wwwdev@monash.edu.au
Thu May 25 16:42:33 EST 2000
Auth: S Steele, ITS Web and Internet Facilities
Copyright © Monash University 1999 - All Rights Reserved - Caution
There
are 145 first-year places in the medical course. In addition, the faculty
offers first-year places to suitably qualified overseas students on a
full-fee-paying basis. A six-year course is offered in 2000.
The final intake into the present six-year medicine course will be into first
year in 2000.
There are no major changes to the selection procedures for the 1999 Year 12
students applying for first-year Medicine in 2000. The interview time has been
extended to 30 minutes but the interview criteria are unchanged.
Successful applicants will not be able to defer their studies as there will not
be a Year 1 class in 2001. In 2002, there will be the first intake into the new
five-year medical course.
Selection
into the course is based primarily on academic merit as indicated by VCE
results. In addition, the results of a structured interview to assess personal
qualities will be used as part of the selection process. Structured interviews
are used as an adjunct to our selection procedure for several reasons:
1. the recommendation of the Federal Government's Inquiry into Medical
Education and the Medical Workforce (the Doherty Committee) that personal
qualities be taken into account in selection of medical students
2. a perceived community attitude that selection for medicine courses
based solely on academic success at secondary school may not be entirely
appropriate
3. the curriculum places greater emphasis on humanistic issues than
previously, so it is appropriate that selection procedures should be modified
accordingly
4. the structured interview process has been tested since 1991 when all
school leavers who obtained a place were interviewed on enrolment. An analysis
of the data from student interviews indicates that the interview can predict
how well students perform in some aspects of the curriculum where Year 12
results are not predictive (eg the Health, Illness and Human Behaviour and the
Clinical and Communication Skills subjects).
The
prerequisites for entry into medicine at Monash are:
(a) a study score of at least 30 in English
(b) a study score of at least 30 in Chemistry
(c) a study score of at least 30 in Specialist Mathematics or Mathematical
Methods and a study score of at least 25 in Physics or Biology or
(d) a study score of at least 25 in Specialist Mathematics or Mathematical
Methods and a study score of at least 30 in Physics or Biology.
VTAC will calculate an ENTER as a percentile (eg 99.00) for each applicant. The ENTER will be calculated using English and the next three best study scores (other than English) and 10 per cent increments for two additional studies (one may be a first-year university subject). The university will receive this information in January, not December when it is received by students.
Selection
into the medical course is based upon a combination of the applicant's ENTER
and performance at a structured interview. It is expected that few, if any,
applicants will be selected on the basis of an ENTER score alone. Two groups of
applicants who have met the prerequisites will be called for a structured
interview:
(a) those who have reached a certain threshold ENTER (eg above 99.00)
(b) additional applicants who have obtained a somewhat lower ENTER (eg 98.00 or
above) and have demonstrated:
Applicants who have taken more than two years for units 3 and 4 may be accorded lower priority for eligibility and not be called for interview. The ENTER score used by the Faculty of Medicine will include an increment of up to one percentage point for those applicants who have achieved a grade of at least 25 for Physics. The faculty reserves the right to offer places to some applicants without interview.
Identified as indicated above, applicants will be invited to attend a structured interview during December or early January.
In circumstances where applicants will be unavailable or have planned overseas travel commitments in January, the faculty may grant an early interview. Such an interview will be conducted during the first two weeks of December. Applications in writing must be received by the faculty office by mid-November and include written support from the school principal and documentation of reasons for unavailability in January.
The final ranked list of applicants from which places will be offered will take into account the applicant's ENTER and performance at interview. Applicants will be offered places in the order of this final ranking until the quota of places is filled.
There
are four criteria that distinguish between a structured and an unstructured
interview:
1. Interview content is derived from an analysis of what the selected
people will be expected to do.
2. The questions are standardised, ie similar questions are put to each
applicant.
3. Some sample answers are provided to the interviewers to enable them to
give consistent ratings.
4. The interview is conducted by a panel of interviewers.
The interview questions have been designed to determine which applicants have
relevant personal qualities such as leadership ability and motivation to
succeed in a long and difficult course. The style of questions will fall into
two groups.
(a) accomplishment questions - applicants are asked about what they
have accomplished in the past that would indicate to the panel that they have a
particular personal quality
(b) situational questions - applicants are asked what they would do
in the future if a particular situation arose
Interviewing
panels consist of three members: a member of the Faculty of Medicine, a doctor
in practice and an outside person who is not involved in medicine. The
composition of the panels is deliberately broad because panels composed solely
of faculty members or practising doctors have in the past been legitimately
criticised on the grounds that they perpetuated the personality style of
medical graduates by selecting new students in the image of themselves.
