Fellowship of the Australian College of Rural & Remote Medicine (FACRRM) Assessment: a review of the first 12 years
This paper provides an overview of the first 12 years of the formal assessment program of the Australian College of Rural and Remote Medicine (ACRRM). The ACRRM Fellowship represents the world's first and only Fellowship exam in Rural Medicine. The ACRRM assessment program is mapped to its R...
| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | English |
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F1000 Research Ltd
2020-05-01
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| Series: | MedEdPublish |
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| Online Access: | https://www.mededpublish.org/Manuscripts/3067 |
| _version_ | 1811275730748702720 |
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| author | Tarun Sen Gupta David Campbell Alan Bruce Chater David Rosenthal Lynn Saul Karen Connaughton Marita Cowie |
| author_facet | Tarun Sen Gupta David Campbell Alan Bruce Chater David Rosenthal Lynn Saul Karen Connaughton Marita Cowie |
| author_sort | Tarun Sen Gupta |
| collection | DOAJ |
| description | This paper provides an overview of the first 12 years of the formal assessment program of the Australian College of Rural and Remote Medicine (ACRRM). The ACRRM Fellowship represents the world's first and only Fellowship exam in Rural Medicine.
The ACRRM assessment program is mapped to its Rural Generalist curriculum, based on the principles of programmatic assessment. ACRRM offers candidates the opportunity to participate in assessment in or close to their home location. The ACRRM Rural Generalist Curriculum defines the scope and standards for independent general practice anywhere in Australia, with a focus on rural and remote settings.
The program was initially developed in 2006 and has evolved during delivery from 2008 onwards, utilising the following modalities:
Multi Source Feedback (MSF)
Multiple Choice Questions (MCQ)
Mini Clinical Evaluation Exercise (Mini-CEX)
Case Based Discussion (CBD)
Procedural Skills Logbook
Structured Assessment using Multiple Patient Scenarios (StAMPS)
StAMPS is a unique examination, blending the formats of an Objective Structured Clinical Examination and a traditional viva vocè.
The program has an emphasis on formative assessment. Over the past 12 years there has been considerable work in developing resources for candidates, governance structures and quality assurance processes.
ACRRM's Fellowship requirements represent a customised bespoke assessment tailored to ACRRM's curriculum and the Australian rural and remote context. ACRRM's assessment program has grown substantially with 649 Fellowships being awarded from 2008 - 2019, with considerable experience gained in rural and remote assessment. It now represents a mature firmly-established process as a vocational endpoint in Rural and Remote Medicine.
ACRRM has continued to offer its 'tele-assessment' program throughout the COVID-19 pandemic, with candidates and examiners participating in assessment by use of distance technology while remaining in or near their home community. This model may provide some insights for other medical Colleges and educational institutions facing challenges in the current environment. |
| first_indexed | 2024-04-12T23:44:06Z |
| format | Article |
| id | doaj.art-c673efa1694144379f032875e6310c43 |
| institution | Directory Open Access Journal |
| issn | 2312-7996 |
| language | English |
| last_indexed | 2024-04-12T23:44:06Z |
| publishDate | 2020-05-01 |
| publisher | F1000 Research Ltd |
| record_format | Article |
| series | MedEdPublish |
| spelling | doaj.art-c673efa1694144379f032875e6310c432022-12-22T03:11:55ZengF1000 Research LtdMedEdPublish2312-79962020-05-0191Fellowship of the Australian College of Rural & Remote Medicine (FACRRM) Assessment: a review of the first 12 yearsTarun Sen Gupta0David Campbell1Alan Bruce Chater2David Rosenthal3Lynn Saul4Karen Connaughton5Marita Cowie6James Cook University and Australian College of Rural and Remote MedicineAustralian College of Rural and Remote MedicineAustralian College of Rural and Remote MedicineAustralian College of Rural and Remote MedicineAustralian College of Rural and Remote MedicineAustralian College of Rural and Remote MedicineAustralian College of Rural and Remote MedicineThis paper provides an overview of the first 12 years of the formal assessment program of the Australian College of Rural and Remote Medicine (ACRRM). The ACRRM Fellowship represents the world's first and only Fellowship exam in Rural Medicine. The ACRRM assessment program is mapped to its Rural Generalist curriculum, based on the principles of programmatic assessment. ACRRM offers candidates the opportunity to participate in assessment in or close to their home location. The ACRRM Rural Generalist Curriculum defines the scope and standards for independent general practice anywhere in Australia, with a focus on rural and remote settings. The program was initially developed in 2006 and has evolved during delivery from 2008 onwards, utilising the following modalities: Multi Source Feedback (MSF) Multiple Choice Questions (MCQ) Mini Clinical Evaluation Exercise (Mini-CEX) Case Based Discussion (CBD) Procedural Skills Logbook Structured Assessment using Multiple Patient Scenarios (StAMPS) StAMPS is a unique examination, blending the formats of an Objective Structured Clinical Examination and a traditional viva vocè. The program has an emphasis on formative assessment. Over the past 12 years there has been considerable work in developing resources for candidates, governance structures and quality assurance processes. ACRRM's Fellowship requirements represent a customised bespoke assessment tailored to ACRRM's curriculum and the Australian rural and remote context. ACRRM's assessment program has grown substantially with 649 Fellowships being awarded from 2008 - 2019, with considerable experience gained in rural and remote assessment. It now represents a mature firmly-established process as a vocational endpoint in Rural and Remote Medicine. ACRRM has continued to offer its 'tele-assessment' program throughout the COVID-19 pandemic, with candidates and examiners participating in assessment by use of distance technology while remaining in or near their home community. This model may provide some insights for other medical Colleges and educational institutions facing challenges in the current environment.https://www.mededpublish.org/Manuscripts/3067rural medicineassessmentcertificationlicensing examtele-assessment |
| spellingShingle | Tarun Sen Gupta David Campbell Alan Bruce Chater David Rosenthal Lynn Saul Karen Connaughton Marita Cowie Fellowship of the Australian College of Rural & Remote Medicine (FACRRM) Assessment: a review of the first 12 years MedEdPublish rural medicine assessment certification licensing exam tele-assessment |
| title | Fellowship of the Australian College of Rural & Remote Medicine (FACRRM) Assessment: a review of the first 12 years |
| title_full | Fellowship of the Australian College of Rural & Remote Medicine (FACRRM) Assessment: a review of the first 12 years |
| title_fullStr | Fellowship of the Australian College of Rural & Remote Medicine (FACRRM) Assessment: a review of the first 12 years |
| title_full_unstemmed | Fellowship of the Australian College of Rural & Remote Medicine (FACRRM) Assessment: a review of the first 12 years |
| title_short | Fellowship of the Australian College of Rural & Remote Medicine (FACRRM) Assessment: a review of the first 12 years |
| title_sort | fellowship of the australian college of rural remote medicine facrrm assessment a review of the first 12 years |
| topic | rural medicine assessment certification licensing exam tele-assessment |
| url | https://www.mededpublish.org/Manuscripts/3067 |
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