0 FTE), a Quality Assessment Coordinator (1.0 FTE), two ProjectOfficers (1.6 FTE), an Administrative Officer (QA & Evaluations) (1.0 FTE), andadministrative support (0.5 FTE) for the Centre for Medical Education Researchand Scholarship.The Office of Research provides coordination, advice and research support forclinicians, researchers and research students undertaking research, as well asoperational and strategic advice to the School Executive. It is led by the DeputyHead (Research) and is located at the Herston Campus. The staff complimentwithin the Office of Research was recently increased following the School’sAdministrative Review, comprising a Manager and six administrative staff (4.6FTE) who have responsibility for RHD, MD and MBBS-RHD research support,publications support for academic staff and assistance for application processand analysis of activity relating to research income and the secondary gains fromthe School’s Research Centres.

PRESENTSchool of Medicine Teaching Sites – CampusesHerston CampusThe School of Medicine currently shares the Herston campus with the Schoolof Population Health, members of the School of Nursing and the Faculty ofHealth Science. The entire campus eagerly awaits the addition of the UQ OralHealth Centre in 2013 which will assist in further developing the site’s vibranteducation and research environment. Students and staff will also benefit from theaccess to additional services and facilities that will be included within the newOral Health building.The largest concentration of School staff is located within the Mayne MedicalSchool building which is situated at the centre of the Herston campus. The MayneMedical School building houses the Office of the Dean, the Office of Teachingand Learning and the Discipline of Medical Education. The Office of Researchis situated in the Edith Cavell Building on the Herston campus.The Herston campus is home to some of the small group (PBL and clinical skills)teaching space for the MBBS program, located within the newly refurbishedHealth Sciences building on the grounds of the Royal Brisbane & Women’sHospital. Students also have access to the ES Meyers lecture theatre within theMayne Medical School building. The e-Healthcare Postgraduate Programs arealso based at Herston offering the ideal environment for research and practice inthe area of e-health.St Lucia CampusLocated approximately seven kilometres from the Herston campus, the St Luciacampus is the University’s primary teaching site. Situated on 114-hectares it hasexpansive landscaped grounds and offers students access to a range of servicesand amenities including cafes, restaurants, shops, banks, sporting facilities andeven a cinema.The majority of students within Phase 1 of the MBBS Program are based atthe St Lucia campus. During these years students utilise large lecture theatresand dedicated PBL rooms for small group tutorials. A range of other learningactivities are based in the teaching facilities and laboratories of the Faculty ofScience.Ipswich CampusThe Ipswich campus is a new campus which commenced operations in February1999, offering cutting-edge programs in a modern, purpose built environmentwith state-of-the-art facilities. It was not until 2009 that the Ipswich campusreceived its first MBBS students. Now, two years on, the Ipswich campus isbecoming one of the School’s success stories with recent data indicating that thisdynamic environment is consistently attracting some of the highest achieverswithin the MBBS Program.The School has a total of 100 MBBS students (50 in each year of Phase 1) basedat the Ipswich Campus annually and these students enjoy access to a range ofteaching facilities and resources that are comparable to those at the St Luciacampus.The Ipswich campus is also the primary campus for the Physician Assistantstudents. The program is a blended delivery with both online and face-to-faceelements where students return to the Ipswich campus for.SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 69

St Lucia CampusHerston CampusIpswich Campus

PRESENTAlthough all 10 Clinical Schools have the same structures,functions, and responsibilities, they vary substantially intheir stage of development, infrastructure and staff.School of Medicine Teaching Sites – Clinical SchoolsFormally established in 2008, the Clinical Schools facilitate the delivery ofPhase 2 of the MBBS Program. Although all 10 Clinical Schools have the samestructures, functions, and responsibilities, they vary substantially in their stageof development, infrastructure and staff. The two largest Clinical Schools arethe Royal Brisbane Clinical School and PA-Southside Clinical School, whereclinical teaching has taken place for several decades. While both of these ClinicalSchool’s have a significant staff presence, both academic and professional, theRoyal Brisbane Clinical School is more advanced in terms of their teaching andresearch infrastructure for staff and students. Home to the Faculty’s Centre forClinical Research, the Royal Brisbane clinical site benefited greatly in 2010with the opening of the newly refurbished Health Sciences Building. The sitewill enjoy a further expansion of facilities in 2013 when the new $120M UQOral Health Centre opens. The PA-Southside Clinical School is a priority sitefor further development from the School’s perspective in the next five years,particularly at the Princess Alexandra Hospital (PAH) which takes students innumbers commensurate to those at the Royal Brisbane Hospital.The School has already secured space in the Pharmacy Australian Centre ofExcellence (PACE) Building that is located on the PA site, adjacent to the hospital.This large ground floor office will house our Major Projects and Facilities teamonce recruited early in 2011, and will serve as an additional highly visible ‘frontoffice’ to the School’s presence at the PAH. The School has ambitions to securefurther space in the planned PACE 2 and 3 developments, and are currently innegotiations with the PAH Executive and the University Executive in this regard.The ultimate objective, although some years away, is to move all Year 1 teachingfrom the St Lucia site to the new PACE facilities. These strategic developmentsare in the early stage of discussion, but are compelling in their opportunity. It isessential that the School develop a multi-site ‘head office’ function that extends(at least) across Herston, PAH, and Ipswich.The Rural Clinical School was established with a major Federal governmentgrant. It has grown substantially over the years, now stretching from Toowoombato Rockhampton, via Hervey Bay and Bundaberg, and many small rural townsin between.Clinical Schools such as Northside, Sunshine Coast and Ipswich, have had no orfew UQ staff onsite until the last few years, although UQ medical students havehad clinical placements there for many years. Until recently, investment in somesites (such as Sunshine Coast) was limited.In addition to our eight onshore Clinical Schools we also have two locatedoverseas, one in Brunei and the other in the United States. The Brunei ClinicalSchool was formally ratified in February 2010, after a period of negotiationswith the Brunei government. The Brunei government, UBD, and RIPASHospital have supported UQ students studying in Brunei and we are committedto strengthening this relationship in the future.SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 71

Ochsner Clinical School, located within the Ochsner Health System in NewOrleans, Louisiana, is a physician led, integrated organisation. The 19 memberBoard, which includes nine physicians, provides strategic oversight, and theExecutive Operating Committee, which includes all System Executive VicePresidents, provides operational and strategic management. Professor William(Bill) Pinsky is Executive Vice President, and, Chief Academic Officer of theOchsner Health System, and Head, Ochsner Clinical School.Benchmarking DataUQ is one of Australia’s premier learning and research institutions. It is the oldestuniversity in Queensland and has produced generations of graduates who havebecome leaders in all areas of society and industry. UQ is a founding memberof the national Go8, an alliance of research-strong “sandstone” universitiescommitted to ensuring that Australia has genuinely world-class higher educationinstitutions. UQ also belongs to the global Universitas 21 alliance.UQ has seven faculties, eight research institutes and four campuses (Gatton,Herston, Ipswich, St Lucia). A statistical profile of UQ is shown in Table 4.Table 4: UQ’s statistical profile, 2005 and 20092005 2009Revenue $821M $1.26BTotal University research income $186M $303MTotal student EFTSL 28,955 31,986International student EFTSL (and % of total) 5,047 (17%) 6,078 (20%)Total undergraduate student load 22,863 25,211Total postgraduate student load 6,093 6,775Total FTE staff 5,251 6,126Total FTE academic staff (and % of total) 2,224 (42%) 2,590 (42%)The School of Medicine works in partnership with a dedicated community ofscholars, clinicians and stakeholders from a wide range of disciplines (bothdomestically and internationally) to provide medical education for its students.It is one of seven schools in the Faculty of Health Sciences. Its programs aredelivered across three campuses (Herston, Ipswich, St Lucia) and 10 ClinicalSchools, two of which are located overseas. The school has established 26research centres to focus resources on the school’s research strengths.A statisticalprofile of the school is shown in Table 5.Table 5: School of Medicine’s statistical profile, 2005 and 20092005 2009Revenue $82MTotal research income $21M $25MTotal student EFTSL 1,061 1,497International student EFTSL (and % of total) 84 (8%) 283 (19%)Total undergraduate student load 779 1206Total postgraduate student load 282 291Total FTE staff 329 363Total FTE academic staff (and % of total) 161 (49%) 101 (28%)

PRESENTTable 6: UQ and School of Medicine – position in world rankings of universities, 2005-2010YearUQShanghai JiaoTong AcademicRanking of WorldUniversitiesQS WorldUniversityRankingsWorld rankings of universitiesTable 6 shows the position of both UQ and the relevant field for the School ofMedicine in 3 world rankings of universities. Broadly speaking, the ShanghaiJiao Tong Academic Ranking of World Universities assesses research standingand QS World University Rankings relates to perception and performance ofteaching and research.Times HigherEducation WorldUniversityRankingsUQ School of MedicineShanghai JiaoTong AcademicRanking of WorldUniversitiesClinical Medicineand PharmacyQS WorldUniversityRankings LifeSciences andBiomedicine2005 101-152 47 - -2006 102-150 45 - -2007 102-150 33 51-75 312008 101-151 43 52-75 322009 101-151 41 51-76 282010 101-150 43 81 51-75 40 42Times HigherEducation WorldUniversityRankings clinical,pre-clinical andhealth-relatedsubjectsNB: The THE-QS was a single index until 2009 and then split into two separate indices, the QS World University Rankings and the Times HigherEducation World University Rankings.In the Shanghai Jiao Tong ranking system, UQ ranked higher than all but 3Australian universities (Australian National University (59); Melbourne (62);Sydney (92)) in 2010. Four Australian universities (UQ, University of WesternAustralia, Monash, New South Wales) were in the 101-150 category. In 2010,the highest ranked Australian university in the Clinical Medicine and Pharmacyfield was University of Melbourne (41). UQ and University of Western Australiawere the only 2 Australian universities in the 51-75 band. University of WesternAustralia rapidly increased its position after 2 staff won a 2005 Nobel Prize.Similarly, Melbourne improved its 2010 ranking due to the award of a NobelPrize to an alumnus.UQ’s position in the Shanghai Jiao Tong Ranking over time is illustrated inFigure 8. It can be seen that UQ has improved its ranking between 2003 and2010.Figure 8: UQ’s position in the Shanghai Jiao Tong Academic Ranking of World Universities, 2003-2010SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 73

As demonstrated in Table 5 and Figure 9, UQ has ranked in the top 50 universitiesin the world in the THE-QS World University Rankings since 2005 and the top40 in the life Sciences and Biomedicine field since 2007.Figure 9: UQ’s position in world ranking and in the field of Life and Biomedicine, as ranked by theTHE-QS World University Rankings 2005 - 2009 and QS World University Rankings 2010

PRESENTThe Office of Teaching andLearning is responsiblefor teaching, learning andassessment within theSchool.Section 4.2: Teaching and LearningTerm of Reference (2) - The quality, scope, focus, direction and balance of theschool’s curricula and teaching at undergraduate and postgraduate levels inthe light of enrolment trends, success rates, student and graduate satisfactionand the perception of key external stakeholders, the availability of alternativeprograms elsewhere in Queensland and Australia, and future developments inthe discipline/s (In recognition of the significant work undertaken between 2009and 2010 to review the School of Medicine’s MBBS program, and in an effort notto undermine the work already underway to implement the recommendations ofthat review, this term of reference will apply to all programs offered within theSchool other than the MBBS program)The major teaching program delivered by the School of Medicine is the UQMBBS Program, now one of the largest in Australia. A major review of theMBBS Program was completed done in 2009, and the School underwent anextensive AMC accreditation review in 2010. These 2 reviews confirmed andclarified the existing strengths of the UQ MBBS Program, and have also helpedto clarify the changes needed. These changes are now well underway and arereported on elsewhere in this submission.Outlined in section 3.2 are aspects of the UQ MBBS Program not exploredin detail in the 2009 MBBS Review and the 2010 AMC accreditation review,specifically the role of the Office of Teaching and Learning within the School ofMedicine and the areas within the portfolio of this office. Also detailed are themany Postgraduate Programs on offer within the School.Office of Teaching and LearningThe Office of Teaching and Learning is responsible for teaching, learning andassessment within the School. Priority areas include; the evaluation and qualityassurance of all School programs, governance of postgraduate courseworkprograms, Indigenous student recruitment and support, development andoversight of a Continuing Professional Development Strategy across the School,and development and delivery of a Faculty Development Program for clinicalteachers. The Office of Teaching and Learning also shares responsibility with theDirector of the MBBS Program for the development of Indigenous curriculum.The Office is comprised of both academic and administrative staff in each of theaforementioned portfolio areas.Evaluation unitResponsibilities of the school’s Evaluation Unit include evaluation of all teachingprograms within the School of Medicine. Activities include:• Course quality is evaluated through the university-required SET-C (StudentEvaluation of Teaching and Course), previously the iCEVAL, which will beautomatically administered to each course during each teaching period. TheSET-C covers a number of elements including assessment, feedback andteaching.• Additional evaluations are tailored on request for each Discipline andClinical School.• Evaluation of PBL Tutors and Clinical Coaches.• Graduating students complete an online ‘Exit Survey’ which deals broadlywith course quality.• Informal feedback is obtained from student emails, focus group discussion,online chats and anonymous reporting.SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 75

In addition to the evaluations conducted by the School of Medicine, the UQTeaching and Educational Development Institute surveys first and final yearstudents with the AUSSE instrument (formerly UQSES) and new graduatescomplete the Graduate Destination Survey, which includes the Course ExperienceQuestionnaire.Figure 10: Teaching and Learning StructureStudent evaluationPrior to the commencement of the Deputy Head (Teaching and Learning) in2009, the postgraduate coursework programs were without specific governanceand oversight, and thus, quality assurance activities were limited. In the secondhalf of 2009, all postgraduate coursework programs began conducting regulariCEVALs (CEQ and SES data do not apply to these programs) and developingan Evaluation Plan. Small enrolments in some programs make collection ofvalid iCEVAL data problematic. The e-Healthcare and GP Programs do not havesufficient students enrolled for administration of a valid iCEVAL. The PhysicianAssistant Studies program did not commence until July 2009. The Mental Healthprogram has a small volume of data for 2007 and 2009, and data for Item 20(overall student satisfaction with the course) is reported in Table 7. Overall, thesample size for many of these reported iCEVALs is less than 10.Table 7: School of Medicine – iCEVAL data for postgraduate coursework programsPROGRAMMaster MedSkin Cancer2007 COURSE AND MEAN SCOREQ202009 COURSE AND MEAN SCOREQ20Semester 2 Semester 1IMED7006 (Integrated ClinicalDiscussion) - 3.25 (*N=5)Mental Health PXMH7004 (Principles of MentalHealth Assessment) – 4.06PXMH7005 (Case Management asa Model of Mental Health ServiceDelivery) - 4.00PXMH7023 (Foundation KnowledgeMental Health Practice) – 3.71PXMH7024 (Foundation Skills MentalHealth Practice)– 3.20PXMH7025 (Application of FoundationSkills) – 3.50

PRESENTQuality assuranceQuality assurance is provided by activities of the Office of Teaching and Learning,through review, appraisal, audit, the annual Curriculum and Teaching QualityAppraisal and 5-yearly Academic Program Review. The School’s Teaching,Learning and Assessment Quality Assurance Plan follows the accepted qualitycycle:• Inputs• Delivery• Evaluation, audit and outcomes data collected and analysed• Closing the loop• Feedback to stakeholders• Re-planning• Improved implementation• Re-evaluationFigure 11. Quality CycleRe-evaluationInputsClosing the loop(feedback tostakeholders,re-planning,improvedimplementationDeliveryCollection &analysis ofrelevant dataThe school’s Quality Assurance program has two key foci:• Ensuring quality in teaching, learning and assessment, and• Ensuring consistent delivery of the curriculum irrespective of geographicallocation.A series of standards were developed for five key areas of activity:• information• professional staff who support teaching, learning and assessment activities• teachers• learners• resources to support teaching, learning and assessment activities.These standards align with those of UQ where appropriate and data collectedagainst these standards feeds into the annual Curriculum and TeachingQuality Assurance reporting mechanism and any UQ scheduled AcademicProgram Reviews. In addition, several new standards have been developedSCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 77

to account for the dispersed nature of our operation and the large numbers ofdifferent stakeholder groups engaged in our teaching and learning enterprise.The summarised quality assurance standards appear in Table 8 (a copy of thefull Quality Assurance Plan is included as Appendix 2). The Table maps ourquality assurance standards against the relevant AMC standards which pertainto teaching, learning and assessment activities. This Table groups the standardsunder the stages of the quality cycle.There are a range of audit measures for each of these standards. These weredeveloped in accordance with the following principles:• Measures must be seen as meaningful and relevant to stakeholder needs forensuring quality and consistency• Audit measures must be simple, efficient, and not create undue burden forstaff and students• Existing UQ measures must be used whenever possible in order to enhancealignment with UQ procedures and simplify reporting mechanisms• Data yielded from measures must be manageable, interpretable and useful tocontinued quality improvement activities• Schedules and delegations for data collection, analysis and review, andplanning and revision must be known and followed.

PRESENTTable 8: Teaching, Learning and Assessment Quality Assurance Plan: Standards for AuditingTeaching, Learning and Assessment Quality Assurance Plan: Standards for AuditingArea Stage 1: Inputs Stage 2: Delivery Stage 3: Evaluation, Audit & OutcomesData Collected & AnalysedINFORMATION 1.1 There is current, clear, consistentdocumentation that spells out policies,procedures and information pertinent tothe organisation, management, delivery,assessment and evaluation of thecurriculum and learning outcomes in theMBBS.1.2 All documentation is reviewed andupdated on a specified schedule, showingdate of last review, document reviewerand next review date, with appropriatedocument control procedures applied.2.1 All required information necessaryfor delivery, management, assessmentand evaluation of quality and consistentcurriculum is delivered to students, staffand other approved stakeholders, in atimely manner, online and/or on paper, asneeded to fit their circumstances and ITaccess. Stakeholders are provided withspecific information about how to accessinformation.3.1 Appropriateness, comprehensiveness,accuracy, currency, accessibility,timeliness of distribution of all relevantinformation are audited annually,areas identified for revisions andimprovements.3.2 Reports detailing what changes are tobe made, why, how by whom and in whattimeframe are prepared.PROFESSIONAL SUPPORT STAFFWHO SUPPORT TEACHING,LEARNING & ASSESSMENTACTIVITIES1.3 Staff are inducted, prepared andsupported for their roles.2.2 Staff undertake their roleseffectively, respectfully, within agreedtimelines, following agreed policies andprocedures.3.3 Staff induction, support and PDactivities are monitored by supervisors.3.4 Staff are encouraged to identifyand report problems in the delivery oftheir roles and contribute to plans forimprovement.TEACHERS 1.4 Teachers are inducted, prepared andsupported for their roles.2.3 Teachers are present at all theirscheduled teaching sessions (or notifyteam leader in advance and makealternate plans).3.5 Teachers engage in collection andanalysis of measures of their teachingperformance (e.g., iCEVALs, TVALs,peer evaluations) as directed.1.5 Teaching team leaders ensureteachers for whom they are responsiblehave access to the information they needand skills required to fulfill their roles.2.4 Teachers deliver quality teaching asmeasured by self- and external evaluationof teaching and learning outcomes.3.6 Teachers engage with their teachingteam and team leaders in curriculumbenchmarking and review of data,analysis of assessment results etc., andcontribute to identification of areas andplanning for improvement.Stage 4: Closing the Loop - feedback tostakeholders for action, re-planning andimproved implementation4.1 Staff delegated to update informationare monitored by supervisors.4.2 Audit of changes undertaken beforenext time period by supervisors. Newinput requirements and implementationstrategies identified as needed.4.3 Staff accountability for informationupdate and management is part of theirannual performance appraisal.4.4 Staff receive regular appraisals andfeedback on their performance.4.5 Staff receive support and trainingto improve their performance andare accountable for change at regularmeetings with supervisors and at annualperformance appraisal.4.6 Teaching team leaders monitor/re-audit changes identified fromreviews. New input requirements andimplementation strategies identified asneeded.4.7 Teaching team leaders scheduleregular follow ups with individual andteam teaching teams to ensure QA planshave been actioned.SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 79

Teaching, Learning and Assessment Quality Assurance Plan: Standards for AuditingArea Stage 1: Inputs Stage 2: Delivery Stage 3: Evaluation, Audit & OutcomesData Collected & Analysed1.6 Teachers accept responsibilityfor accessing and understanding thecurriculum, understanding where theirarea of activity or responsibility fitswithin management and delivery of thecurriculum and program overall, andthe delivery and assessment strategiesdelegated to them.1.7 All teachers have access to, financialsupport for and participate regularly inprofessional development activities andscholarship in teaching, learning, andassessment.2.5 There is consistent delivery of theagreed and documented curriculumirrespective of geographic location.2.6 Teachers provide regular, relevantand respectful feedback to studentbody on their participation in learningactivities.3.7 Teaching team leaders schedule andensure individual teachers participate inscheduled individual and team teachingevaluations and reviews.LEARNERS 1.8 Students are prepared for their rolesas active and deep learners in bothclassroom and clinical settings.2.7 Teachers ensure that any assessmentitems they generate or deliver are clear,fair, appropriate to the level of studentsundertaking the assessment, align withapproved Program Learning Objectivesas well as agreed learning objectives forspecific learning activities, and can beconsistently undertaken irrespective ofgeographic location.2.8 Students attend all scheduled learningactivities for which attendance is statedas required in course information.2.9 Students actively engage in thelearning contexts in which they areplaced and make use of full range oflearning options available includingdirected self-learning.2.10 Students provide feedback toteachers and other staff on learningexperiences as requested.3.8 Teaching team leaders analyseassessment data prepared for Boardsof Examiners, in terms of individualstudent performance, and performanceby student cohort type (e.g., Indigenousstudents, international students, ClinicalSchool site, differing entry pathways)3.9 Students reflect on and documenttheir learning experiences and outcomes,and develop learning plans forforthcoming learning experiences (e.g.,rotations).3.10 Students experiencing difficulties inlearning and/or whose learning outcomesare below the standard expectedregularly meet with an appointed staffmember to review performance data andneeds for support.3.11 Student representatives meetregularly with teaching team andprogram leaders to review performanceand outcomes data re curriculum andcurriculum delivery, students’ teachingand learning needs etc., identify prioritiesand strategies for improvement.Stage 4: Closing the Loop - feedback tostakeholders for action, re-planning andimproved implementation4.8 Teachers receive information andsupport to improve their performanceand are accountable for change throughregular/annual performance appraisals.4.9 Teaching team leaders areaccountable in annual performanceappraisals for changes identified inevaluations and reviews. New inputrequirements and implementationstrategies identified as needed.4.10 Teaching team leaders report toCurriculum Committee and CurriculumCommittee then reports to Office ofTeaching and Learning about patterns inassessment performance by cohort typeand implications for change, staff PD etc4.11 Students independently reviewoutcomes of their learning plansand engage in new goals setting andplanning.4.12 Outcomes of additional supportare regularly reviewed by students andteachers. New input requirements andimplementation strategies identified asneeded.4.13 Student representatives meetregularly with teaching team andprogram leaders to review progresson agreed priorities and strategies forimprovement. New input requirementsand implementation strategies identifiedas needed.

PRESENTTeaching, Learning and Assessment Quality Assurance Plan: Standards for AuditingArea Stage 1: Inputs Stage 2: Delivery Stage 3: Evaluation, Audit & OutcomesData Collected & AnalysedRESOURCES TO SUPPORTTEACHING, LEARNING &ASSESSMENT ACTIVITIES1.9 Additional support programs areavailable to students self- or otheridentified as experiencing difficulties inlearning and/or whose learning outcomesare below the standard expected.1.10 Resources to support teaching,learning and assessment are available,current, flexible and of high quality.1.11 There is a systematic plan foracquisition, development and renewal ofresources.1.12 There are financial and technicalresources provided by the School tosupport the development of new T&Lresources tailored to the specific contextsand needs of the program.2.11 Students self- or other identified asexperiencing difficulties in learning and/or whose learning outcomes are belowthe standard expected participate inprograms providing extra personal and/oracademic support.2.12 Resources are used appropriatelyto support face-to-face teaching, flexibledelivery, student self-directed learning,and professional development for staff.3.12 Outcomes of additional supportare regularly reviewed by students andteachers.3.13 Resources are regularly auditedfor useage, effectiveness andappropriateness, and plans made for newacquisitions or developments.3.14 Resource plan is regularly reviewedand budget provisions updated.Stage 4: Closing the Loop - feedback tostakeholders for action, re-planning andimproved implementation4.14 Staff and students are made awareof resources, potential applications,location etc. and invited to submitrequests for new resources4.15 Resource plan is regularly updated.SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 81

Postgraduate coursework program governanceThe school’s Teaching and Learning Committee is responsible for governance ofpostgraduate coursework programs. The Postgraduate by Coursework Committeeis a sub-committee of the Teaching and Learning Committee. It meets quarterlyand focuses on business planning, quality assurance, curriculum review andrenewal, and methods to increase enrolments in some programs.The school’s Teaching and Learning Committee reports to the School ofMedicine Executive Committee as well as the Faculty Teaching and LearningCommittee, which in turn reports to UQ Academic Board. Thus the postgraduatecoursework programs are governed and quality assured by university-widepolicy and practice, which is itself assured through the Australian UniversitiesQuality Agency.Indigenous student recruitmentThe School appointed an Indigenous man, Mr Stephen Corporal, as Manager forIndigenous Student Recruitment in mid 2009. As a result the School achieved asignificant increase in Indigenous student enquiries and enrolments in both 2010and 2011, from the 2009 and prior enrolment levels. Evaluation of the recruitmentand support activities in 2010 led to improved procedures for 2011: targetedselection criteria, improved orientation of new students, criteria and mechanismsfor early identification of students at risk (personally or academically), increasedpersonal and cultural support, and the provision of targeted academic tutoringfrom the start of the academic year. The Manager for Indigenous StudentRecruitment is also responsible for coordinating personal and cultural support tostudents, to ensure continuity of contact with one person throughout the durationof their MBBS studies.Indigenous curriculumMs Maree Toombs, an Indigenous Academic, was appointed in 2010 to lead thedevelopment of new curriculum content around Indigenous issues and health,for inclusion in PBLs in Phase 1 of the program, and for the linked curriculum inPhase 2 of the program. She also assists with student recruitment on the DarlingDowns.Centre for Medical Education Research and ScholarshipA major driver of innovation and evaluation of teaching, learning and assessmentinitiatives are the staff of the Discipline of Medical Education and staff in theClinical Schools, who are members of the Centre for Medical Education Researchand Scholarship (CMEDRS). The purpose of the Centre is to encourage, facilitate,disseminate and reward high quality research and scholarship in teaching,learning and assessment in medical education (includes health professionalsand clinical educators). CMEDRS may engage in consultancy as appropriateto the objectives of the Centre. CMEDRS supports the professional and careerdevelopment of individual members of the Centre and the achievement of thestrategic plans of the University of Queensland, Faculty of Health Sciences andthe School of Medicine.Objectives of CMEDRS is:• To build the capacity of School and Academic Title holders, and provideopportunities for academic teaching focussed staff, to engage in high qualityresearch and scholarship in teaching, learning and assessment in medicaland health professional education, including interprofessional education.

PRESENTA major driver of innovation and evaluation of teaching,learning and assessment initiatives are the staff of theDiscipline of Medical Education and staff in the ClinicalSchools, who are members of the Centre for MedicalEducation Research and Scholarship (CMEDRS).• To increase research and scholarship productivity in terms of funded researchand scholarship activities, publications and presentations.• To build a national and international profile and reputation for high qualityresearch and scholarship in teaching, learning and assessment in medicaleducation.a. Assist staff to apply for grants which support innovation andevaluation in teaching, learning and assessmentb. Assist staff to apply for awards which recognise innovation andexcellence in teaching, learning and assessmentc. Support staff to present their work at national and internationalmedical education, and higher education conferencesd. Encourage staff to turn presentations into peer reviewedpublications• To create partnerships with other centres and organisations with similarinterests, to further productivity and profiling of the Centre.• To attract PhD students and post-doctoral positions to undertake researchand scholarship in teaching, learning and assessment in medical education.CMEDRS has a small management committee consisting of the Director,Working Group Leaders, up to 4 additional core staff who can provide adviceand expertise to achieve the Centre’s goals, a PhD student/ post-doctoralrepresentative, and strategic external partners (e.g. PMCQ) representative. Thecommittee is responsible for leading strategic planning for the Centre, facilitatingdevelopment of policies and procedures (e.g. for ensuring fair and transparentdistribution of funds), facilitating linkages and partnerships with like-mindedcentres and organisations which can advance the Centre’s objectives, ensuringactivity of the Centre’s working parties so that goals and targets are achieved,and reporting on activities, outcomes and financial matters.The Working Groups lead activity in research grant development and securingexternal funds, research and scholarship capacity building for staff and PhDstudents/post-docs, PhD student recruitment and support, and profiling theCentre and Partnerships/Linkages creation.Curriculum matters (review, innovation, student evaluation)Curriculum and Teaching Quality AppraisalAll programs at UQ are subject to annual Curriculum and Teaching QualityAppraisal. UQ introduced a revised appraisal process in 2008. The appraisalconsiders the following core teaching and learning indicators:• Student load (total EFTSL; breakdown by international versus domestic;undergraduate, postgraduate coursework and higher degree by research; andmajor programs offered by the school)SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 83

• student demand (admission levels/trends for undergraduate programs)• student retention (attrition rates after first year of study for undergraduateprograms)• student success (pass rates, completions and grade distributions)• Current student satisfaction (aggregated SET-Cs (previously the iCEVALs)across all courses surveyed in the previous two semesters and most recentUQSES scales (now the AUSSE) for first year students)• Graduate satisfaction and destinations (GDS outcomes, CEQ scales: goodteaching, generic skills, overall satisfaction benchmarked against Groupof Eight and the most recent AUSSE (previous the UQSES) scales forgraduating students).The school’s 2010 Curriculum and Teaching Quality Appraisal report is inAppendix 3.Academic Board ReviewUQ requires a comprehensive Academic Program Review for every undergraduateprogram (except BA and BSc), every major or field of study in a large, generalistdegree, and every suite of postgraduate coursework programs at least once everyfive years. The BA and BSc are reviewed every seven years. Four of the School’sPostgraduate Programs will be reviewed in 2011: MMed (Skin Cancer), MMed(GP), the suite of e-Healthcare Programs: M and GC in Physician AssistantStudies.New Program/sParamedic Science ProgramIn 2012 the school will launch the Bachelor of Paramedic Science. This programprepares graduates for employment as ambulance paramedics. The first yearof the program provides strong foundational knowledge in such areas as thestructure and function of the human body, pathology, public health and evidencebasedhealthcare. Students will also be prepared for paramedic practice withstudies in communication, ambulance policies and procedures, and practicaltraining in the use of ambulance equipment. In the second and third years of theprogram students will explore common paramedic conditions and emergenciesusing a systems-based approach. There is increased emphasis on acquiringknowledge and skills in paramedic theory and practice through patient-centredand case-based learning strategies. Clinical reasoning, problem solving andinterpersonal skills are developed. This phase of the program also focuses on thecontemporary role of paramedics as pre-hospital care professionals and includestopics such as legal and ethical principles in health, professional practiceand clinical mentoring. Students will undertake clinical placements with theQueensland Ambulance Service throughout the program to experience practical“hands-on” experience in the role of a paramedic.Students also have the option of continuing on to complete a Bachelor ofParamedic Science (Honours) qualification provided they meet the GPA entryrequirement. The Honours program offers graduates an orientation in healthspecific research. Areas for research may include pre-hospital care, medical andallied health, public health, Indigenous health, organisational communicationand management, health systems and many others.

