Learning and Teaching
Academic Standards (Health)
Amanda Henderson
Griffith University
Maree O’Keefe
University of Adelaide
ALTC Learning and Teaching
Academic Standards (LTAS)
Academic standards are learning outcomes
described in terms of discipline specific
knowledge, skills and capabilities
Expressed as threshold learning outcomes
that a graduate of any given discipline (or
program) must have achieved
Identifying common learning
outcomes in health
The LTAS project in Health, Medicine and Veterinary
26 healthcare disciplines
950 academic leaders
70 councils and professional bodies
Grouped professional accreditation
standards/competencies into common content domains -
all 26 disciplines mapped
Identified six threshold learning outcomes
Threshold Learning Outcomes (Health)
Upon completion of their program of study, health
graduates at professional entry level* will be able to:
Demonstrate professional behaviours
Assess individual and population health status and, where
necessary, formulate and implement management plans in
consultation with patients/clients/carers/animal owners
Promote and optimise the health and welfare of
patients/clients and populations
Retrieve, critically evaluate, and apply evidence in the
performance of health care activities
Deliver safe and effective health care in collaboration with
other health care professionals
Reflect on current skills, knowledge and attitudes, and plan
ongoing personal and professional development activities
(*as defined by individual disciplines)
Identifying common learning
outcomes has contributed to work
Link between professional accreditation
and academic standards
Common clinical assessment principles
and tools across disciplines
Nursing standards (exemplars
under safe and effective
collaborative care)
Understands and practises within own scope of practice
Recognises that the membership and roles of health care teams
and service providers will vary depending on an individual's/group's
needs and health care setting.
Communicates nursing assessments and decisions to the
interdisciplinary health care team and other relevant service
Facilitates coordination of care to achieve agreed health
Collaborates with the health care team to inform policy and
guideline development
Communicates effectively with individuals/groups to facilitate
provision of care
Delegates aspects of care to others according to their
competence and scope of practice.
(safe and effective collaborative care)
Recognise personal limitations and know when to refer or seek
advice appropriately
Understand his or her limitations and know when and how to refer a
patient for an appropriate opinion and/or treatment, where the
diagnosis and/or treatments are beyond his or her skills, or to
confirm prescribed treatment
Work productively in his or her role in the dental team and display
appropriate professional behaviour towards other team members
Contribute to teams of healthcare practitioners in delivering
healthcare in a cooperative, collaborative and integrative manner
Communicate effectively with other health professionals involved in
patients’ care and convey written and spoken information clearly
Communicate effectively and responsibly in all communication
(safe and effective collaborative
Demonstrate a preparedness to work effectively in
a team with other healthcare professionals
Have developed communication skills, including
being able to listen and respond, as well as being
able to convey information clearly, considerately
and sensitively to patients and their families,
doctors, nurses, other health professionals and the
general public
Demonstrate a realisation that doctors encounter
clinical problems that exceed their knowledge
and skills, and that, in these situations, they need
to consult and/or refer the patient for help in
clinical, cultural, social and language related
matters as appropriate
Cues for assessment /
student feedback
demonstrates understanding of team processes
contributes appropriately in team meetings
acknowledges expertise and role of other health
care professionals and refers/liaises as appropriate to
access relevant services
advocates for the patient/client when dealing with
other services
collaborates with the health care team and
patient/client and to achieve optimal outcomes
cooperates with other people who are treating and
caring for patients/clients
works collaboratively and respectfully with support
greets others appropriately
questions effectively to gain appropriate information
Cues for assessment / student
listens carefully and is sensitive to patient/client and
carer views
respects cultural and personal differences of others
gives appropriate, positive reinforcement
provides clear instructions
uses suitable language & avoids jargon
demonstrates an appropriate range of communication
styles (eg patients/clients, carers, administrative and
support staff, health professionals, care team)
recognises barriers to optimal communication
uses a range of communication strategies to optimize
patient/client rapport and understanding (eg hearing
impairment, non-English speaking, cognitive
impairment, consideration of non-verbal
appropriately uses accredited interpreters

Learning and Teaching Academic Standards