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ADVANCED LEARNING
IN MEDICINE (ALM)
ALIGNMENT PROJECT
PURPOSE
The Advanced Learning in Medicine Subcommittee (ALM SC) has prepared this document to articulate the educational 
thinking and student-focused priorities that are key drivers for the ALM alignment project. Module timetabling plans are 
also presented. This document will also refocus attention on the key learning outcome areas (the seven ‘Domains’ of 
the MB ChB curriculum) that are fundamental in the Otago Medical School (OMS) MB ChB curriculum.  
This document outlines:
1. The ALM Alignment project proposed by MCC and ratified by the University Senate.
2. The rationale and timetable allocation, of the ALM alignment project. 
BRIEF RATIONALE FOR THE ALM ALIGNMENT PROJECT
• To promote the health and well-being
• To deliver the curriculum equitably across
of students.  This includes a rationalisation of current
campuses, including increasing opportunities for
workload and assessments (through careful and
sharing curriculum resources (including student
co-ordinated planning), adequate holidays, and clear
placement opportunities) (AMC 2018 report).
expectations of course requirements throughout
the programme (
• To support learning environments that will align
Australian Medical Council (AMC)
with planned programmatic assessment (AMC
2018 accreditation report, ALM Alignment project
2018 report, ALM alignment project submissions, MB
submissions).
ChB assessment subcommittee (MASC)).
• To map opportunities to the learning domains.
Clinical Skil s, Diagnostics and Therapeutics, Hauora
• To increase opportunities for enhancing
M
activities that support the MB ChB kaupapa
äori, Pacific Health, Population Health and
Epidemiology, Science Scholarship and Research, and
including: social accountability, col aborative practice,
Professional Practice.
digital health, cultural safety and competence, and
medical humanities (Kaupapa MB ChB curriculum
committee).
OVERVIEW OF ALM ALIGNMENT PROJECT
• Years 4/5 continue at 39 week year (inclusive of 4 weeks holiday), with start date as aligned to the OMS terms
and module dates. The Rural Medical Immersion Programme aligns with the Learning Outcomes of the 5th year
programme.
• Year 6 is shorted from 50 to 46 weeks with start date 2nd week in January.
• Years 4/5 weekly timetable is 0.8 Block modules and 0.2 Vertical modules.  Year 6 weekly timetable is 0.9 Block
modules and 0.1 Vertical modules.
• Both Block and Vertical modules will map their curriculum to the learning domains.
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Overview of Vertical Modules across years 4-6: 
Overview of 5th year Block Modules: (Students 
Hauora Mäori, Clinical Skil s, Ethics/Medicolegal, Quality 
allocated to one of four groups) 
and Safety, Pal iative End of Life Care, Pacific Health, 
Obstetrics & Gynaecology (4 weeks)/Psychological 
Professional Development, Pathology and integrated 
Medicine (4 weeks);  Paediatrics (6 weeks)/ Community/
Biomedical Sciences, Pharmacology, and Radiology.  
Public Health (2 weeks); Surgery (8 weeks); and Medicine 
(Al ocated 0.2 of weekly timetable, including Whole Class  (8 weeks). RMIP programme will cover these Learning 
Teaching Week (Years 4-5), and 0.1 of weekly timetable in  Outcomes within appropriate rural health settings.
Year 6).
Overview of 6th year Block Modules (Students 
Overview of 4th year Block Modules: (Students 
allocated to one of seven groups) 
allocated to one of four groups) 
Obstetrics & Gynaecology (4 weeks)/Psychological 
Two weeks whole class beginning of year, then Primary 
Medicine (4 weeks)/Paediatrics (4 weeks); Medicine 
Care/Rural Health (8 weeks); Medicine (8 weeks);  
(6 weeks)/Surgery (6 weeks); Primary/Rural Health (6 
Surgery (8 weeks); Public Health (4 weeks) and Older 
weeks)/Acute Care (6 weeks); and Selective (6 weeks).
Person’s Health (4 weeks).
INTRODUCTION OF NEW CURRICULUM AREAS WITHIN THE ALM 
ALIGNMENT PROJECT
Under the ALM Alignment project any new curriculum content area will need to fit within the named Block or Vertical 
Modules in this document, and be ‘housed’ within a current OMS Department. A proposal will need to be agreed to via 
campus ALM CSC, then the ALM SC, and then sent to MCC for ratification. If approved in principle by MCC, a working 
group would be established alongside the relevant Module Working Group (MWG) to undertake a scoping exercise 
for the new curriculum area. A recommendation would then be made to MCC about if and how the new curriculum 
content area should be implemented.
