MEDIC ST 2101A - Scientific Basis of Medicine II Part 1

North Terrace Campus - Semester 1 - 2017

Through the study of clinical cases students will further develop their knowledge and understanding of the basic scientific principles that underpin the practice of medicine. The Case Based Learning Program emphasises the need for students to be able to explain the mechanisms responsible for the production of symptoms and signs of diseases and to be able to relate these to pathophysiology and related underlying scientific disciplines. Student learning in this program is supported by relevant resource sessions and lectures.

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Course Details

Course Code	MEDIC ST 2101A
Course	Scientific Basis of Medicine II Part 1
Coordinating Unit	Medical Studies
Term	Semester 1
Level	Undergraduate
Location/s	North Terrace Campus
Contact	Weekly lectures, CBL sessions & resource sessions
Available for Study Abroad and Exchange	N
Prerequisites	Year 1 MBBS Exam
Restrictions	Available to MBBS students only
Assessment	Details provided at start of year

Course Staff

Course Coordinator: Dr Judi Nairn

The course is taught by tutors and teachers drawn from scientific and clinical staff.

Course Timetable

The full timetable of all activities for this course can be accessed from .

Further details of the timetable structure will be made available at the start of the
course. Schedules for the MBBS program may vary due to clinical obligations of individual teachers.

Course Learning Outcomes

The SBM thread runs across Years 1-3 of the Medical Program. In Year 1 students will be introduced to basic concepts and vocabulary. Learning will become more complex as the course progresses. All of the courses in Years 1-3 are designed to help prepare students to undertake clinical placements in Years 4-6.

Detailed objectives for each year level in the MBBS Program are distributed as part of the case-based learning program and may include, but not be limited to, the following

1. demonstrate the required professional behaviour in all educational, clinical and professional relationships, including with other students
2. have a critical and questioning approach to learning
3. be enthusiastic about learning, and understand the importance of life-long learning
4. develop competence in case-based learning (CBL) processes, including the integration of knowledge across disciplines
5. begin to effectively use information technology in communication and decision-making, and understand the application of research on evolving methods of health care
6. understand the thematic structure of the case-based program in Years 1-3.
7 able to use appropriate medical terminology and vocabulary
8 able to understand and explain the mechanisms whereby normal biological and anatomical processes are disturbed in disease, and be able to apply the knowledge base gained from previous cases to new but related cases
9 able to identify gross and surface anatomical, histological, microbiological and macroscopic and microscopic pathological features
10 demonstrate an understanding of the concept of homeostasis, and the basic mechanisms by which the internal environment is regulated, with a particular emphasis on fluid balance, electrolytes, blood pressure, acid-base balance.
11 demonstrate an understanding of the concepts of cellular function and its control by neurohumoral mechanisms via receptors and signaling processes.
12 demonstrate an understanding of the concepts of genetic control of cellular function, the role of genetics in disease pathogenesis, the basics of Mendelian and polygenic inheritance, and the increasingly important role of genetics in medicine
13 demonstrate knowledge of the mechanistic links between basic sciences (biological and psychological) and the normal and abnormal findings on physical and mental state examination of the systems studied
14 understand the importance of the social and behavioural sciences to medical practice and demonstrate an awareness of the importance of patients’ cultural and linguistic background, the value of diversity and tolerance of uncertainty, and the affect of culture and history on health
15 Progressively develop clinical reasoning skills through the practice of clinical reasoning and the application of integrated knowledge.

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Deep discipline knowledge informed and infused by cutting edge research, scaffolded throughout their program of studies acquired from personal interaction with research active educators, from year 1 accredited or validated against national or international standards (for relevant programs)	4,6,7,8,9,10,11,12
Critical thinking and problem solving steeped in research methods and rigor based on empirical evidence and the scientific approach to knowledge development demonstrated through appropriate and relevant assessment	2,15
Teamwork and communication skills developed from, with, and via the SGDE honed through assessment and practice throughout the program of studies encouraged and valued in all aspects of learning	3
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	1,5
Intercultural and ethical competency adept at operating in other cultures comfortable with different nationalities and social contexts able to determine and contribute to desirable social outcomes demonstrated by study abroad or with an understanding of indigenous knowledges	14
Self-awareness and emotional intelligence a capacity for self-reflection and a willingness to engage in self-appraisal open to objective and constructive feedback from supervisors and peers able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate	1

Learning Resources

Required Resources

Students will be required to purchase a standard medical examination kit and textbooks.

Recommended Resources

Much of the information which can be found on the internet is of questionable accuracy and it is vital that students have accurate information. There will be recommended textbooks for specific courses and students will be advised of these as part of introduction to that course.

For the SBM course, students will need basic textbooks on anatomy and histology, physiology, pathology and pathophysiology and biomedical science. There are a lot of different textbooks available and different textbooks will appeal to different learners. The Adelaide Medical Students’ Society publishes and distributes a document to assist you in deciding which textbooks to buy. We recommend that you spend time looking at different textbooks and talking to your peers about what has worked for them, before you purchase any textbooks.

