Course abbreviation: MB BS + Course code 0040 + Clayton on-campus study only
The year 1 class of 2002 is being selected in two stages.
Approximately 70 places for school leavers only were selected from Year 12 students in 2000 and the selection took place at the end of 2000. Successful applicants were required to defer medical studies for one year and will enter year one of the new five-year course in 2002.
Approximately
70 places for school leavers only will be selected from Year 12 students at the
end of 2001.
Prerequisites for students in Year 12 in 2001
These are the only prerequisites.
There will be no selection of non-school leavers at the end of 2001.
All
applicants will be required to sit an aptitude test -- Undergraduate Medical
and Health Sciences Admission Test (UMAT).
In 2001, applications to sit UMAT closed in June and the test was held in
mid-August.
For information about UMAT, contact telephone (03) 9277 5673, fax (03) 9277
5757, email umat@acer.edu.au or visit the website at
http://www.acer.edu.au/unitest/umat
Applications for Medicine at Monash University are made through VTAC. Telephone
1300 364 133 or visit the website at http://www.vtac.edu.au
Applicants must apply to sit the UMAT and apply through VTAC for a place in the
medicine course.
Approximately
400 applicants will be invited to attend a semi-structured interview in
December, with selection based on UMAT score, or special circumstances, or an
interstate estimated ENTER of S99 (to be later confirmed at S99 to be eligible
for selection). In addition, approximately 150 applicants with a confirmed
ENTER of S99 will be interviewed in January.
The faculty will determine those applicants who are to be interviewed.
Applicants cannot request an interview.
In
exceptional circumstances, where applicants have planned overseas travel
commitments and will be unavailable in December and January, the faculty may
grant an early interview. These interviews usually will be conducted during the
first week of December.
Applications for an early interview must be received, in writing, at the
faculty office by November 9 and should include written support from the school
principal and documentary evidence (eg copy of airline ticket or travel
itinerary) of the reasons for unavailability in December or January.
The
interview, of approximately 45 minutes, is conducted by a panel of trained
interviewers consisting of a member of the faculty, a doctor in practice and an
outside person who is not involved in medicine. The interview questions have
been designed to determine which applicants have relevant personal qualities
such as leadership ability and motivation to succeed in the medical course.
There are two groups of questions:
In the
interview, the panel will try to assess several personal qualities in each
applicant, including:
1. Quality of motivation -- Applicants should be able to demonstrate a
realistic knowledge and understanding of what is involved in both the medical
course and a career in medicine.
2. Appropriateness of interpersonal style -- Applicants should be able to
discuss leadership, particularly the ability to inspire other people; and
teamwork, particularly the ability to work within a collaborative unit. We
expect our students to have the ability to listen and be non-judgemental and to
have the flexibility to adapt to new situations. All of these attributes should
be developed to an extent appropriate to the applicant's age and maturity.
3. Communication skill -- Doctors must be able to communicate effectively with
others. We expect our applicants to demonstrate appropriate ability in
communication skills during the interview.
In addition, as part of the assessment of communication skill, applicants will
be asked to 'detechnicalise' a scientific concept, ie to explain the concept in
non-technical terms. Applicants will also participate in an 'active listening
exercise' in which they will be expected to answer specific questions
concerning a short story that will be read to them by one of the panel members.
As the interview process is continually refined, other exercises may be included.
The final ranked list of applicants from which places will be offered will take into account the applicant's UMAT score, ENTER and performance at interview.
Students who have not achieved their entrance qualifications in Victoria must hold qualifications equivalent to those held by local candidates. The qualifications must include the same prerequisite units as those for local candidates. Such applicants must demonstrate at least the same level of academic merit as that required for local applicants.
The
new five-year MB BS curriculum is designed as an integrated structure
incorporating four themes, within which sub-units are taught by staff from
across the faculty, in an interdisciplinary fashion. This course, leading to
the degrees of Bachelor of Medicine and Bachelor of Surgery (MB BS) may be
awarded at either pass or honours standard.
During the early years of the course, the basic medical and behavioural
sciences (anatomy, biochemistry, genetics, immunology, microbiology, pathology,
pharmacology, physiology, psychology and sociology) are introduced within
interdisciplinary sub-units. These sub-units will all have a major focus on
clinical issues through clinical case studies.
The course comprises 15 to 20 formal contact hours per week. This provides
opportunity for self-directed study, and for students to be given the time and
opportunity to be in control of their own learning and to develop skills in
problem-solving and the critical appraisal of information.
For the first two years, semesters comprise 13 weeks. In third and fourth
years, the course has been structured as two semesters of 18 weeks each. In
fifth year, the semesters are a notional 18 weeks, although there may be some
requirement for more flexible arrangements.
The basic knowledge, skills and attitudes that form the curriculum will be
related to clinical and other problems or issues. Learning in an appropriate
medical context is an overarching principle of the new curriculum.
A patient-based learning model will be used, where the knowledge, skills and attitudes that form the content of the curriculum are brought to life via formal patient-oriented teaching exercises. Most of the learning activities are designed to support students as they work with patient-oriented scenarios.
The
faculty has adopted a four-theme structure. These themes are:
Theme I -- Personal and professional development
Theme II -- Population, society, health and illness
Theme III -- Foundations of medicine
Theme IV -- Clinical skills
The four themes will run through all years of the course, but will not be of
equal weight; nor will they be of constant weight throughout the course.