ALM ALIGNMENT PROJECT IMPLEMENTATION PLAN
• ALM SC will oversee the implementation of the ALM Alignment Project.
• All Block and Vertical modules will be ‘housed’ within an OMS Department (as determined by each ALM campus)
that will oversee the resourcing and monitoring of each module.
• Each Block and Vertical Module will form Module Working Groups (MWGs) across the campuses to agree on
Learning Outcomes (from the Curriculum map), and work toward common assessments. Ideal y, each MWG wil
identify an OMS Curriculum Lead for their Block or Vertical Module.  MWG Curriculum leads (MWGCLs) wil
work also toward constructive alignment between Early Learning in Medicine (ELM) modules, and across all three
ALM years.
• Domain Groups will support Module Working Groups (MWGs) and Module Working Group Curriculum Leads
(MWGCLs) to support the goals of the ALM Alignment Project.
• The Curriculum Sub-Committee at each ALM campus (ALM CSC) will co-ordinate, lead and work closely with
Modules to ef ectively map and implement the fol owing portfolios: social accountability, col aborative practice,
quality and safety, digital health, cultural safety and competence, and medical humanities. The ALM alignment
project is expected to take advantage of diverse local learning opportunities in clinical settings and alongside
communities. ALM CSCs will provide regular updates of its activities and learnings to the ALM SC (on behalf
of MCC).
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PROCESS NOTES 
1. This framework has been approved by the OMS and Divisional Academic Boards and University Senate.
2. Ongoing resource requirements and the project implementation plan will be presented to the OMS executive at 
regular periods. 
3. Pending sufficient resources and effective and timely progress, the aim is to roll out the new timetable by 2026.
4. The ALM SC has made specific recommendations to the MCC that there is need for more visibility and clarity
of Rural Health learning outcomes and opportunties within the OMS programme.  The ALM SC will work with the 
Rural Health working party to ensure the aspirations of the MBChB Kaupapa in relation to Rural Health is strengthened 
within the ALM Alignment Project.
5. Domain SC will meet and clarify policy and  processes to support Module Working Groups (MWGs).
6. The formation of MWGs, and projects for campus alignment will be established.  OMS Curriculum Lead is identified 
for each MWG .
7. MWGs work alongside Curriculum Map Academic lead, Domain SC and Associate Deans Medical Education to 
support planned campus alignment.
8. The Interprofessional Education (IPE), Rural Medicine Immersion Programme (RMIP), regional placement programmes, 
and longitudinal curriculum areas are clearly signposted as methods of learning that support the MBChB kaupapa, the 
graduate profile and the MBChB curriculuum map project.
9. Campus ALM CSCs identify how 0.2 of timetable will be allocated to Vertical Modules (inclusive of whole class 
teaching week for years 4 and 5).  CSCs map current learning and assessment activities that align with social 
accountability, collaborative learning, digital health, cultural safety and competence, and medical humanities.
10. Further work is being completed to develop the business case for the project. This work is being undertaken at each 
of the three Clinical Schools at the OMS and it will consider the possibility that each School may have differing 
timetables to achieve alignment by an agreed date.  
