IntroductionThe changing medical curriculum from a process-based traditional didactic model to competency-based integrated model requires alignment of assessment with teaching and learning. The teaching and learning of pathology in undergraduate medical curriculum has been evolving over the last two decades which demands changes in the assessment methods [1]. Medical schools are continuously exploring methods to integrate basic sciences and clinical sciences for better understanding of the disease process and its clinical application [2]. ' Assessment for learning' demands 'fit-for-purpose', multi-modal and longitudinal assessment [3]. For a robust medical program, the assessment process should reflect the content of the curriculum and the teaching approaches used. Assessing observational skills and the clinical application of basic sciences is a valuable tool for learning pathology. Pathology in Bond University Medical ProgramBond University Medical program is a 4.8 year accelerated MD degree. First three years are pre-clinical and the last two years are clinical hospital rotations. The pathology syllabus in preclinical years is delivered through problem-based learning, didactic lectures, tutorials with macroscopic museum specimens, casebased workshops, and simulation at Bond Virtual Hospital. The relevant macroscopic pathology museum specimen's areused in face-to-face sessions so that students can observe the macroscopic pathological changes in the three dimensions and correlate them with the pathophysiological disease process (Figure 1).The macroscopic observational skills and the ability to identify microscopic histological features enable a doctor to understand the relevance between pathological changes of a disease and its Abstract Introduction: The Bond Medical Program delivers pathology in the preclinical years through interactive learning. Assessment for learning demandsfit-for-purpose assessmentthat aligns with the curriculum. In Year 2 of the medical curriculum, clinical pathology is assessed through a series of written and an integrated practical assessment (IPA) examination. The IPA is a practical examination held in a laboratory which permits the use of multi-media. The traditional written paper examines the theoretical aspect of pathology while the IPA assesses the observational skill and three dimensional application of pathophysiology to disease processes.

Background: Increasingly, professional bodies expect doctors to not only provide patient care but also educate students, trainees and patients. Few medical students, however, receive formal tuition in terms of the theory and practice of medical education. A curriculum restructure from an MBBS to a Doctor of Medicine (MD) program provided an opportunity to develop three Masters streams: Clinical research, Capstones and educational Professional Projects. This submission describes how one Australian medical school is preparing some students for their future roles as medical educators through MD Professional Projects. Design: Framed by the 12 roles of the medical 'teacher', most students undertaking these projects take on Resource Developer (including simulation) and Assessor roles. For those choosing resource development (excluding simulation) or assessment, the Association for Medical Education (AMEE) Student Essential Skills in Medical Education (ESME) Course is compulsory. For those choosing educational research, the ESME Course is optional. Outcomes: By December 2020, four MD cohorts will have graduated with 69 students having undertaken educational MD Professional Projects, with fifty-one completing the ESME Course. MD students have created a range of resources for the curriculum, their colleagues and the local healthcare community. In addition to the expected learning we identified additional value-added outcomes for learners (e.g. skill development), the curriculum (e.g. areas of difficulty), academic supervisors' roles (e.g. role-modelling) and for the health care community (e.g. as expert reviewers). Conclusions: Engaging in scholarly activities such the ESME Course and developing learning resources not only provided MD students with a more in-depth theoretical knowledge in a range of clinical areas, but also developed skills that would prepare them for their future roles as medical educators. As supervisors, we identified the value these projects add to the broader health community as well as personal and professional benefits for ourselves.