PRESENTPostgraduate coursework programsCurriculum review occurs at several levels within the postgraduate courseworkprograms, including:• Regular reviews by the teaching team (which may occur quarterly or belinked to Board of Examiners meetings, subsequent to which grades withassessment and teaching implications are reviewed)• internal program reviews which solicit student feedback• discussion of teaching, learning and assessment quality issues at the quarterlyPostgraduate Coursework Program Directors Committee meetings• accreditation of programs by external stakeholders, such as QHealth and theMental Health program• formal UQ Academic Program Reviews.Table 9: School of Medicine – postgraduate coursework curriculum innovationsThe postgraduate coursework programs use innovative, flexible delivery - acombination of face to face sessions, VOPPs and learning packages with readings,learning materials and activities. Delivery examples in specific programs includeWIMBA classroom in the Physician Assistant programs and student mentoringby experienced community skin cancer practitioners in the Master of Medicine(Skin Cancer). Other innovations in curriculum design and delivery are listed inTable 9.PROGRAM INNOVATIONS IN CURRICULUM DESIGN DISCIPLINE DEVELOPMENTS - FUTURE CURRICULUMDEVELOPMENTMaster Medicine(Skin Cancer)• Mentor program (since 2008• Clinical Attachment program (launched in 2010).• Online degree (reach rural doctors and internationalpractitioners to improve patient care).Mental Health • Blended model of teaching that uses intensive workshops,tutorials and supervision groups• accessible by telephone or video conference and onlineresources.• Mental health consumers and carers contribute to tutorialsand supervision groups.• Curriculum designed to enable both shared learningexperiences and specialist training.PhysicianAssistant• We have used the tools in the Wimba Suite to better deliversynchronous content at greater distance.• Development of a blended learning course with clinicalskills being taught in short, face-to-face sessions throughoutthe didactic year.• We have used social networking and discussion boards assistin the development of professional identity when studentsare externale-Healthcare • Courses in this program are delivered in blended learningmode. Both online and onsite learning activities providestudents high level of flexibility in their learning process.For online delivery, UQ e-learning platform-Blackboard isused. Online Discussion forum, online lectures and weeklyreflective journals are used for giving students an enhancedlearning experience.• An on-site e-Healthcare practical is used for providingstudents hands on skills. The practical gives an exposure toreal life e-Healthcare practices.• More online interactive (use of interactive software).• Offer optional face-to-face networking/skill advancementworkshops exclusively for students and alumni.• There is growing interest on online provision of mentalhealth services and we are likely to include some training inthis area in the future.• The curriculum has recently had major redevelopment andno major changes are planned in the near future.• In 2010 accreditation was sought with the Psychotherapyand Counselling Federation of Australia.• We would like to continue to improve the online libraryof resources within the Physician Assistant program andcontinually look for software tools that will allow ourstudents to collaborate and interact in real-time with facultyand other students.• We are going to incorporate evidence based medicineprojects that will increase student’s understanding of how tofind evidence for clinical questions.• e-Healthcare is a new (and growing) discipline area. Therea growing interest in e-Healthcare both Australia andoverseas.• There is an ongoing course-review process in place. Eachsemester, course content, learning activities and assessmentsare reviewed by the COH teaching committee.• Thanks to this review process we are able to make necessarychanges to the course content, learning activities andassessments. We are likely to include a health and medicalinformatics component in the program in the future.SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 85

Postgraduate (coursework) programs offered by the School ofMedicineThe school currently offers a suite of postgraduate coursework degrees:• Master of Medicine (Skin Cancer Medicine, General Practice)• Master of Physician Assistant Studies/Graduate Certificate in PhysicianAssistant Studies• Master of Mental Health/Graduate Certificate in Mental Health• Master of e-Healthcare/Graduate Certificate in e-Healthcare/GraduateDiploma in e-Healthcare• Graduate Certificate in echocardiography (critical care)Master of Medicine (Skin Cancer)The Master of Medicine (Skin Cancer) was introduced in 2006 to upskill GPsand improve management of skin cancer in Australia. The degree is offeredexternally and its 7 courses are delivered online. Students are expected to beengaged in general practice or skin cancer medicine during their study. Thedegree provides graduates with the knowledge and diagnostic skills to empowerthem to manage both the diagnosis and treatment of skin cancer. Students musthave an MBBS degree with a minimum 2 years of clinical experience in SkinCancer practice to enrol in this course.In 2006, the first cohort of 327 medical practitioners participated in skin cancerdiagnosis and treatment workshops presented by specialists across Australia andNew Zealand. Additional workshops focused on advanced diagnosis and surgerywere added in 2007.Master of Medicine (General Practice)The Master of Medicine (General Practice) identifies key areas for advancedskilling in primary care, and provides students with practical knowledge andskills in the content areas, as well as quality assurance and research skills tosupport life-long learning. To enrol in the degree, the student must be a qualifiedmedical practitioner with a minimum of one year clinical experience in generalpractice.Physician Assistant ProgramThe school launched the Physician Assistant Program, studied as either aGraduate Certificate in Physician Assistant Studies or a Master of PhysicianAssistant Studies in July 2009. Students in both degrees undertake the first yearof didactic content part-time. Students in the Masters program then participatein 8 5-week clinical rotations (3 General Practice, 1 Internal Medicine, 1 AgedCare, 1 Surgical and Emergency Medicine, 2 Electives). To apply for entry to theGraduate Certificate, an applicant must have completed post-secondary studyto the satisfaction of the Dean, and have a minimum of 5 years recent directpatient care experience to the satisfaction of the Dean and program Director. Anapplicant for the Masters must hold an approved bachelor degree in biologicalsciences, health sciences or a related clinical field and have a GPA of at least4.0, and have a minimum of 1 year recent direct patient care experience to thesatisfaction of the Dean and program Director. Final selection into the programis based on the length and quality of professional experience, referee’s reports, apersonal statement and an interview. In an effort to make the program more costeffective and to align it more closely with the MBBS curriculum, the program will

PRESENTbe re-structuring parts of the didactic year. This will mean the third intake willcommence in January 2012. The Physician Assistant Program is a professionalentry program while all other programs are for practising health professionals.Mental Health ProgramThe Discipline of Psychiatry offers a Graduate Certificate in Mental Health anda Master of Mental Health (Art Therapy; Community Mental Health; FamilyTherapy; Mental Health Nursing; Psychotherapy). The Graduate Certificateprovides an introduction to the specialist knowledge and skills required formental health practice, and the Masters is designed to meet training standards forspecialist mental health practice. The Mental Health degrees are open to peoplewho hold approved undergraduate qualifications in a relevant field, such as ahealth profession or an area of social or community practice. A degree in visualarts meets the academic entry requirement for the Master of Mental Health (ArtTherapy). Applicants are also required to demonstrate relevant experience inmental health, such as employment in a mental health service.Table 10 indicates students enrolled in the Master of Mental Health degrees from2006 to 2010.Table 10: School of Medicine - students in Master of Mental Health degrees (EFTSL and number), 2006-20102006 2007 2008 2009 2010EFTSL NUMBER EFTSL NUMBER EFTSL NUMBER EFTSL NUMBER EFTSL NUMBERArt Therapy 9.6 24 10.1 27 8.6 21 16.6 29 18.6 28Community Mental Health 4.3 10 5.0 11 5.9 13 5.9 12 6.1 11Family Therapy 6.3 11 6.6 11Mental Health Nursing 11.8 32 13.3 27Psychotherapy 6.9 18 9.0 26 15.0 37 13.3 28 5.1 12Total 20.8 52 24.1 64 29.5 71 53.8 112 49.8 89e-Healthcare ProgramThe Centre for Online Health, a leading research institution with experiencein telepaediatrics, teledermatology, telehomecare, home palliative care andteleneurology based at the Royal Children’s Hospital, Herston, offers a GraduateCertificate, Graduate Diploma and Masters in e-Healthcare. These aim toprovide health and IT professionals with appropriate knowledge and training ine-Healthcare technologies. The web-based flexible learning program exploresthe influence of technology in healthcare practice, advantages and potentialchallenges posed by the changes in healthcare delivery, clinical practice,education, administration and research. Graduates are able to critically evaluatedevelopments in e-Healthcare, analyse their effectiveness and possible trends forthe future. Applicants for the Graduate Certificate require an approved degreeor relevant professional qualifications. Those wishing to study for the GraduateDiploma need a Graduate Certificate in e-Healthcare, or an approved degreeor relevant professional qualifications. A Graduate Diploma or an approveddegree/or relevant professional qualifications is required for entry to the Masterof e-Healthcare.Graduate Certificate in echocardiography (critical care)Opportunities for critical care practitioners to gain comprehensive trainingin echocardiography skills have been limited. The Graduate Certificate inechocardiography (critical care) is a new program designed to integrate trainingSCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 87

in theoretical and practical aspects of echocardiography. The teaching facultycombines knowledge and experience from both cardiology and intensivecare specialities. Basic entry requirements for this degree are an MBBS (orequivalent), at least 2 years clinical experience, and availability of an on-siteapproved supervisor at the student’s own institution (or successful applicationfor an exemption from this requirement).The number of students in postgraduate programs has fluctuated over the years(Table 11). The number of students in the Master of Medicine and Master ofMental Health peaked in 2007 and 2009 respectively.Table 11: School of Medicine’s students in postgraduate programs (EFTSL and number), 2006-20102006 2007 2008 2009 2010EFTSL NUMBER EFTSL NUMBER EFTSL NUMBER EFTSL NUMBER EFTSL NUMBERMaster Medicine 18.9 65 49.9 120 26.6 78 21.8 71 20.2 72Master Mental Health 21.3 52 24.9 65 29.9 71 53.9 112 49.9 90Master e-Healthcare 3.1 6 3.1 6 2.8 8 1.6 6 1.4 5Grad Dip Mental Health 15.4 8 11.1 8 13.8 7 0.3 8 0.1 10Grad Dip e-Healthcare 2.0 3 2.1 4 0.1 8 0.3 2 0.4 1Grad Cert Physician Asst Study - - - - - - 1.3 5 3.8 13Grad Cert Mental Health 3.4 43 3.3 39 2.3 30 2.4 1 3.9 1Grad Cert e-Healthcare 1.4 4 1.4 4 2.5 1 0.6 1 0.3 2Table 12 shows domestic and international students (EFTSL) in postgraduatecoursework programs. As would be expected, the domestic student load ismuch greater than international student load. None of the graduate diplomas orgraduate certificates (other than the Graduate Certificate in Mental Health) hadinternational students enrolled.Table 12: School of Medicine - domestic and international students (EFTSL) in postgraduate coursework programs, 2008-20102008 2009 2010Domestic Intl Total Domestic Intl Total Domestic Intl TotalMaster Medicine 25.3 1.3 26.6 19.6 2.2 21.8 18.1 2.1 20.2Master Mental Health 25.6 4.3 29.9 51.9 2.0 53.9 43.0 6.9 49.9Master e-Healthcare 2.5 0.3 2.8 1.0 0.6 1.6 1.4 - 1.4Grad Dip Mental Health 13.8 - 13.8 0.3 - 0.3 0.1 - 0.1Grad Dip e-Healthcare 0.1 - 0.1 0.3 - 0.3 0.4 - 0.4Grad Cert Physician Asst Study - - - 1.3 - 1.3 3.8 - 3.8Grad Cert Mental Health 2.3 - 2.3 2.4 - 2.4 3.6 0.3 3.9Grad Cert e-Healthcare 2.5 - 2.5 0.6 - 0.6 0.3 - 0.3Table 13 shows the number of graduates in the postgraduate courseworkprograms from 2008 to 2010.Table 13: School of Medicine’s number of graduates in postgraduate coursework programs, 2008-20102008 2009 2010Master Medicine 27 17 16Master Mental Health 18 43 33Master e-Healthcare 4 - 1Grad Dip Mental Health 18 2 N/A

PRESENT2008 2009 2010Grad Dip e-Healthcare 1 1 -Grad Cert Physician Asst Study - - 4Grad Cert Mental Health 5 5 6Grad Cert e-Healthcare 4 3 -Teaching AwardsThe school is especially proud of its awards for quality in teaching and learning.Recent awards include an Australian Learning and Teaching Council citation foroutstanding contributions to student learning presented to Associate ProfessorMalcolm Parker, and in 2009 seven students received the Dean’s Award forOutstanding Research Higher Degree Theses. As shown in Table 14 the Schoolof Medicine had the highest number of students on the Dean’s Award List of allschools in the Faculty of Health Sciences in 2009.Table 14: 2009 Faculty of Health Sciences’ research higher degree graduates and students on theDean’s Award List for Outstanding Research Higher Degree Theses by schoolSCHOOLRESEARCH HIGHER DEGREEGRADUATES (EFTSL)Medicine 45.03 7Health and Rehabilitation 20.37 4Population Health 18.01 1Human Movement Studies 11.04 1Pharmacy 8.84 0Dentistry 2.2 0Nursing/Midwifery 1.5 0NUMBER OF STUDENTS ONDEAN’S AWARD LIST2010 was the third year of the School’s awards for outstanding clinical teaching,presented jointly by the UQMS and the UQ School of Medicine. The medicalstudents from each Clinical School voted for those doctors they felt had gonethe extra mile in their teaching efforts. All of the winners were then evaluatedas a group to determine who won the John Pearn Medallion, The Award forExcellence in Clinical Teaching. These dedicated doctors are vital to the school’slong and proud history of producing the very highest quality doctors, and thisis an essential way for the medical students and the School to acknowledge thatcommitment. In 2010 the winners were:Greenslopes Clinical School - Dr Anders TaylorIpswich Clinical School - Dr Brian KirkupMater Clinical School - Dr Chris AllanNorthside Clinical School - Dr Chris RaffelOchsner Clinical School - A/Professor Ralph CorsettiPA-Southside Clinical School - Dr Praga PillayRoyal Brisbane Clinical School - Dr Phillip WalkerRural Clinical School - Dr Sean MullenSunshine Coast Clinical School - Dr Kenneth NgThe 2010 John Pearn Medallion Recipient, the Award for Excellence in ClinicalTeaching was awarded to Dr Brian Kirkup from the Ipswich Clinical School.In 2009 at the University’s 10th UQ Excellence in Teaching & Learning Awards,three of our academic staff were recognised as outstanding teachers. Two ofthese individuals, Associate Professor Malcolm Parker and Dr Terry Tunny, alsoreceived citations for outstanding contributions to student learning, from theAustralian Learning and Teaching Council in 2010.SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 89

Dr Awais Saleem Babri was recognised for excellence in teaching, supporting, andguiding MBBS students, leading to enhanced learning experience – PreclinicalYears. Dr Babri is an enthusiastic, conscientious, and committed teacher whoskillfully engages students during lectures as he assists them to develop aframework that they can continue to use as a basis for life-long learning.Associate Professor Malcolm Parker was recognised for sustained, dedicatedand inspiring leadership in curriculum development, teaching, assessmentand support in ethics and professional practice, over fifteen years of graduateentry medicine. The successful integration of the novel Ethics and ProfessionalPractice curriculum grew from his commitment to a long-held vision to establishmedical ethics on a solid foundation at the University of Queensland. Malcolm’sachievement in nurturing the innovative Personal and Professional Development(PPD) Support and Assessment Process is acknowledged nationally andinternationally through publication, invitations to deliver keynote addresses, andadoption of components of the PPD processes in other medical schools.Dr Terence Tunny was acknowledged for outstanding teaching and dedicationand expertise in teaching physiology in a clinical context to medical students,resulting in enhanced educational experiences in the MBBS Program. Dr Tunnytakes an informed student centred approach to teaching, linking an understandingand application of physiological concepts to clinical reasoning and relevanceto clinical practice. He employs various teaching methodologies to achieve hisoutcomes, including Problem-Based tutorials, large group lectures, expert highlyinteractive lectorial and practical demonstrations, and e-learning resources.The newly developed scenario-based learning interactive (SBLi) online webbasedphysiology teaching resource has been enthusiastically received, and haspotential for more widespread application.Benchmarking DataAustralia has 39 universities of which 18 offer accredited medical programs.Australia’s universities have over 1.1 million students enrolled and employalmost 106,000 staff. Medical education is provided by university medicalschools as either 6 year or 5 year undergraduate courses or 4 year graduatecourses. Griffith University and UQ also offer programs providing provisionalentry to the medical degree for school leavers.

PRESENTTable 15: Australian universities - medical programs, 2010UNIVERSITY DEGREE NUMBER OF ENTRYYEARSAdelaide Bachelor of Medicine and Bachelor of Surgery (MBBS) 6 undergraduateAustralian National University Bachelor of Medicine and Bachelor of Surgery (MBBS) 4 graduateBond Bachelor of Medicine and Bachelor of Surgery (MBBS) 5 undergraduateDeakin Bachelor of Medicine and Bachelor of Surgery (BMBS) 4 graduateFlinders Bachelor of Medicine and Bachelor of Surgery (BMBS) 4 graduateGriffith Bachelor of Medicine and Bachelor of Surgery (MBBS) 4 graduateJames Cook Bachelor of Medicine and Bachelor of Surgery (MBBS) 6 undergraduateMelbourne(a) Bachelor of Medicine and Bachelor of Surgery,Bachelor of Medical Science (MBBS/BMedSci)(b) Bachelor of Medicine and Bachelor of Surgery (MBBS)(a) 6(b) 4.5(a) dual entry(b) graduateMonash Bachelor of Medicine and Bachelor of Surgery (MBBS) 5 undergraduateNew South Wales Bachelor of Medicine and Bachelor of Surgery (MBBS) 6 undergraduateNewcastle and New England Bachelor of Medicine (BMed) 5 undergraduateNotre Dame, Fremantle Bachelor of Medicine and Bachelor of Surgery (MBBS) 4 graduateNotre Dame, Sydney Bachelor of Medicine and Bachelor of Surgery (MBBS) 4 graduateQueensland Bachelor of Medicine and Bachelor of Surgery (MBBS) 4 graduateSydney Bachelor of Medicine and Bachelor of Surgery (MBBS) 4 graduateTasmania Bachelor of Medicine and Bachelor of Surgery (MBBS) 5 undergraduateWestern Australia(a) Bachelor of Medicine and Bachelor of Surgery (MBBS)(b) Bachelor of Medicine and Bachelor of Surgery (MBBS)Medical students(a) 6(b) 4.5Table 16 illustrates commencing medical students in Australia between 2000 and2010. The number of students enrolling in medical programs increased by 1808(109%).Table 16: Australian universities - commencing medical students, 2000-2010(a) undergraduate(b) graduateWestern Sydney Bachelor of Medicine and Bachelor of Surgery (MBBS) 5 undergraduateWollongong Bachelor of Medicine and Bachelor of Surgery (MBBS) 4 graduate2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010Domestic 1361 1471 1470 1511 1699 1871 2071 2560 2934 2955 2939International 299 309 367 378 421 460 426 436 499 487 529TOTAL 1660 1780 1837 1889 2120 2331 2497 2996 3433 3442 3468In 2010, there were 15,397 medical students studying in Australian medicalschools, an increase of 876 (6%) from the previous year. Of these, 12,946 (84%)were domestic students, an increase of 849 (7%) from 2009. The increase isreflected in the number of medical graduates each year. Table 17 and Figure12 shows how the number of domestic and international medical graduateshas increased from the late 1990s to 2008. Since 1999, when the number ofinternational medical graduates was first published, the number has grown from144 to 465 in 2009, an increase of 223%.SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 91

Table 17: Australian universities - domestic, international and total medical graduates, 1999-2009Australian universities - domestic, international and total medical graduates, 1999-2009UNIVERSITY 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009D I Σ D I Σ D I Σ D I Σ D I Σ D I Σ D I Σ D I Σ D I Σ D I Σ D I ΣAdelaide 103 33 136 98 25 123 90 15 105 84 32 116 81 32 113 94 33 127 85 29 114 92 36 128 85 41 126 98 48 146 83 38 121Australian NationalUniversity71 1 72 90 4 94 72 6 78Bond 55 4 59Flinders 56 10 66 54 15 69 54 20 74 58 20 78 56 25 81 67 20 87 62 28 90 66 26 92 77 27 104 75 22 97 74 28 102Griffith 70 70 116 2 118James Cook 58 58 74 1 75 65 1 66 66 66 82 2 84Melbourne 184 32 216 190 29 219 193 30 223 174 39 213 206 64 270 179 75 254 178 83 261 211 74 285 186 85 271 199 88 287 198 97 295Monash 132 6 138 125 4 129 129 5 134 150 3 153 145 10 155 144 5 149 143 28 171 123 52 175 137 39 176 159 52 211 165 74 239Newcastle/ UNE 65 65 60 3 63 65 7 72 65 15 80 59 11 70 65 15 80 59 14 73 61 16 77 67 15 82 77 18 95 85 21 106New South Wales 145 18 163 157 28 185 158 11 169 165 24 189 159 29 188 163 23 186 188 23 211 166 32 198 186 23 209 177 39 216 163 36 199Notre Dame WA 75 75 80 80Queensland 224 15 239 191 4 195 220 1 221 220 1 221 215 1 216 225 4 229 218 8 226 215 9 224 284 20 304 238 51 289 279 67 346Sydney 201 15 216 137 33 170 119 12 131 185 12 197 188 15 203 190 31 221 176 42 218 147 33 180 202 47 249 208 55 263 208 54 262Tasmania 45 10 55 56 8 64 54 8 62 53 9 62 45 6 51 55 8 63 46 10 56 62 12 74 58 13 71 64 14 78 73 21 94Western Australia 101 5 106 127 3 130 121 4 125 110 6 116 112 10 122 105 2 107 107 2 109 118 7 125 126 4 130 142 10 152 182 15 197Total 1256 144 1400 1195 152 1347 1203 113 1316 1264 161 1425 1266 203 1469 1287 216 1503 1320 267 1587 1335 298 1633 1544 316 1860 1738 401 2139 1915 465 2380

PRESENTFigure 12: Australian universities Domestic and International Medical Graduates, 1997-2008While the overall number of Australian medical graduates is projected to increasesignificantly in future years, the rate of growth is anticipated to slow by 2014(Figure 13). By 2014 it is projected that the number of graduates will increase to3786, an increase of almost 77% from 2008 and 170.4% from 1999.The UQ, School of Medicine has, and will maintain a large student cohort,because we believe we have a social responsibility to meet the health needsof the community and supply graduates who will participate in Queensland’smedical workforce.Figure 13: Projections of domestic and international medical graduates in Australian Universities,2009 - 2014Applications to medical schoolsTable 18 shows first preference applications received by each Australian medicalschool from 2001 to 2011. The total number of applications received increasedby 28% between 2010 and 2011. In 2011, most first preference applications werereceived by Sydney University (486), Melbourne University (479) and UQ (410).SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 93

Table 18: Australian university graduate entry medical programs - domestic application firstpreferences, 2001-2011SchoolYear of Entry2011 2010 2009 2008 2007 2006 2005 2004 2003 2002 2001ANU 197 144 99 97 175 155 180 227 - - -Deakin 354 258 223 183 - - - - - - -Flinders 303 308 238 169 212 179 165 160 154 145 165Griffith 342 228 306 246 189 172 116 - - - -Melbourne 479 - 207 192 241 220 206 229 185 204 180Monash 180 120 111 70 - - - - - - -Notre Dome 287 222 131 111 135 132 106 - - - -FremantleNotre Dome 559 466 386 288 - - - - - - -SydneyQueensland 410 618 477 527 477 454 513 485 412 548 560Sydney 486 476 389 498 577 500 431 448 559 501 437UWA 153 109 112 115 125 49 36 - - - -Wollongong 199 126 96 94 176 - - - - - -Total 3949 3075 2775 2590 2307 1861 1753 1549 1310 1398 1342Table 19 shows the ratio of first preferences to number of places available,and total preferences to number of places available, for each of the Australianuniversity graduate entry medical programs.Table 20 indicates that UQ School of Medicine has had the greatest proportion ofboth domestic application first preferences and total preferences of all Australianmedical schools every year since 2005.

PRESENTTable 19: Australian university graduate entry medical programs – ratio of preferences to number of places available, 2008-2010UniversityAustralian NationalUniversity2008 2009 2010Places First Ratio Total Ratio Places First Ratio Total Ratio Places First Ratio Total Ratio80 97 1.21 512 6.4 90 99 1.1 489 5.43 92 144 1.57 687 7.47Deakin 120 183 1.53 604 5.03 128 223 1.74 758 5.92 134 258 1.93 737 5.50Flinders 120 169 1.41 432 3.6 116 238 2.05 696 6 117 308 2.63 958 8.19Griffith 150 246 1.64 920 6.13 150 306 2.04 920 6.13 125 228 1.82 917 7.34Melbourne 75 192 2.56 586 7.81 75 207 2.76 570 7.60 0 0 - 0 -Monash 50 70 1.4 417 8.34 65 111 1.71 515 7.92 65 120 1.85 637 9.80Notre Dame 100 111 1.11 335 3.35 100 131 1.31 406 4.06 100 222 2.22 526 5.26(Fremantle)Notre Dame (Sydney) 110 288 2.62 690 6.27 112 386 3.45 780 6.96 112 466 4.16 971 8.67Queensland 298 (150) 527 1 . 7 7(3.51)1163 3 . 9 0(7.75)298 (150) 477 1 . 6 0(3.18)1100 3.69 7.33 298 (150) 618 2 . 0 7(4.12)1166 3 . 9 1(7.77)Sydney 229 498 2.17 911 3.98 228 389 1.71 780 3.42 229 476 2.08 1025 4.48Western Australia 60 115 1.92 324 5.4 60 112 1.87 332 5.53 65 109 1.68 380 5.85Wollongong 72 94 1.31 359 4.99 74 96 1.30 359 4.85 74 126 1.70 526 7.11Table 20: Australian universities - domestic application first preferences (and percentage), and, domestic application total preferences (and percentage) in graduate entry medical programs, 2005-2010UniversityAustralian NationalUniversity2005 2006 2007 2008 2009 2010First % Total % First % Total % First % Total % First % Total % First % Total % First % Total %180 10.3 764 15.8 154 8.4 683 13.6 175 7.6 813 12.7 97 3.6 512 7.1 99 3.6 489 6.3 144 4.7 687 8.1Deakin 183 7.1 604 8.3 223 8.0 758 9.8 258 8.4 737 8.6Flinders 165 9.4 423 8.8 178 9.7 507 10.1 213 9.2 566 8.8 169 6.5 432 6.0 238 8.6 696 9.0 308 10.0 958 11.2Griffith 116 6.6 624 12.9 170 9.2 768 15.3 189 8.2 824 12.8 246 9.5 920 12.7 306 11.0 920 11.9 228 7.4 917 10.7Melbourne 206 11.8 655 13.6 219 11.9 626 12.4 241 10.4 721 11.2 192 7.4 586 8.1 207 7.5 570 7.4 0 0 0 0Monash 70 2.7 417 5.7 111 4.0 515 6.7 120 3.9 637 7.5Notre Dame 106 6.0 276 5.7 132 7.2 355 7.1 135 5.9 382 6.0 111 4.3 335 4.6 131 4.7 406 5.3 222 7.2 526 6.2(Fremantle)Notre Dame (Sydney) 288 11.1 690 9.5 386 13.9 780 10.1 466 15.2 971 11.4Queensland 513 29.3 1017 21.1 454 24.6 987 19.6 477 20.7 993 15.5 527 20.3 1163 16.0 477 17.2 1100 14.3 618 20.1 1166 13.7Sydney 431 24.6 925 19.2 489 26.5 893 17.7 577 25.0 1145 17.8 498 19.2 911 12.6 389 14.0 780 10.1 476 15.5 1025 12.0Western Australia 36 2.1 139 2.9 48 2.6 216 4.3 124 5.4 490 7.6 115 4.4 324 4.5 112 4.0 332 4.3 109 3.6 380 4.5Wollongong 176 7.6 484 7.5 94 3.6 359 4.9 96 3.5 359 4.7 126 4.1 526 6.2TOTAL 1753 100.1 4823 100.0 1844 100.1 5035 100.1 2307 100.0 6418 99.9 2590 99.7 7253 100.0 2775 100.0 7705 99.9 3075 100.1 8530 100.1SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 95

Table 21 shows the percentage of first preference applicants to each Australianmedical school who achieved an overall GAMSAT score of 60 or above (withminimum section scores of 50) since 2001. With respect to this Table, theAustralian Council for Educational Research stated that most applicants tendedto apply to the medical school(s) in their state of residence for 2010.Table 21: Australian universities typical entry score of domestic application first preferences (%) ingraduate entry medical programs, 2001-2011SchoolYear of Entry2010 2009 2008 2007 2006 2005 2004 2003 2002 2001ANU 60 53 48 52 46 34 - - - -Deakin 37 25 36 - - - - - - -Flinders 34 28 53 47 52 58 65 57 63 55Melbourne - 68 72 67 68 61 61 56 59 54Monash 48 45 36 - - - - - - -Queensland 75 66 69 74 73 76 77 84 76 67Sydney 78 78 80 67 63 67 74 63 62 55UWA 42 41 45 22 51 56 - - - -Wollongong 26 35 36 23 - - - - - -Average 44 43 47 44 53 47 55 65 65 58Table 22 shows the minimum GAMSAT scores for entry into medical programsoffered by Australian universities. UQ and Sydney University require the highestscores for entry into their medical programs.Table 22: Australian universities minimum GAMSAT scores (section score and overall score) forentry to medical programs, 2001-2010School GAMSAT Year of EntryScore 2010 2009 2008 2007 2006 2005 2004 2003 2002 2001ANU section - 50 50 50 50 50 50 - - -overall 55 55 55- 55- 55- 52- 58 - - -69 68 65 66Deakin section 50 50 50 - - - - - - -overall - - - - - - - - - -Flinders section 45-5046-5046-5050 -50 -50 50 50 50 50overall 60 57 56 61 62 62 63 63 63 62Griffith section 50 50 50 50 50 50 - - - -overall 60 59 57 56 57 59Melbourne Section - 50 50 50 50 50 50 50 50 50Overall - 56-7156-7157-7759-8556-68-58 -62 -60 58-63Monash Section 50 50 50 - - - - - - -overall 60 57 51 - - - - - - -Notre Dame section unk - - 50 50 50 - - - -(Fremantle)overall unk 55 60 50 50 -51Notre Dame section - - - - - - - - - -(Sydney)overall 50 50 50 - - - - - - -Queensland section 50 50 50 50 50 50 50 50 50 50overall 63 59 60 59 61 62 62 -61 63 62Sydney section 50 50 50 50 50 50 56 57 54 54overall 63 59 61 61 59 58 - - - -UWA section 47-49 48-50 47-50 47-49 50 -52 - - - -overall 51-79 53-79 52-78 51-73 50 54 - - - -Wollongong section 30 50 50 50 - - - - - -overall 50 50 50 50 - - - - - -