'Personal and professional development' will focus on the doctor as an
individual. This theme concentrates on the personal attributes and qualities
needed by medical students and, ultimately, medical practitioners. It covers
elements of communication skills, information technology, medical informatics
and computing skills, ethics and legal issues, and clinical effectiveness.
'Population, society, health and illness' provides the structure to
develop students' abilities in dealing with broader society and population
issues. Students will consider the social, environmental and behavioural
contexts of illness and the practice of medicine, including an emphasis on
rural and remote Australia. Other elements of this theme will be built around
health promotion, epidemiology, public health, community diversity, population
and global health, and a range of other societal issues. The history and
philosophy of the scientific approach to medicine will also to be included,
extending this to approaches to knowledge and information, and an understanding
of evidence-based medicine.
'Foundations of medicine' includes much of the systems-based teaching in
the course. As the term 'foundations' implies, much of the knowledge and
concepts that underpin medicine, both in the basic medical sciences and in the
clinical sciences, will be delivered within this theme. In the early semesters,
the basic sciences of anatomy, biochemistry, genetics, microbiology, pathology,
pharmacology, physiology and psychology of each system will be taught in an
integrated manner and from a relevant clinical perspective.
The 'Clinical skills' theme encompasses the whole range of clinical
skills, from the earliest to the later parts of the course. Practice in
clinical skills is stressed early and often, and includes procedural and
clinical skills. The approach in clinical skills development will be to develop
defined clinical competencies. This will begin with clinical aspects of
communication skills and move through history-taking and physical examinations
to the more advanced clinical and procedural skills.
In the early years of the course, this theme will include general practice and
rural visits, and an introduction to community clinics and hospitals.
Multi-professional education will be promoted through educational interactions
with nurses, paramedics, radiographers and other health care professionals. The
rural health activities in the early years of the course will provide
opportunities for our students to interact with a range of health care
professionals. The later years will include advanced elective experience in
diverse medical work places, both within and outside the hospital environment.
The
five-year curriculum will include a minimum of 12 weeks experience in rural
areas for all students. Approximately 25 per cent of the class will receive 50
per cent of their education and training in rural areas. In second semester of
the first year, groups of 25 to 35 students are attached to a rural community
for one week. In semesters three and four of second year, students are attached
to a rural community or a rural GP in pairs or as individuals for a fortnight;
half of the class in semester three, half in semester four. The other half of
the class will be involved in a two-week clinical skills activity.
In the later years of the course, a minimum of nine 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 Students Club
-- Wildfire.
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.
For
the protection of other students and themselves, students in the MB BS course
should 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 accordance 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 MB BS 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 personal 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.
In
the first week of the first year of the course, students will attend a
Residential Transition Program, designed to focus on transition to university
life, personal ethics, healthy lifestyle, group support and introduction to
communication skills.
Throughout the first two years, blocks of systems-based sub-units will be
presented with a mix of basic medical science content, patient-based
presentations and discussions in small groups. These sub-units combine basic
content with generic skills and are set in appropriate clinical contexts,
largely through the use of patient-oriented learning. Topics include molecules,
cells and tissues; human development and growth; genomics; metabolism;
musculo-skeletal; cardiovascular; respiratory; renal; endocrinology;
neurosciences; reproduction; human behaviour; gastrointestinal; nutrition;
immunology and infection.
In
the third and fourth years, the clinical content is delivered in blocks of
clinical rotations, with a mix of advanced and applied medical science,
patient-oriented presentations, and discussions in small groups. A diversity of
clinical settings is used, including a range of hospitals, ambulatory clinics
and the rural environment. The emphasis will be on students gaining real
clinical experience, participating in patient care and understanding how health
care teams work.
In the first semester of third year, a series of cases on multi-system disease
will form the core of the learning. The second semester of third year and both
semesters of fourth year will be largely taken up with the core clinical
rotations of 'Integrated medicine and surgery', 'Women's and children's health'
and 'Community and psychological medicine'. The major hospitals involved in
these rotations include Monash Medical Centre (Clayton and Moorabbin campuses),
Alfred Hospital, Caulfield General Medical Centre, Box Hill, Cabrini, the
Epworth, Frankston and Dandenong hospitals, Maroondah, Latrobe Valley and
various other country hospitals.
The fifth year of the course will be structured as a series of electives and selectives, where students will choose to complete their degree by gaining wider experience in chosen disciplines and specific areas of interest.
Units for years 3, 4 and 5 will be published in the 2003 handbook.
The
six-year course is currently undertaken by students who have commenced their
studies up to and including 2000. This course, leading to the degrees of
Bachelor of Medicine and Bachelor of Surgery (MB BS) 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. The Alfred, Monash Medical Centre, Box Hill Hospital, Dandenong
Hospital, Frankston Hospital, Maroondah Hospital and Latrobe Valley Hospital
are major teaching venues. Teaching also takes place in other hospitals and
centres that 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 modules
on the principles of cellular and molecular biology, rather than being taught
as separate units.
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 Students Club
-- Wildfire.
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.
Refer to five-year course entry.
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. Units 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, General Practice, Psychological Medicine and Epidemiology and Preventive Medicine is a major feature of 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. Case-based teaching is also a feature of the fourth year program.
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), Alfred Hospital, Caulfield General Medical Centre, Box Hill, Frankston and Dandenong hospitals, and Maroondah, Latrobe Valley and various other 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 R King (Physiology)
Previous page | Next page | Section contents | Title and contents