Extensive electronic and paper-based resources will be recommended as the course progresses.

Online Learning

Online learning is an important curriculum component in all years of the MBBS course. Material for all courses are provided through the medical program curriculum website at https://curriculum.adelaide.edu.au/index.asp or through MyUni.

Reliable sources of reference journal articles are available online through the University Barr Smith Library (BSL) and various search engines.

Wikipedia can be a useful guide for definitions, but it is generally an unreliable source of medical and technical information. You are recommended instead to search PubMed or Google Scholar for peer reviewed articles and research evidence.
Learning & Teaching Activities

Learning & Teaching Modes

There are numerous teaching and learning methods used, with the emphasis on active learning methods including, but not limited to: case based learning, large group lectures, seminars and workshops and laboratory resource sessions. There will be self-directed research and/or study, written assignments, case presentations, and critical analysis.

Learning by doing:
Students are expected to actively participate in CBL tutorials and develop the skills required to work as a member of a team. Case presentations are a very important communication tool among medical practitioners. They are used in a variety of setting: ward rounds, teaching rounds, hand-over, transfer of patient care between units, discussing a referral and communication between different practitioners.

It is important then that students get as much practice as possible in first year to prepare and deliver good oral case presentations for the CBL sessions.

The skills of reasoning in CBL and case presentations need to be acquired in preparation for the clinical years, where it features as a major forum for the academic and clinical communication to peers and consultants in the hospital.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

Attendance at tutorials is compulsory. While lectures are not compulsory, the material presented in a lecture will assist your ability to participate in tutorials and will provide examinable material. The development of time management skills is important for future medical practice. Students are expected to develop study skills and allocate time to self-directed learning. In Years 1-3, the standard total student workload for 24 units is 48 hours a week.

Learning Activities Summary

The curriculum begins with an introduction to CBL processes and study continues in large and small groups using clinical cases of the most common and important diseases as a basis. Lectures, anatomy sessions and workshops and are carefully staged throughout the CBL cases to provide key information to assist the students as they progress. Rather than memorising unnecessary detail, the emphasis throughout the program is on understanding, and being able to explain, mechanisms and principles.

Specific Course Requirements

As a medical student you will be registered with the Medical Board of Australia.

Small Group Discovery Experience

The predominant learning method for the MBBS Program is small group discovery learning.

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Students wiill receive verbal formative feedback from their CBL tutors throughout all asssessment periods. Summative assessment will be reflective of formative feedback. Summative tasks are outline below.

Assessment Task	Task Type	Timing	Weighting
CBL tutor assessment of knowledge and reasoning (1)	Summative	Semester 1	15%
CBL tutor assessment of knowledge and reasoning (2)	Summative	Semester 1	20%
CBL tutor assessment of professional competencies (1)	Summative	Semester 1	5%
CBL tutor assessment of knowledge and reasoning (3)	Summative	Semester 2	20%
CBL tutor assessment of knowledge and reasoning (4)	Summative	Semester 2	25%
CBL tutor assessment of professional competencies (2)	Summative	Semester 2	5%
Anatomy Assessment	Summative	Semester 1/2	10%

Assessment for MEDIC ST 2101A/B is combined. Students must complete both MEDIC ST 2101A/B to gain a pass mark.

All assessment items will be standard set for competency and the marks used to calculate the composite score adjusted according to standard setting. Students are required to attain an overall composite score from all assessment tasks equal to or greater than 50% to achieve an NGP An additional assessment will be offered to students who fail MEDIC ST 2101A/B with a composite score of 45-49%.

Assessment Related Requirements

There are attendance requirements which must be met. Students should also note that there are also requirements for professional behaviour standards which are set out in MEDIC ST 2000A/B - Second Year MBBS Examination Part1/2 assessment criteria.

Assessment Detail

Complete assessment requirements are contained within the relevant MyUni course.

Submission

Students may be required to submit assessments via Turnitin.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

NOG (No Grade Associated)
Grade	Description
CN	Continuing

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Grades for your performance in this course will be awarded in accordance with the following scheme: GS4 Non-graded pass.

For the purpose of feedback to students a banded result will be provided for each course and examination. This result will not appear on students’ academic transcripts.

Bands of achievement are:
A Above expected competency for year level
B Clearly at expected competency for year level
C Just reaches expected competency for year level
D Below expected competency for year level
E Far below expected competency for year level

Final results for this course will be made available through .

Students should familarise themselves with the University Policy on Additional Assessment/Replacement Assessment.

Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

The MBBS Program has a regular program of evaluation. In addition, student representatives are appointed to MBBS committees and are encouraged to report on issues of importance to students.
Student Support
Students may access the University Health Practice, 61+ 08 83135050
http://www.adelaide.edu.au/student/health/

The MBBS Program website has details on Student well-being resources.
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Please read the MMBBS Program Code of Conduct
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.

The 成人大片 is committed to regular reviews of the courses and programs it offers to students. The 成人大片 therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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