MEDIC ST 5005BRU - Medical and Scientific Attachment 3 Part 2

Course Details

Course Code	MEDIC ST 5005BRU
Course	Medical and Scientific Attachment 3 Part 2
Coordinating Unit	Medical Studies
Term	Semester 2
Level	Undergraduate
Location/s	Teaching Hospitals
Units	2
Contact	Attachments, common program & research
Available for Study Abroad and Exchange	N
Prerequisites	MEDIC ST 5000AHO, MEDIC ST 5005ARU, MEDIC ST 5006ARU MEDIC ST 5007ARU, MEDIC ST 5009ARU, MEDIC ST 5014ARU, MEDIC ST 5015ARU and MEDIC ST 5016ARU in addition to all previous years core courses, or by approval of the Dean of Medicine
Restrictions	Available to MBBS rural placement students only
Assessment	Details provided at start of year

Course Staff

Course Coordinator: Dr Katrina Morgan

Rural Medicine Course Coordinators
Dr Paula Kitto, paula.kitto@adelaide.edu.au
Dr Alice Bennett, alice.nottle@adelaide.edu.au

Year 5 Rural Program Coordinator: Bronwyn Herde
Phone: 0438 821 744
Email: bronwyn.herde@adelaide.edu.au
Location: Adelaide Rural Clinical School, The 成人大片

Course Timetable

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

The Adelaide Rural Clinical School follows the Community Longitudinal Integrated Clerkship (CLIC) model for medical student training. This comprises a full year of living, working and training in a rural location for your fifth-year MBBS program. It is delivered in rural-based communities with an integrated educational program and clinical placements. The ARCS Rural Medicine Course constitutes the three Medical and Scientific attachments for your fifth-year medical studies and combines the three MEDIC ST 5005-5006-5007:A-B:RU course codes.

The Rural Medicine Course clinical placements are organised by the student coordinator in each ARCS training node. These include working in rural general practice, with parallel consulting with an experienced supervisor and clinical trainer. Clinical placements can also occur in regional and rural hospitals, with on-call, emergency, and inpatient supervised work, to provide further experiential learning. Additionally, clinical attachments are scheduled with rural or visiting medical specialists providing wider medical, surgical and specialised experience and training. Wider experiences may include community outreach clinics, health promotion activities (e.g. school visits), aboriginal medical services and other specialised clinics when locally available.

The Rural Medicine course educational program includes elements of general, medical, surgical and emergency patient care, clinical skills, clinical reasoning, professionalism and health care teamwork. Educational activities, formative and summative assessment for the three MEDIC ST 5005-5006-5007:A-B:RU course codes are integrated across the year. These include Zoom tutorials on a wide range of topics, bedside teaching, case discussions, interprofessional training and aboriginal health cultural competency development.

Course Learning Outcomes

The Medical Scientific attachments intend to:

1	Provide students with the opportunity for immersion in a broad spectrum of speciality areas
2	Focus on the clinical and scientific aspects of a specialty or discipline
3	Continue the spirals of learning which began in Years 1-3
4	Integrate the clinical and scientific disciplines relevant to the topic
5	Include time to critically read and review relevant literature

Year 5 ARCS Rural MBBS students are subject to the following course learning outcomes:

By the end of the ARCS Rural Medicine Course students will be able to:
1	Recognise the breadth of presentations in comprehensive rural generalist care.
2	Understand the barriers and enablers for equitable health care and health outcomes for rural and Indigenous communities.
3	Recognise the challenges presented by geography, distance, local resource capacity, social, economic, and cultural factors and how these are managed by rural doctors with, and for, rural patients.
4	Identify roles of rural doctors that go beyond medical expertise including advocate, collaborator, scholar, mentor, communicator, community member and professional.
5	Understand rewards and challenges of living and working in rural communities using clinical courage as a framework.
6	Recognise and respect the diversity of Aboriginal cultures, histories, languages, and relationships to country, family and spirituality; and Indigenous knowledges of health and wellbeing.
7	Understand pathways and processes for patients to access acute and non-acute care from regional specialists and from tertiary care facilities. Recognise the impact of referral processes on families and communities.
8	Critically appraise and apply relevant literature to rural contexts.
9	Understand and appreciate the role of Aboriginal health practitioners and Aboriginal Community Controlled Health Services for optimising care of Aboriginal patients.
10	Understand the multidisciplinary approach to acute and chronic conditions.
11	Communicate effectively, with a particular focus on culturally safe communication with Aboriginal and Torres Strait Islander Patients and families.
12	Manage common presentations in rural practice using a patient-centred, strength based and culturally safe approach, adapting to local contexts.
13	Work within health systems utilising a range of communication and record keeping tool.
14	Self- regulate professional learning including seeking and responding to feedback.
15	Build partnerships and work collaboratively with rural health professionals, organisations and communities.

