Monash University: University Handbooks: Undergraduate handbook 2005: Units indexed by faculty
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Undergraduate handbook 2005 - Medicine, Nursing and Health Sciences

Bachelor of Medicine, Bachelor of Surgery

Course code: 0040 + Course abbreviation: MB BS + Total credit points required: 240 + 5 years full-time

Study mode and course location

On-campus (Clayton F/T only)

Course description

The five-year MB BS curriculum is designed as an integrated structure incorporating four themes, within which 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 units. These units will all have a major focus on clinical issues through clinical case studies.
The course is delivered in about 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 first year, semesters are of 13 weeks duration. In second year, semesters are of 14 weeks duration. 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.

Patient-oriented learning activities

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 themes

The faculty has adopted a four-theme structure. These themes are:

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 to deal 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 be included, extending this to approaches to knowledge and information, and an understanding of evidence-based medicine.
`Foundations of medicine' includes much of the human 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 (including procedural skills) is stressed early and often. 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.

Community Partnerships Program

The Community Partnerships Program (CPP) is an integral and innovative component of the new MB BS course for second-year medical students. CPP provides a meaningful context for future medical practitioners to gain an understanding of issues that relate to social justice, equity and diversity in the wider community. The Centre for Medical and Health Sciences Education in partnership with key community-based organisations are responsible for the administration and coordination of CPP.
Students complete a community-based placement, attend integration tutorials and lectures, and complete a project so that they understand the context and links between health and illness, medicine and social justice.

Rural practice

The five-year curriculum will include a minimum of 12 weeks experience in rural areas for all students. Approximately 25% of the class will receive 50% of their clinical education and training in rural areas. In second semester of the first year, groups of about 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, metropolitan-based 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.

Entry requirements

VCE prerequisites

The prerequisites for entry into the MB BS are:

The medicine course at Monash University is only available to:

Selection procedures for entry into year one - 2005

All applicants will be required to sit an aptitude test - the Undergraduate Medical and Health Sciences Admission Test (UMAT).
Applications to sit the UMAT normally close in June and the test is usually held at the end of July.
For information about the UMAT, contact telephone +61 3 9277 5673, fax +61 3 9277 5757, email umat@acer.edu.au or visit the website at http://www.acer.edu.au/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.

Interviews

Approximately 600 applicants will be invited to attend a semi-structured interview in December, with pre-selection based on the UMAT score.
In addition, the majority of applicants for the Dean's Rural List will be interviewed. Interviews will be conducted at the Faculty of Medicine, Nursing and Health Sciences, building 15, Monash University, Wellington Road, Clayton.
The faculty will determine those applicants who are to be interviewed. Applicants cannot request an interview.

Special early or late interview

In exceptional circumstances, where the applicants invited for interview have planned overseas travel commitments and will be unavailable in December, the faculty may grant an early or late interview. These special interviews will be conducted by the end of the first week of December and on one interview day in early January.
Potential Dean's Rural List applicants may also apply for an early or late interview prior to their eligibility being determined by the faculty. Only those subsequently deemed eligible will remain in the final ranked list.
Applications for an early or late interview must be received, in writing, at the faculty office by 5 November 2004 and should include written support from the applicant's school principal and documentary evidence of the reasons for unavailability during December (eg a copy of airline ticket or travel itinerary).

Semi-structured interview

The interview, of approximately 45 minutes, is conducted by a three-member panel of trained interviewers.
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 types 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 may be asked to `detechnicalise' a scientific concept, ie to explain the concept in non-technical terms. Applicants may also participate in an `active listening exercise' in which they may 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.

Final selection

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.

Admission to first year with equivalent qualifications

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.

Special requirements

Health requirements

For the protection of other students, patients and themselves, students in the MB BS course should comply with certain precautionary procedures.
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 include diphtheria, tetanus, polio, measles, mumps, rubella and hepatitis B.
Prospective students should note that, on enrolment, they are provided with detailed written information about the effect that HIV, Hepatitis B or other infections may have on the ability of health care workers to practice their profession. During the early weeks of year one, arrangements will be made by the faculty for students to have consultations with medical practitioners, to check that their immunisation status is satisfactory and to receive personal advice regarding infectious diseases and their personal health.

Police checks

Organisations that host clinical and community placements will require students to have obtained a police check regarding their suitability to undertake such placements. All enrolled and prospective students are advised that they will be required to obtain and pay for a police check prior to undertaking the clinical and community placements in their course.

Student registration

All MB BS students must register with the Medical Practitioners Board of Victoria in order to have access to clinical placements. The board also encourages medical practitioners and medical students who may have health problems to maintain clinical contact if it is safe to do so.

Course structure

Years one and two

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.

Years three and four

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 third year, students will study `Integrated medicine and surgery' which will be taught together with a series of problem-based and core-based learning sessions. The fourth year will be largely taken up with the core clinical rotations of `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), The Alfred, Caulfield General Medical Centre, Box Hill, Cabrini, the Epworth, Frankston and Dandenong hospitals, Maroondah, Latrobe Valley and various other country hospitals.

Year
five

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.

* Students choose from a range of alternative placements offered by the faculty.

Course requirements
First year
First semester
Second semester
Second year
First semester
Second semester
Third year
First semester
Second semester
Fourth year
First semester
Second semester
Fifth year*
First semester
Second semester

* Details of units for year 5 will be published in the 2006 handbook.

Contact details

Telephone: +61 3 9905 4327
Email: medicineadmissions@med.monash.edu.au

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