MDHS Education Awards

This award recognises staff (individuals or teams) who demonstrate sustained excellence in learning and teaching with reference to all criteria above. The award provides holistic recognition of excellence in learning and teaching, aligned with the University’s leading award for learning and teaching excellence and informed by the national learning and teaching citations and awards.

This award recognises staff (individuals or teams) who demonstrate excellence in learning and teaching. The criteria are the same for those of the Award for Sustained Excellence in Learning and Teaching. However, nominations for the Award for Learning and Teaching Achievement must address a selection of three of the five criteria and the final criterion to demonstrate faculty values. As such, this award is inclusive of staff who may have less capacity to demonstrate achievement against all five criteria required for nominations for the Award for Sustained Excellence in Learning and Teaching. Reasons for this may include, but are not limited to, relative newness to teaching or to teaching in the Faculty, or employment in a role that does not readily enable performance in relation to all criteria.

This award recognises excellence in interprofessional education for developing student readiness for collaborative practice. Interprofessional education occurs when two or more professions learn with, from and about each other to improve collaboration and the quality of care (World Health Organisation, 2010). Contributions can be those that enhance a range of capabilities for collaborative practice aligned with the principles, attributes, activities and outcomes of the Faculty’s Collaborative Practice Ready Curriculum Framework. Teams should demonstrate excellence in the design and facilitation of interprofessional education for collaborative practice. The award is open to teams that may comprise continuing, fixed-term and sessional academic and professional staff in the Faculty; staff of other faculties and institutions; students; patients; community members, and industry partners. Teams are welcome to include members of the MDHS Collaborative Practice Centre, and indeed, engagement with the Centre is encouraged for all seeking to enhance collaborative practice readiness.

This Award has specific criteria (see below). The Award for Program Innovation is intended for academic or professional programs or services that support and enhance learning and teaching at MDHS faculty, school or department level and are broader in scope than those in one or two subjects. Programs or services may run within or across year levels. They may focus on a particular group of students or MDHS students more broadly and can include collaborative programs involving external partners. Teams should demonstrate excellence in the design and facilitation of programs or services. The award is open to teams of academic and professional staff in the Faculty, staff of other faculties and institutions, students, patients, community members, and industry partners. The selection criteria for this award are different from those of the other MDHS Education Awards to maximise opportunity for diverse programs to be recognised (see below).

Nominations for the Award for Program Innovation must address all criteria below:

• Distinctiveness, coherence and clarity of purpose.
• A positive influence on student learning and student engagement.
• Breadth of impact.
• Concern for equity and diversity.
• Demonstration and promotion of Advancing Health 2030 and Faculty Values.