Within each Clinical Division exists a number of Clinical Disciplines which play significant roles in the teaching of students and the conduct of research within the School. The Clinical Disciplines are:

• Anaesthesiology & Critical Care
• General Practice
• Medical Imaging
• Medicine
• Molecular & Cellular Pathology
• Obstetrics & Gynaecology
• Paediatrics & Child Health
• Psychiatry
• Surgery

The teaching roles of the Clinical Disciplines include:

• Delivering core clinical teaching to Year 1 and Year 2 via seminars, lectures, clinical (ward) coaching and PBL sessions. For most Disciplines, the major focus is Year 2, especially for PBL tutors. The role includes the identification of clinical teachers for these teaching sessions
• Delivering a comprehensive term of clinical teaching (Core Clinical Rotation) in Year 3 and/or Year 4, covering all aspects of the discipline relevant to the goals of the Program
• Active involvement in the assessment program, including setting, conducting, marking and providing feedback for relevant sections of the summative assessment nodes (Year 1, Year 2, Year 4), and for the Progressive Summative Assessment in the Discipline’s Core Clinical Rotation
• Membership of the Teaching and Learning Committee (Head of Discipline) and the Core Clinical Rotations Committee (Rotation Coordinator) to provide Discipline input to curriculum development, etc.

The research roles of the Clinical Disciplines include:

• Engaging in collaborative research activity in relevant disciplines that is of international standard. This research activity will usually include both basic and clinical research, and may also include such areas as surgical education and assessment, and clinical outcomes research
• Inter-disciplinary collaboration within the School, with Academic Title holders and hospital staff, and further afield
• Participation in local reading programs and on grant assessment committees to improve grant competitiveness
• Supervision of higher degree students
• Providing research opportunities for academic staff, especially for potential academics in the early stages of their careers, and fostering career development