PRESENTTables 23 and 24 show overall GAMSAT and MCAT scores of applicants to theschool’s MBBS Program between 2002 and 2010.Table 23: School of Medicine - overall GAMSAT scores (domestic applicants (excluding rural sub quota and Aboriginal and Torres Strait))2002 INTAKE 2003 INTAKE 2004 INTAKE 2005 INTAKE 2006 INTAKE 2007 INTAKE 2008 INTAKE 2009 INTAKE 2010 INTAKEMean 67.44 66.39 66.91 67.44 66.46 65.22 69.5 65.86 68.37Standard Error 0.24 0.27 0.29 0.27 0.28 0.31 0.17 0.28 0.28Median 67 66 66 66 65 64 70 65 67.5Mode 67 63 64 65 63 63 62 65 67Standard Deviation 3.49 4.10 4.77 4.13 4.37 4.95 3.47 4.12 3.89Sample Variance 12.15 16.84 22.76 17.04 19.13 24.69 12.04 16.96 15.13Kurtosis 2.37 2.58 3.41 0.35 2.51 2.36 0.16 1.03 6.8Skewness 1.29 1.35 1.72 0.94 1.33 1.34 0.75 0.75 2.14Range 20 22 24 19 25 26 19 22 26Minimum 63 61 62 62 61 59 60 59 64Maximum 83 83 86 81 86 85 79 81 90Count 216 229 266 236 250 249 196 220 200International students2002 INTAKE 2003 INTAKE 2004 INTAKE 2005 INTAKE 2006 INTAKE 2007 INTAKE 2008 INTAKE 2009 INTAKE 2010 INTAKEMean 57.67 59 69 61.00 61.6 61.25 64.5 59.06 60.04Median 57.5 n/a n/a 61 61 60.5 64.5 59 59Mode 54 n/a n/a n/a n/a 62 n/a 59 65Range 11 n/a n/a 13 7 9 19 16 23Minimum 52 n/a n/a 54 58 56 55 51 52Maximum 63 n/a n/a 67 65 65 74 67 75Count 6 1 1 8 5 4 11 16 21Table 24: School of Medicine MCAT scores2002INTAKESections VR/PS/BS2003INTAKEWS VR/PS/BS2004INTAKEWS VR/PS/BS2005INTAKEWS VR/PS/BS2006INTAKEWS VR/PS/BS2007INTAKEWS VR/PS/BS2008INTAKEWS VR/PS/BS2009INTAKEWS VR/PS/BS2010INTAKEWS VR/PS/BSMean 26.75 P 25.22 P 28.08 O 27.78 P 29.16 P 29.93 P 28.97 P 29.71 P 28.68 OMedian 27 P 26 Q 28 P 27.5 P 29 P 30 P 29 P 29 P 28 PMode n/a 26 S 24 O 25 Q 29 O 28 Q 31 Q 29 Q 27 QRange 9 3 10 6 13 8 14 6 13 6 16 7 14 7 15 7 14 10Minimum 22 N 20 M 23 K 23 L 25 M 19 M 23 M 24 M 23 KMaximum 31 Q 30 S 36 S 37 R 38 S 35 S 37 S 39 S 37 TCount 4 9 13 32 31 33 73 107 144Notes:MCAT sections: VR = Verbal Reasoning; PS = Physical Sciences; BS = Biological Sciences; WS = Writing SampleSections VR, PS and BS are graded on a scale from 1 to 15, where 15 is the highest.The Writing Sample is given a letter grade on a scale from J to T, where T is the highest.WSSCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 97

The Medical Schools Outcomes Database and Longitudinal Tracking Projectis an ongoing study to gather Australian medical student data. The projectcommenced in 2005 and is conducted by Medical Deans Australia and NewZealand. Statistics from all Australian commencing medical students and UQcommencing medical students concerning their’ previous higher educationare provided in Tables 25 and 26, respectively. It can be seen that the highestqualification of both Australian and UQ commencing medical students was inscience. Over 70% of both Australian and UQ commencing medical studentspossessed a Bachelor degree.Table 25: Australian medical students – previous higher education, 2009Discipline Undergraduate Graduate Total UQFrequency % Frequency % Frequency % Frequency %Science 27 25.0 753 46.0 780 44.7 215 59.4Medical Science 15 13.9 367 22.4 382 21.9 50 13.8Health/Allied 28 25.9 282 17.2 310 17.8 51 14.1HealthHumanities 8 7.4 93 5.7 101 5.8 20 5.5Commerce/ 9 8.3 60 3.7 69 4.0 10 2.8business lawPhysical science x x x x 32 1.8 6 1.7Other/unknown 20 18.5 51 3.1 71 4.1 10 2.8Total Reponses 108 100 1637 100 1745 100 362 100Missing 1 3 4 0Total 109 1640 1749 362Table 26: Australian medical students – previous higher education, 2009Category Undergraduate Graduate Total UQFrequency % Frequency % Frequency % Frequency %Bachelor 63 57.8 1219 74.3 1282 73.3 276 76.2Honours 10 9.2 236 14.4 246 14.1 50 13.8Graduate diploma/ 15 13.8 51 3.1 66 3.8 4 1.1certificateMasters 13 11.9 92 5.6 105 6.0 27 7.5PhD x x x x 40 2.3 5 1.4Other/unknown x x x x 10 0.6 0 0.0Total 109 100 1640 100 1749 100 362 100Comparison of medical programs (CEQ data)Tables 27, 28 and 29 are from the CEQ Dashboard provided by UQ’s ManagementInformation Systems. It can be seen that UQ has the lowest % Agreement of allGO8 universities in each year from 2005 to 2009 on the good teaching scale andthe overall satisfaction item (Tables 26 and 27). On the generic skills scale, UQscored below all other universities, except in 2005 and 2009 when University ofNew South Wales scored lower, and 2007 when New South Wales, Melbourneand Sydney universities scored lower.

PRESENTTable 27: GO8 Universities - Medical studies - good teaching scale, 2005-2009Table 28: GO8 Universities - Medical studies - overall satisfaction, 2005-2009Table 29: GO8 Universities - Medical studies - generic skills, 2005-2009SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 99

School of Medicine comparisonsSchool of Medicine – student evaluation dataAs shown in Figure 14, student feedback of small group teaching is verypositive. The substantial investments made in tutor recruitment, remuneration,training, support and evaluation have succeeded. Currently, we have a stable andexperienced tutor workforce.Figure 14: School of Medicine – overall effectiveness of Year 2 PBL tutors, 2007-2010The School achieves very high quality clinical skill teaching. Table 30 summarisesresults of student evaluations of clinical skills tutors between 2007 and 2009.Again, substantial investments made in tutor recruitment, remuneration,training, support and evaluation have paid off. We are committed to continuingand expanding this successful program.Table 30: School of Medicine - satisfaction with clinical coaches in Years 1 and 2, 2007-2009YEAR YEAR LEVEL BLOCK MEAN RATING (/4)2007 MBBS 1 1 3.612 3.71MBBS 2 1 3.722 3.693 3.684 3.572008 MBBS 1 1 3.652 3.62MBBS 2 1 3.592 3.573 3.634 3.752009 MBBS 1 1 3.782 3.70MBBS 2 1 3.612 3.693 3.694 3.65

PRESENTYEAR YEAR LEVEL BLOCK MEAN RATING (/4)MBBS 1 1 3.672 3.59MBBS 2 1 3.652 3.543 3.534 3.48Many Phase 1 MBBS System Modules were evaluated in 2009. Questionsaddressed areas such as resources, teaching, PBL and clinical skills. Generally,a sample of students is surveyed at random. Survey results are sent to ClinicalLead Educators and Head of Phase 1 MBBS for action. Issues with the number ofanatomy tutors, raised after the first Module survey, were addressed by recruitingextra tutors. Summarised survey results are presented in Table 31.Table 31: School of Medicine - student satisfaction with Years 1 and 2 system modules, 2009SYSTEM MODULEAGREEMENT: SATISFIED WITH SYSTEM MODULE(% AGREE OR STRONGLY AGREE)YEAR 1 (2009) YEAR 2 (2009)Immunology, Infection and Defence 54.3 81.8Gastrointestinal 73.2 -Reproductive 66.1 100.0Haematology and Neoplasia 45.5 55.6Musculoskeletal 47.5 -Respiratory 76.2 68.9Renal - 57.9Neurology and Behavioural - 59.3In Rotations 1 and 4 (2008 and 2009) and Rotation 1 (2010) evaluations wereundertaken of 9 Core Clinical Rotations. Questions related to learning objectives,assessment, teaching and other course parameters. Although, the response ratein 2008 was much lower than in 2009 and 2010 and care should be taken wheninterpreting the results, it can be seen from Figures 15 and 16 that Medicineand Mental Health show consistent results from 2008 to 2010, General Practiceand Medicine achieved mean scores above 4.00 for all Rotation 1 evaluations,and Surgery and Paediatrics improved at each subsequent Rotation 1 evaluation(refer Appendix 4 and 5 for summary reports of the 2010 evaluations of Rotation1 and 4).The substantial investments made in tutor recruitment,remuneration, training, support and evaluation havesucceeded. Currently, we have a stable and experiencedtutor workforce.SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 101

Figure 15: School of Medicine – comparison of overall scores for Disciplines, 2008-2010Figure 16: School of Medicine – comparison of overall scores for Clinical Schools, 2008-2010

PRESENTSection 4.3: Research and Research TrainingTerm of Reference (3) - The research performance of the school including itsresearch activity, research outcomes, including quality and impact, quality ofresearch training, in light of future developments in the discipline/s and othercontextual matters.Section 3.3 details the school’s research activities and achievements, theoperational structure which supports research within the School and a descriptionof our research strengths, collaborations and outputs.The school began a strategic planning cycle in 2007 to meet and benefit fromnew national challenges at that time, including expansion of Australian medicaleducation, development of national research quality measures, highly competitiveresearch funding models, and international education market expansion. Asuccessful and growing research program was seen as a key element of schoolrevitalisation in attracting funds, quality students, and exceptional staff. Theresearch program was identified as an area that would benefit from an intensifiedstrategic focus.Figure 17 summarises research activities in the school from 2004 to 2009.Research income rose above $25M in 2008, academic staff level B and above(FTE) was around 117 each year DEEWR unweighted publication points werehighest in 2007, higher degree research student load peaked in 2007, and more ofthese students completed their degrees in 2008 and 2009 than in previous years.Figure 17: School of Medicine’s research activity absolute values, 2004-2009Research SupportThe first step in defining a strategy for research was taken in 2007, with theappointment of the School’s first Director of Research. The Director wasgiven responsibility for establishing a research office to provide coordination,advice and research support for clinicians, researchers and research studentsundertaking research within the School. The office also has responsibility forundertaking data analysis regarding the school’s research activity, examiningand interpreting government initiates as they pertain to medical research withinthe higher education sector and providing operational and strategic advice to theSchool Executive. The School of Medicine, Office of Research is now led bythe Deputy Head (Research), Professor Peter Davies and managed by Ms AnneLouise Bulloch. Situated within the Herston Campus, the size of the Office’sstaff profile grew significantly towards the end of 2010. Following recruitmentSCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 103

and appointment in 2011 the office will employ seven staff, the Manager and sixadministrative staff (6.4 FTE). Together these positions have responsibility forRHD, MD and MBBS-RHD research support, publications support for academicstaff and assistance with grant application processes and analysis of activityrelating to research income and the secondary gains of the School’s ResearchCentre’s.Figure 18: Office of Research Organisational StructureArea of ResearchThe school has a strong research presence in major hospital campuses inBrisbane and a committed regional and rural research focus throughout southernQueensland. In 2005, over 60 active research centres and groups coveredvirtually all medical disciplines with methodologies ranging from molecularand cellular to clinical practice and epidemiology. In 2007, the school adopteda policy of supporting school research centres to consolidate areas of researchstrength and maximise potential for program-level funding. At the beginningof 2011 the school had 26 school research centres. The school is leading themultidisciplinary Centre of Clinical Research Excellence in Cardiovascular andMetabolic Disease, funded by NHMRC from 2008 to 2012.The Research Centres are:1. Burns, Trauma and Critical Care Research Centre2. Cardiovascular Imaging Research Centre3. Centre for Children’s Burns Research4. Centre for Integrative Clinical and Molecular Medicine5. Centre for Kidney Disease Research6. Centre for Liver Disease Research7. Centre for Medical Education Research and ScholarshipThe Office of Research provides coordination, advice andresearch support for clinicians, researchers and researchstudents undertaking research, as well as operational andstrategic advice to the School Executive.

PRESENT8. Centre for National Research on Disability & Rehabilitation Medicine(CONROD)9. Centre for Online Health10. Centre for Primary Healthcare Research11. Centre for Research in Geriatric Medicine12. Children’s Nutrition Research Centre13. Dermatology Research Centre14. Endocrine Hypertension Research Centre15. Liver Research Centre16. Lung and Allergy Research Centre17. Multiple Sclerosis Research Centre18. Perinatal Research Centre19. Psychiatry and Clinical Neurosciences Research Centre20. Queensland Centre for Gynaecological Research21. Queensland Centre for Intellectual and Developmental Disability22. Queensland Cerebral Palsy and Rehabilitation Research Centre23. Regional Clinical Practice Research Centre24. Rural Clinical School Research Centre25. Therapeutics Research Centre26. Thoracic Research CentreAn overview of activities at our research centres is listed below.The Burns, Trauma & Critical Care Research Centre was established tofurther advance the level of care and knowledge given to burns and critical carepatients. The Centre’s aims are to:• improve both the survival and outcome of patients by conducting highquality research in the area of burns, trauma, critical care, anaesthesia andemergency medicine in general• provide a research-driven evidence base for clinical practice in burns,trauma, critical care, anaesthesia and emergency medicine• institute national and international collaboration in burns, trauma, criticalcare, anaesthesia and emergency medicine• increase opportunities for research and promoting the research training ofpostgraduate students and staff in the above mentioned areas.The Cardiovascular Imaging Research Centre provides clinical and researchcapability in cardiac imaging and image processing, including multi-modalityinterests that are unique in the Asia-Pacific region. Group members generatedover 110 publications in peer-reviewed journals in the last 5 years, as well aspresentations and invited lectures at major international meetings in Asia, theUSA and Europe. Funding sources include NHMRC, National Heart Foundation,Australian Kidney Foundation, Princess Alexandra Hospital Research andDevelopment Foundation, Utah Foundation and Ramaciotti Foundation.SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 105

The Burns, Trauma & Critical Care Research CentreThe research conducted by the Centre for Children’s Burns Research focuseson burns and burn wound healing, and aims to provide scientific evidence andnovel burn treatments for better burn care to children suffering from burns. Thecentre is one of the leading burns research groups in Australia and is led byProfessor Roy Kimble, a burn surgeon and Director, Paediatric Trauma QLDNetwork. The centre comprises scientific staff located in laboratories and officesat the Queensland Children’s Medical Research Institute and associated clinicalstaff who work in the Stuart Pegg Paediatric Burns Centre at the Royal Children’sHospital, which is one of the largest paediatric Burns Centres in Australasia. Thewell-equipped laboratory is situated next to the Burns Centre and the clinicaland laboratory aspects of the research are well integrated. Problems seen in theclinical setting are driving quality laboratory and clinical-trial research which isthen used to inform evidence-based treatment of children with burns. The centre’sresearch takes a holistic, integrated approach and covers the entire spectrum ofpaediatric burns from burn prevention to scar management, including first aidtreatment, evaluation of burn treatments and burn dressings, the mechanisms ofburn wound healing and scar formation, and novel burn and scar treatments. Thegroup collaborates with many researchers locally, nationally and internationally.The Centre for Integrative Clinical and Molecular Medicine was establishedin 2008-2009 as an integrated clinical and research unit focusing on conventionaland complementary/alternative medicine supported by the school, Royal Brisbaneand Women’s Hospital, Centre for Clinical Research, Princess AlexandraHospital, Queensland Department of Tourism, Regional Development andIndustry and QHealth. The centre focuses on scientific research to evaluate thescientific foundation of complementary medicine. It is particularly renowned forits studies in integrating evidence-based complementary therapies into clinicalcare to help people achieve and maintain optimal health and well-being. Thecentre also undertakes scientific research to evaluate snake venom proteins aspotential therapeutic products.

PRESENTThe Centre for Kidney Disease Research was approved as a research centrein September 2009. Its mission is to reduce the burden of kidney disease inAustralia and internationally. The centre uses translational research policies andprocesses to reduce the social and financial burden of renal health services andrenal replacement therapies.The Centre for Liver Disease Research has an international reputation inhuman liver disease research, with seminal observations of the role of body massindex in steatosis and the progression of fibrosis in chronic hepatitis C havinggained widespread acceptance, leading to a change of clinical practice in themanagement of this disease. Research from this Centre has also helped to shapeanother new paradigm, proposing altered hepatic regeneration and the ductularreaction as a potential driver of hepatic fibrosis. The Centre’s focus is on themechanisms by which obesity and fatty liver impair the response of the liver toinjury and inflammation, and also to develop specific strategies to monitor andimprove the outcome of treatment in patients with liver disease.The purpose of the Centre for Medical Education Research and Scholarshipis to encourage, facilitate, disseminate and reward high quality research andscholarship into teaching, learning and assessment in medical education. Itsobjectives are:• To build capacity of school staff and academic title holders, and provideopportunities for academic teaching focussed staff, to engage in high qualityresearch and scholarship in teaching, learning and assessment in medicaland health professional education, including interprofessional education.• To increase research and scholarship productivity in terms of funded researchand scholarship activities, publications and presentations.• To build a national and international profile and reputation for high qualityresearch and scholarship in teaching, learning and assessment in medicaleducation.• To assist staff to apply for grants which support innovation and evaluation inteaching, learning and assessment.• To create partnerships with other centres and organisations with similarinterests, to further productivity and profiling of the centre.• To attract PhD students and post-doctoral positions to undertake researchand scholarship in teaching, learning and assessment in medical education.The Centre for National Research on Disability & Rehabilitation Medicine(CONROD) is a leading Australian centre for research and education on allaspects of prevention, acute treatment, rehabilitation, and social/vocationalmanagement of disabling conditions. CONROD’s research focuses primarily ondisabilities caused by traumatic injuries such as road and workplace accidents,as well as researching arthritis and other musculoskeletal and neurologicalconditions.The Centre for Online Health was established 10 years ago, and joins theSchool of Medicine in 2011. It is well recognised for its role in academicresearch and teaching in the field of telehealth and e-Healthcare and has anoverall goal to research and develop best practice models in online health carethat are applicable to Australia and other countries. The Centre’s main areasof activity are research in the areas of telehealth and homecare, teaching aboutonline health and the delivery of online health services. On a daily basis, theCOH demonstrates important synergies between research and service deliverySCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 107

The School of Medicinereceived $25M incompetitive researchfunding in 2009, which isapproximately one thirdof the Faculty’s researchincome of $ providing a stimulating and receptive environment to examine and betterunderstand the role of telehealth as a method of delivering health services. Theseservices are ultimately designed for the benefit of patients, their families andclinicians.The Centre for Primary Health Care Research conducts research thatcontributes to the sustainable development of general practice and primaryhealth care nationally and internationally. The research program of the Centreencompasses health care integration and reform, health services delivery,palliative care, medical education, and health care of disadvantaged groups. TheCentre also houses a successful program of fostering research expertise withingeneral practice and primary health care, through the Australian Governmentfunded Primary Health Care Research, Evaluation and Development (PHCRED)Program.The Centre for Research in Geriatric Medicine is amongst the most successfulgeriatric medicine research organisations in Australia. It has a strong multidisciplinaryfocus, with researchers of diverse background contributing to itswork – medicine, nursing, allied health, psychology, biomedical engineering,health economics and software development. Established in 2002, it hasdeveloped a reputation for innovation in the application of novel systems of care,information technology and telemedicine to advance access to, and quality of,specialist aged care services. The Centre has strong international collaborationsthroughout Europe and North America, contributing to an international effort tocreate “multi-domain” third generation assessment systems under the auspices ofthe interRAI Research Collaborative. It specialises in multi-national and multisitestudies, with over 30 organisations participating in its research programsover the past 5 years. It is home to the Australian interRAI Coordinating Centreand 2 commercial enterprises – CeGA Online and RAIplus.The Children’s Nutrition Research Centre was established by UQ and theRoyal Children’s Hospital and is one of Australia’s leading paediatric nutritionresearch centres with a global reputation for research achievement. Renownedfor its studies in growth and development, body composition and energyThe Children’s Nutrition Research Centres Body Composition Laboratory

PRESENTmetabolism, the centre has particular expertise in basic science, clinical nutritionresearch and public health nutrition. Its key research themes are gastroenterology,oncology, infant feeding, growth, developmental and body composition,nutrition and genetics, and obesity. The centre funds and maintains one of theworld’s best equipped Body Composition Laboratories which supports cliniciansin Queensland hospitals and outpatient clinics. The centre hosts an annualconference as well as seminars, workshops and quarterly Neonatal and InfantTherapy Interest Group videoconferences. This reflects the centre’s commitmentto continuing professional education and lifelong learning for people working inthe fields of child health and nutrition.The Dermatology Research Centre was established in 2007 as a jointinitiative of UQ and the Queensland Skin and Cancer Foundation to representQueensland’s first professorial research unit led by specialist dermatologists.The centre’s goals are to facilitate improved patient outcomes while increasingthe profile of dermatological research in Queensland. Current research interestsof the Dermatology Research Centre include teledermatology, cutaneous bioimagingand cutaneous systems biology.The Endocrine Hypertension Research Centre, based at Greenslopes andPrincess Alexandra Hospitals conducts internationally acclaimed research intocauses and management of various forms of hypertension. First to show thatprimary aldosteronism is 10 times more common than previously thought,the EHRC is acknowledged as a world authority on pathogenesis (includinggenetics), diagnosis and management of this specifically treatable, potentiallycurable form of hypertension. Gordon’s Syndrome (pseudo-hypoaldosteronismtype 2) was named after the Centre’s founder.The Liver Research Centre was created in 2008 and involved a collaborativeresearch program between the school, Gallipoli Medical Research Centre,Greenslopes Hospital and Department of Gastroenterology and Hepatology,Princess Alexandra Hospital. Its aims are to establish an internationallyrecognised research program, and provide mentorship and supervision to clinicalfellows and postgraduate scholars.The Lung and Allergy Research Centre is focused on undertaking scientificresearch to understand the pathogenesis of asthma and chronic obstructivepulmonary disease, with particular expertise in allergic inflammation and hostdefence against respiratory viral infections in patients with asthma and chronicobstructive pulmonary disease. The Centre has significant research foci in thefields of respiratory disease; allergy, including asthma; and cellular immunology.LARC houses well equipped cellular immunology laboratories, with a wide rangeof equipment for assessing innate and adaptive immune functions, including celland tissue culture, flow cytometry, molecular biology and viral culture.The Multiple Sclerosis Research Centre’s primary objective is to discovernew insights into the cause of multiple sclerosis by conducting immunological,virological, biochemical, clinical and genetic research into its pathogenesis,with the ultimate goal of preventing and curing the disease. The Centre is atthe forefront of MS research with the discovery that T cell reactivity to myelinproteolipid protein correlates with HLA type and the development of lesions inthe brainstem and cerebellum in patients with multiple sclerosis; and also the thediscovery that patients with multiple sclerosis have decreased T cell immunity toEpstein–Barr virus infected lymphoblastoid cell lines.The Perinatal Research Centre is committed to improving the health of mothersand babies before and after childbirth. The PRC has made major contributions toimproved perinatal care nationally and internationally, and their multidisciplinarySCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 109

esearch focuses on brain development and neuroprotection, fetal monitoring,maternal obesity, perinatal nutrition, gestational diabetes, placental function,fetal growth and congenital malformation, Indigenous health, and improvinginfant developmental and communication outcomes.Psychiatry and Clinical Neurosciences Research Centre unites a numberof synergistic research themes in this field. Current projects include researchinto synaptic proteins in Alzheimer disease post-mortem material funded by aprestigious grant from the Alzheimer’s Association (U.S.), as well as clinicalaspects of Alzheimer disease and other dementias, addiction research particularlyin young people, brain PET paradigms in addictions, psychotherapy, communitymental health outcomes, youth suicide and psycho-oncology, studyingpsychological responses in people with cancer.The Queensland Centre for Gynaecological Cancer is the largestgynaecological oncology centre in Australia, providing clinical services topatients with gynaecological cancer and offering Australia’s most comprehensivesurgical oncology training program. QCGC is internationally recognised for itsclinical research and investigator-initiated clinical trials, including research intonew surgical techniques such as laparoscopy, interventions such as nutritional,and hereditary gynaecological cancers, for example Lynch syndrome.The Queensland Centre for Intellectual and Developmental Disabilitysupports people with intellectual disability. It does this through research, teachingand clinical activities. The centre is located at the Mater Misericordiae PublicHospitals in South Brisbane, and aims to support people with developmentaldisability by providing clinical services, teaching, conducting research, andproviding resources.The Queensland Cerebral Palsy and Rehabilitation Research Centre isfunded by Royal Children’s Hospital Foundation, Smart State FellowshipScheme Queensland and NHMRC. It is a centre of excellence in cerebral palsyand paediatric rehabilitation research of national and international standing.Its role is to lead research, innovation and postgraduate education in cerebralpalsy and rehabilitation in paediatrics by evaluating outcomes in comprehensivepopulation based studies, examining the efficacy of existing and novelrehabilitations, examining the clinimetric properties of existing outcome measuresand developing new tools, and examining the neural mechanisms underlyingimprovements in outcomes. Links and collaborations have been established withUQ’s Perinatal Research Centre, CONROD, Centre and Children’s NutritionResearch Centre, Brain Research Institute, Murdoch Children’s ResearchInstitute, Monash University, La Trobe University, Katholiek University Leuven(Belgium), the Karolinska Institute (Sweden), University of Virginia (USA) andStella Marius Institute (Italy). Research conducted is linked to the QueenslandCerebral Palsy Register and the Australian Cerebral Palsy Register.The Regional Clinical Practice Research Centre, based on the SunshineCoast, is a new initiative. It is proposed that, initially, this Centre will be locatedat the Nambour General Hospital (NGH). NGH is the main referral hospital forthe Sunshine Coast Health Services District with a population of 360,000 andgrowing by 9-10,000 per annum. The hospital will increase to 450 beds over thenext year and develop more tertiary services to meet the needs of the growingpopulation.The Rural Clinical School Research Centre will undertake research relatedto specific issues of concern in regional, rural and remote areas. The Centre’scollaborations include the University of Southern Queensland (USQ), throughthe jointly badged Centre for Rural and Remote Area Health (CRRAH), based in

PRESENTToowoomba. Research focuses on recruitment and retention of the Rural HealthWorkforce; community capacity building; Indigenous health; and primary care,mental health and chronic disease in rural communities.The Therapeutics Research Centre is an active research grouping seeking toimprove patient outcomes and quality of life through the appropriate and timelyclinical implementation of therapeutics derived from pharmaceutical sciencesand medicine. The research includes both clinical (bedside) studies with clinicalspecialties such as critical care medicine, dermatology, geriatrics, perinatalmedicine, gastroenterology, endocrinology, cancer, cardiology and primarycare as well as fundamental and applied experimental studies in pharmaceuticalsciences and medicine. The Centre is internationally recognised for its workin pharmaceutical product development and evaluation, nanotechnology,toxicology and quality use of medicines.The Thoracic Research Centre is focused on undertaking scientific research toimprove lung health, and is particularly focused on studies in gene-environmentinteraction in chronic lung diseases. Our significant research nodes are in thefields of lung cancer, airway diseases (chronic obstructive pulmonary disease(COPD) and asthma), lung transplantation, pulmonary vascular disease, chronicsuppurative lung disease, sleep medicine and pulmonary infection. The Centrehas a range of facilities for translational clinical research, including diagnosticprocedures, processing of patient specimens, and testing of biological samples.These are in collaboration with the Respiratory Investigations Unit of thehospital, thoracic surgeons, anatomical pathologists, scientists and clinical staff.The vitality of research in the school is reflected in the evolution of successfulschool-level research groups into independent Faculty centres and universityinstitutes. In 2000, the school-based Centre for Immunology and CancerResearch became a Faculty centre. In 2007, it merged with the School’s Diabetesand Endocrinology research group to form the UQ Diamantina Institute forCancer, Immunology and Metabolic Medicine. During 2008 and 2009, a numberof successful school research units, such as the Perinatal Research Centre andthe Multiple Sclerosis Centre moved, partially or completely, to UQ’s Centre forClinical Research, while senior researchers remained as staff members withinthe School. This progression from school research centre to a UQ centre isviewed as a measure of success, although the school does not gain full return onits investment in incubating successful groups.The School’s strongest research centres, in terms of research activity from 2006to 2008 which generated Commonwealth secondary income in 2009 and 2010,are:• The Centre for National Research on Disability & Rehabilitation Medicine• The Perinatal Research Centre• The Therapeutics Research Centre• The Cardiovascular Imaging Research Centre• The Children’s Nutrition Research CentreEmerging areas of research strengths within the School include the Centre forOnline Health, which joins the School in 2011, the recently established Centrefor Psychiatry and Clinical Neuroscience, the Centre for Primary Care Researchand the Centres for Liver Disease and Liver Research.SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 111

Research incomeResearch income - totalThe School of Medicine received $25M in competitive research funding in 2009,which is over one third of the Faculty’s research income of $66M (Tables 32and 33). Figure 19 shows that Medicine leads all Faculty schools and centres inattracting research income.Figure 19: Faculty of Health Sciences - research income in schools and centres, 2004-2009Research income - by source categoryAs can be seen from Table 32 between 2005 and 2009, Australian CompetitiveGrants won by the school increased from $7.9M to $9M, Other Public SectorFunding grew from $3.3M to $8.3M, and Industry and Other Funding, declinedfrom $9.4M to $7.3M. Between 2005 and 2009, the school contributed 54%,50%, 46%, 49% and 37% to the Faculty’s total research income.School research income KPI’s have been impacted by the arrangements withUQCCR, whereby research grant credits are split with UQCCR for School staffmembers accommodated within UQCCR, thus decreasing the School’s total andper FTE metrics in these measures.Table 32: School of Medicine’s research income by source, 2005-2009SOURCE CATEGORY 2005 2006 2007 2008 2009Australian Competitive 7,961,363 8,481,402 9,696,488 10,174,649 9,064,664GrantsOther Public Sector 3,348,900 5,459,613 5,418,718 9,191,767 8,261,102FundingIndustry and Other 9,421,593 8,366,118 7,836,214 7,514,640 7,290,144FundingCooperative Research - - - - 131,042Centre FundingTotal 20,731,855 22,307,133 22,951,420 26,881,056 24,746,952