This course will provide Year 5 ARCS MBBS students with an opportunity to develop the Graduate Attributes specified below:

**University Graduate Attributes**
University Graduate Attribute	Course Learning Outcome(s)
Attribute 1: Deep discipline knowledge and intellectual breadth Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.	1,3,4,7,9,10,11,13
Attribute 2: Creative and critical thinking, and problem solving Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.	1,3,4,5,7,10,12,14
Attribute 3: Teamwork and communication skills Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.	9,10,11,13,14
Attribute 4: Professionalism and leadership readiness Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.	4,11,13,14
Attribute 5: Intercultural and ethical competency Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.	9,11,14
Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.	2,3,5,6,7,9,10, 11,12
Attribute 7: Digital capabilities Graduates are well prepared for living, learning and working in a digital society.	8,13,15
Attribute 8: Self-awareness and emotional intelligence Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.	14

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)
Attribute 1: Deep discipline knowledge and intellectual breadth Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.	1, 2, 3
Attribute 2: Creative and critical thinking, and problem solving Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.	1, 2, 4
Attribute 3: Teamwork and communication skills Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.	1, 4
Attribute 4: Professionalism and leadership readiness Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.	1, 2
Attribute 5: Intercultural and ethical competency Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.	9,11,14
Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.	.
Attribute 7: Digital capabilities Graduates are well prepared for living, learning and working in a digital society.	.
Attribute 8: Self-awareness and emotional intelligence Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.	1, 5

Required Resources

No set textbook, all required readings are in MyUni.

Online Learning

Please refer to the MyUni course for topic study guides, practice MCQs, tutorial and lecture resources.

Learning & Teaching Modes

The Rural Medicine Course clinical placements are organized by the student coordinator in each ARCS rural site. These include working in rural general practice, with parallel consulting with an experienced supervisor and clinical trainer. Clinical placements can also occur in regional and rural hospitals, with on-call, emergency, and inpatient supervised work, provide further experiential learning. Additionally, clinical attachments with rural or visiting medical specialists provide wider medical, surgical and specialised experience and training. Wider experiences may include community outreach clinics, health promotion activities ( eg school visits), Aboriginal Community Controlled Health Organisations and other specialized clinics where locally available.

Educational activities include

Clinical placement in your rural site
Rural Medicine Zoom tutorial program and online panel discussions
eLearning Modules
Rural site based teaching including case discussions, clinical reasoning tutorials and bedside teaching
Aboriginal health and cultural safety learning activities

Workload

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

Students are expected to join weekly Zoom tutorials each Thursday from 1200 - 1330. You will need to engage in the relevant pre-readings prior to the Zoom tutorials. This is a 6 unit course in which your workload is expected to be 24 hours per week. The majority of this time will consist of clinical placement in your rural site.

Learning Activities Summary

The Rural Medicine Course includes elements of general medical, surgical and emergency patient care, clinical skills, clinical reasoning, professionalism and healthcare team work.

Educational activities include Zoom tutorials on a wide range of topics, bedside teaching, case discussions, interprofessional learning and Aboriginal and Torres Strait Islander health cultural competency development. Please refer to MyUni.

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

This course makes up one part of the integrated Adelaide Rural Clinical School Rural Medicine Course and assessment continues across the 3 MSAs (3,4 and 5) and is completed over the 36 week MBBS calendar year.

Assessment Task	Task Type	Barrier	Weighting	Learning Outcome
Reflection on log book - Develop Smart Goals for experiential learning	Summative	N	NGP	1,3
Aboriginal Health podcast	Summative	N	NGP	1,5
Rural Case Presentation	Summative	N	NGP	2,4
Monthly Quizzes MCQ	Formative	N	N/A	2,4
Completion of online modules and collaborative study guides	Formative	N	N/A	2,4,5
Aboriginal Health Podcast Proposal	Formative	N	N/A	1,5
ARCS midyear OSCE	Formative	N	N/A	2,4
Students not participating in scheduled sessions will be given feedback	Formative	N	N/A	1

Any student failing to achieve a pass standard in any single assessment in the Rural Medicine Course will be offered one opportunity to act on feedback and resubmit prior to the end of semester. Students not able to remediate a fail grade will be offered a summer school to ensure completion of all learning outcomes to a pass standard.