Interviewers have attended at least one of the half-day training programs. In
training the interviewers, emphasis is placed on the following interview
techniques:
(i) creating a friendly and purposeful atmosphere
(ii) indicating that we are more interested in exploring what the
candidates sincerely think and feel about a range of issues rather than simply
their verbal 'slickness'
(iii) ensuring that all the topics listed for discussion are adequately
sampled in the course of the interview
The
personal qualities sought in the applicant at interview fall into several
fields - quality of motivation, appropriateness of interpersonal style and
verbal communication skill.
1. Quality of motivation. This can be looked at in three stages:
knowledge and understanding of what is involved in the medical course and in a
career in medicine, motivating factors - a realistic desire to become a
doctor, including underlying issues such as idealism, developmental history and
identification, and perseverance - the ability to persist in the face of
setbacks and frustrations.
2. Appropriateness of interpersonal style. Leadership - the
ability to inspire other people, teamsmanship - the ability to work within
a collaborative unit, the ability to listen and be nonjudgemental,
maturity - an indication that a person has reached an age-appropriate
level of psychological development with an emerging sense of an independent
self, flexibility - the ability to adapt to new situations.
3. Communication skill. The ability to communicate effectively
with others, both in statement and in manner. As part of the assessment of
communication skill, applicants will be asked to 'detechnicalise' a scientific
issue, ie to explain the issue in non-technical terms. Applicants will also
participate in an 'active listening exercise' in which they will be expected to
summarise and answer specific questions concerning a saga. The saga will be
presented by one of the panel members.
Interviews
will be conducted at the Faculty of Medicine, Wellington Road, Clayton, during
December or early January, following the university's receipt of VCE results
from VTAC.
The Faculty of Medicine will determine those applicants who are to be
interviewed. Applicants may not request an interview.
Students who have not achieved their entrance qualifications in Victoria must hold qualifications which are equivalent to those held by local candidates. The qualifications must include the same prerequisite subjects as those for local candidates outlined above. Such applicants must demonstrate at least the same level of academic merit as that which is required for local applicants. As an indication, local applicants who gain entry usually come within the top 2 per cent of all VCE students within Victoria.
Applicants
presenting with either partially complete or completed tertiary qualifications
may be considered for entry to the medical course. In considering such
applications the faculty selection committee will take account of an
applicant's entire academic record and motivation as evidenced by
extracurricular or employment experience. These are two of the criteria used in
short-listing applicants for interview. Interviews are usually conducted in the
December or January preceding entry. Many more applicants are able to
demonstrate some suitability for the course than there will ever be available
places. The demand for places in the medical course is extremely competitive
both for school and non-school leavers. Each year there are approximately 1000
non-school leaver applicants for approximately 10 places. In most cases
applications are only considered for entry to the first year of the medical
course. In exceptional circumstances applications for later-year entry may be
considered. Applicants for later-year entry must clearly demonstrate to the
faculty selection committee that the content of their previous studies is at
least equivalent to the appropriate Monash medical course components for which
they are seeking exemption.
If you wish to apply for the Monash medical course, please note that the
Guide for prospective students which contains the appropriate
application form is published by the Victorian Tertiary Admissions Centre
(VTAC), 40 Park Street, South Melbourne, Victoria. 3205. This guide is
available from VTAC in July or August and applications for courses close during
September.
Non-school leaver applicants must also complete the faculty's supplementary
information form, obtainable from the faculty office during September.
Applicants must include copies of all relevant documentation with the
supplementary information form.
Monash University students applying solely for a transfer to the Monash medical
course must complete a form obtained from the faculty office during September.
A VTAC application is not necessary.
Places
are available in the first year of the medical course for international
students (overseas full-fee paying students). These students come from overseas
to study in Australia under student visas and return overseas upon completion
of their medical degree.
Selection of international students is determined on the basis of each
applicant's academic qualifications. In particular the faculty selection
committee will give full regard to internationally recognised secondary
qualifications such as the General Certificate of Education (A levels) in the
United Kingdom and its equivalents. In addition to original documentary
evidence of such qualifications, applicants may be required to attend for an
interview. In the latter years of the course medical students are given a
considerable measure of responsibility in the hospital wards under the
supervision of hospital staff. It is vital, in the interests of both patients
and staff in the hospital, that students should be able to communicate fluently
and accurately in this situation.
Prospective applicants should be aware that the fee charged for the course will
be set annually, taking into account inflation and other factors. International
students who during the life of their course become permanent residents of
Australia are not automatically guaranteed a place in the local quota for the
following year. All such students are required to compete for a place in that
quota and it is possible that insufficient places may preclude a student from
continuing in the course. Applicants should note that there is no guarantee
of an internship place for international students. Prospective international
students should ascertain the mutual recognition procedures and internship
policies of their home country government authorities.