PRESENTTable 33: Faculty of Health Sciences’ research income by source, 2005-2009SOURCE CATEGORY 2005 2006 2007 2008 2009Australian Competitive 14,983,123 18,691,854 20,740,550 22,501,020 23,758,660GrantsOther Public Sector 10,023,615 12,302,020 14,923,207 18,657,561 23,060,618FundingIndustry and Other 12,882,313 13,325,950 13,981,800 12,935,577 18,944,358FundingCooperative Research 452,269 316,684 162,194 344,362 510,667Centre FundingTotal 38,341,320 44,636,507 49,807,752 54,438,520 66,274,303Research income - by academic staff memberAverage research income per school academic staff member has increased from$177,000 in 2005 to $215,000 in 2009. The school’s average research incomeper academic staff member has always been above the Faculty average (Table34)Table 34: Faculty of Health Sciences research income per academic staff member (FTE) in schoolsand centres, 2004-2009SCHOOL/DIVISION 2005 2006 2007 2008 2009Australian Centre for Complementary 114,939 91,381 588,661 - 0Medicine, Education and Research(Discontinued 7 Oct 2009)Australian Centre for International 0 0 0 0 -and Tropical HealthCentre for Health Innovation and - 0 - - 8,628Solutions (Discontinued 15 Dec 2009)Centre for Military and Veterans' 621,013 219,984 839,009 684,608 1,105,609HealthCentre for Online Health 251,302 156,693 364,923 282,631 379,068Centre for Youth Substance Abuse - - - - 0Dentistry 42,215 29,415 16,301 27,742 26,452Health and Rehabilitation Sciences 56,866 68,914 82,436 90,678 78,062Health Sciences 255,598 4,984 6,867 - 15,032Healthy Communities Research - - 0 0 0CentreHuman Movement Studies 72,000 72,167 79,613 88,594 46,419Medicine 177,377 202,553 195,149 243,113 215,228National Research Centre for 242,169 398,145 303,315 242,377 327,491Environmental ToxicologyNursing and Midwifery 13,112 45,872 82,330 79,829 105,827Pharmacy 43,073 65,859 59,400 55,893 79,054Population Health 115,697 170,173 203,690 198,684 276,619Queensland Centre for Health Data - - - - 0ServicesThe University of Queensland Centre 10,808 46,445 0 0 0for Indigenous HealthUQ Centre for Clinical Research 0 0 0 815,737 432,253Average Research Income PerAcademic Staff Member121,126 143,043 155,898 168,535 182,775SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 113

Research publicationsAppendix 6 lists the school’s research publications for 2009, in the primarycategories reported in the Higher Education Research Data Collection. Asexpected the vast majority of school publications are refereed journal articles(n=448).Figure 20 shows that the school led the Faculty in DEEWR unweighted publicationpoints every year from 2005 to 2009, with the school’s peak year being 2007.The school fares less well in terms of per-FTE publication points. In 2009, itwas in fifth place behind Centre for Online Health, National Research Centrefor Environmental Toxicology, School of Nursing and Midwifery and Schoolof Health and Rehabilitation Sciences (Table 35). School publication KPI havebeen impacted by arrangements with UQCCR since 2008, whereby publicationpoints are split with UQCCR for School staff members accommodated withinUQCCR, decreasing the School’s total and per FTE metrics in these measures.Figure 20: Faculty of Health Sciences DEEWR category tier-weighted publication points by school/Faculty centre, 2005-2009Table 35: Faculty of Health Sciences DEEWR category publication points (non-tier-weighted) peracademic staff member (FTE) by schoo/faculty centre, 2005-2009SCHOOL/DIVISION 2005 2006 2007 2008 2009Centre for Military and Veterans' Health 0.13 - 0.78 0.67 1.51Centre for Online Health 3.52 3.18 3.87 1.82 3.81Centre for Youth Substance Abuse - - - - 0Dentistry 1.11 1.05 1.66 1.30 1.45Health and Rehabilitation Sciences 2.56 3.06 3.70 2.68 2.50Health Sciences 0.52 1.76 0.41 0.55 0.40Healthy Communities Research Centre - - 0 0 0Human Movement Studies 2.51 2.39 2.64 2.08 1.94Medicine 1.81 2.19 2.29 1.98 1.96National Research Centre for2.43 2.15 4.78 1.66 3.20Environmental ToxicologyNursing and Midwifery 2.12 1.60 1.70 2.06 2.66Pharmacy 1.57 1.96 1.38 1.38 1.30Population Health 1.69 1.47 2.33 1.90 1.49UQ Centre for Clinical Research 0 0 0 16.96 1.38

PRESENTPostgraduate Research ProgramsThe school currently offers a suite of Research Higher Degrees:• Doctor of Medicine (MD)• Doctor of Philosophy (PhD)• Master of Philosophy (MPhil)Research Higher DegreesDoctor of MedicineAs the highest award in Medicine, the MD is designed to give formal publicrecognition to scholars who have made a substantial, original and distinguishedcontribution to the field of medical science. Eligibility for the award isassessed on the basis of published scholarly work that is judged by nationaland international peers to indicate the candidate’s authoritative standing in thefield and achievements in the advancement of knowledge. Program rules andother requirements for the MD are available at and MPhilThe school offers the research higher degrees, PhD and MPhil. Also, studentswith an interest in research and who have been admitted to the MBBS Programmay be eligible to study a PhD or MPhil concurrently.UQ values international research collaboration, and so it provides opportunitiesfor collaboration for the research training and supervision of research higherdegree candidates with a designated partner university in another country. Forexample, PhD students can enrol in UQ and a partner university in France or otherparticipating countries (cotutelle model). This model, which creates a procedurefor joint supervision of doctoral candidates between French universities anduniversities in some other countries, was an initiative of the French government.Program rules and other requirements for the MD, PhD and MPhil are availableat and respectively.MBBS Research Higher DegreesAs UQ is a research-intensive University, the school is committed to providingopportunities for MBBS students to undertake research through a PhD orMPhil. Concurrent enrolment of the MBBS with either the PhD or MPhil hasbeen available since 2000 and 2008 respectively. By the end of 2010, of thestudents enrolled in the MBBS/RHD programs, five had graduated (four PhD,one MPhil), eleven were enrolled (ten PhD, one MPhil), six withdrew from thePhD option and one from the MBBS Program. In 2007, the school’s ResearchCommittee commissioned a review of the MBBS/PhD program to investigatereasons for low enrolments, high withdrawal rate, and concerns that theprogram’s challenges were not being addressed optimally. The review found thatthe drop in enrolments after 2005 was due to the demanding nature and lengthof the programs, and difficulties with financial support. After the review, and inconsultation with student leadership, the school decided to develop the MBBS/MPhil program and to offer Mayne Scholarships.SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 115

As seen in Figure 21 commencements in MBBS/RHDs peaked in 2005Figure 21: MBBS/RHD commencements, 2000-2011The decline in commencements also matches the timing of the budgetary limitimposed mid-2005 on the Mayne Award scheme and Mayne Top-up Award.All but one of the concurrent candidates was supported by a Research HigherDegree scholarship and there is no association between scholarship supportand completion, or between a candidate’s initial qualifications and completion.Thesis submission times have all been within the expected standard time, withaverage completion times of 3.8 years FTE for PhD completions and 2 years forMPhil.It can be seen from Figure 22 that the school had the greatest number of researchhigher degree completions than other schools in the Faculty for each yearbetween 2004 and 2009. This increase resulted in a drop in enrolment numbers,but also in improvement in the 2010 SBPF KPI % extended RHD students outof total RHD load.Figure 22: Faculty of Health Sciences’ higher degree research student completions by school/Faculty centre, 2005-2009

PRESENTFigure 23 compares higher degree research student load in schools of theFaculty of Health Science. Medicine has more than double the load of its closestcompetitor school. However, when the average student load is measured peracademic staff member (FTE) (Table 36), the load is always 2nd or 3rd incomparison to other Schools within the Faculty.Figure 23: Faculty of Health Sciences- higher degree research student load (EFTSL) by school/faculty centre, 2005-2008Table 36:Faculty of Health Sciences - higher degree research student load (EFTSL) per academicstaff member (FTE) by school/faculty centre, 2004-2008SCHOOL 2004 2005 2006 2007 2008Dentistry 0.50 0.61 0.49 0.54 0.70Human Movement Studies 2.55 2.06 2.44 2.34 1.86Health and Rehabilitation Sciences 2.09 2.00 2.21 2.02 1.94Medicine 1.98 1.91 2.14 2.30 2.02Nursing 0.52 1.16 1.15 2.09Pharmacy 1.52 1.42 1.73 1.53 1.39Population Health 1.33 1.43 1.30 1.37 1.30National Research Centre for EnvironmentalToxicology0.23Student Research FacilitiesAs one of Australia’s leading research-intensive universities, our medical andresearch higher degree students have access to some of the best facilities in thecountry for research projects. Student research occurs within facilities occupiedby the school’s research centres, other research centres within the Faculty ofHealth Sciences, and other UQ biomedical research institutes on the St Luciacampus. These include biochemistry, tissue culture, molecular biology and organicchemistry laboratories at the Princess Alexandra Hospital site, Mater MedicalResearch Institute, Queensland Institute of Medical Research, GreenslopesPrivate Hospital, UQ Centre for Clinical Research, Herston, Cytotoxic ResearchLaboratory at the Herston Children’s Hospital Medical Research Centre at theRoyal Children’s Hospital, and Cardiology Laboratory, Respiratory Laboratoryand Intensive Care Laboratory at the Prince Charles Hospital.SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 117

Clinical research facilities available for student research projects include thosededicated specifically to cardiovascular imaging, vascular disease, dermatology,geriatric medicine, telemedicine, intellectual and developmental disabilities,kidney disease, psychiatry, children’s nutrition, schizophrenia, Alzheimersdisease, child and adolescent psychiatry, gynaecological cancer, urology andprostate cancer, neuro-imaging analysis primary care, palliative care, andmagnetic resonance and microscopy analysis.Other research facilities available for students include those in hospital wardsand outpatient clinics, covering the full array of clinical specialties and interestsof our academic staff and academic title holders, access to medical, surgical,allied health and diagnostic expertise, equipment and services at all teachinghospital sites, and animal research facilities managed under high operational andethical standards.CollaborationsCollaborations - incomeProductive affiliations exist with a wide group of research organisations, national/state foundations and funding bodies, and these collaborations form one of theschool’s research strengths.Figure 24: School of Medicine approved projects by funding source (2005-2009)Notes:1. Funding grants approved by UQ to be managed by the School of Medicine, approvals datatotal 2005-2009 inclusive2. Funds directed to UQ from other institutions undertaking joint research with the School ofMedicine, such funds could have been awarded to the lead institution from any of the othersource groupsIn the years 2005 to 2010, the School of Medicine was awarded over $164 Millionin project funding. 58.8% of those funds, or $96.7M, were from governmentsources. $70M was awarded by the Australian Commonwealth government,predominantly the National Health and Medical Research Council ($56.8M) the

PRESENTDepartment of Health and Ageing ($6.3M) and the Australian Research Council($3.97M), which is to be expected in the context of Australia’s commonwealthfundedresearch environment.15% of the School’s project funding, or $24.86M, was awarded from theQueensland Government, predominantly from Queensland Health ($13.6M) andthe Queensland Motor Accident Insurance Commission ($10.8M). An additional$18.4M was awarded to the School from Queensland hospitals or those hospital’sresearch foundations. A total of $45.7M or 27.8% of awarded funds came fromthose hospital foundations, other specific health and disease-focussed charities,broader charities and the medical colleges and societies.A further $15M, 9%, was received from other Universities, mainly withinAustralia, via grants and sub-contracts, although the original source of thosefunds is not analysed here and may include further Australian governmentand charitable funds. Only 4.1% of project funds, or $6.7M were awarded byindustry sources, not surprising given that our main “industry” partners are thehealth care providers included above, but a source that can be targeted for furthercollaboration in future.The School is the major beneficiary of the Mayne Bequest Fund, being awarded$3.86M from 2005 to 2010. Other major funding sources demonstrate the scopeof funding sources: including the Colonial Foundation’s long standing supportof chronic disease research ($2.8M), the National Heart Foundation ($2.3M)and $1.4M from the Cancer Council of Queensland. The National Institute ofComplementary Medicine has provided $1.45M and Pfizer has provided $1.7Mto a range of research projects over this period.Collaborations - overseas institutionsThe School of Medicine has a growing international research profile and theSchool’s Research Strategy is focused towards expanding this in the future.Table 37 provides some examples of international institutions or organizationsthat the School’s staff and research Centre’s are actively involved with. While itis not comprehensive or exhaustive, it provides an indication of the breadth ofthe international research collaboration that is currently taking place within theSchool.Table 37: School of Medicine’s International Institutional LinksName Role/s Additional InformationProfessor JeffLipmanProfessor PeterDaviesProfessor DarioSorrentinoBurns Trauma and CriticalCare Research CentreDeputy Head (Research)andDirector, Children’sNutrition Research Centre(CNRC)Director, RegionalClinical Practice ResearchCentre (RCPRC)• European Society of Intensive Care Medicine• Erasme Hospital, Free University of Brussels• Vall d’Hebron University Hospital, Barcelona• Institute of Child Health, University ofLondon UK• Medical Research Council, Human NutritionResearch, Cambridge, UK• Children’s Hospital Philadelphia, USA• University of Virginia, USA• Lead Investigator for PREVENT aninternational prospective multicentrerandomised double blind placebo controlledtrial comparing Remicade (Infliximab) &placebo in the prevention of recurrence ofChron’s Disease in patients undergoingsurgical resection.• Participation by a number of Senior Clinicians,in more than 20 international multicentreclinical trials.SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 119

Name Role/s Additional InformationA/Prof GlendaGobeA/Prof JulieJonsson and A/ProfElizabeth PowellProfessor Len GrayProfessor H. PeterSoyerProfessor MichaelPenderProfessor PaulColditzProfessor NicholasLennoxProfessor KwunFongProfessor MikeRobertsDr Sarah WinchA/Prof Di EleyDirector, Centre forKidney Disease Research(CKDR)Directors, Centre for LiverDisease Research (CLDR)Director, Centre forResearch in GeriatricMedicine (CRGM) &Director, Centre forOnline HealthDirector, DermatologyResearch Centre (DRC)Director, MultipleSclerosis Research Centre(MSC)Director, PerinatalResearch Centre (PRC)Director, QueenslandCentre for Intellectual andDevelopmental Disability(QCIDD)Director, ThoracicResearch Centre (ThorRC)Director, TherapeuticsResearch Centre (TherRC)Centre for MedicalEducation Research andScholarshipCentre for MedicalEducation Research andScholarshipSchool of Medicine Research Metrics• Prof Michael Goligorsky, Renal ResearchInstitute, New York Medical College, NY• Chronic Kidney Disease of Unknown Origin(CKDu) Consortium, Kyoto Universityand Kitano Hospital, Japan; University ofPeradeniya and Kandi Hospital, Sri Lanka• Prof Ralph Buttyan, Cancer Research Lab,Ordway Research Institute, Albany, NY• Medical University Innsbruck• School of Medicine, Saint Louis UniversitySchool of Medicine, Washington University• The interRAI Research Collaborative (26nations, 50 collaborators)• The Institute for Aging Research, HebrewSenior Life, Boston, USA• Homewood Research Institute, University ofWaterloo, Ontario, Canada• The Norwegian Centre for Integrated Care andTelemedicine, Tromso, Norway• Center for Health and Technology, UC Davis,California, USA• Skin Cancer Centre, University of Arizona,Tuscon, USA• Department of Dermatology, MedicalUniversity of Graz, Graz, Austria• Department of Dermatology, University ofModena, Italy• Universite de Strasbourg/CNRS, StrasbourgCedex, France• University of Utrecht (and Dutch biotec Co.Neurophyxia)• University of Helsinki• University of Cork• World Health Organisation• International Association for the ScientificStudy of Intellectual Disability• The University of Glasgow Scotland• The Cancer Genome Atlas, National CancerInstitute, USA• Southampton University, England• University of Texas Southwestern MedicalCenter, Dallas, USA• University of San Francisco, California, USA• Martin Luther University, Halle, Germany• China Pharmaceutical University, China• University of Singapore• University of Minnesota Medical School,Minneapolis USA• Washington University, St Louis USAMuch of the School’s research strategy is based on the University’s developmentof the School-Based Performance Framework. A recent UQ development is theQ-Index, which gives each academic a continuously updated research score.While valuable as both a measure and a means of individual’s checking thecurrency of their research record, the Q-Index measures UQ activity while theSchool needs to measure, acknowledge and reward research activity occurringwithin our School and Centres. To this end the School’s Office of Researchhas developed comprehensive individual and centre based research reports,which, used in conjunction with Q-Index reports and the SBPF Score Card, givea well-developed set of tools to understand and enhance research in the Schoolof Medicine.

PRESENTThe University of Queensland Q-IndexThe Q-Index provides each UQ academic with an individual composite index ofresearch performance over a rolling 6-year window plus the current year to date,e.g., 2005-2010 + 2011 year to date as well as comparisons against the means ofseveral cohorts of their peers. Data is drawn nightly from University records andincludes all UQ activity, not just that occurring within the School of Medicine.Reports are provided for all current academic staff members, including honorary,adjunct, conjoint, visiting, or emeritus positions, but excluding scholarship andcasual appointments. Unpaid staff members are excluded from the calculationof means. Level A academics are included when calculating means by Leveland by Level within Faculty to enable comparison against their cohorts. Staffwho have been at UQ for less than 5 years, have held a senior executive role orreceived a Head of School responsibility allowance for 6 months or more duringthe reporting period, or have taken parental leave during the period are flaggedto indicate these circumstances.Appendix 7 shows the Q-Index Overview and Appendix 8 the Q-Index summaryreport for Professor Peter Davies, Deputy Head (Research) and Director of theChildren’s Nutrition Research Centre. Data supporting each score is includedin subsequent pages of the report card, not included here. An explanation ofthe data and methodology and a full listing of all School scores in included inAppendix 9.The School’s peak index is 61.5. In any presentation of the School of MedicineQ-Index profile, a small number of individual staff members have good scoresand our profile drops rapidly to a long tail of zeroes. This of course reflects ourlarge number of Academic Title Holders who are not involved in research or donot report their research through UQ. While our capture of their research activityis a priority, of immediate attention is the significant number of paid staff, at alllevels and across RO, T&R and TF who appear to do no research.The Q-Index is one of the tools that the Office of Research is using to enlightenindividuals in regards to their own research performance, benchmarked againsttheir peers and to clarify research expectations within the School of Medicine.School of Medicine Academic Research ReportsThe School’s Office of Research responded quickly to the introduction ofthe UQ SBPF score cards, developing research activity metrics in 2009, atboth an individual and research centre level, to inform members of their ownperformance benchmarked against newly clarified research targets as well asagainst university wide targets.Appendix 10 shows the individual academic report for 2010 for Professor PeterDavies. Supporting data and explanatory notes are provided within the reportbut are not included here. These reports include metrics for research income,publications and research higher degree advisory involvement, derived fromthe SBPF KPI or the budget metrics which return research secondary gains tothe School. Research reports are prepared for each academic staff member, andmade available for discussion at the annual academic appraisal. Data, thoughnot peer benchmarking, can also be made available for non-academic membersof the School. This reporting, used alongside the Q-Index report cards, clarifiesthe research an individual is conducting, how much of that adds to the School’sresearch performance and clearly defines targets for research performance ateach academic level.SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 121

School of Medicine Centre Research ReportsThe same activity data sets are also used by the Office of Research to report toSchool Centre directors about the research activity of their Centre’s members,and how that directly results in research secondary income to the School in theannual School budget allocation. Appendix 11 shows the activity report for theChildren’s Nutrition Research Centre for 2010. This information has been usedto allocate research support funds to centres, as direct and transparent financialsupport to centres. In 2009, all centres received a proportionate share of apool of $500,000 as an unqualified award. In 2010 existing support to centresthrough research salaries or other research support funds were factored againstsecondary gains earned, before a pool of $450,000 was distributed to centreswhose secondary gains exceeded existing support.Excellence in Research for AustraliaThe 2010 Excellence in Research for Australia (ERA) survey aimed to identifyand promote excellence in research in Australian higher education institutionsacross eight research clusters, using the familiar two- and four-digit field ofresearch (FOR) codes. The research activity of each institution was rated from1-5 in the FOR codes in which it was active. The University of Queensland asa whole has done outstandingly well in this survey, gaining a rating of 5 (wellabove world standard) in seven out of 24 assessable two-digit codes, 4 (aboveworld standard) in fourteen FOR codes and 3 (at world standard) in three codes.One code was not assessed for UQ, meaning that UQ performs at or above worldstandard in every broad field of its research activity. The four-digit rankingsallow finer analysis and UQ performs at or above world standard in 97% of the101 codes it was assessed on.ERA is a university ranking exercise. The School of Medicine’s research activityis spread across multiple FOR codes and clusters, and few codes would be limitedto our School alone in the University. Therefore the results can not be simplytransferred to reflect on a School’s activity. Additionally, the data we collect forvarious administrative purposes, e.g. FOR codes of grants or publications, donot necessarily reflect the FOR code that were ultimately used for that grant orpublication in the ERA exercise. The University is developing reporting systemsto benchmark school activity in the ERA data set, but that information is notavailable to us at this point in time.We are limited by the data sets available to us, both in detail and in time period,but as a general indication of the School’s contribution to the University’s ratings,we can look at the ratings of the major fields that School authors have recentlypublished in. In early February 2011, the University’s eSpace publicationdatabase contained 1,140 ERA ranked publications which had included at leastone School of Medicine author and had at least one FOR code, published since2008, earlier coded data is not available. We can analyse our use of codes onthese publications as a generic measure of how we may have contributed to theERA assessment.58% of our FOR codes were in the Biomedical and Clinical Health Sciencescluster, where UQ was rated 5 (well above world standard) and 22% were in thePublic and Allied Health cluster where UQ rated 4 (above world standard). Noneof the clusters in which the School records FOR codes was ranked below 3.At the 4-digit FOR level, 32% of our coding was in 1103 Clinical Sciences, and17% in 1117 Public Health and Health Services, and in both fields UQ is rated4 (above word standard). Our next most prevalent FOR codes, 6-7% each, were1102 Cardiovascular Medicine and Haematology, where UQ is rated 5 (well

PRESENTabove world standard), and 1114 Paediatrics and Reproductive Medicine and1112 Oncology and Carcinogenesis, both of which are rated 4 (above worldstandard). While it is not possible at this time to precisely rate the School ofMedicine within the ERA data, our major areas of research are have contributedto the University’s outstanding results in the ERA assessment.Table 38: The Australian, Tuesday 1st February 2011, pg 6University Research StrengthC1 C2 C3 C4 C5 C6 C7 C8 Researchbreadth0-25Averagescore1-51. Australian National University 4.7 4.6 4.0 4.0 4.5 4.0 5.0 5.0 21 4.382. University of Melbourne 4.7 4.5 3.7 4.2 4.7 4.0 5.0 4.0 24 4.333. University of Queensland 4.3 4.0 5.0 4.0 3.7 4.3 5.0 4.0 24 4.174. University of NSW 4.0 4.2 3.7 4.2 4.0 4.0 5.0 3.0 23 4.045. University of Sydney 4.0 4.2 3.7 3.4 4.0 3.0 5.0 4.0 24 3.836. University of Western Australia 3.7 3.2 3.5 3.4 3.5 5.0 5.0 4.0 22 3.647. University of Adelaide 4.3 3.5 4.0 2.4 3.0 4.5 5.0 4.0 22 3.558. Monash University 4.0 3.7 5.0 3.2 2.7 3.0 5.0 2.0 22 3.459. Macquarie University 4.3 3.0 4.0 2.8 2.5 5.0 2.0 3.0 21 3.2410. Queensland University of Technology 3.7 3.0 3.3 2.6 4.0 2.0 3.0 4.0 22 3.0911. Griffith University 4.0 3.0 2.3 2.6 3.0 3.5 3.0 3.0 22 3.0012. Melbourne College of Divinity - 3.0 - - - - - - 1 3.0013. University of Technology, Sydney 3.0 3.0 2.0 3.0 3.0 4.0 2.0 3.0 19 2.9514. University of Tasmania 4.0 2.8 3.0 1.8 3.0 3.5 3.0 2.0 21 2.8115. University of Newcastle 3.0 2.5 3.0 2.2 2.5 4.0 4.0 3.0 21 2.7116. University of Wollongong 3.7 3.4 3.0 1.6 2.0 3.0 3.0 3.0 21 2.7117. Murdoch University 3.0 2.6 2.5 2.0 - 3.5 5.0 2.0 17 2.6518. La Trobe University 2.3 3.4 2.0 2.4 1.5 4.0 2.0 2.0 21 2.6219. RMIT University 3.0 3.0 3.0 1.8 2.5 2.0 4.0 3.0 18 2.6120. University of South Australia 5.0 2.8 3.5 1.6 2.5 2.0 3.0 3.0 18 2.6121. Curtin University 3.7 2.6 2.3 2.0 2.5 2.5 2.0 2.0 22 2.5022. University of Western Sydney 3.0 2.7 2.0 2.0 2.0 3.5 2.0 3.0 21 2.4823. James Cook University 3.0 2.5 3.5 1.8 2.0 3.5 2.0 1.0 19 2.4724. Flinders University 2.7 2.4 2.0 2.2 - 3.0 3.0 2.0 18 2.4425. Deakin University 2.5 2.3 3.0 1.8 1.0 3.0 4.0 4.0 22 2.4126. Charles Darwin University 2.0 1.5 3.0 1.7 - 3.5 3.0 3.0 12 2.3327. University of New England - 2.4 3.0 2.0 4.0 2.5 2.0 1.0 16 2.3128. Swinburne University 4.5 1.7 2.0 1.8 3.0 2.0 3.0 - 17 2.2429. University of Canberra 3.0 2.2 4.0 1.5 - 2.0 3.0 1.0 14 2.1430. Edith Cowan University - 2.0 3.0 1.4 2.0 2.0 3.0 3.0 16 2.0631. University of Southern Queensland 3.0 2.0 1.0 1.5 3.0 2.5 - 2.0 13 2.0032. Australian Catholic University - 2.4 - 1.2 - - - 3.0 11 1.9133. Bond University - 1.5 2.0 2.0 - - 3.0 2.0 11 1.9134. Charles Sturt University 3.0 2.0 3.0 1.4 1.0 3.0 1.0 1.0 17 1.8835. Southern Cross University 4.0 1.7 2.0 1.3 - 2.0 1.0 2.0 13 1.8536. Victoria University - 1.7 3.0 1.0 2.0 - 3.0 2.0 14 1.7137. University of Ballarat - 1.0 2.0 1.2 2.0 - - 3.0 9 1.5638. Central Queensland University - 1.3 2.0 1.2 - 1.5 - 3.0 13 1.5439. University of the Sunshine Coast - 1.7 - 1.3 - 1.0 2.0 1.0 9 1.4440. University of Notre Dame Australia - 1.5 - 1.0 - - 2.0 1.0 6 1.3341. Bachelor Institute - - - - - - - - - n/aC1 physical, chemical and earth sciences C3 engineering and environmental sciences C5 mathematical, information and computing sciences C7 biomedical and clinical health sciencesC2 humanities and creative arts C4 social, behavioural and economic sciences C6 biological and biotechnological sciences C8 public and allied health sciencesSource: Australian Research CouncilNB. Institutions 1-11 are ‘above or equal to the world standard’.SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 123

Table 39: The Australian, Wednesday 2st February 2011, Higher Education Supplement, page 26Research StrengthBiomedical and clinical health sciences Public and allied health sciencesRaw scoreRaw score 1-5*1-5*ANU 5 ANU 5MELBOURNE 5 MELBOURNE 4UQ 5 UQ 4UNSW 5 SYDNEY 4SYDNEY 5 UWA 4AWA 5 ADELAIDE 4ADELAIDE 5 QUT 4MONASH 5 DEAKIN 4MURDOCH 5 UNSW 3NEWCASTLE 4 MACQUARIE 3* Only one two-digit research field assessedSource: Tables made by HES based on ARC data

PRESENTSection 4.4: InternationalisationTerm of Reference (4) - The school’s strategies in relation to internationalisationof the undergraduate and postgraduate curriculum; increasing internationalstudent enrolments and support for international students; student and staffmobility internationally and international research collaborations.This section details the schools broad international activities which includesinternational student recruitment, staff and student mobility, internationalresearch linkages and capacity building and international partnerships thatextend beyond these two activities.Since 2009 the School of Medicine has referred to itself as Australia’s GlobalMedical School. The following explanation provides the school’s philosophyaround this.Australia’s Global Medical SchoolWhen we use the term global we mean ‘not limited or provincial in scope’.As Queensland’s oldest and largest medical school we fully understand andembrace our responsibility to graduate doctors and other health workers whowill mainly work within the Queensland health system, and deliver care toQueenslanders. We graduate more doctors than any other medical school in ourstate. Good examples of our commitment to our local community include theestablishment of one of Australia’s largest Rural Clinical Schools, the medicalprogram at the UQ Ipswich campus, and the expansion of our Clinical Schools toparts of the state that have historically lagged development. This in turn furtherdemonstrates our commitment to the broader health agenda of the Faculty ofHealth Sciences within which we sit.However, we seek to go beyond this. Certainly, as a global medical schoolwe have a deep interest in, and commitment to, international health andinternationalisation. This fits with the strategic plans of our University andFaculty, and seeks to enhance the learning and research opportunities opento our staff and our students. Hence we continue to establish high quality andsustainable partnerships around the world such as those we have in the USA andSoutheast Asia. Students will continue to do electives and clinical placements inthese and other settings.Internationalisation to us means having an international faculty, internationalstudents, large numbers of our students and staff active offshore, and staff andstudents of our partners coming here to teach, learn and research, as well asa genuinely international curriculum. It means we have a deep interest in andcommitment to alleviating inequality in international health, and it means havinga physical presence with our partners offshore. Finally, our ‘global’ responsibilityextends beyond medicine, and includes the training of other members of thehealthcare team, both directly in the school but also in partnership with ourcolleagues in the Faculty of Health Sciences.International student recruitmentInternational student fees will account for 54.5% of the total income to the Schoolfor the MBBS Program in 2011. The largest source country is Canada by far butthere are other large numbers of students who join us from the United States,Malaysia, Singapore and Brunei. While these countries are our primary sourceof international students the diversity of the international cohort is actually fargreater than this. In 2011 students from the international cohort were citizens of11 countries and born in additional 28 countries.SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 125

