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  • Vision – to have fantastic multisite/longitudinal projects.
  • The need to have capacity to inspire young researchers, clinicians. Some schools have Directors of Research, some don’t.
  • Funding sources, implications of programs, PHCRED etc.
  • Strengths and weaknesses of the FRAME data.
  • Ideal is to make sure DoHA representatives are armed with good reports including achievements.
  • A paper about the good work that has been done to date within the RCSs. i.e. highlighting community engagement, achievements, for international recognition.
  • Achievement report (10 year) to demonstrate the contribution to rural communities as well as workforce outcomes, as achieved to date. Show that there are more than just workforce outcomes.
  • Prospective study happening i.e. FRAME surveys.

Vertical Integration/Medical Education

  • Early Selection (ACRRM/RCS), joint selection, enrolment, facilitation, advocacy.
  • Specialist Generalist – move specialist training outside of cities; RCS being at centre of set of relationships between stakeholders, i.e. community, health service, college, fund-holders, policymakers.
  • Advanced Standing – facilitation for entry, how to get publications, projects, become competitive, how to do courses, skills, logbooks, engaging specialist colleges in rural areas. Shorten training, or enrol earlier?
  • Research – hidden curriculum, effect of mentors, effect of environment, decision-making, what inspires people.
  • Develop intellectual space – what it is to be a specialist? i.e. Paediatrician – it is not ‘mini-Royal Children’s Hospital.’
  • The specific proposal of how to build an alternative track rural generalist, with ACRRM to select from final year med school, with RCS-ACRRM involvement and around joint selection, enrolment, facilitation of entry into regional training provider, but oversight auspicing advocacy and assistance, particularly in junior doctor phase.
  • Specialist generalist training reform – RCS to be at the centre of a set of relationships that include the community, regional health service, college, funders and policy makers – with a can do attitude and knowledge of what is possible when creating accredited posts. Innovation around accreditation, an area of opportunity.
  • Identify, map, key people within rural clinical network, who could be ‘change agents’ for stakeholders? Get programs working and then promote that. Increase efficiency of training. Student, junior doctor and specialist – can all work together towards efficiency & innovation.
  • The RCS critical mass could work together for better outcomes.