Expert Working Parties (EWP)

The PEIG Expert Working Parties are structured around the PEIG four Program Quality Aspects. Each group is responsible for addressing specific indicators and use the following four process areas to define evaluation and improvement projects for the indicator set for their group.

a) Information and feedback from stakeholders - incorporates obtaining the evidence/information from data that exists, and designing instruments/ methods for obtaining information.

b) Outcomes and material evidence - relates to developing the processes and systems for obtaining routinely collected data that does not require the design of instruments, although it may also address broader information requirements such as where there is not data that exists.

c) Reporting and communication - processes related to communicating the results and analysis of information to stakeholders.

d) Improvement and support - processes to address improvement and support in all indicators.

Each EWP is convened by a member of PEIG and has the support of additional PEIG members for specific tasks.

Invited membership to the EWPs reflects the PEIG commitment to involve people who have both interest and expertise in the areas to be addressed in the PQA and indicator set, and who can facilitate the development of leading-edge evaluation and improvement activities.

PEIG Program Quality Aspects, Components, and Indicators

Program Quality Aspects	Components	Indicators
Student Experience	SE1. Learning and Teaching	1. Satisfaction with learning & teaching (includes activities) 2. Student perception on quality of learning and teaching materials 3. Student perception on quality of physical environment 4. Student perception on quality of learning culture
	SE2. Administration and Support	5. Satisfaction with Administration and Support
	SE3 Sense of community	6. Quality of interactions and support
	SE4 Admission/transition	7. Quality of admissions process 8. Satisfaction with Transition
Student and Graduate Outcomes	SG1 Student capabilities	9. Assessment results profile 10. Attitude to Medicine/Career 11. Progression patterns of students
	SG2 Graduate capabilities	12. External capability assessments 13. Perceived self-efficacy (referenced to capabilities)
	SG3 Career outcomes	14. Paths, diversity, changes and achievements of graduates
Staff and Teaching	ST1 Merit and capabilities	15. Scholarship in teaching 16. Program engagement and commitment
	ST2 Support, development, and recognition	17. Career development, /mentoring, and workload management 18. Efficacy of incentive and recognition processes
	ST3 Quality of teaching	1. Student satisfaction with learning & teaching 19. Alignment of teaching, learning and assessment 20. External assessments of quality of teaching
Curriculum and Resources	CR1 Quality of curriculum design	21. Stakeholder judgments of quality of curriculum design 22. Evaluation and improvement processes informing change
	CR2 Curriculum ownership and sustainability	19. Alignment of teaching, learning and assessment 16. Program engagement and commitment
	CR3 Suitability of resources	23. Suitability of resources (Physical; ICT; Materials) (Note overlap with indicators 2 and 3)