Table 40 which details the direct international applications to the graduate entryMBBS from 2003 to 2010.Table 40: School of Medicine international applications and enrolments (in brackets) in the graduateentry MBBS Program by country, 2001-2011PERMANENTCOUNTRY OF THE 2003 2004 2005 2006 2007 2008 2009 2010 TOTALAPPLICANTAustralia 1 1 1 (1) 5 (1) 3 (1) 1 17(7)Azerbaijan 1 1 2Bahrain 1 1Bangladesh 3 3Bermuda 1 1Botswana 1 2 3Brazil 1 1Brunei Darussalam 1 14(13)Canada 6 (4) 15(9)16(16)31(23)19(18)31(25)15(13)74(23)15(12)159(60)2 (1) 84(73)237(84)203 759(231)China 1 1 (1) 2 4 (1)Cyprus 1 1 2Fiji 2 2France 1 (1) 1 (1)Germany 1 (1) 1 1 3 (1)Ghana 1 1 2Hong Kong 1 1 5 8 6 1 23India 1 1 2 1 8Indonesia 3 (1) 3 (1) 5 14(3)Iraq 1 2Ireland 1 1 3 5Islamic Republic of Iran 1 1 2Italy 1 1Jamaica 1 (1) 1 (1)Japan 1 (1) 1 3 6 (2)Kenya 1 (1) 1 1 4 (1)Lebanon 1 1Macao 1 1Malawi 1 1 2Malaysia 4 (4) 3 (3) 5 (5) 5 (4) 19(15)24(21)32(26)3 96(78)Mauritius 1 1 2 (1) 4 (1)Namibia 2 1 3New Zealand 1 1 3 (2) 7 (3)Nigeria 1 1 2 1 1 6No country listed 4 1 3 12Norway 1 (1) 1 (1) 1 1 4 (2)Oman 1 1Pakistan 1 1 1 3Papua New Guinea 1 1 2Philippines 1 (1) 1 1 3 (1)Poland 1 1Republic of Korea 1 2 (1) 3 (1)

PRESENTPERMANENTCOUNTRY OF THE 2003 2004 2005 2006 2007 2008 2009 2010 TOTALAPPLICANTSaudi Arabia 1 2 8 4 15Singapore 1 4 7 (5) 2 (1) 21(3)53(12)44(11)18 152(33)South Africa 1 (1) 1 3 2 2 10(1)Sri Lanka 1 4 (1) 5 (1)Switzerland 1 1Taiwan 2 2 (2) 3 6 (3) 1 14(5)Thailand 1 1 2 6 2 12Uganda 1 1United Arab Emirates 1 (1) 1 (1)United Kingdom 2 2 (2) 3 (1) 3 1 1 13(3)United States 5 (5) 10(5)10(5)7 (1) 27(7)28(9)54(20)23 167(54)Venezuela 1 1 2Viet Nam 1 2 (1) 1 1 5 (1)Zambia 1 1Zimbabwe 1 (1) 1 (1) 2 (1) 4 (3)TOTAL 28(14)52(30)81(58)79(55)188(68)338(119)438(152)265 1503(509)Figure 25 presents the data relating to international enrolments in the graduateentry MBBS program by world region between 2001 and 2009. 92% ofinternational applicants and 95% of all international enrolments are from NorthAmerica and Asia, respectively.Figure 25: School of Medicine – international enrolments in the graduate entry MBBS program byworld region, 2001-2009SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 127

Table 41: First year international students by country of origin, 2009SINGAPORE MALAYSIA HONG KONG ASIA MAINOTHERSOUTHEAST ASIAOTHERCANADA USA UK/IRELANDEUROPE INDIA/ SRILANKA /BANGLADESHMIDDLEEAST/PAKISTANAFRICA SOUTHAMERICAPACIFICREGIONOTHER UNKNOWN TOTALAdelaide 11 8 0 1 3 0 0 0 0 1 0 0 0 0 0 0 24ANU 0 0 0 2 2 4 0 0 0 0 0 0 0 0 0 0 8Bond 0 0 0 0 0 2 0 0 0 0 4 0 0 0 2 0 8Deakin 0 0 0 0 0 1 0 0 0 0 1 0 0 0 0 0 2Flinders 4 0 0 0 1 11 1 0 0 1 1 0 0 0 0 0 19Griffith 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0James Cook 0 11 0 0 0 6 0 0 0 0 0 1 0 0 0 0 18Melbourne 2 0 0 2 0 0 0 0 0 1 0 0 1 0 0 0 6PGMelbourne 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0UGMonash PG 2 2 0 0 1 1 0 0 0 0 0 0 0 0 0 0 6Monash UG 30 14 0 1 2 0 0 0 0 0 0 0 7 0 0 0 54Newcastle/ 1 17 0 1 0 0 0 0 0 2 1 2 0 0 0 0 24UNENotre Dame 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0(Sydney)Notre Dame 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0(WA)Queensland 10 1 0 0 3 84 20 0 1 0 0 1 1 2 0 0 123Sydney 5 1 1 0 1 28 6 1 2 0 1 2 0 0 0 0 48Tasmania 5 4 14 0 5 0 0 0 0 0 0 2 0 0 0 0 0 25yearUNSW 23 11 1 13 3 1 0 2 2 8 1 2 0 0 0 0 67WA PG 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0WA UG 19 7 0 1 0 0 0 0 1 0 0 0 0 0 0 0 28Western 0 0 0 2 2 2 1 1 0 4 0 3 0 0 0 0 15SydneyWollongong 0 0 0 0 1 8 2 0 1 0 0 0 0 0 0 0 12TOTAL 111 86 2 28 19 148 30 4 7 17 11 11 9 2 2 6 487

PRESENTSchool support mechanisms for international studentsPastoral supportThe framework for student support is shown in Figure 26. Students can obtainpastoral support from UQ, the school (including its pastoral care team, UQMS)or personal networks.Figure 26: School of Medicine – framework of support provided for medical studentsPastoral Care TeamOrientationUQ Support Services- Health Services- Student Support Services- Counselling- Chaplaincy- Disability Services- Equity & diversity support- International Student support- Learning AssistancestudentPastoral Care Team- Family- Friends- Medical practitioners- Health Care professionalsPastoral Care Team- Tutors- Academic staff- Administration- International Student support- UQMS- Professor PearnThe majority of international students in the MBBS program are from Canadaand USA (Table 41). In Canada, pre-departure student orientation sessions areoffered by OzTREKK, the school’s primary Canadian agent. MedEdPath is theinformation liaison firm for prospective American students wishing to enter theMBBS program at the Ochsner Clinical School. MedEdPath assists students withall aspects of enrolling in the program, from initial enquiry to arrival in Brisbane.The school provides extensive orientation to all new MBBS students. The majororientation effort is made at entry in Year 1, but there is also an orientationfor Year 2. Orientation is a mixture of formal and informal welcomes, withintroductions to Australian culture and the MBBS program. International Year 3students from IMU and UBD receive extra orientation sessions - communicationskills, clinical coaching, and a library tour. Other orientation activities include abuddy program run by UQMS, getting started and safety sessions provided byUQ Student Services, and airport reception and assistance with finding temporaryand permanent accommodation provided by the Accommodation Office.Ochsner students are included in both the international and ‘whole cohort’orientation. At the Ochsner Clinical School, a Deputy Head of Ochsner ClinicalSchool (Students) has been appointed with the remit of developing and leading acomprehensive student support program. The school is working with UQ StudentServices to define the types and form of student services required.The School also works with the UQMS, International Subcommittee to coordinateinformation sessions throughout the academic year, including outward mobilityopportunities, and overseas residency and licensing examination requirements.The School’s international team also provides administrative support for studentsand alumni applying for overseas residency programs.USMLE supportAs a global medical school, with a large onshore cohort of North Americaninternational students, and a growing Ochsner cohort, it is essential that the schoolhas an effective program to assist students who wish to take the United StatesMedical Licensing Examination (USMLE). The USMLE assesses a physician’sSCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 129

ability to apply knowledge, concepts, and principles, and to demonstratefundamental patient-centered skills, that are important in health and disease andthat constitute the basis of safe and effective patient care. Each of the three stepsof the USMLE complements the other; no step can stand alone in the assessmentof readiness for medical licensure.The key components of the USMLE (Step 1) support program are:• program oversight and provision of USMLE counseling and orientationsupport from Professor Stephen Smith (who was responsible for the highlyregarded Brown University USMLE support program)• access to tutoring sessions led by experienced tutors during Year 2• access to USMLE World and Kaplan Review Question banks• access to National Board of Medical Examiners practice examinations• access to selected USMLE preparation texts.Ochsner clinical academic staff are familiar with the USMLE Step 2 ClinicalSkills examination, and play an instrumental role in student support. Table 42illustrates scores obtained in USMLE examinations by MBBS students. Asexplained in USMLE’s Bulletin of Information 2011, on the 3 digit scale, mostStep 1 and Step 2 Clinical Knowledge scores fall between 140 and 260. The2 digit score is derived from the 3 digit score in such a way that a score of75 always corresponds to the minimum passing score. Performance in Step 2Clinical Skills examinations is reported either as pass or fail.Table 42: School of Medicine – scores of MBBS students in USMLE examinations1998IDENTIFYING NUMBER STEP 1 STEP 2 CK STEP 2 CS CITIZENSHIP1 212/89 206/86 PASS Australia2000IDENTIFYING NUMBER STEP 1 STEP 2 CK STEP 2 CS CITIZENSHIP2 PASS Australia3 199/81 224/94 PASS Australia2001IDENTIFYING NUMBER STEP 1 STEP 2 CK STEP 2 CS CITIZENSHIP4 190/76 241/99 Australia2003IDENTIFYING NUMBER STEP 1 STEP 2 CK STEP 2 CS CITIZENSHIP5 239/99 262/99 Australia2004IDENTIFYING NUMBER STEP 1 STEP 2 CK STEP 2 CS CITIZENSHIP6 201/83 229/95 Australia7 229/95 Australia2005IDENTIFYING NUMBER STEP 1 STEP 2 CK STEP 2 CS CITIZENSHIP8 206/85 Canada2007IDENTIFYING NUMBER STEP 1 STEP 2 CK STEP 2 CS CITIZENSHIP9 190/76 194/78 PASS Australia2008IDENTIFYING NUMBER STEP 1 STEP 2 CK STEP 2 CS CITIZENSHIP10 242/99 251/99 PASS USA

PRESENT2009IDENTIFYING NUMBER STEP 1 STEP 2 CK STEP 2 CS CITIZENSHIP11 276/99 279/99 PASS Taiwan12 241/99 259/99 PASS Australia13 218/89 Canada14 234/98 251/99 PASS Canada15 236/98 Canada2010IDENTIFYING NUMBER STEP 1 STEP 2 CK STEP 2 CS CITIZENSHIP16 232/97 PASS Canada17 206/85 Australia18 223/95 230/95 Canada19 234 245/99 PASS Canada20 235/99 PASS Canada21 245/99 238/98 Canada22 251/99 Canada23 205/84 Malaysia24 202/83 250/99 USA25 240/99 PASS USA26 191 Canada27 209/86 Malaysia2011IDENTIFYING NUMBER STEP 1 STEP 2 CK STEP 2 CS CITIZENSHIP28 124/97 Australia29 236/99 Canada30 245/99 USA31 228/98 Australia32 261/99 Canada33 230/96 Canada34 231/96 Canada35 226/93 USA36 236/99 Canada37 229/99 CanadaStudent mobilityThe school has a policy of seeking, establishing and nurturing a global networkof high quality educational partners. We do this to provide our students withan offshore experience in a range of environments that are safe and of higheducational quality. Our success was recognised in November 2009 when wewon the ‘Vice-Chancellor’s Award for Internationalisation by an OrganisationalUnit’.Students in Phase 2 MBBS are allowed to spend 2 Core Clinical Rotationsoffshore. Most students who choose this option go to Brunei Clinical School,Ochsner Clinical School, IMU, or other schools with which we have a formalaffiliation. International rotations only exist for some rotations and under specificconditions (refer MBBS Guide Section 10).In the MBBS program, electives are currently available in Year 1 (4 weeks) andYear 4 (8 weeks) and about half of all students choose to take their electiveoverseas. Since 2006, the School has assisted more than 1700 MBBS studentscomplete an elective or clinical rotation overseas. Table 43 illustrates overseaselective and clinical rotation destinations of students between 2006 and 2010. ItSCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 131

MBBS Student Tess Higgins on her Electivecan be seen that during this 5 year period, the main countries chosen for electiveswere Brunei (228 students), Canada (215), India (187), USA (127) and Vietnam(117). In 2010, first electives were taken in Bangladesh, Botswana, CaymanIslands, Denmark, East Timor, Grenada, Guatemala, Honduras, Lebanon, Peru,Serbia, Switzerland and Zimbabwe.Table 43: School of Medicine – elective destinations and student numbers, 2006-2010DESTINATION 2006 2007 2008 2009 2010 TOTALCOUNTRYArgentina 0 1 2 2 4 9Bangladesh 0 0 0 0 2 2Botswana 0 0 0 0 2 2Brazil 2 2 0 0 0 4Brunei 34 56 73 59 6 228Cambodia 1 2 14 12 1 30Canada 13 29 51 62 60 215Cayman Islands 0 0 0 0 1 1China 2 2 2 2 6 14Colombia 1 2 1 1 0 5Cook Islands 0 0 0 0 2 2Croatia 1 4 0 1 0 6Czech Republic 2 4 4 4 0 14Denmark 0 0 0 0 2 2East Timor 0 0 0 0 3 3Egypt 2 2 0 0 0 4Fiji 0 0 6 7 0 13France 2 0 1 1 2 6Germany 4 0 1 1 1 7Ghana 0 0 2 2 0 4Grenada 0 0 0 0 1 1Guatemala 0 0 0 0 1 1

PRESENTDESTINATION 2006 2007 2008 2009 2010 TOTALCOUNTRYHonduras 0 0 0 0 1 1Hong Kong 1 5 1 1 5 13India 30 40 38 42 37 187Indonesia 0 1 2 2 5 10Ireland 4 2 2 2 6 16Israel 0 4 1 1 2 8Italy 0 3 0 1 0 4Japan 0 0 2 2 0 4Kenya 5 3 5 4 2 19Korea 0 2 2 2 7 13Laos 0 1 1 1 0 3Lebanon 0 0 0 0 1 1Malaysia 2 6 6 8 24 46Malta 0 3 9 5 0 17Mauritius 0 3 1 1 0 5Mexico 0 4 3 3 3 13Nepal 6 13 4 4 34 61Netherlands 0 1 1 1 2 5New Zealand 8 11 11 12 9 51Pakistan 4 1 1 1 0 7Peru 0 0 0 0 20 20PNG 3 5 8 8 8 32Samoa 9 8 12 14 16 59Serbia 0 0 0 0 1 1Singapore 4 3 7 7 10 31Solomon Islands 0 6 7 7 2 22South Africa 4 2 8 6 4 24Sri Lanka 5 0 1 1 5 12Switzerland 0 0 0 0 1 1Taiwan 5 1 0 1 6 13Tanzania 0 10 1 2 0 13Thailand 0 0 7 7 3 17Tonga 2 0 0 2 3 7Trinidad and Tobago 0 0 4 2 0 6Uganda 3 0 0 0 4 7UK 22 26 10 14 19 91USA 10 15 15 65 22 127Vanuatu 12 12 6 8 19 57Vietnam 18 27 15 21 36 117Zimbabwe 0 0 0 0 1 1Total 221 322 348 412 412 1715International linkages and capacity buildingThe school has partnered with overseas medical schools and institutions inthe United States, Canada, Brunei, Malaysia, China, India, Europe and SaudiArabia. The School is a member of IVIMEDS and an active participant withinUniversitas 21. The school is also a member of the International Databasefor Enhanced Assessment and Learning (IDEAL) Consortium, making use ofIDEAL questions, contributing to the question bank, and playing an importantrole in assessment workshops and planning.SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 133

The United States (Ochsner Clinical School)The Ochsner Clinical School is located within the Ochsner Health System,in New Orleans, Louisiana, USA. The Ochsner Health System is a non-profit(501c3 tax exempt), integrated, academic health system that includes 7 acuteand one sub-acute hospital, 37 community clinics, 750 employed physicians,11,000 employees, 1.3 million patient contacts annually, and 300,000 uniquepatients who receive ongoing care. The academic enterprise includes 27accredited graduate medical education programs with over 300 residents andfellows, over 600 student-months of undergraduate medical education providedfor Louisiana State University Health Sciences Centre and Tulane UniversitySchool of Medicine Year 3 and 4 students, 400 allied health students rotatingthrough Ochsner including students in the joint baccalaureate program withOur Lady of Holy Cross College for respiratory and radiology technology, 400nursing students, and a research enterprise with basic science, clinical science,and health effectiveness research.As one of the largest independent academic medical centres in USA, Ochsnerdeveloped a strategy to find a prestigious university and medical school withwhich to align. Through independent due diligence processes it became clear toboth UQ and Ochsner that our visions and missions are highly complementary.Recognising that UQ was pursuing expansion of its global presence, Ochsner’sdesire for a strong, prestigious partner, and in the context of the physicianshortage in USA, we quickly came to a shared understanding of the value andpotential for this partnership.The partnership is a unique dual-country offering of the MBBS program. TheMBBS Ochsner cohort is open to US citizens and permanent residents, withstudents studying medicine across two continents. Students in the Ochsnercohort complete the first two pre-clinical years at UQ and most of the final twoclinical years in Louisiana at the Ochsner Clinical School. The first Ochsnercohort of 12 students commenced in 2009, and have this year commencedPhase 2 of the program in New Orleans. In 2010 and 2011, 35 and 38 students,respectively, commenced their studies as part of the Ochsner cohort. Now thatthe program has been accredited by the Australian Medical Council the Schoolplans to increase recruitment into the program progressively over the next twoyears when the annual intake will reach its maximum of 120 students per year.This partnership also includes sending Australian and other international studentsto the Ochsner Clinical School, and since 2009, 79 students have travelled toNew Orleans to complete clinical rotations.Brunei (Brunei Clinical School)Our activities in Brunei commenced with a partnership between UQ and theBrunei government (Ministry of Health and Ministry of Education) wherebyBruneian students studied science at UQ and then (dependent upon academicperformance) studied medicine. A reciprocal component to that arrangementallowed UQ medical students to undertake selected Core Clinical Rotationsin Brunei, mainly at the RIPAS Hospital in the capital of Brunei, Bandar SeriBegawan. The program of Bruneians coming to UQ to study science and thenmedicine has ended, but the arrangements to allow clinical placements remain.The relationship has matured into a partnership with the School of Medicineat UBD under which we take two graduates of the UBD Bachelor of HealthSciences degree into Year 3 of the MBBS program.The RIPAS Hospital has been a teaching facility for the school since January2001, and has taken students on rotation (electives and Core Clinical Rotations in

PRESENTSurgery, Medicine, Obstetrics and Paediatrics) since 2002. The Brunei ClinicalSchool was formed in 2008 and formally ratified in 2010. The Memorandum ofUnderstanding between the Ministry of Health in Brunei and UQ to promotecooperation in teaching, research and service to the community through aninternational exchange of students, staff and knowledge and the Addenda whichformed and recognised the Brunei Clinical School and established terms andconditions under which students undertake clinical placements at the BruneiClinical School, were signed in February 2010 after approximately two years ofnegotiations.The school has close relationships with the RIPAS Hospital and primary careservices of the Ministry of Health. Either the Dean or Deputy Head (ClinicalSchools) meet with senior Ministry and University officials, including theMinister and the Vice Chancellor, at least annually to continue fostering theseassociations.We are committed to developing the Brunei Clinical School as it offers ourstudents stimulating opportunities for international study.CanadaCanada has been and will remain a major recruitment partner for the Schoolof Medicine. A major priority for the next few years will be for the Schoolto strengthen and expand the emerging relationships with several CanadianMedical schools. Given the substantial Canadian contingent within our MBBScohort, the School is keen to enhance the ‘return home’ pathways available toour Canadian students. We hope that this will also enable us to develop betteracademic relationships with these Canadian partners.Malaysia (International Medical University)In Malaysia, the school is partnered with the International Medical University(IMU). IMU students transfer to UQ for clinical study, UQ students undertakeelectives at IMU, and the school’s Discipline of Medical Education has a formalcollaborative partnership agreement with the IMU Centre for Medical Education.The relationship with IMU has been active since 2000 and is characterised by:• student transfers to UQ (about 25 each year)• a formal collaborative relationship between our medical educationdepartments• shared medical education research projects that are focused on strengtheningmedical education capacity• plans for joint postgraduate education programs.In 2009 this partnership expanded to include UQ MBBS students completingclinical rotations in Paediatrics, Obstetrics & Gynaecology and a clinical elective.ChinaChina offers huge potential for collaboration. Three top ranking Chineseuniversities, Capital Medical University (CMU), Second Military MedicalUniversity (SMMU) and Shanghai Jiao Tong (SJTU) have been identified ashigh quality Chinese Medical Schools. The School has recently signed twoclinical exchange contracts and another soon to be completed. The priority isto run annual study tours in order to provide students with a structured clinicalexperience, exposure to all aspects of the Chinese health system, and culturalexposure and experience.SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 135

IndiaUQ, MBBS students have always shown a keen interest in the Indian subcontinent,with over 25% of the Year 1 population choosing to travel there during theirelective. In 2009, the School signed a contract with ‘Apollo Hospital Group’ forclinical placements to assist students in finding placements within India. TheSchool of Medicine is also exploring other opportunities to support student’sinterest in the Indian region.Saudi ArabiaIn 2010 the School signed a contract with its first Middle Eastern partner,University of Tabuk, Saudi Arabia. The technical services agreement providesa great opening for the School to explore the opportunities that may exist withinthe Middle East.SingaporeSingapore is an emerging recruitment market for the School and as such wecurrently, and will continue to develop relationships with the top junior colleges.EuropeEurope is very much a part of the Faculty of Health Sciences and UniversityInternationalisation Plan. We are working closely with them in this regard, andas such Europe is on the next horizon for the School’s international activities.In particular we are looking at building European language options, though theUQ Diploma of Languages taken in parallel with the UQ MBBS program. Thiswould ultimately lead to subsequent long term student study in Europe.Partnership agreementsOur primary overseas educational partners are Ochsner Health System, USA,IMU, Malaysia and Ministry of Health and UBD, Brunei. In 2010, partnershipagreements were secured with Memorial University of Newfoundland, DalhousieUniversity, Northern Ontario School of Medicine and the University of BritishColumbia, to allow our Canadian students to undertake eight week electives atthese universities.A series of elective student exchange agreements are planned with qualitymedical schools in China (Second Military Medical University, Capital MedicalUniversity, Shanghai Jiao-Tong University). This action is part of UQ’s strategicengagement in China and follows the school’s participation in a UQ delegationto China in 2009. The Head of School and Manager, International Partnershipsthen followed up with further visits in 2010 and have another scheduled for 2011.Other internationalisation opportunities being explored include partnershipswith the following Canadian Universities: University of British Columbia,University of Manitoba, Northern Ontario School of Medicine, University ofWestern Ontario, Queens University, Memorial University of Newfoundlandand Dalhousie University. Others include: University of Birmingham (England),University of Tubingen (Germany) and Ludwigs-Maximillians-UniversitaetMunchen (Germany).

PRESENTTable 44 shows agreements for student exchange with overseas institutions.Table 44: School of Medicine’s active student exchanges with overseas institutionsCountry Institution Name Agreement TypeAustria Medical University of Graz Clinical ExchangeBrunei Darussalam Ministry of Health, Brunei Clinical PlacementBrunei Darussalam University Brunei Darussalam ArticulationBrunei Darussalam University Brunei Darussalam Clinical ExchangeChina Wenzhou Medical University Clinical ExchangeChina Capital Medical University Clinical ExchangeChina The Secondary Military Medical University Clinical ExchangeGermany University of Freiburg Clinical ExchangeIndia Apollo Hospital Group Clinical ExchangeIndia Christian Medical Collage & Hospital Clinical PlacementMalaysia International Medical University ArticulationMalaysia International Medical University Service AgreementNetherlandsThe University Medical Centre (UMC) Clinical ExchangeUtrecht,NorwayNorwegian University of Science and Clinical PlacementTechnologySaudi Arabia University of Tabuk Service AgreementTaiwan Buddhist Tzu Chi General Hospital Clerkship & InternshipUnited States of America Ochsner Healthcare Clinical ExchangeUnited States of America Ochsner Healthcare ArticulationVietnam Cho Ray Hospital Letter of AgreementStaff mobilityStaff within the School of Medicine are actively involved in international visitswith current or emerging partners. Some of these activities are listed below.OchsnerThe Dean and Deputy Head (Clinical Schools) visit Ochsner Clinical Schoolat least twice each year, and the Director of the MBBS Program also makesregular visits to lead Faculty Development activities. The school encourages andsupports visiting staff from Australia to spend time at Ochsner to share ideasabout teaching, examinations, administration and joint research projects. Theschool requires, as a minimum, an annual visit from senior staff in each Disciplineto visit New Orleans (and vice versa), to support teaching developments andto attend examinations. In 2009, UQ Brisbane-based academic staff from theDisciplines of Medicine, Surgery, General Practice, Paediatrics, Mental Health,Critical Care, Rural Medicine, Obstetrics and Medical Education spent time inNew Orleans with their counterparts. Visits were reciprocated by Ochsner stafffrom all major Disciplines. Also, researchers who visit USA are encouraged toadd Ochsner Clinical School to their itinerary.In early 2011, the Head of School and Director, MBBS Program attendedOchsner’s white coat ceremony for the first third year cohort to begin Phase 2at Ochsner. The white coat ceremony is a proud occasion for medical studentsin the United States as it marks their transition from the study of preclinical toclinical medicine.SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 137

BruneiProfessor Geoffrey Cleghorn (Deputy Head (Clinical Schools)) and ProfessorMalcolm West (Director Brunei Partnership and Mayne Professor of Medicine)are regularly involved in the activities of the Brunei Medical School. ProfessorWest has been one of the local champions of the School’s relationship withthe Brunei medical community. He visits Brunei at least twice each year andis responsible for overseeing coordination and quality of all Core ClinicalRotations in Brunei. The Dean visits Brunei once or twice each year to attendUBD Academic Council, visit the Clinical School, nurture relationships anddevelop projects. The school also hosts visits to Queensland from Brunei ClinicalSchool staff.MalaysiaThe school attends the IMU Academic Council in Kuala Lumpur annually.School staff, other than the Dean, who have visited IMU include Professor SooKeat Khoo to develop the Obstetrics teaching program, Professor GeoffreyCleghorn to develop the Paediatrics teaching program, Ms Cecile McGuireto meet incoming students and discuss student support, Mr Ken Gideon todevelop alumni strategy, and Associate Professor Malcolm Wright to supportdevelopment of clinical assessment methods.Staff from IMU who have visited UQ, Brisbane include Professor Jai Mohan andMr Azmann to study our blended learning approach from an IT and educationalperspective, Professor Victor Lim (Executive Dean) to review quality assuranceprocesses, as well as Professor Sivalingam (Obstetrics) and Professor Cheah(Paediatrics) to exchange ideas with their counterparts.The Centre for Medical Education (IMU) and the Discipline of MedicalEducation (UQ) are collaborating on a number of projects. Since collaborationsbegan in 2008, UQ has contributed to the IMU Learning and Teaching Plan,outcomes curriculum documentation for all degree programs, blended learningprogram, and a medical/health education research agenda. UQ has alsoparticipated in workshops on topics including blended learning, peer evaluationof teaching, writing medical education research proposals, strategic planningand development in teaching and learning, development of long term plans forUQ staff to contribute to Faculty development, policy structure for Teachingand Learning grants, and mentoring staff on medical education research andpublication. In 2011, priorities will be accreditation of a joint Masters degree inmedical/health education, the outcomes based curriculum development, and themedical education research agenda.CanadaThe Head of School and the School’s International Manager (Ms CecileMcGuire) visit Canada up to two times each year. The main visit is in May toattend the Canadian Conference on Medical Education (CCME) to meet with theCanadian Medical Deans, as well as other key Canadian health organisations,including the Association of Faculties of Medicine in Canada (AFMC) andthe Canadian resident matching service (CaRMS). Other activities in Canadainclude recruitment sessions with OzTrekk, UQ’s key educational representativein Canada, and alumni functions, including UQ Centenary celebrations inVancouver and Toronto in 2010, and the School’s 75th anniversary in 2011.