In
order to meet health requirements for working in the wards of teaching
hospitals and for protection of other students and themselves, students in the
MBBS course need to comply with certain precautionary procedures. These consist
of confidential tests for immune status (including blood tests and skin tests),
receiving vaccines and having X-rays where the evidence indicates these are
appropriate and there are not specific contraindications in individual
cases.
This policy is in accord with the National Health and Medical Research Council
advice that educational institutions training students in health sciences
should ensure that such students are protected as far as possible by
vaccination against risks of infection.
The faculty recommends that all students accept responsibility for having
up-to-date immunisations before commencing the medical course. Immunisations
recommended are diphtheria, tetanus, polio, measles, mumps, rubella,
tuberculosis and hepatitis B.
Prospective students should note that on enrolment, students are provided with
detailed written information and, as appropriate, counselling about the effect
that HIV or hepatitis B infection may have on the ability of health care
workers to practise their profession. In addition, arrangements will be made by
the faculty for every student to have a personal consultation early in the
first year with an infectious diseases physician. At this time, a check for
each student's immunity to diseases such as tuberculosis will be conducted and
students will be offered advice and counselling about infectious diseases and
their personal health.
Organisations that host clinical placements may require students to have obtained a police check regarding their suitability to undertake such placements. All enrolled and prospective students are advised that they may be required to obtain and pay for a police check prior to undertaking the clinical placements in their course.
The
course leading to the degrees of Bachelor of Medicine and Bachelor of Surgery
(MBBS) is of six years duration. The degrees may be awarded at either pass or
honours standard.
Students spend the majority of the first three years on the Clayton campus and
follow the university pattern in relation to duration of semesters and
examinations. The last three years of the course will be spent in teaching
hospitals in the Inner and Eastern, Southern and Peninsula Health Care
Networks. The Alfred Health Care Group, Monash Medical Centre, Box Hill
Hospital, Dandenong Hospital and Frankston Hospital are major teaching venues.
Teaching also takes place in other hospitals and centres which provide
opportunities for clinical teaching. The length of the teaching year in the
last three years of the course will be considerably longer than in the first
three years.
The medical curriculum is designed as two overlapping wedges. The first wedge,
basic medical sciences, has its blunt end at the beginning of the course and
its point in the later years, and the second wedge, clinical studies, has its
sharp end early in the course and its blunt end at graduation. The overlapping
wedge design allows the basic medical sciences to be taught in the context of
their relevance to patient care early in the course. Later in the course the
tail of the basic science wedge reinforces clinical teaching with a strong
scientific foundation.
The early years in the curriculum integrate teaching between various
disciplines and emphasise the development of suitable communication and
observation skills. There are no separate and identifiable courses in physics
and chemistry in first-year medicine, as relevant issues from these disciplines
are taught within the biological framework where they are most applicable.
Anatomy (structure) and physiology (function) of the organ systems (eg the
cardiovascular system and the digestive system) are integrated rather than
taught and examined as separate courses in anatomy and physiology. Other
aspects of the basic medical sciences are integrated into a series of units on
the principles of cellular and molecular biology, rather than being taught as
separate subjects.
Course options are available in years one and three with year two undertaking a
rural medicine attachment. While all students will still be required to reach a
level of basic competence in all aspects of the course, the options will allow
students to study selected areas in greater depth than was previously possible.
In addition to their direct vocational significance (ie the opportunity to gain
extra knowledge in a field related to one's proposed postgraduate career) the
options will be of general educational advantage because they will provide an
opportunity for more independent, self-directed learning. Some options are of
an interdisciplinary nature, and all offer an opportunity to pursue and broaden
knowledge and skills in selected areas of interest.
The
faculty is committed to providing significant teaching in rural medicine.
Students participate in a one-week rural medicine attachment in second year
with opportunities to undertake additional rural studies in the option program
of years one and three.
In the later years of the course, a minimum of seven weeks will be spent in
medical specialties and general practice placement in a rural area.
Additionally students are encouraged to join the faculty's Rural Practice
Association.
Students should note that degree regulations are the formal prescription of the requirements to complete a degree and it is the student's responsibility to ensure that the requirements are understood.
First semester of first year introduces biological sciences and introductory clinical studies - MED1011 (Principles of biochemistry), MED1031 (Cell and molecular biology I), MED1021 (Introduction to human biology) and MED1041 (Health, illness and human behaviour I) - which cover issues extending from the interaction between atoms in chemical reactions to the interaction of individual people within society.
