成人大片

Course Coordinators:
Dr Anna Billington
Prof Liz Beckett

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

	On successful completion of this course students will be able to:
1	Describe the structure and key components of the Australian healthcare system.
2	Appraise relevant public health priorities and health inequalities in relation to underserved populations; including indigenous, rural, and culturally and linguistically diverse.
3	Describe and appraise Australia’s national systems approach to improving the quality and safety of healthcare.
4	Describe the role of general and community practitioners in healthcare delivery.
5	Conduct appropriate patient-centred communication and holistic clinical interactions, including medical interviews and clinical examinations in a clinical teaching setting, to obtain a holistic medical history.
6	Apply and adhere to ethical, legal and regulatory requirements and communication principles in line with “Good Medical Practice: A Code of Conduct for Doctors in Australia”.
7	Apply and adhere to ethical, legal and regulatory requirements in line with legislation concerning practicing of medicine and treatment of patients in complex circumstances, including medical error/open disclosure, end of life law and advanced care directives.
8	Describe key features of the biology of human reproduction and development across the lifespan.
9	Describe the aetiology, pathophysiology, clinical features, natural history and prognosis of common and important reproductive presentations.
10	Describe the physiological and pathophysiological principles that contribute to the aetiology, clinical features, natural history and prognosis of common conditions in paediatric, adolescent, adult and older populations.
11	Determine and interpret the relevant investigations appropriate for common health presentations related to reproductive, paediatric, adolescent, adult and older populations.
12	Demonstrate therapeutic reasoning by formulating a simple management plan including empirical and/or specific treatment of common problems at different stages of the lifespan based on principles of evidence-based medicine.
13	Apply knowledge of differences in human structure, function and behaviour across the life span to the prevention, diagnosis and management of clinical presentations.
14	Access, critically appraise, interpret and apply evidence from the medical and scientific literature (in the context of reproductive, paediatric, adolescent, adult and/or geriatric medicine).
15	Apply and integrate relevant knowledge and skills from previous courses within the Bachelor of Medical Studies with knowledge obtained within the Medical Studies 3 course.

Recommended textbooks and peer-reviewed articles will be communicated by course educators via the Learning Management System
(MyUni). Students are encouraged to choose their resources that take their learning style into account. Materials such as online videos, presentations and documents will be provided via MyUni. Students may be required to submit written assignments via a Turnitin digital submission portal which can be accessed through MyUni.

MyUni will be used as a digital platform to:

• host online teaching activities, resources including supporting documents, videos and external web links.
• communicate course and program related announcements to students.
• promote student discussion and communication via Discussion Boards.
• enable students to access and submit formative and summative assessments.

Resources will be released at appropriate time points during the semester and will be available for the duration of the course.

Lectures
Key mechanisms, concepts and issues relating to the four domains of medicine (science & scholarship, clinical
practice, health & society and professionalism & leadership) will be explained and discussed via a series of online resources and in-person presentations.
 
Clinical Placement
To gain exposure to healthcare settings, each student will complete a 1-day per week clinical placement within a local general practice.

Clinical Workshops
Students will participate in half day and full day workshops during the semester to learn about Sexual Health, Spinal Injury and Otolaryngology in greater depth.
 
Scenario Based Learning
Scenarios will relate to common and important medical conditions, population and community health issues, and professionalism issues relevant to the course themes. New scenarios will be introduced at the start of each weekly module and explored by small student groups in workshops. These sessions are designed to develop skills in hypothesis formulation, hypothesis testing and
clinical reasoning in addition to consolidating and applying knowledge across the various domains of medicine.
 
Biomedical Science Practicals
Multi-disciplinary interactive practicals will provide students with opportunity to explore the structure, function and pathologies
of the reproductive system and body structure and function across the lifespan.
 
Health and Society Seminars
In Health and Society workshops students will apply their knowledge of health inequities across a range of underserved population, the structure of the health care system and the approach to quality and safety in healthcare.
 
Professionalism and Leadership Seminars
Students will have opportunity to develop and apply knowledge of ethical, legal and regulatory requirements and communication principles, through integrated oral and written activities and clinical tasks.
 