PRESENTChinaThe Head of School and the School’s Manager, International Partnerships (MsElise Beck) travelled to China in September 2010, visiting Second MilitaryMedical School, Shanghai Jiao Tong University and Capital Medical University.These key partnerships were enhanced by the visit and regular annual visits willbe conducted to maintain joint collaborations in the area of research, clinicalexchanges, study tours and training. It is anticipated the annual visits will bemade each October.SingaporeThe School attends the IDP Singapore Medicine and Health Science Open Day inSingapore every year to meet with prospective MBBS students, including SchoolLeaver and Graduate Entry. In 2011, the Head of School and the InternationalManager will visit key junior colleges to discuss providing spots in the SchoolLeaver Entry MBBS quota to the top students who meet the minimum GPA andISAT score requirements.Saudi ArabiaThe Deputy Head (Clinical Schools), Professor Geoff Cleghorn and Manager ofInternational Partnerships, travelled to Tabuk, Saudi Arabia in November 2010.The visit focused on the signing of a Service Contract with the University ofTabuk to assist them with the development of their medical program. The contractstipulates two visits each year by UQ School of Medicine to the University ofTabuk, whilst the University of Tabuk will also visit UQ School of Medicine inJuly for training. The contract is currently in place for two years.Benchmarking DataThe world has become smaller through such trends as globalisation, instantmass communication and increased growth. These developments have hada significant influence on most aspects of university education. Universitiesno longer exist in isolation. They have been transformed into operations thatcontinuously facilitate the flow of ideas, students, staff and finance around theglobe. Market forces have caused both institutional cooperation and competitionto intensify. The university of the future will emerge from interactions betweenlocal, national and international socioeconomic forces that will drive innovationto determine competitiveness in the knowledge-based global economy.One indicator of the international nature of higher education is the mobility ofstudents from and to all parts of the globe. Figure 27 shows the percentage offoreign students enrolled in tertiary education in OECD countries. Five countries– Australia, France, Germany, UK and USA – hosted almost half of the world’sstudents who studied abroad in 2008. Australia ranked fifth as student destinationof choice.SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 139

Figure 27: OECD countries distribution of foreign students in tertiary education by country ofdestination, 2008The share of international tertiary students in OECD countries during 2008 isshown in Figure 28. In Australia, international students represented 20.6% oftertiary students followed by Austria (15.5%), UK (14.7%), Switzerland (14.1%)and New Zealand (12.9%).Figure 28: OECD countries - percentage of international students enrolled in tertiary enrolments,2008

PRESENTSection 4.5: EngagementTerm of Reference (5) - The role played by the school in relation to its relevantindustries or other stakeholder communities and in service to the profession andthe community.Term of Reference (6) - The effectiveness of the school’s relationship with itsalumni and the broader community and its ability to develop support for meetingits future goals.This section combines the fifth and sixth terms of reference. It describesa variety of established linkages between the school and its stakeholders,including committees deliberately created to extend stakeholder engagement anda selection of external committees attended by school staff, and relationshipsbetween the school and its academic title holders, alumni, government and thehealth profession. It briefly recounts how the school promotes public awarenessof its activities.Professional/Industry/Community LinksThe School not only supports but strongly encourages staff engagement inclinical and/or professional activities that compliment their position within theSchool. As such most clinical staff dedicate one day per week to clinical practice,and the majority of academic staff have interactions with the profession and/orbroader community through their involvement with external boards, committees,research groups and organisations. Table 45 details the most significant externalengagement roles of the academic leadership group within the School ofMedicine.SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 141

Table 45: School of Medicine Staff Significant External Engagement RolesName Role/s Additional InformationProfessor David Wilkinson Dean and Head, School of Medicine • Board Member, GPET General Practice & Education Australia Pty Ltd, the Federal Government company that oversees all GPtraining in Australia• Member, Executive, Medical Deans Australia & New Zealand (MDANZ)• Consultant on reimbursement strategies, pharmaceutical industryProfessor Geoff Cleghorn Deputy Head (Clinical Schools) • Member of the Executive Council & Past President of the Federation of the International Societies of Pediatric Gastroenterology,Hepatology and Nutrition• Chairman of the Research Advisory Board, Fonterra Pty Ltd (NZ)• Consultant to Mead Johnson Nutritionals Pty LtdAssociate Professor LindyMcAllisterDeputy Head (Teaching & Learning) andDirector, Centre for Medical EducationResearch and Scholarship (CMEDRS)Professor Peter Davies Deputy Head (Research) and Director,Children's Nutrition Research Centre(CNRC)Associate Professor LeonieCallawayAssociate Professor JenniferMartin• Senior Appointed Member of Ethics Board of Speech Pathology Australia• Academic Advisor to Pham Ngoc Thach Medical University, Ho Chi Minh City, Vietnam• Consultant on clinical education to various universities and professional associations in the Asia Pacific Basin• Member, NHMRC Dietary Guidelines Committee• Member, NHMRC Infant feeding Guidelines Committee• Hon Secretary, Nutrition Society of AustraliaHead, RBWH Clinical SchoolQueensland State Representative for the Australian Maternity Outcomes Surveillance Study (AMOSS).• Member, Expert Advisory Group for Academic Medicine, Royal Australasian College of Physicians.• Councillor, Executive, Australian Diabetes in Pregnancy Society.Head, PA-Southside Clinical School • Board Member University of South Australia Sansom Research Institute• Queensland Rhodes Scholarship Committee (2010-)• Member Editorial Advisory Group National Prescribing ServiceAssociate Professor Ian Yang Head, Northside Clinical School • Australian Lung Foundation: COPD National Executive committee (2007-current). National COPD guidelines writing committee(2010-current)• TSANZ Convenor of COPD Special Interest Group (2006-2011)• Asthma Foundation of Queensland (2004-current): Board member; Chair of Medical Advisory CommitteeAssociate Professor DavidDouglasAssociate Professor StevenCoverdaleHead, Ipswich Clinical School • Member, Steering Group, Queensland Stroke NetworkHead, Sunshine Coast Clinical Schooland Director, Regional Clinical PracticeResearch Centre (RCPRC)• Medical Advisor, Sunshine Coast University Hospital Project• Member, Steering Committee, Queensland Statewide Cardiac Clinical NetworkProfessor Darrell Crawford Head, Greenslopes Clinical School • International – Member, Executive Council. Asian Pacific Association Study of the Liver• National – Immediate Past President, Gastroenterological Society of Australia.• National – Director and Member of Governing Board, Australian Liver FoundationProfessor Peter Baker Head, Rural Clinical School and contactfor Rural Clinical School ResearchCentre (RCSRC) – currently vacant• Board member Queensland Rural Medical Education GP training consortium• Member Professional Development Committee of Australian College of Rural and Remote Medicine• College Examiner for Fellowship of Royal Australian College of General PractitionersProfessor William W. Pinsky Head, Ochsner Clinical School • Board Member, Accreditation Council for Graduate Medical Education (USA)• Immediate Past President and current Board Member: Alliance of Independent Academic Medical Centers• Founder and President: Racing for Kids Foundation (501c3)Associate Professor ElizabethChongHead, Brunei Clinical School • Chair of the Postgraduate Advisory & Training Board, Ministry of Health, Brunei• Chair of Education Committee and Member, Brunei Medical Board• Visiting Senior Lecturer, Universiti Brunei Darussalam

PRESENTName Role/s Additional InformationDr Marie-Louise Dick Head, Academic Discipline of GeneralPracticeDr Jenny Schafer Head MBBS & Head, AcademicDiscipline of Medical EducationProfessor Alan Coulthard Head, Academic Discipline of MedicalImagingProfessor Sunil Lakhani Head, Academic Discipline of Molecular& Cellular Pathology Director,Anatomical Pathology, PathologyQueenslandProfessor Soo Keat Khoo Head, Academic Discipline of Obstetrics& GynaecologyAssociate Professor MarkCoulthardHead, Academic Discipline ofPaediatrics & Child HealthAssociate Professor Gerard Byrne Head, Academic Discipline of Psychiatryand Director, Psychiatry and ClinicalNeurosciences CentreAssociate Professor Bruce Chater Head, Academic Discipline of Rural &Remote MedicineAssociate Professor Mal Parker Associate Professor of Medical Ethics& Chair, Ethics & Professional PracticeDomain CommitteeAssociate Professor Luis Vitetta Director, Centre for Integrative Clinicaland Molecular Medicine (CIMM)Associate Professor Glenda Gobe Director, Centre for Kidney DiseaseResearch (CKDR)Professor Nicholas Bellamy Director, Centre for National Researchon Disability & Rehabilitation Medicine(CONROD)Professor Len Gray Director, Centre for Research inGeriatric Medicine (CRGM) & Director,Centre for Online Health• Content review committee member for the Medical Journal of Australia• Editorial review committee member for CHECK – the continuing education magazine for the Royal Australian College of GeneralPractitioners• Clinical general practice• Assessor, Queensland Civil and Administrative Tribunal• Member, QHealth Open Disclosure Strategic Advisory Panel• Member, Scientific Committee, Women’s Health Education & Research Society• Member, Education Board, Curriculum Advisory Committee, Research Committee, Accreditation Committee and AnnualScientific Meeting Committee, Branch Education Officer, Royal Australian and New Zealand College of Radiology• Queensland representative, Australia and New Zealand Society of Neuroradiology• Project Leader, Australia and New Zealand Neurointerventional Collaborative (ANZINC)• Series Editor: World Health Organisation Classification of Tumours• Executive Member and Chair, Pathology Subcommittee: Kathleen Cunningham Foundation for Research in Breast and OvarianCancer (KConFab)• Executive Member, Medical School Taskforce, The Royal College of Pathologists of Australasia• Chair, Asia-Pacific Council on Contraception (Secretariat in Singapore)• Member, World Advisory Board on Womens Health• Member, Committee for World Contraception Day• Advanced Paediatric Life Support (Australia and New Zealand) Instructor• Pediatric Basic and Advanced Life Support Chapter Collaborator (International Liason Committee on Resuscitation)• Section Editor for Archives of Disease in Childhood Education & Practice• Chair, Faculty of Psychiatry of Old Age, Royal Australian and New Zealand College of Psychiatrists• Member, Repatriation Medical Authority• Assisting Psychiatrist, Queensland Mental Health Court• Clinical Senate Queensland Health, Executive member• Wonca (World Organisation of GP Organisations) Working Party on Rural Practice, Secretary• Procedural Medicine Collaboration (ACRRM/RACGP) Chair• President, Australasian Association of Bioethics & Health Law• Director, Postgraduate Medical Council of Queensland• Member, Health Committee, Queensland Board of the Medical Board of Australia• Executive Board MediQ• Executive Board of The International Council of Integrative Medicine• Executive consulting committee of Unity Health• Member, Radiation Advisory Council, Queensland Government• Editor, Nephrology (Carlton), Official Journal of the Asia Pacific Society of Nephrology and the Australian and New ZealandSociety of Nephrology• Member, Research Grants Committee, Royal Children’s Hospital Foundation• Vice-President (Medical) Arthritis Queensland• Chair, Steering Committee of the National Centre for Monitoring Arthritis and Musculoskeletal• Conditions (Australian Institute of Health and Welfare) Cochrane Musculoskeletal Group Advisory Board Member• Board Member and Fellow, the interRAI International Research Collaborative• Member, Queensland Health Clinical Senate• Member, Australia and New Zealand Society for Geriatric Medicine, Policy and Planning CommitteeSCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 143

Name Role/s Additional InformationProfessor H. Peter Soyer Director, Dermatology Research Centre(DRC)Professor Michael Stowasser Director, Endocrine HypertensionResearch Centre (EHRC)Professor John Upham Director, Lung and Allergy ResearchCentre (LARC)Professor Michael Pender Director, Multiple Sclerosis ResearchCentre (MSC)Professor Paul Colditz Director, Perinatal Research Centre(PRC)Associate Prof Roslyn Boyd Director, QLD Cerebral Palsy ResearchCentre (QCPRRC)Professor Nicholas Lennox Director, Queensland Centre forIntellectual and DevelopmentalDisability (QCIDD)Professor Mike Roberts Director, Therapeutics Research Centre(TherRC)Associate Profressor Kwun Fong Director, Thoracic Research Centre(ThorRC)• Congress President 3rd World Congress of Dermoscopy, Brisbane, May 2012• Past-President of International Society of Dermoscopy and International Society of Teledermatology• Co-founder of – a worldwide platform for Freely Available Online Consultations in Dermatology• Member, National Blood Pressure and Vascular Disease Advisory Committee, National Heart Foundation of Australia• President, Queensland Hypertension Association• Director, Hypertension Units, Greenslopes Private Hospital and Princess Alexandra Hospital• National Executive Member, Thoracic Society of Australia & New Zealand• National Executive Member, Australian Lung Foundation• Medical & Scientific Advisory Committee, Asthma Foundation of Queensland• Consultant Neurologist, Royal Brisbane & Women’s Hospital• Member of the Research Management Council of Multiple Sclerosis Research Australia• Chairman, Research Committee, Royal Australasian College Physicians• Chairman, ANZ Trustees Medical Research Committee Chairman, Bonnie Babes Foundation• Member of the Research Committee of the American Academy of Cerebral Palsy and Developmental Medicine• Member of the Editorial Board of the Journal Pediatric Rehabilitation• Member of the Editorial Board of the Journal Physical and Occupational therapy in Pediatrics• President of the Australian Association of Developmental Disability Medicine• Co-convernor of National Conference Australian Society for the Scientific Study of Intellectual Disability• Member of Australian Government’s Medicines Evaluation Committee• Member of Australian Government’s (NICNAS) Cosmetics Advisory Committee• Member NHMRC Evaluation Committees for Centres of Research Excellence and Project Grants• Chair, Lung Cancer Program, Cancer Australia• Chair, Australian Lung Foundation Lung Cancer Consultative Group• Board Director, International Association for the Study of Lung CancerProfessor Claire Jackson Director, Primary Care Research • President Royal Australian College of General PractitionersProfessor Geoff Mitchell Head, MBBS Ipswich Campus • Secretary, International Primary Palliative Care Research Group• Board member, Central and Southern Queensland Training ConsortiumProfessor Anthony Brown Senior Staff Specialist, Department ofEmergency Medicine, Royal Brisbaneand Women’s Hospital• Editor-in-Chief Emergency Medicine Australasia• Senior Court of Examiners, Australasian College for Emergency Medicine (ACEM)• Co-Chair, Academic Emergency Medicine Special Interest Group (AEMSIG), ACEMAssociate Professor Diann Eley MBBS Program Research Coordinator • The National Medical Research Council of Singapore 2009-2010• Australian Research Council 2009-currentMs Karen Mulitalo Director, Physicians Assistant Program • Physician Assistant Education Association Leadership Development and Recruitment Committee• Australia/New Zealand Physician Assistant Education Workgroup

PRESENTEstablished stakeholder engagement – committeesThe School of Medicine Consultative Council was established in 2010 tocommunicate and engage with key external stakeholders. Its purpose is to informkey external stakeholders about the School’s strategic activities, and to providea forum for external stakeholders to contribute to the School’s broad strategicdirection and discuss trends that will influence the School’s strategic agenda.Membership of the Council includes senior representatives from QHealth,private hospital partners, primary care, AMAQ, Postgraduate Medical Councilof Queensland, Queensland Institute of Medical Research, Medical Board ofQueensland, Health Quality and Complaints Commission and the Indigenouscommunity. The first meeting was held in August 2010. Topics presented tothe Council included the purpose of the Council, and overviews of the MBBSReview, AMC Accreditation, Academic Board Review, future infrastructure andthe school’s 2009 Annual ReportThe school established a Research Council that meets twice each year. It providesan open forum for all with an interest in research in the school to meet, hearabout activities, successes and plans, and to debate and influence the school’sresearch strategy. It also plans, initiates and supports activities that promoteresearch within the school.The Group’s terms of reference include:• to ensure that the MBBS Curriculum of the UQ School of Medicine is of anappropriate design, and delivered in an appropriate fashion, as to meet theneeds of junior doctors• to ensure that the MBBS Program at UQ graduates doctors ready to beinterns in the Australian health care system• to ensure that the MBBS Program provides appropriate background forgraduates to pursue further training in any branch of medicine• to ensure that doctors studying at the UQ School of Medicine develop theattributes necessary for effective professional practice• to consider other issues that the Group determines are relevant.The Dean represents the School of Medicine on several external groups thatrelate to health service engagement including Queensland Health’s ClinicalSenate, Queensland Medical Schools Liaison Committee, and the PrevocationalMedical Education and Training Oversight Committee.Membership of the Clinical Senate includes practicing clinicians from medical,nursing, allied health and academic backgrounds. It meets up to three times ayear to debate important clinical issues and prepare recommendations for theDirector-General. The Queensland Medical Schools Liaison Committee’s role isto provide connections and consistency across universities, student associationsand QHealth to ensure that medical students are appropriately trained, skilledand supported to enter the health system. The Prevocational Medical Educationand Training Oversight Committee provides an opportunity to drive verticalintegration of the MBBS program with postgraduate training in Queensland.Additional examples of external members serving on school committeesinclude the Director, Centre for Research in Geriatric Medicine (ResearchCommittee), representatives from the Council of Residents and RegistrarsAMAQ, the Indigenous community, and University Library (MBBS CurriculumCommittee), representatives from the Schools of Population Health, BiomedicalSCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 145

Science, and Chemistry and Molecular Biosciences (Biomedical SciencesDomain Committee), representative from Council of Residents and RegistrarsAMAQ, School of Population Health (Clinical Sciences Domain Committee),School of Population Health (Population Health Domain Committee), Schoolsof Population Health and Biomedical Science (Ethics and Professional PracticeDomain Committee).Academic Title HoldersThe School of Medicine at UQ has a long and proud history of producing thevery highest quality doctors. Absolutely fundamental to our mission is therole of Academic Title Holders. Mainly, but not exclusively, doctors workingin Queensland Health facilities, in private hospitals and in general practice,Academic Title Holders play key roles in learning, discovery, and engagement.Academic Title Holders are unpaid but are very highly valued by the University,the School, and our students. Experience indicates that most Academic TitleHolders provide teaching to medical students. This ranges from the small armyof registrars in the teaching hospitals, to eminent specialists in private practice,and to experienced general practitioners who play such a vital role in primarycare. All are vital in training the next generation of doctors.In recent years the School has focussed its efforts on supporting, encouragingand thanking its Academic Title Holders through:• An improved Academic Title Holder online application and renewal processto simplify procedures• Appointees now receive an induction ‘pack’ with their letter of offer• Professional development and engagement• In 2010 a number seminars and events targeted specifically to AcademicTitle Holders, to provide both professional development and engagementopportunities were presented• The school promotes the benefits of being an Academic Title Holdersuch as statistical support, access to software and University facilities• The school engages with Academic Title Holders (or potential AcademicTitle Holders) through small functions (morning tea/lunch) across all ClinicalSchools to recognise their contributions to the School• Improved communication• In 2011 the school will launch an Academic Title Holder website. Thesite will provide:• Links to the online application, the MBBS Portal, the UQ Library, Policyand Procedures and other resources• News and events which are particularly relevant to the Academic TitleHolder group• A monthly biography of an Academic Title Holder• A blog to allow Academic Title Holders to communicate with the school andcolleagues• We are currently working with the University’s IT Division to influencechange regarding its email policy (i.e. currently we are not permitted toinclude QHealth email address in the Academic Title Holder email list)

PRESENT• Improved management of Academic Title Holder positions• The Head of each Clinical Core Rotation within each Clinical School isrequired to:• work towards attracting clinicians to become Academic Title Holders witha view to having all clinical teachers appointed as Academic Title Holders• assist in orientation, training and mentoring of newly appointed clinicalteachers at the Clinical School• participate in coaching and mentoring of clinical teachers at the ClinicalSchool and notify the appropriate Head if any issues arise relating toperformance or quality of clinical teaching• represent the school at the Clinical School and work on developing andstrengthening engagement and communication between UQ, the school,QHealth and the hospital(s)• The school’s Professional Development Program for academic staffassists in performance management of Academic Title Holders• Academic Title Holder Reporting System• The school is developing a report to draw data from the online applicationsystem ,including hospital location, the discipline taught, qualification/medical specialty and areas of medical interest• This system will benefit the school and serve numerous functions,including easy access to the school’s rich teaching resources in specific areasof interestGiven that the School’s Academic Title Holders now number over 2500individuals, the School plans to further strengthen the service provided to thisgroup through the addition of two fractional positions who will provide dedicatedsupport to our Academic Title Holders (the establishment of these positions hasnow been supported by the Faculty Executive Dean and the University’s HRDirector). The position descriptions have been written, and once classified, willbe advertised.The first position is a Human Resource Officer (0.6 FTE) who will be responsiblefor the end to end recruitment process; responding to enquiries regarding applyingfor an academic title, monitoring applications as they progress thought theonline application system, entering approved appointment on to the UniversityHR Information System (HRIS) and generating letters of offer for successfulapplicants. This position will allow the School to be in total control of the endto-endrecruitment process and will mean appointments are approved, entered onthe system and applicants notified in a timely manner. The average timeline forthis application process at present is between four to eight weeks. The addition ofthis position will allow the process to be reduced to between one and two weeks(on average).The second position will be an Academic Title Liaison Officer (0.6 FTE)designed to assist in the recruitment and retention and ongoing management ofthe Academic Title Holder group. This position will regularly visit all of ouronshore clinical sites and liaise regularly with prospective and current AcademicTitle Holders. They will run engagement events, manage communication withthis group, market development opportunities and promote the School and ouractivities.SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 147

AlumniThe inaugural Manager, Alumni and Engagement, Mr Ken Gideon was appointedto the School in 2008. The position was created in order to pursue and fulfill thefollowing key objectives:• Increase meaningful engagement with the School’s Alumni• Identify and increase opportunities for engagement both the School’s keystakeholders• Increase the total amount of sponsorships, donations and bequests to theSchoolMr Gideon was joined in 2009 by an Alumni and Engagement Events Officer.This Alumni and Engagement team is now responsible for creating and managingthe School’s alumni database, supporting class reunions, managing a host ofengagement activities and events, producing a regular School Magazine andliaising with businesses, organisations and individuals to secure sponsorship,donations and bequests. In the last two years the School of Medicine has run 40engagement activities involving almost 4,000 alumni, students, staff, donors andsponsors.The addition of this team has resulted in the School being able to more accuratelyidentify some critical information about our alumni. Important School ofMedicine Alumni statistics include:Total number of School Alumni since 1940: 11234Total number of Living School Alumni: 10547Total number of Male School Alumni: 6996Total number of Female School Alumni: 4283Total number of living School Alumni with known contact 8474 (80% of all living alumni)details:Total number of School Alumni with unknown addresses: 2073 (20% of all living alumni)Total number of School Alumni with overseas addresses: 347Total number of School Alumni with Queensland 7206 (68% of all living alumni)addresses:Total number of School Alumni with New South Wales 553 (5.2% of all living alumni)addresses:Total number of School Alumni with Victoria addresses: 243 (2.3% of all living alumni)Total number of School Alumni who are UQ donors: 1256 (11.90% of all living alumni)In 2010, the Alumni and Engagement team established an Alumni SteeringCommittee (ASC). The ASC is designed to actively involve School of Medicinealumni in the running of the School’s alumni network, and provide a vehicle forthe School to obtain official feedback and input into important School matters.The ASC is comprised of 3 dedicated female positions, 3 dedicated malepositions, a position for a member of the UQ Alumni & Friends Medical Group,and a current MBBS student.One of the Vice-Chancellor’s key performance indicators (KPI) is to increase thenumber and percentage of alumni who donate or leave bequests to UQ. In his 10year Strategic Plan, the Vice-Chancellor has set the ambitious goal of ensuringthat 25% of the University’s alumni are donors to the University. The Schoolis on track to reaching this KPI with 12.5% of the School of Medicine Alumnihaving donated to UQ. In February 2011, the School of Medicine will undertakeits first ever Annual Appeal, which we hope will further springboard the School’salumni activity in this area.

PRESENTGiven the success of philanthropic giving in North America, the School’s Alumni& Engagement Team are also working to develop a long term engagement andgiving plan for alumni living and working in the United States and Canada.These two target markets will continue to be important for the School as theinternational students from this region studying within the MBBS Program grow.The School works very closely with the University’s Pro Vice-Chancellor(Advancement), Ms Clare Pullar, and the rest of the Advancement Office, aswell as the Faculty Advancement Manager, Ms Fiona Sutton. It is important toensure that the School is working to the University’s and the Faculty’s alumniand fundraising parameters and goals.Government and the health professionThe Clinical School structure led to a major expansion in our leadership team,transformed our relationship with Queensland Health (QHealth) and privatehospital partners, and gave the school a direct mechanism to provide significantinvestment in physical infrastructure and staff appointments to support clinicalteaching across the sites.Our primary external partner is QHealth, and links with the department arepresent on several levels. Formal consultation with QHealth through the Dean’smembership of the Clinical Senate, Queensland Medical Schools LiaisonCommittee, Prevocational Medical Education and Training Oversight Committeewas mentioned previously.Numerous ad hoc meetings are held between senior school and QHealthexecutives throughout each year. The Vice-Chancellor and Executive Dean haveregular meetings with the Director-General about health sciences in general. AtClinical Schools, medical school and QHealth leaders frequently consult eachother through a variety of mechanisms. Some Clinical School Heads are membersof local executive teams, while others access hospital and district leadership onan as-needed basis. The Dean and the Deputy Head (Clinical Schools) meetoften with the Chief Executive Officers of QHealth Metro North and QHealthMetro South.The school has significant partnerships with Greenslopes Private Hospital(Ramsay Health Care), Mater Health Services (public and private), and a rangeof other private providers. We also have new relationships with Wesley Hospitalin Brisbane and the Holy Spirit Northside private hospital, and extensiverelationships with general practice and non-medical primary care servicesthroughout Brisbane and southeast Queensland.Further engagement and consultation occurs through meetings, as required,with groups such as AMAQ and Queensland branches of the various RoyalColleges. Senior Discipline of General Practice staff liaise regularly withQHealth executives, as well as the Queensland Alliance of General Practice,which represents all key general practice groups in the state. A number ofDiscipline academics are office bearers with the Royal Australian College ofGeneral Practice Queensland Faculty, and the Discipline is closely engaged withthe Department of Health and Ageing in several projects, including the GP SuperClinic initiative. The majority of school staff are clinicians, who have a widerange of connections throughout the health profession in Queensland, Australiaand overseas.The school sees its engagement and interaction with clinical partners as beingextremely important. The Dean spends a substantial amount of time developingand nurturing relationships with senior leaders of these institutions. The DeputySCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 149

Head (Clinical Schools) has a specific mandate to engage with senior hospitalleaders at Clinical Schools, in association with Clinical School Heads. DisciplineHeads play a vital role through their engagement and interaction with colleaguesin relevant clinical areas. Clinical School Heads focus on hospital executivemanagement, while Discipline Heads focus on colleagues in clinical leadershippositions. Much additional interaction between school and government staffand health professions occurs on a routine, daily basis, supplemented by regularinstitution level meetings, and occasional special visits or discussions aboutspecific topics.We use multiple channels to communicate the school’s activities and to seek inputfrom interested groups on ways we can continuously improve our curriculum.Throughout the recent review processes the School undertook extensive, indepth stakeholder engagement program which involved three fully subscribedpublic day-long workshops, and a number of special consultations for definedinterest groups.General school activities are reported through its committee structure (suchas the Domain committees, the MBBS Curriculum Committee and School ofMedicine Teaching and Learning Committee), and stakeholder groups (JuniorDoctor’s Advisory Group, Consultative Council, and Research Council).Dissemination of news and information occurs through newsletters to alumni,staff and students, as well as the formal documentation such as the SchoolMagazine. Various meetings and forums are held to discuss particular issues andthe Leaders Forum is a regular 6 monthly event.MBBS Student being taught in RBWH Emergency Unit

PRESENTSection 4.6: EquityTerm of Reference (7) - The performance of the school in providing equity inaccess, employment and learning for staff and both domestic and internationalstudents, including the recruitment of students and staff from under-representedgroups.The school follows UQ policy with respect to equity, equal opportunity,Indigenous employment, and other employment issues. It is UQ’s intentionto respect and value the diversity of the workforce by helping to prevent andeliminate discrimination. The equity office plays a key role in monitoring andpromoting gender balanced and culturally inclusive employment practices.In the University’s most recent Equity and Diversity Plan it was identified thatUQ underperforms in the access and participation of students from low socioeconomicstatus (LSES) backgrounds and Aboriginal and Torres Strait Islanderstudents. Aboriginal and Torres Strait Islander staff are also underrepresentedand women are underrepresented at the senior academic levels.The School is also supportive of the University’s Equity and Diversity Plan(2010 – 2014) which aims to address these and other gaps in equity and diversitywithin the University through promotion of the following priorities:• Promote tertiary education aspirations of people from low SES andAboriginal and Torres Strait Islander backgrounds in schools, communitiesand the VET sector• Provide and widely promote multiple pathways to facilitate the entry ofprospective students from equity and diversity groups• Focus on the quality of the first year experience of students from targetgroups to ensure retention• Recruit staff with diversity competencies which reflect the diverse nature ofthe community• Build the diversity competencies of staff across the University• Set the equity and diversity KPIs at the University, faculty and school levelsfor staff and studentsAcademic Staff promotionThe school follows all UQ policy in terms of academic staff promotion. Thepromotion rate of staff by gender between 2006 and 2010 is shown in Table 46.The Table includes only paid staff formally classified by UQ as having beenpromoted and excludes staff who have successfully applied for a position at ahigher level.Table 46 :School of Medicine’s promotion rate of academic staff by gender, 2006-2011Year Census Status Female Male TotalPromotions2006 Official full-time/fractional 1 3 42007 Official full-time/fractional 0 0 02008 Official full-time/fractional 1 3 42009 Official full-time/fractional 1 1 22010 Official full-time/fractional 2 0 22011 Official full-time/fractional 4 0 4SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 151

GenderAs shown in Table 47, between 2006 and 2010, the gender balance of full-timeand fractional staff within the school has remained constant at 65% female, 35%male (other than in 2007 (64% female and 36% male)). Table 48 demonstratesgender balance of academic, general and research staff by level between 2006and 2010. Females make up the majority of Level A and B academic staff, andmales dominate the Level C, D and E categories. Similarly, Research Level A,B and C are predominantly female, and Levels C and D are mainly male. Incontrast, the vast majority of professional staff, across all levels, are female.Table 47: School of Medicine’s staff gender balance and percentage, 2006-2010, as at 31 March 2010 (All categories of staff)2006 2007 2008 2009 2010OFFICIALFULL-TIME/FRACTIONAL% OFFICIALFULL-TIME/FRACTIONAL% OFFICIALFULL-TIME/FRACTIONAL% OFFICIALFULL-TIME/FRACTIONAL% OFFICIALFULL-TIME/FRACTIONALFemale 266 65 271 64 291 65 298 65 306 65Male 146 35 150 36 155 35 159 35 162 35TOTAL 412 100 421 100 447 100 457 100 468 100Table 48:School of Medicine’s gender balance by classification and level, 2006-2010, as at 31 MarchACADEMIC 2006 2007 2008 2009 2010OFFICIALFULL-TIME/FRACTIONALOFFICIALFULL-TIME/FRACTIONALOFFICIALFULL-TIME/FRACTIONALOFFICIALFULL-TIME/FRACTIONALLevel A Female 3 4 6 4 2Male 1 1 1 1Level B Female 7 13 16 11 10Male 9 10 8 7 5Level C Female 12 14 15 19 21Male 16 18 18 20 25Level D Female 5 6 7 5 7Male 27 30 28 26 21Level E Female 1 2 1 2 1Male 24 23 24 30 31Total Female 28 39 45 41 41Total Male 76 82 79 84 83TOTAL 104 121 124 125 124OFFICIALFULL-TIME/FRACTIONALPROFESSIONAL 2006 2007 2008 2009 2010OFFICIALFULL-TIME/FRACTIONALOFFICIALFULL-TIME/FRACTIONALOFFICIALFULL-TIME/FRACTIONALOFFICIALFULL-TIME/FRACTIONALHEW 1 Female 1 1 1 1Male 1 1 1HEW 2 Female 4 2 2Male 1HEW 3 Female 6 9 7 8 8Male 2 1HEW 4 Female 61 55 57 56 53Male 7 5 5 10 7HEW 5 Female 51 47 51 56 49Male 6 6 15 12 13HEW 6 Female 32 33 28 34 47OFFICIALFULL-TIME/FRACTIONAL

PRESENTPROFESSIONAL 2006 2007 2008 2009 2010OFFICIALFULL-TIME/FRACTIONALOFFICIALFULL-TIME/FRACTIONALOFFICIALFULL-TIME/FRACTIONALOFFICIALFULL-TIME/FRACTIONALMale 5 14 15 16 17HEW 7 Female 21 23 24 23 25Male 9 5 6 5 8HEW 8 Female 9 7 13 15 20Male 2 2 2 4 7HEW 9 Female 2 4 8Male 1HEW 10 & Above Male 1 1 1 1Total Female 185 176 185 197 211Total Male 34 34 45 49 53TOTAL 219 210 230 246 264OFFICIALFULL-TIME/FRACTIONALRESEARCH(Academic)2006 2007 2008 2009 2010OFFICIALFULL-TIME/FRACTIONALOFFICIALFULL-TIME/FRACTIONALOFFICIALFULL-TIME/FRACTIONALOFFICIALFULL-TIME/FRACTIONALRes Level A Female 30 27 31 27 22Male 14 16 17 13 8Res Level B Female 15 21 18 17 20Male 13 10 5 5 8Res Level C Female 6 6 7 10 8Male 2 2 2 2 4Res Level D Female 1 1 3 4 3Male 2 2 2 3 4Res Level E Female 1 1 2 2 1Male 5 4 6 3 2Total Female 53 56 61 60 54Total Male 36 34 32 26 26TOTAL 89 90 93 86 80OFFICIALFULL-TIME/FRACTIONALSCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 153

Table 49: Group of Eight universities- full-time and fractional full-time Indigenous staff by function and gender, 2009TEACHING ONLY RESEARCHONLYTEACHINGA N DRESEARCHOTHER TOTAL FTEGROUP OF EIGHTUNIVERSITYThe University ofNew South WalesThe University ofSydneyMALES FEMALES PERSONS MALES FEMALES PERSONS MALES FEMALES PERSONS MALES FEMALES PERSONS MALES FEMALES PERSONS0 0 0 1 0 1 1 4 5 11 17 28 13 21 340 0 0 1 1 2 5 9 15 5 13 18 11 24 35Monash University 0 0 0 0 1 1 1 2 3 2 7 9 3 10 13The University of 0 0 0 3 1 4 5 4 9 4 12 16 12 17 29MelbourneThe University of 0 0 0 1 4 5 1 4 5 7 14 21 9 21 30QueenslandThe University of 0 0 0 0 4 4 4 7 11 7 9 16 11 20 31Western AustraliaThe University of 0 0 0 0 1 1 2 3 5 2 7 9 4 11 15AdelaideThe Australian 0 0 0 0 2 2 3 0 3 8 9 17 11 11 22National UniversityTOTAL (Australian 7 14 21 16 35 51 86 142 228 172 358 530 281 549 830Higher EducationProviders)% of total in 2009 0.8% 1.7% 2.5% 1.9% 4.2% 6.1% 10.4% 17.1% 27.5% 20.7% 43.1% 63.9% 33.9% 66.1% 100.0%

PRESENTBenchmarking DataAs an international comparison, the Association of American Medical Colleges’Women in U.S. Academic Medicine: Statistics and Benchmarking, 2008-2009reported that of the 125,070 faculty members of US medical schools in 2009,35% are female and 65% are male (Figure 29). In contrast, the school’s academicand research staff in 2009 comprised 46.5% female and 53.5% male.Figure 29: US medical schools– medical faculty distribution by rank and genderThe DEEWR Table (Table 49) relate to full-time and fractional full-time staff(FTE) in Group of Eight universities in 2009. The Tables indicate staff by functionand gender, Indigenous staff by function and gender, and staff by current dutiesclassification and gender.Table 49 indicates that all Group of Eight universities had very few Indigenousstaff (FTE) in 2009. Indigenous academic and professional staff (FTE) employedin the Faculty of Health Sciences is shown in Table 50. The Schools of Medicineand Population Health have the most Indigenous staff with over 3.00 FTEIndigenous staff each.Table 50: Faculty of Health Sciences - Indigenous staff (FTE) by school, 2010SCHOOL/DIVISION CLASSIFICATION TYPE TOTAL FRACTION (OR FTE)Health and Rehabilitation general 1.00SciencesHealth Sciences general 0.80Medicine academic 1.22Medicine general 2.00Pharmacy academic 1.00Population Health academic 2.00Population Health general 1.00The University of Queensland academic 1.50Centre for Indigenous HealthThe University of QueenslandCentre for Indigenous Healthgeneral 1.00SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 155

StudentsRural students and Indigenous students in the MBBS ProgramThe school identified two key ‘under-represented groups’ as its priorities, ruralstudents and Indigenous students.Over the past few years, the School of Medicine has focused its efforts onincreasing the number of rural students, and as a result, we have now met the 25%rural background quota in our graduate entry stream by reducing the GAMSATentry score by up to two points. With the expansion of our school leaver streamwe have changed the rural quota process to ensure that 25% of both the graduateentry and undergraduate entry streams have a rural background. All selectionis handled by Queensland Tertiary Admissions Centre which has establishedprocesses to ensure our rural quota is met.An Indigenous student recruitment project commenced in 2009. A projectplan, marketing and engagement plan, selection and admissions pathway weredeveloped and 11 Indigenous students were admitted to the MBBS Programrespectively in 2011. This compares with only one or two students in previousyears. We have not set a quota limit on Indigenous students as it is our intent totake as many qualified students as we can. Progress will be monitored before adefined quota is set. Table 51 below shows that the Faculty of Health Scienceshad 18% of all Indigenous students enrolled at UQ in 2009.Table 51: UQ Faculties - number of Indigenous students enrolled, 2009FACULTY FEMALE MALE TOTALArts 34 21 55Business Economics and Law 5 9 14Health Sciences 25 15 40Natural Resources Agriculture and Veterinary Science 13 7 20Social &Behavioural Sciences 32 8 40Non-Faculty 11 9 20Engineering, Architecture and Information Technology 1 12 13Science 9 6 15Total 130 87 217Table 52 lists the number of Indigenous medical students enrolled at AustralianUniversities by year in 2009. The medical program offered by the University ofNew South Wales had the greatest number of Indigenous students (16%). Fiveuniversity medical programs (Australian National University, Bond, Deakin,Notre Dame WA, and Tasmania (6 year)) had no Indigenous students. TheUQ medical program had 9% of all Indigenous medical students at Australianuniversities in 2009.

