What is the AMC?
The Australian Medical Council (AMC) is the national body that ensures medical programs meet high standards for education, assessment, and student support.
As part of their accreditation process, the AMC requests submissions from medical students (through their medical students' society). In the AMSS, the responsibility for preparing these submissions lies with the Vice President (Education), Early Clinical Education Officer (ECEO) and TeamEd.
How does this translate to the AMSS?
Each year, your AMSS Vice President of Education, supported by TeamEd, creates surveys for each year level to evaluate how effectively the University is meeting AMC education standards.
As students, you complete the survey, and we listen!
Your feedback is compiled into a report for the AMC and the University, highlighting both strengths and areas for improvement. It’s an official, powerful way to drive real change.
Why does this matter to you?
Your program isn’t fixed! You have the power to shape it. By sharing your experiences, suggestions, and feedback, you can influence how courses are delivered, how assessments are designed, and how student support is provided. Universities are required to listen and respond to student feedback, so your input can lead to meaningful improvements for you and future students.
Your voice matters. Thoughtful, constructive feedback helps strengthen your education and improve the program for everyone.
Previous Reports:
What did we achieve in the 2025 AMC Report?
We got 460 responses in 2025. That’s almost three times 2024! That’s 45% of all medical students at Adelaide Medical School making their voices heard. More responses = stronger representation = more power to create change. Let’s keep this momentum going in 2026!
Here is your summary:
Identified Strengths
- Strengths of the medical program include rural placements, clear communication of assessment and learning requirements, and active student involvement in providing feedback.
- All students globally agreed that the design of the medical program allows them to take responsibility for their own learning.
Identified Concerns and Areas for Improvement
- Studies of Choice: Early-year students (BMD Years 1–4) expressed limited opportunities to pursue areas of interest, while later-year students (MBBS Years 5–6) felt they had more flexibility. The limited variety and number of electives were a global concern!
- Assessments and Feedback: Many students felt that feedback on assessments, particularly OSCEs and final written exams, could be more constructive, personalised and detailed. While feedback mechanisms exist, students would like to see more visible responses and improvements that impact current cohorts.
- Clinical Skills: Students requested more in-person clinical teaching, procedural skills opportunities, and simulation-based training.
- Cultural Competency: Students seek more practical experience in Aboriginal and Torres Strait Islander health care and development of culturally safe skills.
- Inclusion and Support: Disability support and student wellbeing services could be more consistent, and opportunities for inter-professional learning could be expanded.