Strategic Direction for our new UQ MD

Our Vision for our new UQ MD is: To nurture and educate future medical graduates who are clinically capable, team players, kind and compassionate, serve responsibly and are dedicated to the continual improvement of the health of people and communities in Queensland, Australia and across the globe.

In this context, six primary roles of the future UQ MD graduate have been identified which are integral to the high level design.  These six roles together make up the entire portfolio for the fully fledged UQ MD Graduate.

The Six Roles of the UQMD Graduate

Our medical graduates will be representative of the populations they serve and distinctive as:

  • Safe and effective clinicians who are clinically capable, person-centred and demonstrate sound clinical judgement
  • Critical thinkers, scientists and scholars who have a thorough knowledge and understanding of the scientific basis of medicine and can apply evidence to support clinical decision making, research and knowledge generation
  • Kind and compassionate professionals who are sensitive, responsive, communicate clearly and act with integrity
  • Partners and team players who collaborate effectively and show leadership in the provision of clinical care and health-related education and research
  • Dynamic learners and educators who continue to adapt and have a passion for and commitment to lifelong learning
  • Advocates for health improvement who stand with people and are able to positively and responsibly impact the health of individuals, communities and populations

UQMD Program Structure

Our new UQMD will be a four year program with each year building on what has come before.  Learning outcomes will be staged and will build towards overarching Program level Graduate Attributes.  Learning in a clinical setting will progressively ramp up from year one through to full clinical immersion from year three and a transition to practice in the second half of year four. 

In summary, the key defining features of the new program are:

  • Simplified and cohesive program organisation including whole of program approach to assessment that is explicitly linked to staged learning outcomes;
  • Learning outcomes which prepare our graduates to work across a wide range of communities, including rural and regional Australia;
  • Earlier meaningful clinical experience facilitated by allocation to a ‘learning family’ from mid-way through year 1;
  • More learner choice and focus on student enrichment opportunities;
  • Embedding of First Nations health throughout the curriculum;
  • Embedding of research literacy, critical thinking and research application across the program, with a team scholarly project in Year 3 for all students;
  • Greater emphasis on multi-disciplinary teams and generalist/extensivist pathways achieved through longitudinal and/ or repeated exposure to various clinical contexts;
  • A stronger focus on career planning and the safe and effective transition to internship including a dedicated transition to practice term in the last semester of Year 4; and
  • Greater emphasis on advocacy and stewardship for the broader healthcare system and health improvement.

Notably, the six MD graduate roles will run throughout the program as themes and facilitate greater cohesion and integration of medical and clinical sciences and clinical practice, improved student learning experiences and clearer progression pathways.

Our theme groups have now developed staged learning outcomes for each year of the Program and have commenced early work on learning activities and the associated assessment framework for each theme and year of the program.  

Given this, we are now mobilising course design groups to start the process of detailed design for each year of the course.  Groups for years 1 and 2 will commence work in the coming weeks with the remaining groups starting early in 2022.