PRESENTTable 52: Australian universities - number of Aboriginal and Torres Strait Islander students by year from each medical program, 2009Year One Year Two Year Three Year Four Year Five Year Six TotalNo. % % ofYear#Female%FemaleNo. % % ofYear#Female%FemaleNo. % % ofYear#Female%FemaleNo. % % ofYear#Female%FemaleNo. % % ofYear#Female%FemaleNo. % % ofYear#Female%FemaleNo. % % ofYear#Female%FemaleAdelaide 0 0% 0 0% 3 2.1% 2 66.7% 1 .7% 1 100% 0 0% 0 0% 1 1% 0 0% 1 1.1% 1 100% 6 .8% 4 66.7%ANU 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 0%Bond 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 0%Deakin 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% - - - - 0 0% 0 0%Flinders 1 .8% 0 0% 1 .8% 0 0% 0 0% 0 0% 1 1.0% 1 100% 3 .7% 1 33.3%Griffith 0 0% 0 0% 0 0% 0 0% 1 .7% 1 100% 1 .7% 1 100% 2 .3% 2 100%James Cook 4 2.2% 4 100% 4 2.5% 2 50% 5 3.4% 3 60% 1 1.1% 0 0% 5 5.6% 4 80% 1 1.1% 0 0% 20 2.6% 13 65%Melbourne PG - - - - 4 4.9% 2 50% 0 0% 0 0% 0 0% 0 0% 1 1.5% 1 100% 5 1.6% 3 60%Melbourne UG - - - - 0 0% 0 0% 1 .6% 0 0% 0 0% 0 0% 1 .7% 0 0’% 1 .7% 0 0% 3 .5% 0 0%Monash PG 3 4.3% 2 66.7% 0 0% 0 0% 0 0% 0 0% - - - - 3 1.6% 2 0%Monash UG 1 .4% 0 0% 3 1.3% 1 33.3% 1 .4% 0 0% 0 0% 0 0% 2 1.1% 1 50% 7 .6% 2 28.6%Newcastle/ UNE 8 4.1% 4 50% 8 4.6% 5 62.5% 4 2.5% 1 25% 1 1.3% 1 100% 3 2.9% 1 33.3% 24 3.4% 12 50%Notre Dame Sydney 2 1.9% 1 50% 0 0% 0 0% 1 .9% 1 100% - - - - 3 .9% 2 66.7%Notre Dame WA 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 0%Queensland 7 2.2% 6 85.7% 2 .7% 0 0% 4 1.3% 2 50% 1 .4% 1 100% 14 1.2% 9 64.3%Sydney 1 .4% 1 100% 1 .4% 1 100% 1 .4% 0 0% 1 .4% 0 0% 4 .4% 2 50%Tasmania 5 Year (b) 1 1% 1 100% 0 0% 0 0% 0 0% 0 0% 1 1.4% 0 0% 0 0% 0 0% 2 .5% 1 50%Tasmania 6 Year (b) - - - - - - - - - - - - - - - - - - - - 0 0% 0 0.0% 0 0% 0 0%UNSW 11 5.1% 4 36.4% 6 2.7% 2 33.3% 5 2.5% 3 60% 3 1.4% 2 66.7% 1 .5% 0 0% 2 1.2% 2 100% 28 2.3% 13 46.4%WA PG 1 1.6% 1 100% 2 3.1% 2 100% 0 0% 0 0% 1 1.7% 1 100% 0 0% 0 0% 4 1.4% 4 100%WA UG 4 2.7% 0 0% 4 2.7% 3 75% 0 0% 0 0% 2 1.9% 1 50% 2 1.7% 1 50% 1 .6% 0 0% 13 1.7% 5 38.5%Western Sydney 6 5.5% 3 50% 7 5.6% 6 85.7% 5 5.2% 3 60% 1 1.1% 1 100% - - - - 19 4.5% 13 68.4%Wollongong 0 0% 0 0 0 0% 0 0% 0 0% 0 0% 1 1.6% 0 0% 1 0.4% 0 0%Total Australia 50 1.7% 27 54% 45 1.5% 26 57.8% 29 1.0% 15 51.7% 15 .6% 9 60% 16 1.4% 8 50% 16 1.4% 8 50% 161 1.2% 88 54.7%SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 157

Table 53 indicates that UQ had one of the eight Indigenous medical graduatesfrom Australian Universities in 2008.Table 53: Australian universities - number of Aboriginal and Torres Strait Islander graduates fromeach medical program, 2008UNIVERSITY MALE FEMALE TOTALAdelaide 0 0 0Australian National 0 0 0UniversityBond 0 0 0Deakin 0 0 0Flinders 0 0 0Griffith 0 0 0James Cook 0 1 1Melbourne0 0 0postgraduateMelbourne0 0 0undergraduateMonash postgraduate 0 0 0Monash undergraduate 0 0 0Newcastle/UNE 2 1 3Notre Dame Sydney 0 0 0Notre Dame WA 0 0 0Queensland 1 0 1Sydney 0 0 0Tasmania 6 year 0 0 0Tasmania 5 year 0 0 0UNSW 0 0 0Western Australia 0 0 0postgraduateWestern Australia 0 3 3undergraduateWestern Sydney 0 0 0Wollongong 0 0 0Total 3 5 8Table 54 Compares student load in the school’s key equity groups between 2006and 2010. It can be seen that approximately half of all students between 2006 and2010 have been female, there have been very few students who have identifiedthemselves as having a disability, and the percentage of international studentshas grown steadily (as well as its associated categories country of birth outsideAustralia and, language other than English spoken at home).

PRESENTTable 54: School of Medicine - student load (EFTSL) in key equity groups, 2006-2010EQUITY GROUP 2006 2007 2008 2009 2010%DOMESTIC%ALLEQUITYGROUPEFTSL%DOMESTIC%ALLEQUITYGROUPEFTSL%DOMESTIC%ALLEQUITYGROUPEFTSL%DOMESTIC%ALLEQUITYGROUPEFTSL%DOMESTICFemale 51.74 51.21 607.89 51.11 50.71 691.95 51.05 50.86 685.22 50.73 50.36 754.35 49.00 48.33 793.64Disability indicated 1.75 1.78 21.09 1.56 1.62 22.06 1.64 1.76 23.72 1.45 1.56 23.42 1.47 1.61 26.42Non-English 2.85 N/A 30.36 2.95 N/A 34.98 2.25 N/A 25.03 2.45 N/A 29.67 2.63 N/A 33.22speaking backgroundAboriginal and 0.70 N/A 7.39 0.80 N/A 9.46 0.76 N/A 8.48 0.84 N/A 10.24 0.90 N/A 11.42Torres Strait IslanderLow socio economic 2.68 N/A 28.53 2.91 N/A 34.41 3.65 N/A 40.66 4.03 N/A 48.87 4.27 N/A 53.94statusStudents from rural 11.89 N/A 126.51 13.42 N/A 158.91 13.12 N/A 146.02 11.70 N/A 141.83 11.33 N/A 143.10areasStudents from 0.35 N/A 3.67 0.44 N/A 5.18 0.54 N/A 6.01 0.43 N/A 5.27 0.43 N/A 5.48isolated areasInternational N/A 10.41 123.57 N/A 13.26 180.94 N/A 17.38 234.21 N/A 19.07 285.66 N/A 23.06 378.63External N/A 4.94 58.65 N/A 6.46 88.22 N/A 5.26 70.91 N/A 4.10 61.48 N/A 2.34 38.37Country of birth 23.14 31.14 369.70 24.55 34.55 471.51 23.52 36.81 496.00 26.12 40.21 602.32 27.96 44.57 731.91outside AustraliaLanguage other than 8.23 12.46 147.87 9.84 14.56 198.74 9.66 15.15 204.11 10.82 15.35 229.88 11.48 15.37 252.46English spoken athomePart-time 9.40 8.47 100.55 12.30 10.83 147.73 11.83 10.50 141.48 10.11 8.86 132.66 10.48 8.78 144.13%ALLEQUITYGROUPEFTSLSCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 159

Section 4.7: ResourcesTerm of Reference (9) - The financial health of the school and the effectiveness ofthe school’s use of resources in relation to accommodation, facilities, allocationof teaching/research/equipment funds, internationalisation and potential togenerate additional external resourcesThis Section describes human, financial and physical resources of the School.Financial resources relate to the school’s overall budget, teaching programbudget, funding for research centres and capital works, and external fundingavailable to the school. Physical resources include current and future facilities atcampuses and Clinical Schools. IT and library facilities available to the schoolare also explained. The human resources section includes age of staff and trendsin student/staff ratio.Human resourcesThe School of Medicine recognises that its most valued resource is its people,and as the School’s activities have grown so has its staff profile. The School nowemploys a large and diverse group of individuals across both the Academic andProfessional staff groups. Appendix 12 lists the continuing and fixed term staffand Appendix 13 the Conjoint staff within the School. Appendix 14 contains aselection of short biographies of a number of senior staff.Figure 30 below, details the age distribution of staff (academic, professional andcasual staff) between 2006 and 2010. The age distribution has stayed relativelyconstant over this period, with a noticeable increase in the last five years of staffwithin the 60 – 64, and 65 and over, age categories. This data appears to reflectthe broader societal trend for individuals to remain in the workforce longerbefore retiring.Figure 30 - School of Medicine - percentage of all staff in age bands, 2006-2010Table 55 shows the ratio of all School of Medicine students (EFTSL) to allacademic staff (FTE). Official University data reports that the student/staff ratiohas increased each year from 2006 to 2010. However, this data is not inclusive of

PRESENTthe School’s academic conjoint appointments, which are not captured within theofficial university staff profile reports. If this category of staff were included thetotal academic FTE in 2010 would increase to 167.69, resulting in a staff/studentratio of 9.47 instead of the current ratio of 10.77.In addition to this, the School’s academic title holder group are also excluded fromthe below calculation. This group of staff, which have grown from approximately1,400 in 2006 to over 2,500 in 2010, undertake the majority of clinical teachingwithin Phase 2 of the MBBS Program and would impact substantially on ourstaff/student ratio if able to be officially recorded.Table 55: School of Medicine – all students (EFTSL), all staff (FTE) and student/staff ratio, 2006-2010YEAR TOTAL EFTSL TOTAL FRACTION(OR FTE)2006 1153.94 151.69 7.602007 1327.11 160.54 8.272008 1308.65 157.28 8.322009 1443.64 155.46 9.282010 1588.05 147.35 10.77STUDENT/STAFFRATIOTable 56 shows full-time, part-time and casual staff FTE from 2006 to 2010as at 31 March 2010 each year. It can be seen that between 2006 and 2010, thetotal number of full-time or part-time FTE staff has increased by 10% (338 to373) and the number of full-time or part-time FTE staff involved in teachingand research has decreased from 88 to 67 (24%). Between 2006 and 2010 thenumber of teaching focused full-time or part-time FTE staff has increased from 0to 16.The great majority of fulltime or part-time FTE staff are located in teachinghospitals and health centres (ranging from 77% in 2006 to 62% in 2010).The number of full-time or part-time FTE academic staff has declined each yearsince 2007, although the number of causal FTE academic staff has increased by160% between 2006 and 2009 (10 to 26). The below data excludes conjoint staffwithin the School of Medicine.Table 56: School of Medicine – academic and professional staff (FTE), 2006-2010,as at 31 March2010 each yearFull-time, Part-time andCasual FTEAll StaffFull-time orPart-timeAcademicGeneral2006 2007 2008 2009 2010 2006 2007 2008 2009 2010152 161 157 155 147 187 176 196 208 226All Staff Casual 16 23 28 37 N/A 27 22 20 16 N/AFunction 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010Teaching&ResearchFull-time orPart-time88 80 70 70 67 - - - - -ResearchOnlyTeachingFocusedOtherFull-time or 64 72 74 70 64 74 57 69 75 81Part-timeCasual - - - - N/A 15 14 13 9 N/AFull-time or - 8 13 15 16 - - - - -Part-timeCasual 16 23 28 37 N/A - - - - N/AFull-time or - - - - - 113 119 126 133 145Part-timeCasual - - - - N/A 13 8 7 7 N/ATotal 168 184 185 192 N/A 214 198 216 225 N/AFull-time and Part-time FTESCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 161

Full-time, Part-time and AcademicGeneralCasual FTE2006 2007 2008 2009 2010 2006 2007 2008 2009 2010Site 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010St Lucia 2 2 2 1 2 2 0 1 1 2CampusIpswich - - - 1 3 - - 1 2 5CampusTeaching 124 117 104 101 94 137 120 127 134Hospitalsand HealthCentresOther Sites 1 1 1 0 0 1 0 1 1Medical 25 41 50 53 47 47 55 66 71SchoolHerstonTotal 152 161 157 155 147 187 176 196 208The school has evolved into a large, geographically diverse organisationand. It isby far the largest school within the Faculty of Health Sciences which is in turn thelargest UQ Faculty. Table 57 compares the size of Medicine (excluding conjointappointments) with other School’s within the Faculty of Health Sciences.Table 57: Faculty of Health Sciences - staff (FTE) by school as at 31 March 2010SCHOOLACADEMIC STAFF PROFESSIONAL STAFF TOTALSTAFFTEACHINGANDRESEARCHRESEARCHONLYTEACHINGFOCUSEDOTHERTOTALACADEMICRESEARCHONLYOTHER TOTAL TOTALMedicine 66.98 64.40 15.97 147.35 81.15 144.66 225.81 373.16Population Health 51.10 25.30 2.41 78.81 30.40 26.22 56.62 135.43Health and 47.69 14.88 7.08 69.65 15.41 43.95 59.36 129.01RehabilitationSciencesDentistry 12.80 7.50 20.30 68.10 68.10 88.40Pharmacy 26.40 10.10 1.80 38.30 2.76 20.87 23.63 61.93Human Movement 23.73 12.10 3.35 39.18 4.37 14.15 18.52 57.70StudiesNursing and 10.60 2.50 16.20 29.30 1.21 10.07 11.28 40.58MidwiferyOther 18.70 65.95 1.00 1.00 86.65 46.50 72.42 118.92 205.57Total 258.00 195.23 55.31 1.00 509.54 181.80 400.44 582.24 1091.78As well as being the largest School within the Faculty of Health Sciences,Medicine is the largest School at UQ. The number of FTE staff in a selection ofUQ Schools is shown in Table 58. Medicine has the greatest number of FTE staff(373, excluding conjoint appointments).

PRESENTTable 58: UQ – staff (FTE) in selected schools as at 31 March 2010SCHOOLACADEMIC STAFF GENERAL STAFF T O T A LSTAFFTEACHINGA N DRESEARCHRESEARCHONLYTEACHINGFOCUSEDT O T A LACADEMICRESEARCHONLYOTHER TOTAL TOTALMedicine 66.98 64.40 15.97 147.35 81.15 144.66 225.81 373.16Chemistry and Molecular 59.38 50.63 3.40 113.41 17.70 40.18 57.88 171.29BiosciencesBusiness 102.55 3.00 5.50 111.05 1.00 52.10 53.10 164.15Biological Sciences 40.80 44.20 2.00 87.00 33.66 32.33 65.99 152.99Population Health 51.10 25.30 2.41 78.81 30.40 26.22 56.62 135.43Mechanical and Mining 41.31 56.70 98.01 12.15 21.19 33.34 131.35EngineeringBiomedical Sciences 38.30 14.58 10.25 63.13 20.54 36.47 57.01 120.14Information Technology and 40.80 27.13 4.60 72.53 5.20 21.87 27.07 99.60Electrical EngineeringChemical Enginering 25.60 30.54 56.14 7.00 7.95 14.95 71.09Civil Engineering 17.70 12.03 0.20 29.93 1.10 13.60 14.70 44.63Staff development and appraisalStaff appraisalIt is a condition of UQ employment that all staff must participate in an annualappraisal process, after which staff may achieve incremental progression, andbe eligible for training to enhance their career paths and prospects. Schoolof Medicine conjoint staff, who are employed jointly by UQ and an externalorganisation, (for example) by both Queensland Health and the University ofQueensland, usually participate in a combined annual performance appraisal.In these instances staff members meet with their supervisors from bothorganisations at the same time, to review activities and performance, and plan forthe next year. This joint appraisal process has proved to be popular and effective.It is our experience that while often difficult to initiate, once underway, jointappraisals are useful to strengthen relationships in the hospitals, and define clearrole responsibilities.Staff developmentExtending knowledge and skills of its staff is one of UQ’s key commitments.The UQ Staff Development program, underpinned by the UQ Staff DevelopmentPolicy, aims to assist development of individual staff members, therebyenhancing UQ’s performance through improved organisational efficiency andeffectiveness. The need to add depth and value to the UQ annual appraisalprocess was identified as a priority at the 2008 end of year School LeadersForum. Consequently, the school reviewed its academic development andappraisal processes and, building on UQ policy, created the School of MedicineProfessional Development Program. It comprises:• emphasis on each staff member’s goals and objectives, while ensuring a linkto the school’s strategic objectives• promotion of regular discussions between supervisors and individuals todiscuss progress, contribution, development and training• establishment of an Academic Professional Development Fund to providefinancial support to eligible academics for professional development andacademic endeavoursSCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 163

• establishment of a School of Medicine Leadership Development program• increased support for supervisors through provision of a range of resourcesand workshops• development of metrics and assessment tools to assist with measuring andbenchmarking school academic staff activity.In 2011 the School of Medicine will extend this program to include theprofessional staff group, allowing the School to formalise current activities inthis area. At present professional staff have access to funding and study leave inorder to undertake professional training, formal education and/or attend industryconferences. The School of Medicine also believes in supporting secondmentopportunities for staff and as such undertake internal recruitment where possiblein order to assist in career development opportunities for School of Medicinestaff.Teaching appraisalAll teachers can request formal evaluation of their teaching through UQ’sTeaching and Education Development Institute. The school also evaluates teacherperformance. UQ provides a number of ways to upgrade teaching skills and theschool offers a 3 stage year-long Development Program in Clinical Teaching.Stage 1 utilises 6 web-based modules customised to the needs of clinical teachers.The 2 hour modules contain links to key readings, MCQs, and reflective questionsand are available to all clinicians engaged in teaching UQ medical students.Stage 2 is provided to interested clinicians who have completed Stage 1. Itcomprises a 1 - 4 day face-to-face program including sessions on micro-teachingskills, self, peer and lecturer review of recorded lessons, seminars/discussions,and train-the-trainer development. Stage 2 identifies and develops teaching andlearning ‘champions’ in each Clinical School and it is delivered by Discipline ofMedical Education staff. Stage 3 mentors teaching and learning ‘champions’ ineach Clinical School as they take on teaching and learning support roles. Thismentoring is undertaken online, via Skype, videoconference, teleconference orface to face in regular meetings.Financial resourcesUQ’s processes for revenue distribution to Faculties and Schools allow theschool to receive about 42% of the revenue it generates. According to UQpolicy the Dean has executive responsibility for and authority over the schoolbudget, which is set by the Faculty of Health Sciences each year. This budgetaryallocation is largely formula driven but the Executive Dean exercises controlover final components of the formula and hence allocation.The 2010-2015 school’s budget from all funding sources and its operating budgetare listed in Tables 59 and 60. They show that in 2010, salary expenditure was72.3% of all funds, and 92.11% of the operating budget. The school’s operatingbudget as distributed by the Faculty in 2010 is shown in Table 61. The school isexpected to allocate its budget internally according to the formula used to set thebudget by the Faculty.

PRESENTTable 59: School of Medicine Consolidated BudgetConsolidated 2009Actuals2010ActualsRevenueCth Gov Financial Assistance $35,266,747 $36,259,979 $39,875,171 $40,273,923 $40,676,662 $41,083,429Qld Government Funding $2,936,563 $2,217,294 $1,855,000 $1,873,550 $1,892,286 $1,911,208Tuition Fees $15,743,362 $20,198,978 $23,377,723 $25,441,484 $29,241,541 $31,801,473Research Income $22,450,399 $22,791,145 $22,635,400 $23,540,816 $24,482,449 $25,461,747Investment Income $240,477 $315,316 $280,200 $294,210 $308,921 $324,367Scholarships and Prizes $1,060,041 $624,740 $459,000 $481,950 $506,048 $531,350Donations and Bequests $311,233 $1,148,096 $1,218,600 $1,279,530 $1,343,507 $1,410,682Consultancies, Contract & Serv $2,076,393 $1,785,960 $1,402,000 $1,472,100 $1,545,705 $1,622,990Other Revenue $3,284,508 $4,956,782 $5,255,700 $5,518,485 $5,794,409 $6,084,130Trading Revenue $33,876 $52,185 $4,000 $4,200 $4,410 $4,631Internal Revenue * $12,977,343 $41,277,058 $8,399,005 $8,818,955 $9,259,903 $9,722,898Central Services Income $10,000Total Revenue $96,380,942 $131,637,533 $104,761,799 $108,999,203 $115,055,839 $119,958,9032011Projected2012Projected2013Projected2014ProjectedExpenditureSalaries & On Costs - Academic $24,547,876 $25,280,358 $29,749,287 $30,939,258 $32,176,829 $33,463,902Salaries & On Costs - General $15,969,127 $18,936,247 $22,238,985 $23,128,544 $24,053,686 $25,015,834Salary Reimbursements $8,222,269 $10,081,447 $8,341,750 $8,675,420 $9,022,437 $9,383,334Staff Allowances $15,000 $15,600 $16,224 $16,873Staff App Develop & Health Cst $288,512 $357,241 $260,065 $267,867 $275,903 $284,180Consumables $2,840,387 $3,272,507 $3,506,313 $3,611,502 $3,719,847 $3,831,443Services $2,727,182 $3,065,633 $1,852,826 $1,908,411 $1,965,663 $2,024,633Marketing & Advertising $237,207 $253,740 $194,068 $199,890 $205,887 $212,063Equipment $2,517,270 $1,833,010 $1,063,137 $1,095,031 $1,127,882 $1,161,719Telecommunications $1,003,033 $462,234 $365,260 $376,218 $387,504 $399,129Travel & Hospitality $2,889,861 $3,298,437 $2,457,683 $2,531,413 $2,607,356 $2,685,577Properties & Insurances $481,489 $362,274 $427,640 $440,469 $453,683 $467,294Scholarships & Prizes $1,014,071 $1,153,582 $882,634 $909,113 $936,386 $964,478Collaborative Projects $2,253,511 $1,434,112 $768,825 $791,890 $815,646 $840,116Financial Costs & Taxes $111,491 $41,769 $7,400 $7,622 $7,851 $8,086Corporate Overheads $20,375,283 $22,967,439 $27,830,870 $29,096,093 $30,323,299 $31,587,446Faculty Overheads $2,655,070 $3,422,953 $3,228,114 $3,324,957 $3,424,706 $3,527,447Internal Expenses * $10,569,177 $38,095,999 $1,185,732 $1,221,304 $1,257,943 $1,295,681Total Expenditure $98,702,816 $134,318,982 $104,375,589 $108,540,604 $112,778,733 $117,169,235SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 165

Consolidated 2009Actuals2010Actuals2011Projected2012Projected2013Projected2014ProjectedOperating Surplus/(Deficit) -$2,321,874 -$2,681,449 $386,210 $458,599 $2,277,105 $2,789,668Carry Forward $20,389,148 $15,247,490 $12,566,041 $12,952,251 $13,410,850 $15,687,956Accumulated Position $18,067,274 $12,566,041 $12,952,251 $13,410,850 $15,687,956 $18,477,624Notes: * Internal Expenses partly off-set by Internal Revenue

PRESENTTable 60: School of Medicine Operating Budget (Non-Project)Consolidated 2009Actuals2010ActualsRevenueCth Gov Financial Assistance $28,189,847 $28,565,884 $32,098,405 $32,419,389 $32,743,583 $33,071,019Qld Government Funding $1,869,029 $894,468 $600,000 $606,000 $612,060 $618,181Tuition Fees $15,743,362 $20,198,978 $21,397,723 $22,253,632 $23,143,777 $24,069,528Scholarships and Prizes $677,350 $299,364 $314,332 $330,049 $346,551 $363,879Donations and Bequests $7,500Consultancies, Contract & Serv $8,679 $80,581 $84,610 $88,841 $93,283 $97,947Other Revenue $593,550 $1,334,365 $1,800,000 $1,890,000 $1,984,500 $2,083,725Trading Revenue 0 $46,973Internal Revenue $1,130,471 $3,800,656 $2,540,580 $2,667,609 $2,800,989 $2,941,039Total Revenue $48,219,788 $55,221,269 $58,835,650 $60,255,519 $61,724,743 $63,245,3172011Projected2012Projected2013Projected2014ProjectedExpenditureSalaries & On Costs - Academic $11,445,295 $10,632,601 $11,286,802 $11,738,274 $12,207,805 $12,696,117Salaries & On Costs - General $7,706,249 $9,026,142 $9,992,149 $10,491,756 $10,911,427 $11,347,884Salary Reimbursements $3,830,196 $4,842,971 $4,305,628 $4,520,909 $4,746,955 $4,984,303Staff App Develop & Health Cst $220,235 $90,924 $120,000 $123,600 $127,308 $131,127Consumables $510,818 $825,534 $762,000 $784,860 $808,406 $832,658Services $1,113,644 $1,056,605 $830,000 $854,900 $880,547 $906,963Marketing & Advertising $102,138 $74,294 $70,000 $72,100 $74,263 $76,491Equipment $368,178 $690,198 $142,100 $146,363 $150,754 $155,277Telecommunications $225,219 $220,993 $107,200 $110,416 $113,728 $117,140Travel & Hospitality $572,358 $647,138 $131,000 $134,930 $138,978 $143,147Properties & Insurances $130,360 $5,545Scholarships & Prizes $54,781 $99,613 $80,000 $82,400 $84,872 $87,418Collaborative Projects $507,021 $142,604 $146,882 $151,289 $155,827 $160,502Financial Costs & Taxes $52,913 $20,658 $21,278 $21,916 $22,574 $23,251Corporate Overheads $20,375,283 $22,967,439 $27,533,870 $27,809,209 $28,087,301 $28,368,174Faculty Overheads $2,655,070 $3,422,953 $3,228,114 $3,260,395 $3,292,999 $3,325,929Internal Expenses $953,441 $282,822Total Expenditure $50,823,199 $55,049,034 $58,757,023 $60,303,317 $61,803,743 $63,356,381Operating Surplus/(Deficit) -$2,603,411 $172,235 $78,627 -$47,798 -$79,000 -$111,064Carry Forward -$2,853,572 -$5,456,983 -$5,284,748 -$5,206,120 -$5,253,918 -$5,332,918Accumulated Position -$5,456,983 -$5,284,748 -$5,206,120 -$5,253,918 -$5,332,918 -$5,443,982Note: Does not include Ipswich Campus operations including PA Program and Oshsner budget.SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 167

Table 61: School of Medicine - operating budget distributed by Faculty of Health Sciences, 2010SCHOOLALLOCATIONTuition FeeIncomeUndergraduateStudent LoadResearchPerformanceEnhancedStudent ChargeFundingFUNDS ALLOCATEDStudent Fees for schoolprogramsCommonwealthfunding for supportedplaces in school’sprogramsCommonwealthfunding for school’sresearch performanceStudent Charges asapplied to school’sprogramsFACULTY ANDUNIVERSITYOVERHEAD (%)58.4%58.4%SUB-ALLOCATIONS (IF ANY)45% Comparative weighting ofResearch Performance Indicators:Publications: 10%; Grants:55%;Completed Research HigherDegrees: 15%;Research StudentLoad: 20%58.4%The school’s operating budget is reviewed at regular intervals throughout theyear. The Faculty and UQ’s central Finance and Business Services Divisionmonitor the school’s budget performance through quarterly updates comparingbudget forecasts and the original approved budget.Budget for teaching programsBudget is distributed across teaching programs according to student load andrevenue per program. Some of the postgraduate coursework programs generatesufficient income to cover costs. Only 5% of the school’s operating budget isallocated to programs other than the MBBS Program.UQ has effective budget mechanisms that allow approved programs to bedeveloped without any budgetary impact on the school’s core operating funds.For example, the Physician Assistant program is supported financially throughthe school, but is accounted for through a specific UQ project account. Thisallows the school to manage and fund the program without diverting corefunding. This approach benefits the school as it enables us to employ additionalstaff who contribute to both the MBBS and Physician Assistant programs.Research centre fundsThe school has established 26 research centres to focus resources on itsresearch strengths. Centres are provided with operational funding accordingto research performance. Centres apply for internal and external grants tofund specific equipment requirements, but have open access to the school’sextensive IT facilities and office equipment (printers, copiers, etc). The Schoolis implementing a policy by which all ‘secondary gains’ generated by a centre’sresearch performance is returned to the centre. Also, the school seeks strategicdevelopment funds for specific purposes.Capital works fundsFunds for capital works are provided through a combination of both Universityand government funding. Examples of Commonwealth capital works grantsinclude funds to build high quality student accommodation and teaching facilitiesat major sites of the Rural Clinical School, funds to upgrade Greenslopes ClinicalSchool ($14M) and funds to develop GP Super Clinics at a number of sites.