Clinical Seminars
In Clinical Seminars, students will observe and practice clinical skills, reflect and debrief experiences from placements, discuss common cases and situations in community health settings, and discuss and practice presentation of de-identified patient
cases.
 
Simulation Sessions ( 1 session in O-week; 1 session scheduled during semester)
In these sessions, students will learn, apply and demonstrate skills such as hand hygiene, basic life support, vital signs, use of personal protective equipment (PPE), and aseptic non-touch technique (ANTT) in a simulated environment.

Research Skills Modules
A series of research skills modules (RSMs) are delivered over the first 2.5 years of the BMedSt program. The series aims to support students to develop critical skills to evaluate evidence, make informed clinical decisions, and contribute to advancing healthcare practices through research. In Medical Studies 3 RSMs focus on evidence-based medicine and clinical trials.

Students will work individually and collaboratively in small groups (typically 4 - 8 students) within tutorials, workshops, simulations and Scenario-based Learning sessions. Group discussions may be facilitated by tutors and demonstrators depending on the nature of each session. Students will also attend GP placements for one full day per week.

Students are reminded that the overall workload for a full time student as stated in the 成人大片 Calendar is an average of 48 hours per week per teaching period (i.e. semester). This includes contact and non-contact hours and includes general study and research time for assignments. Medical Studies 3 is a 12 unit course and thus represents the full time load. You should therefore be putting in an average of 48 hours of study each week (including contact hours) for this course.

Each week you are expected to:
o  Attend learning & teaching activities
o  Engage with relevant lecture material, ensuring that you understand the information, and taking additional notes as necessary
o  Revise other relevant content to aid your understanding
o  Prepare for assessments
o  Utilise the resources provided to you through the MS3 and BMS Program MyUni Courses

Lectures (online and in-person)
Simulation Sessions (online preparatory materials and in-person)
Biomedical Science Practicals (online preparatory materials and in-person)
Research Skills Modules (online)
Clinical Seminars (in-person)
Professionalism & Leadership Seminars (in-person)
Health & Society Seminars (in-person)
Scenario-based Learning Sessions (in-person)

It will be the responsibility of the student to travel to and from their clinical placement site.

Assessment Task	Task Type (Formative or Summative)	Assessment weighting %	Hurdle Requirement (Yes or No)	Course learning outcomes being assessed
O-Week Assessments	Summative	NGP	Yes	6
Fortnightly Quizzes	Formative	NA	No	1-15
Mid-Semester Test (MST)	Summative	*	Yes*	1-15
End of Semester Test (EST)	Summative	*	Yes*	1-15
Workplace-based Assessments (WBAs)	Formative & Summative	NGP	Yes	5-7,11
Case-Based Assessment (CBA)	Summative	NGP	Yes	4-6, 9-15
Professional Behaviour	Formative & Summative	NGP	Yes	5-7
Simulation Session Competencies	Summative	NGP	Yes	5
Cross Domain Assignment	Summative	NGP	Yes	1-15

*See assessment-related requirements for details regarding weighting / hurdle requirements

 

The following minimum requirements are necessary for progression from the Medical Studies 3 course to Transition to Clinical Practice:

All Domains: It is a hurdle requirement for students to attain an overall combined passing score for the mid-semester and end-of-semester tests, with the mid-semester test having a weighting of 30% and the end-of-semester test a weighting of 70% towards this score. The passing score will be determined after applying an appropriate standard-setting method (e.g. Cohen’s standard setting method). Students who fail to achieve this score may be offered an additional assessment, in keeping with the Modified Arrangements for Coursework Assessment Policy.

Science and Scholarship Domain: To satisfactorily pass students must also achieve acceptable performance (borderline score or greater) in the S&S component of the Cross Domain Assignment. Students must also achieve a standard set passing grade for the combined S&S component of the mid and end of semester tests.

Health and Society Domain: To satisfactorily pass students must also achieve acceptable performance (borderline score or greater) in the H&S component of the Cross Domain Assignment.

Clinical Practice: To satisfactorily pass students must also achieve acceptable performance (borderline score or greater) in the CP component of the Cross Domain Assignment. Acceptable completion and performance in the O-Week assessments, simulation competencies, summative case-based assessment, clinical competency assessments and the placement report are also required.

