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Expanding settings for medical specialist training
6.1 Introduction
Page last updated: October 2006
This chapter reports the findings and analysis of data collected on behalf of the Medical Specialist Training Steering Committee. The analysis and reporting was undertaken by the South Australian Community Health Research Unit (SACHRU), Flinders University, Adelaide, South Australia.
Data sources
The data analysed for this chapter was derived from the information provided to each of the three reference groups.- Table of contents
- Abbreviations
- Membership of the Medical Specialist Training Steering Committee
- Executive Summary
- Recommendations
- Chair's report
- Appendix A: Terms of Reference
- Appendix B: Reference Group memberships
- Appendix C: Reference Group milestones
- Appendix D: Extract from COAG Communique July 2006 (Health Workforce)
- 1. Executive Summary
- 2. Background, changing training needs and the trainee of the future
- 3. Imperatives - Drivers for Change
- 4. A review of specialist medical training programs
- 5. The educational framework for proposing an expanded specialist training environment
- 6. Benefits and barriers to an Expanded Specialty Network Model (ESNM)
- 7. Implementation
- 8. Expected Outcomes
- References
- RG3 Appendix A: Conceptual Framework & Reference Groups
- RG3 Appendix B: Reference Group 3 Membership
- RG3 Appendix C: Abbreviations
- RG3 Appendix D: Acronyms for specialist colleges
- RG3 Appendix E: Proportion of Training (%)
- RG3 Appendix F: Educational goals and settings for their achievement
- RG3 Appendix G: Examples
- 1. Executive Summary
- 2. Recommendations
- 3. Background
- 4. Projections (trainee supply)
- 5. Impact on public teaching hospitals
- 6. Supervision
- 7. Medical indemnity
- 8. Other identified barriers
- 9. Administration and employment issues
- 10. Implementation
- RG2 Appendix A: Terms of Reference
- RG2 Appendix B: Membership
- RG2 Appendix C: Milestones
- Abbreviations
- 1. Executive Summary
- 2. Background
- 3. Views of stakeholders
- 4. Methodology, trainee numbers and costs
- 5. Qualitative assessment of workforce benefits and costs
- 6. Influence of training on career choice
- 7. Conclusions
- RG1 Appendix A: Reference Group 1 Terms of Reference
- RG1 Appendix B: Meetings and Milestones
- RG1 Appendix C: Membership of Reference Group 1
- Appendix H: Data
- Appendix I: The continuum of medical education
- Appendix J: Glossary