In second semester of first year, our systems approach commences with MED1062, a study of the musculoskeletal system which presents an integrated account of the anatomy of the upper and lower limbs and the back, the physiology of skeletal muscle and the biochemistry of bone and other connective tissues. MED1052 (Cell and molecular biology II) extends teaching at the cellular and subcellular level. The teaching in both these basic sciences is concurrently reinforced by introductory clinical contact in sports medicine and rehabilitation and psychosocial aspects of diseases of the mulsculoskeletal system in MED1042 (Health, illness and human behaviour II). Students also undertake MED1072 (Options) during second semester.
Second
year comprises general and systems studies and commences an interface with
patient care in MED2061 and MED2062 (Clinical and communication skills I). The
general subjects in second year include an introduction to pharmacology and
neurosciences, an introduction to statistics and epidemiology, cell and
molecular biology III, principles of human nutrition, basic haematology,
tissue injury, neoplasia and inflammation and infection and immunity. The last
two introduce students to pathology and microbiology at a much earlier stage
than occurs at most medical schools. However this move is consistent with our
contention that learning about abnormal biology can be used to reinforce
learning about normal biology. Integrated systems studies in second year
include cardiovascular and respiratory medicine, and gastrointestinal medicine.
MED2061 and MED2062 (Clinical and communication skills I) integrate the
theoretical learning from other studies with the reality of patient care as
well as providing direct instruction in medical interviewing and physical
examination.
Students undertake a five-day placement in a rural general practice clinic or
hospital as their option study.
The first semester of third year will introduce the study of integrated systems in endocrinology, human sexuality and reproduction, and head and neck and neurosciences, together with a continuation of clinical and communication skills that began in first year.
The aims of second semester are to commence the application of the basic principles of the preceding years to the practice of medicine, and to introduce students to hospital practice. Subjects in this semester will cover infectious diseases, medical genetics and clinical molecular biology, basic and clinical pharmacology and toxicology and health promotion. Bedside teaching in a hospital setting is an important component of clinical and communication skills. Students also undertake an optional study during second semester.
Fourth
year provides an introduction to clinical medicine emphasising etiology,
pathology, microbiology and the clinical aspects of disease. A fully integrated
teaching program with combined teaching from the departments of Medicine,
Surgery, Pathology and Immunology, Microbiology, Geriatrics, Community
Medicine, Psychological Medicine and Epidemiology and Preventive Medicine is
the major source of core knowledge in fourth year. Clinical pharmacology and
therapeutics, radiological sciences and emergency medicine are also studied.
Other major features of fourth year include extensive hospital bedside
teaching, general practice attachments, laboratory practical sessions and a
project from one area of medical research.
Fourth year is made up of three terms, rather than two semesters as in previous
years. The first two terms include the integrative teaching program, laboratory
medicine and clinical tutorials as major components, with regular teaching in
community medicine and a weekly research attachment. The third term consists of
an introductory lecture series (one week) followed by four three-week blocks
made up of a psychological medicine hospital attachment, radiological sciences,
emergency medicine and a block consisting of one week each of a medical and a
surgical ward attachment and one week working in a supervised nursing role.
Fifth year consists of a series of hospital rotations with a strong emphasis on hands-on experience. Rotations are through medicine, surgery, paediatrics and obstetrics and gynaecology with specific teaching in palliative care and infectious diseases together with an elective term. The major hospitals involved in these rotations include Monash Medical Centre (Clayton and Moorabbin campuses), the Alfred group of hospitals (Alfred Hospital and Caulfield General Medical Centre), and Box Hill, Mornington Peninsula, Dandenong and various country hospitals. The tuition is in many cases strengthened by using a logbook approach to check that all students have been trained in the appropriate procedures and skills.
Sixth year consists of a six-week term of combined clinical and community health studies followed by six five-week terms. These cover medicine, surgery, community medicine, psychological medicine, and specialty areas of medicine and surgery as well as further aspects of forensic medicine, geriatric medicine, palliative care, rehabilitation medicine, social and preventive medicine and therapeutics. During the year an opportunity will be given to students to spend time in a large private hospital in the city, in a rural attachment and in a student internship.
Coordinator: Associate Professor A R Luff (Physiology)
Coordinator: Dr K V Jones (Psychological Medicine)
Coordinator: Dr B J Canny (Physiology)
Coordinator: Associate Professor C A Browne (Physiology)
Coordinator: Associate Professor J Rawson (Physiology)
Coordinator: Associate Professor R G King (Pharmacology)
wwwdev@monash.edu.au
Thu May 25 16:42:33 EST 2000