Professionalism and Leadership: To satisfactorily pass students must also achieve acceptable performance (borderline score or greater) in the P & L components of the Cross Domain Assignment. Acceptable performance in Professional behaviour is also required. Students must attend and actively contribute to core structured learning activities# (min 80%) and submit assignments on time. There is to be no substantiated record of unprofessional behaviour.

#Core structured learning activities for this course rely on group discussion and/or practical participation and include all workshops (SBL, Clinical, H&S, P&L), S&S practicals, placements and simulation.
All details are outlined in the Policy Document “Assessment of the Professionalism & Leadership Domain” which students are expected to be familiar with.

Assessment will be conducted under the GS8 Grade Scheme in recognition of the integrated, domain-led nature of the medical program curriculum.  In addition, the program uses the philosophy of “Assessment for Learning”, where the learner is guided by assessment, and assessment feedback is used to shape and determine the learner’s progress.  The integrated nature of the curriculum means that the successful learner must achieve a minimum standard of performance in each of the four domains (Science and Scholarship, Clinical Practice, Health and Society, and Professionalism and Leadership), and deficiencies in an individual domain cannot be compensated by performance in another.

O-Week Assessments
Prior to commencing placements, students will be required to complete a number of O-Week assessments. These assessments must be satisfactorily passed prior to commencing placement.

Fortnightly Quizzes
Each fortnight, students will undertake a formative quiz that tests and consolidates learning aligned to topics covered in the module. Questions can be drawn from across the domains and curriculum streams, with approximate weight related to the content taught during the week.

Mid-Semester Test (MST)
At mid-semester, students will undertake a summative test.  Material from across the program curriculum to that point in time will be assessed using a mix of question formats. This may include integration of information from earlier semesters in the context of reproduction and lifespan health.

End-of-Semester Test (EST)
At the end of semester, students will undertake a test.  Material from across the program curriculum will be assessed using a mix of question formats. This may include integration of information from earlier semesters in the context of reproduction and lifespan health.

Workplace-Based Assessments (WBAs)
WBAs will assess students’ behaviour and demonstrated skills during clinical placement. Areas of focus will include professionalism, communication skills, examination skills and application of knowledge to the clinical context. Tasks include mini-clinical evaluation exercises (mini CEx) in-training assessment reports (multi-source feedback), reflective activities and a clinical logbook.

Simulation Session Competency
Students will need to demonstrate competence in performing basic medical procedures in a simulated environment. 

Case-Based Assessment (CBA)
This assessment will involve students selecting a case, based on a patient interaction that they have had during placement. They will draft a case write up and then undertake a case-based discussion with their GP supervisor (formative). They will then work as individuals or in pairs/small groups, presenting one of these cases to a small group, discussing the case with their peers and clinical tutors and then submitting a formal case write up, focusing on the history, examination and generating a problem list. This will be a summative assessment. 

Professional Behaviour
Students will be required to demonstrate appropriate professional behaviour, as evidenced by timely submission of assignments, satisfactory active attendance at teaching sessions, patient-centred clinical interactions with patients and healthcare professionals, and no unprofessional behaviour.  Satisfactory performance is required for progression. (See Assessment-Related Requirements for further details).

Cross Domain Assignment (CDA)
Students will analyse a patient journey, including:        
· the aetiology, pathophysiology, clinical features, natural history and prognosis of the health presentation
· the patient diagnosis and appropriate clinical care
· a reflection on the importance and impact of appropriate patient-centred communication and care.
· the roles of different components of the healthcare system

Unless otherwise indicated, written assignments will be submitted via digital submission portals within the MyUni Learning Management Software platform.  Embedded applications will be utilised to promote academic integrity, streamline grading and feedback, deter plagiarism, and improve student outcomes. Any students experiencing technical difficulties should contact the course coordinators at the earliest opportunity. The deadline time will be strictly enforced according to the digital time displayed by the MyUni portal. Coursework submitted to any location other than those specified will not be accepted. This includes submissions to staff email addresses. Submission dates may be extended only under exceptional circumstances as per the Modified Arrangements for Coursework Assessment (MACA) policy.