PRESENTEach year, UQ sets aside a proportion of the Commonwealth Operating Grantto fund priority capital works projects. Examples include $4M for refurbishingthe Mayne Medical School Building, and a major portion of the $26M HealthSciences Building upgrade at the Herston campus.UQ assigns some of the Enhanced Student Charge funding for approved capitalworks. Projects funded through this scheme are restricted to developmentand refurbishment of teaching spaces, such as the Pathology Learning Centredevelopment at the Ipswich campus.Other major sources of funds available to the School and Faculty, which havebeen applied to capital works include funding from bequests and returns oncommercial operations. Also, the School and Faculty contribute significant fundstowards capital works from non-operational funds.External fundsThe Mayne Bequest currently provides approximately $3M per annum to theschool. These funds are used to support teaching and research activities of theschool’s programs. In recent years the funds have resourced a broad range ofactivities including capital works, seed funding for researchers, support forRHD student projects and scholarships, and for projects to improve the MBBSprogram.The school receives payment from QHealth for clinical services provided byuniversity clinicians in the state’s public hospitals. These funds are used to payclinical loadings to the participating staff.In 2007, the government introduced the Queensland Health Medical StudentSubsidy Scheme, due to end on 30 June 2011. This Scheme provides funding toHealth Service Districts according to the number of medical student placementsin their hospitals. UQ was allocated approximately $3M in the first round ofgrants, including $400,000 for teaching and office facilities at Nambour Hospital,Sunshine Coast Clinical School, and $250,000 to improve facilities in hospitalsin the Southern Area Health Service. The funds were used for library facilities,refurbishing teaching rooms, audio-visual and computer equipment, and studentlockers. Apart from infrastructure funding, the Scheme provided funds foremploying dedicated clinical academic staff and administrative support staff ineach Clinical School.In 2010 the Commonwealth government, via Health Workforce Australia,initiated a Clinical Training Funding Initiative as part of a $1.6 Billion Hospitaland Health Workforce Reform National Partnership Agreement, initiallyannounced by COAG in November 2008. The Clinical Training Initiative wasfunded in the amount of $145M and sought proposals from higher education andclinical training providers to support growth and manage the increased demandfor clinical placements. The primary aim was to increase the overall capacityfor quality clinical training, with additional incentives and support for clinicaltraining in non-traditional and underserviced settings. The School of Medicinesubmitted four proposals in this vein. While outcomes of the funding proposalsare still being disseminated, the School has been advised that all four proposalshave been successful and total amounts for the proposal’s recurrent funds areencouraging.UQ receives $1M per annum of Commonwealth funding for maintenance ofteaching hospital facilities for the MBBS program.SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 169

School Budget Allocation ProcessIn 2011 the School will, for the first time, devolve budget managementresponsibility to its Clinical Schools, Disciplines and the primary businessservice units within the School. This process has been established in order toprovide continued effective financial management, founded on principles ofshared responsibility and accountability. The clear benefit of financial devolutionis that areas can make more informed and timely decisions about how fundsand resources are used locally. It will also engender greater transparency andaccountability for decisions pertaining to resource allocations across the School.The School of Medicine currently has a significant operating budget deficit.Although there has been an approved overspend in recent years to fund a numberof major strategic initiatives, there is now a financial exigency to begin restoringa balanced budget. While the international student fee income generated fromthe Ochsner Program will become a future source of increased revenue this willtake some time to fully impact the School’s budget and so immediate action mustbe taken to implement agreed budget principles to ensure the School’s deficitdoes not exceed current levels.There is therefore an expectation that through this process the budget holders willultimately work towards achieving the organisational objectives and priorities ofthe School, through informed and responsible decisions relating to resource andfinancial allocations.Physical resourcesCampusesUQ has invested heavily in its extensive teaching facilities in recent years toensure that all UQ programs have access to state-of-the-art services. The schoolhas access to UQ’s lecture theatres, tutorial rooms, collaborative teaching andlearning centres, library facilities and 24 hour access study rooms at 3 campuses(Herston, Ipswich, St Lucia). The numerous lecture theatres situated on eachsite possess modern audio-visual equipment and wireless networking, and somehave Lectopia Lecture Recording System installed.At Herston campus, the Health Sciences Building has around additional 1500m2of teaching space, including the Pathology Learning Centre, Problem BasedLearning (PBL), breakout and seminar rooms, open-plan and small groupteaching spaces, clinical bedside coaching rooms and procedural skills workshoprooms. The school also uses QHealth’s Clinical Skills Centre facilities under apartnership arrangement. St Lucia based teaching activities mainly use centrallycontrolled facilities, such as PBL and tutorial rooms with wireless internet access.At the Ipswich campus, the school has 10 PBL rooms, a Pathology LearningResource Centre, a Clinical Skills Room, and Anatomy Laboratory.UQ has invested in facilities to accommodate school staff. At the Herstoncampus, the Mayne Medical School Building is undergoing refurbishment of3 floors to provide additional office space, and the newly refurbished HealthSciences Building includes 2 floors of offices. New staff facilities have alsobeen upgraded at the Ipswich campus, Ipswich Hospital, Greenslopes PrivateHospital, PA Hospital, and North Lakes Health Precinct. Capital Works are beingplanned for the Northside Clinical School, Sunshine Coast Clinical School, RuralClinical School, Mater Clinical School, and the PA-Southside Clinical School.As the school is very large and widely dispersed, the School has begun todocument major current, planned and required physical resources. This document

PRESENTtitled ‘Future Visions’ will assist in determining infrastructure priorities, fasttrackingthe approval process and allowing development of a rolling investmentprogram. The School’s ‘Future Visions’ document can be found in the electronicAppendices while a detailed audit of School of Medicine owned space, providedby the Property and Facilities Division is provided in Appendix 15 in hard copy.Clinical SchoolsBrunei Clinical School (Brunei Darussalam)is based at the RIPAS Hospital,Brunei’s main public hospital. RIPAS Hospital is located on a 42 acre site inBrunei’s capital, Bandar Seri Begawan. It has more than 500 beds and offersa wide range of services to the local population. The Brunei Clinical Schoolcurrently provides clinical education in Surgery, Obstetrics and Gynaecology,and Paediatrics.Greenslopes Clinical School is located at Greenslopes Private Hospital,Australia’s largest private hospital (580 inpatient beds). In 1999 and 2004,Greenslopes was voted Australia’s best private hospital in the Australian PrivateHospitals’ Association, Hospital Quality of Excellence Award. It offers 24 houremergency care services, state-of-the-art medical services, and some of themost comprehensive surgical and medical services in Queensland. GreenslopesPrivate Hospital provides tertiary level care across all disciplines and specialtiesexcept paediatrics and obstetrics. It is the leading provider of medical educationin the private hospital sector in Australia with 35 full time Year 3 student places,20 Year 4 students per rotation and 50 elective students per annum. It alsooffers postgraduate medical training for most surgical and medical specialtiesand currently 60 junior medical staff are employed at the hospital. GreenslopesPrivate Hospital has a strong collaborative relationship with PA Hospital andmany staff have dual appointments at both facilities. A trainee and registrarexchange system operates between these hospitals and other QHealth Institutions.The Greenslopes Clinical School provides clinical education in Anaesthesiologyand Critical Care, Medicine, Surgery, and Specialties I and II. GreenslopesClinical School has undergone a $14M 1850m2redevelopment, to cater for staffand student needs. This will include new teaching and office accommodation.Ipswich Clinical School is based around the UQ Ipswich campus and the 300bed Ipswich Hospital. It provides clinical education in Anaesthesiology andCritical Care, Medicine, Obstetrics and Gynaecology, Paediatrics and ChildHealth, Psychiatry, Surgery, Specialties I and II, Rural and General Practice. TheClinical School has dedicated office space in the recently refurbished Jubileebuilding and utilises shared space for clinical teaching. As the clinical teachingprograms expand, the school is investigating how new infrastructure can supportstudents and staff. The Ipswich Regional Master Plan has proposed that the newIpswich General Hospital be relocated adjacent to the UQ Ipswich campus in thenext 5-10 years. The Ipswich Clinical School has developed a teaching programwhich will utilise the multidisciplinary learning opportunities available in theUQ Ipswich GP Super Clinic.Mater Clinical School was officially opened on the 28 October 2009, althoughmedical students from UQ have been attached to the Mater Hospitals for over 60years. Mater Health Services offers secondary and tertiary level services across awide spectrum of ages and for a wide variety of medical and surgical disorders.Obstetrics and Paediatrics are well represented at the Mater site. The MaterChildren’s Hospital sees 15,000 inpatients and 120,000 outpatients per year.The Mater Mothers’ Hospital has 88 public beds; 79 neonatal cots; and catersfor 4800 deliveries per year. High level specialist services are also provided foradult patients, particularly in the areas of transitional care for chronic diseaseSCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 171

(e.g., cystic fibrosis/diabetes) and in oncology. The Mater Adult Hospital has 262beds catering for general and subspecialty medicine and surgery. The Hospital’sDivision of Medicine offers specialist services in respiratory medicine,endocrinology, gastroenterology, nephrology, neurology, cardiology, infectiousdiseases, dermatology, rheumatology, general surgery, medicine. The MaterPrivate Hospital has 402 beds and is a largely untapped teaching resource. At theMater Hospital, plans are being developed for a UQ-funded $23M educationalcentre. The Mater Clinical School provides clinical education in Anaesthesiologyand Critical Care, Medicine, Obstetrics and Gynaecology, Paediatrics and ChildHealth, Surgery, and Specialties I and II.Northside Clinical School is based at The Prince Charles (584 beds), Redcliffe(240 beds) and Caboolture (167 beds) Hospitals. UQ has access to the educationalfacilities at each hospital, which are managed and maintained by QHealth. Thesefacilities include office space for staff.The Prince Charles Hospital is a metropolitan, tertiary-referral hospital whichwas established in the 1950s to care for tuberculosis patients. It quickly developedinto a leading international centre for cardiac and respiratory care, includingcomplex cardiac interventions and surgery, heart failure management, congenitalheart disease management, and acute and chronic diagnosis and managementof respiratory disorders including lung cancer, chronic obstructive pulmonarydisease, asthma, respiratory infections, interstitial lung disease and sleep apnoea.This hospital runs statewide services for heart and lung transplantation, and adultcystic fibrosis care. Prince Charles Hospital is also a leading centre for clinicalcare in general medicine, mental health, general surgery, orthopaedics, geriatricsand rehabilitation. A new Paediatrics Centre (with Emergency Department andinpatient stay ward) will open in 2013. Prince Charles Hospital has a numberof established research groups, including the UQ Thoracic Research Centre,Cardiovascular Research and Critical Care Research.Redcliffe and Caboolture Hospitals have active departments in all of thecore clinical disciplines. These are busy hospitals with a high throughput ofcommon and important acute and chronic conditions, where clinical placementsare typically hands-on apprenticeships as part of busy clinical teams. A jointQHealth-UQ Clinical Skills Centre has been established at Redcliffe Hospital.The Northside Clinical School provides clinical education in Anaesthesiologyand Critical Care, Medicine, Obstetrics and Gynaecology, Paediatrics and ChildHealth, Psychiatry, Rural (organised through the Rural Clinical School), Surgery,and Specialties I and II.Additional community based teaching locations are being actively pursued bythe Northside Clinical School. These new sites include the North Lakes HealthPrecinct (a new $50M QHealth community health precinct) and the GP SuperClinics awarded by the Department of Health and Ageing to Redcliffe (partnershipbetween UQ Northside Clinical School and Redcliffe Hospital Foundation) andStrathpine. Through engagement with private partners, in 2010 the NorthsideClinical School commenced clinical placements at Holy Spirit Northside PrivateHospital, a large co-located private hospital on the Prince Charles Hospitalcampus. Opportunities are being sought for clinical placements at PeninsulaPrivate Hospital, near Redcliffe Hospital. It is expected that a significant capitaldevelopment program will occur at the Northside Clinical School over the next5 years to cater for students and staff, including proposed UQ education andresearch facilities (1000m2) at Prince Charles Hospital integrated with thePaediatrics Centre redevelopment, a UQ education and research floor at theRedcliffe GP Super Clinic (700m2), and UQ teaching space in the CabooltureHospital Educational Precinct.

PRESENTGreenslopes Private HospitalPrincess Alexandra HospitalNambour General HospitalSCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 173

Ochsner Health System, in New Orleans, Louisiana, USAOchsner Clinical School (Ochsner Health System, New Orleans, USA) extendsacross the entire Ochsner Health System located in southeastern Louisiana. TheClinical School has the support of, and access to, all components of the System’sclinical and support services. The Ochsner Health System has demonstrated itscommitment to our partnership by supporting development of new teachingand simulation training space. The major facility component will involve thedevelopment of approximately 35,000ft2 of space with additional classrooms,a conference centre, simulation training space, a student activity centre, andfaculty and administrative space. The State of Louisiana has committed fundingto support this development.PA-Southside Clinical School encompasses three QHealth hospitals - the 700bed PA Hospital, 160 bed Queen Elizabeth II Hospital, and the 118 bed RedlandsHospital - as well as one private hospital (Belmont Hospital). The PA Hospitalis one of the 2 largest tertiary-referral hospitals in Queensland, providing statewideservices in spinal injuries, brain injury rehabilitation and renal and livertransplantation. It provides tertiary-level services in all areas of adult medicineexcept obstetrics. The Queen Elizabeth II Hospital provides clinical activitiesin general medicine, orthopaedics, urology, gynaecology, general surgery, agedcare and rehabilitation services. The Redland Hospital facilities provide inacute medical, surgical and emergency services, mental health, rehabilitation,women’s health and birthing, orthopaedics, and paediatrics. Medical studentsundertaking their Mental Health rotation are also assigned to Belmont Hospital.The PA-Southside Clinical School provides clinical education in all Disciplines.The PA Hospital is the major clinical teaching site for this School and hasexcellent teaching facilities. In the future these teachingareas will becentralisedin a purpose built education space in the new $350M Translational ResearchInstitute adjacent to the PA Hospital to be completed by 2012.Royal Brisbane Clinical School is based at the Royal Brisbane and Women’sHospital and Royal Children’s Hospital which is a large tertiary centre for muchof Queensland and covers virtually all major specialties in medicine, surgery,mental health, obstetrics and gynaecology and paediatrics. It is equipped with

PRESENTstate-of-the-art equipment, and has a strong culture of teaching and research.The Royal Brisbane and Women’s Hospital has 986 beds and more than 60,000acute presentations through its emergency department every year. There are anumber of research centres and groups based on the Herston campus and withinthe hospital. Of note is the recent development of the $70M UQ Centre forClinical Research designed to bridge the gap between exponentially-expandingbiomedical science and the increasing complexity of modern patient care: to takeresearch from ‘bench to bedside’ and ‘bedside to bench’. The Royal BrisbaneClinical School provides clinical education in all Disciplines.Rural Clinical School (Toowoomba, Rockhampton, Bundaberg and Hervey BayHospitals) was established on 1 January, 2002. Its primary teaching sites arelocated at:Rockhampton: Training spaces and offices at Kenmore House are located onthe Mater Hospital campus through a lease arrangement with the Mercy Healthand Aged Care Group.Bundaberg: In partnership with Bundaberg Base Hospital, the Rural ClinicalSchool has developed a teaching and learning precinct which consists of officespace and the Hospital’s Medical Education Office with a shared library, ICTservices and meeting/teaching space including a clinical skills training suite withhigh fidelity simulators. The suite is managed by the QHealth Skills DevelopmentCentre.Toowoomba: The $4.2M Teaching and Learning Centre, adjacent to theToowoomba Base Hospital, open in 2008. It provides students and staff access tostate-of-the-art teaching spaces, a dedicated clinical skills laboratory, advancedaudiovisual equipment, 24 hour computer lab and a Lectopia educationalrecording system. The Rural Clinical School plans to develop Teaching andLearning Centres at hospital campuses and to work in collaboration with theToowoomba Health Service District and the Clinical Skills Centre at the RoyalBrisbane and Women’s Hospital to position Toowoomba as an advanced clinicaltraining centre.Hervey Bay: The office in the Hervey Bay Hospital serves as the administrativehub for teaching and learning activities at the Fraser Coast. General teachingspace for University-based teaching is sourced through the Hospital.Sunshine Coast Clinical School is based at Nambour General Hospital and wasopened in mid 2008. Nambour General Hospital has taken UQ medical studentssince the 1980s. Students can also rotate to Gympie, Noosa or CaloundraHospitals, within the Sunshine Coast, for some components of their training.Nambour General Hospital is the main referral hospital for a base populationof 350,000, plus up to 100,000 tourists at any one time. The current case-mixprovides students with broad, general clinical training in Medicine, Surgery,Obstetrics and Gynaecology, Paediatrics, Emergency Medicine and MentalHealth as well as providing increasing exposure to sub-specialties. Theseinclude non-interventional cardiology, respiratory medicine, endocrinology,gastroenterology, nephrology, urology, neurology and acute stroke medicine,acute geriatric medicine, rehabilitation, infectious diseases, orthopaedics,rheumatology, haematology and oncology. The Sunshine Coast Clinical Schoolprovides clinical education in Anaesthesiology and Critical Care, Medicine,Obstetrics and Gynaecology, Paediatrics and Child Health, Psychiatry, Surgery,Rural (organised through the Rural Clinical School), General Practice, andSpecialties I and II.SCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 175

An Education Floor within Block 96 at Nambour General Hospital was completedat the end of 2010. The Education Centre will be equipped with education andtraining facilities and will be shared with all professional streams and hospitalstaff. Facilities will include a new library, more computer stations and 5 flexibletutorial rooms. In 2010, the Skills Development Centre opened on the Nambourcampus. There are plans to lease additional space from QHealth to provideanother 4 tutorial rooms and enhanced computer access. In 2016, the SunshineCoast University Hospital ($1.5B) will open and provide a tertiary level ofclinical service for a total population approaching 750,000. An Academic andResearch Building ($50M) is also planned for this campus. Facilities will includetutorial rooms, computer workstations, skills training rooms, offices/receptionareas, ‘wet labs’, ‘dry labs’, academic and general offices, common room, FirstAid/sick room, work spaces for clinical trials, a large skills development centre,a library and lecture theatres. There will be additional space in the hospital foropportunistic teaching and clinical trials that require a higher level of directpatient contact.Information TechnologyInformation Technology (IT) is supported by multiple teams within the Facultyof Health Sciences. These teams are managed by the Faculty IT Manager whois jointly appointed by the Faculty and the School of Medicine. These teamsinclude the IT Service Desk, Software Services, Infrastructure and Systems, andOnsite Support. The School utilises two onsite support teams, one based at theHerston Campus and the other at the PA Hospital. Each team is supervised byan IT onsite support manager. There are 17 IT staff directly available to supportthe school’s teaching and learning activities which accounts for over half of theFaculty IT staff numbers. The Faculty IT Manager works closely with the SchoolManager in the delivery and support of IT services.The School is supported by the IT teams in the areas of general support,infrastructure and software development. The processes underpinning theseservices are in line with the best practice framework of the Information TechnologyInfrastructure Library (ITIL). Key processes and activities ranging from incidentmanagement, problem management, change management, capacity managementand continual service improvement are used to provide a structured approach todelivery of IT services within the school.The service desk and onsite support teams provide support for the School’s ITequipment, used by both students and staff, throughout all clinical schools andteaching sites. Computing resources are primarily located in group teachingspaces, QHealth libraries and staff offices. The school has extended the UQnetwork using ADSL, SHDSL or fibre connectivity solutions. The UQ networkextends to teaching sites in Bundaberg, Caboolture, Greenslopes Private Hospital,Hervey Bay, Ipswich, Redlands, Redcliffe, Royal Brisbane and Women’s Hospital(Herston), Royal Children’s Hospital (Herston), Rockhampton, Prince CharlesHospital (Chermside), Mater (South Brisbane), Nambour, Queen Elizabeth IIand Toowoomba. The deployment of wireless services for staff and students isunderway at various locations. As part of the Queensland Regional NetworkOrganisation funded Health Research Access project, EduRoam wireless (WiFi)access has been roled out at the Mater (South Brisbane) and is currently beenpiloted by QHealth at the PA Hospital with future expansion possible to othersites. In order to facilitate e-learning at all sites, significant upgrades in bandwidth were undertaken throughout 2010 in Rockhampton, Bundaberg, the PrinceCharles Hospital and Greenslopes Hospital.

PRESENTThe infrastructure team provides support for some non-central backend ITsystems that are required for the delivery of administration and teaching. Thesesystems use VMWare virtualisation technology with enterprise level bladeservers running virtual servers utilising high performance backend fibre channelstorage arrays. The School’s server infrastructure is housed in a state-of-the-artData Centre at Herston.The software development team develops, maintains and supports all underlyingweb and software systems that provide and support teaching and administrativeprocesses.Examples of the school’s IT developments include:• Increasingly widespread use of Skype, Office Communicator and highdefinition video conferencing to run meetings across campuses and ClinicalSchools.• Deployment of videoconference capability in several key sites includingHerston (multiple rooms, and a mobile unit), Ipswich, St Lucia and OchsnerClinical School.Library facilitiesUQ Library provides information resources, training and high-quality resourcesto coursework and research students. UQ Library has 15 branch libraries, 8of which offer specialist health sciences library and information services. UQLibrary has one of the largest collections amongst academic libraries in Australiaand by far the largest in Queensland. Collections comprise 2.5 million volumes,9501 print journals and 52,828 electronic journals, 974 networked databases toguide users to journal content, multiple copies of textbooks, 417,192 electronicbooks, 37,746 videos, a comprehensive quick reference collection and extensivemanuscript, microform and pictorial collections. The Library has, in recent years,enhanced its extensive print collections by the provision of a vast range of digitalmaterials. These include substantial archives of journals, archival material andelectronic books. In medicine for example, Lancet is held electronically from1823 onwards, along with the complete digital archives of the New EnglandJournal of Medicine and the journals of the American Medical Association. Thereare thousands of other health sciences electronic journals that are updated dailywith the latest research findings, clinical news and medical teaching resources.The UQ Library branches offer extensive online collections available 24 hours,7 days a week. Some branches, such as the Herston Health Sciences Library,provide study space with computer facilities for staff and students around theclock. The Library has 1200 public computers and wireless facilities throughoutall branch libraries.UQ Library Health Sciences Libraries provides a mix of library and informationservices from Herston Health Sciences Library, UQ/Mater McAuley Library,Joint Princess Alexandra Hospital/UQ Library, Pharmacy Australia Centre ofExcellence Health Sciences Library, Dentistry Library, Rural Clinical SchoolLibrary, Biological Sciences Library and Ipswich Library.Effective engagement by UQ Library has enabled collaborative partnerships withother organisations such as QHealth, University, local government and Ochsnerlibraries to enhance service delivery to students and staff at existing and newclinical teaching sites in Australia, Brunei and North America. For example, UQcollections are co-located in QHealth Libraries, the Roma Town Library and thejoint Fraser Coast Regional Council/University of Southern Queensland Libraryin Hervey Bay. The UQ Library endeavours to optimise access to library andSCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 177

information services for students on placement at locations other than Herston,Mater, PA Hospital and the Rural Clinical School. UQ librarians have placedMBBS textbook collections, comprising 120 books funded by the School, atthe non-UQ hospital libraries at Ipswich Hospital, Prince Charles Hospital,Greenslopes Private Hospital, Caboolture Hospital, Redcliffe Hospital, RedlandsHospital and the Queen Elizabeth II Jubilee Hospital. A guide outlining servicesat these sites has been developed.At the Dean’s request, UQ Library established the Core MBBS InformationResources website (, which gives access tocomputer-based reference systems that underpin teaching, learning, research andevidence based practice. The site’s aim is to provide easy access to core onlineinformation resources and to assist in the development of students’ informationretrieval skills by providing suitable guides. The MBBS Curriculum Committee,which includes a Library member, oversees development of this site.UQ Library manages the Ask I.T. service available to UQ students to providesupport for computer related problems and training programs to learn how to usesoftware. This service responds to over 40,000 student queries elated to training,hardware, facilities, the UQ student system my SI-Net, Online Resources,software, photocopying and printing.New facilities and developments that will be available to UQ medical studentsinclude:• Library facilities at Bundaberg and Hervey Bay, and a service at RockhamptonHospital• Library and Resource Centre at Greenslopes Private Hospital• Library in the UQ Centre for Oral Health (opening in 2012) adjacent to theMayne Medical building• the Queensland Children’s Hospital Library will open in 2014.The Ochsner Medical Library has been recognised as one of the most extensivein the state of Louisiana, and its content can be accessed in almost all cases onindividual desktop computers from any location. The Library team has 6 clinicallibrarians that serve the needs of students and staff; in many cases clinicallibrarians make rounds with clinical teams providing real time resources for casediscussions.Go8 comparisonsThe Australian Group of Eight has been operating as an informal network ofvice-chancellors since 1994. Table 62 provides an overview of these universitiesagainst 19 indicators (2007 or 2008). It can be seen that UQ ranks third in termsof net assets (2007), behind the Universities of Melbourne and Sydney, but itleads all Group of Eight members in industry-funded research income (2007) andtotal research income per academic staff FTE with a research function (2007).

PRESENTTable 62: Group of Eight universities - indicators of the Group of Eight universitiesIndicatorTheAustralianNationalUniversityMonashUniversityTheuniversity ofAdelaideTheUniversityofMelbourneTheuniversity ofNew SouthWalesTheUniversityof SydneyTheUniversityofQueenslandTheUniversityof WesternAustraliaAveragefor rest ofAustralianUniversitiesClosest non- GoB UniversityNet Assets (2007) ($million) 1,895 1,365 855 3,519 1,302 3,217 2,169 1,388 517 1,099 MacquarieuniversityAnnual revenue (2007)($million)785 1,143 498 1,429 921 1,301 1,050 590 300 595 RMIT UniversityTotal Research income (2007)($million)Total research income peracademic staff FTE witha research function (2007)($thousand)Nationally competitiveresearch income (2007)($million)136 233 116 309 233 311 244 147 25 71 The University ofNewcastle70 78 78 103 101 114 83 101 39 76 The University ofNewcastle77 95 661 147 90 126 119 71 9 29 The University ofTasmaniaTotal Students (2007 15,416 55,765 20,154 44,251 42,933 46,934 37,950 18,650 22,718 30 The University ofNewcastleUndergraduate students(2007) % of all students at theUniversityPhD Students (2007) % of allstudents at the University9,04959%2,09514%39,04070%2,6415%13,90469%1,6548%28,15964%3,7919%25,15960%2,6196%30,06064%3,2127%27,17872%3,1658%14,13476%1,6729%16,04871%43,251 RMITUniversity659 3% 1,431 Curtin Universityof Technology 6% TheUniversity of TasmaniaMedical students (2008) 350 1,671 867 1,878 1,435 1,120 1,505 1,111 126 625 James CookUniversityInternational students (2007)% of all students 3,37272%Proportion of domesticundergraduate commenceswith the school leavingattainment in top 10% (2007)Attrition rate for first yeardomestic Bachelor Degreestudents (2006)Apparent gross student EFTSLto academic FTE ratio (2007)Charles Darwin UniversityNumber of fields (out of381narrow disciplines) inwhich Doctoral students areenrolled (2007)Fields with Graduate researchstudent enrolments as aproportion of all fields taughtby the university (2007)Academic staff (actual FTEincluding casuals) withresearch only appointments(2007) As proportion of allacademic staff in the universityAcademic staff (actualFTE including casuals)with research and teachingappointments (2007) Asproportion of all academicstaff in the universityNumber of academic staff withdoctorate qualifications (2008)As proportion of all academicstaff in the university17,81332%5,44527%11,19125%9,39922%10,42922%6,98718%3,76320%6,09626%19,827 RMITUniversity54% 45% 43% 77% 49% 60% 56% 66% 18% 45% MacquarieUniversity11.3% 12.3% 15.3% 8.6% 11.9% 11.2% 17.6% 12.3% 20.6% 12.7% The Universityof Technology, Sydney5.5 11.9 9.5 10.0 11.4 11.4 9.0 9.3 18.8 12.657 109 126 108 83 137 150 100 50 210 Griffith University71 La Trobe University50% 48% 63% 45% 40% 66% 67% 50% 29% 80% Griffith university59% La TrobeUniversity1,36667%1,39640%588 29% 1,58045%1,25480%2,09060%761 45% 1,48443%729 43% 1,51544%881 68% 2,11764%781 29% 1,12435%1,52857%2,64659%1,60150%1,77264%1,45749%1,48249%1,85271%621 38% 121 16% 354 Griffith University29% The University ofTasmania836 51% 467 61% 933 QueenslandUniversity ofTechnology 93% Theuniversity of Canberra980 64% 374 56% 1,036 Queenslanduniversity of technology71% The university ofWollongongSCHOOL OF MEDICINE ACADEMIC BOARD REVIEW 2011 I PAGE 179

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