To pass this course and the Fifth Year MBBS Examination Annual Examination Part 2 course, students must obtain:
• a satisfactory result in each of the components of the summative assessment in semesters 1 and 2; and
• a satisfactory performance in the examinations overall

If an overall borderline grade is achieved in the examinations, a student may be offered an opportunity to sit a Replacement/Additional Assessment examination.

Academic Progression Requirements
Progression from one year to the next in the MBBS is dependent on the student successfully completing a compulsory annual examination course in which a full year’s learning is assessed.

To successfully complete the MEDIC ST 5000AHO and MEDIC ST 5000BHO Fifth Year MBBS Examination Part 1 and Part 2 courses, the student must pass the end of year examinations and have successfully completed all year level component courses (24 units).

IF a student fails the compulsory examination course no passing grade will be received for any core medical studies courses.

IF a student has not completed all required MEDIC ST units of the year they may be offered an appropriate remedial course of the same or greater value as specified in Term 4 of the same academic year.

Assessment Related Requirements

The University has developed a Scope of Practice document which outlines appropriate activites for Year 5 students. Students should be familiar with this document, and adhere to its guidelines. The document can be found in MyUni and .

Assessment Detail

Reflection on logbook summary and 3 x Smart Goals for experiential learning.

Log your clinical encounters using the Logit Box app (minimum average of 10 per week).
- It is expected that you will log a minimum average of 10 clinical cases each clinical week. You are welcome to log more than this if you wish. You may want to log particularly unusual or interesting cases for reflection later, but it is also very fine to log some common cases also.

Rural Case Discussion Choose any patient you have seen (must not be a patient you have presented for another assignment) who either:
- Needed to travel a significant distance from their rural location to access some aspect of their clinical care (travel or transfer for treatment or investigation).
- Had different management and/or outcome of their condition because they were in a rural/regional location.

You will need to have a deep understanding of the impact of the illness/condition on the patient and community to pass this assignment. This will likely need a specific discussion with the patient and health professionals involved in their care. Please ensure that you check the list of things to be included in the case presentation.

Prepare a case presentation to give to your site peers and site clinical academics during the rural case discussion sessions. Ensure that the patient is de-identified when you present your case (more details of required components below). You do not need to make PowerPoint slides but can if you wish. There is no requirement to submit a written summary of any cases you present.Choose any patient you have seen (must not be a patient you have presented for another assignment) who either:

Needed to travel a significant distance from their rural location to access some aspect of their clinical care (travel or transfer for treatment or investigation).
Had different management and/or outcome of their condition because they were in a rural/regional location.

Aboriginal Health Assignment - Podcast

The podcast assessment will be done in groups. You and your peers will be able to self-select into groups of 2 or 3. In certain circumstances, solo submissions will be allowed. The assessment is an opportunity for your group to use critical thinking skills to explore a topic that you are interested in, relating to rural Aboriginal health. You will develop a podcast of approximately 10 minutes, by synthesizing your research and incorporating an interview with a key informant. Topics that you might explore include • A reflection on a core clinical presentation (otitis media, obstructive sleep apnoea) • A public health initiative in your placement region (Aboriginal community control, health promotion programs) • A reflection on a cultural capability in the workforce (communication, reflexivity, addressing institutionalised racism, working with Aboriginal Health Practitioners).

Submission

Reflection on logit box summary – Develop Smart Goals for experiential learning	Friday 17th May, 2024		NGP
Aboriginal Health Podcast	Friday 23rd August, 2024		NGP
Rural Case Presentation	Friday 11^th October, 2024		NGP
Any student failing to achieve a pass standard in any single assessment in the Rural Medicine Course will be offered one opportunity to act on feedback and resubmit prior to the end of semester. Students not able to remediate a fail grade will be offered a summer school to ensure completion of all learning outcomes to a pass standard.		Total		NGP

Course Grading

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

GS8 (Coursework Grade Scheme)
Grade	Description
CN	Continuing
FNS	Fail No Submission
NFE	No Formal Examination
F	Fail
NGP	Non Graded Pass
P	Pass
C	Credit
D	Distinction
HD	High Distinction
RP	Result Pending

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.

Final results for this course will be made available through .

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.

Students may access the University Health Practice, 61+ 08 83135050
The MBBS Program website has details on Student Well-being resources which can be accessed.

This section contains links to relevant assessment-related policies and guidelines - all university policies.

Please read the MBBS Program Code of Conduct

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.

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

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