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APPENDIX A: OVERVIEW OF OMS CURRICULUM
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APPENDIX B: YEARS 4-6 BLOCK TIMETABLES
ALM 4 TIMETABLE*
ALM 5 TIMETABLE
Week
Group A
Group B
Group C
Group D
Week
Group A
Group B
Group C
Group D
1
Introductory Whole Class Learning Week One
1
2
Introductory Whole Class Learning Week Two
2
Psychological 
Obstetrics and 
3
Medicine
Gynaecology
3
Paediatrics
4
4
Public Health
Surgery
Medicine
5
5
6
6
Obstetrics and 
Psychological 
Primary Care/ Rural Health
Surgery
 Medicine
7
Gynaecology
Medicine
7
Community/ 
8
Public Health
8
Older People's Health
9
9
MID SEMESTER BREAK**
10
10
11
MID SEMESTER BREAK**
11
Psychological 
Obstetrics and 
12
Medicine
Gynaecology
12
Paediatrics
13
13
Public Health
Medicine
Surgery
14
14
15
15
Medicine
Surgery
Primary Care/ Rural Health
Obstetrics and 
Psychological 
16
Gynaecology
Medicine
16
Community/ 
17
Public Health
17
Older People's Health
18
18
MID YEAR HOLIDAYS
19
19
20
20
Whole Class Learning Week      
MID YEAR HOLIDAYS
21
21
22
Whole Class Learning Week Three
22
Psychological 
Obstetrics and 
23
Medicine
Gynaecology
23
Paediatrics
24
24
Public Health
Surgery
Medicine
25
25
26
26
Obstetrics and 
Psychological 
Primary Care/ Rural Health
Medicine
Surgery
27
Gynaecology
Medicine
27
Community/ 
28
Public Health
28
Older People’s Health
29
29
MID SEMESTER BREAK
30
30
31
MID SEMESTER BREAK
31
Psychological 
Obstetrics and 
32
Medicine
Gynaecology
32
Paediatrics
33
33
Public Health
Surgery
Medicine
34
34
35
35
Obstetrics and 
Psychological 
Surgery
Medicine
 Primary Care/ Rural Health
36
Gynaecology
Medicine
36
Community/ 
37
Public Health
37
Older People’s Health
38
38
Study Week
39
39
Common Component Exam Week
* The order of the rotations are key to ensure students have a balanced programme
** Please note for ALM 4 and 5 timetables, that mid-semester break in Quarter 1 will vary from year 
alternating community and hospital based learning.
to year according to when the Easter holiday fal s. The timing of other holidays may also vary slightly 
from year to year.
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TI 
ALM 6 TIMETABLE
Wk
Group A
Group B
Group C
Group D
Group E
0.725
Group G
1
2
Obstetrics and 
Psychological 
Obstetrics and 
Psychological 
Paediatrics
Paediatrics
Gynaecology
Medicine
Gynaecology
Medicine
3
Medicine
Acute Care
Surgery
Primary Care
Selective
4
5
HOLIDAY
6
Obstetrics and 
Psychological 
Paediatrics
Gynaecology
Medicine
7
8
Obstetrics and 
Psychological 
Paediatrics
Gynaecology
Medicine
9
Selective
Medicine
Acute Care
Surgery
Primary Care
10
Psychological 
Obstetrics and 
Paediatrics
Medicine
Gynaecology
11
12
Obstetrics and 
Psychological 
Paediatrics
Gynaecology
Medicine
13
14
Obstetrics and 
Psychological 
Paediatrics
Gynaecology
Medicine
15
Primary Care
Selective
Medicine
Acute Care
Surgery
16
Psychological 
Obstetrics and 
Paediatrics
Medicine
Gynaecology
17
HOLIDAY
18
19
HOLIDAY
HOLIDAY
HOLIDAY
20
Obstetrics and 
Psychological 
Paediatrics
Gynaecology
Medicine
21
Primary Care
22
Obstetrics and 
Psychological 
Paediatrics
Gynaecology
Medicine
23
Surgery
Selective
Medicine
Acute Care
24
Psychological 
Obstetrics and 
Paediatrics
Medicine
Gynaecology
25
HOLIDAY
26
Obstetrics and 
Psychological 
Paediatrics
Gynaecology
Medicine
27
28
Obstetrics and 
Psychological 
Paediatrics
Gynaecology
Medicine
29
Acute Care
Surgery
Primary Care
Selective
Medicine
30
Psychological 
Obstetrics and 
Paediatrics
Medicine
Gynaecology
31
HOLIDAY
32
33
HOLIDAY
HOLIDAY
34
Obstetrics and 
Psychological 
Paediatrics
Gynaecology
Medicine
35
Acute Care
36
Obstetrics and 
Psychological 
Paediatrics
Gynaecology
Medicine
37
Surgery
Primary Care
Selective
Medicine
38
Psychological 
Obstetrics and 
Paediatrics
Medicine
Gynaecology
39
40
Obstetrics and 
Psychological 
Obstetrics and 
Psychological 
Paediatrics
Paediatrics
Gynaecology
Medicine
Gynaecology
Medicine
41
42
43
Acute Care
Surgery
Primary Care
Selective
Medicine
44
Psychological 
Obstetrics and 
Psychological 
Obstetrics and 
Paediatrics
Paediatrics
Medicine
Gynaecology
Medicine
Gynaecology
45
46
Prepared by Rebecca Grainger (ADME UOW), Lutz Beckert (ADME UOC), Kristin Kenrick (ALM ADME DSM) and Suzanne Pitama (Hauroa Mäori Domain SC Chair) on behalf of ALM SC, 14 September 2021.
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