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(MED)
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Leader: Professor Napier Thomson and Dr Ross Young
Offered:
Clayton First semester 2006 (Day)
Synopsis: In each semester students are enrolled in one integrated unit within which is embedded material from each of the following 4 themes: THEME I: Personal and Professional Development; THEME II: Population, Society, Health and Illness: Health, Knowledge and Society; THEME III: Foundations of Medicine; THEME IV: Clinical Skills. (For more information refer to the website)
Objectives: Theme I: 1. develop a perspective on issues of social equity and justice, particularly as they relate to the practice of medicine; 2. develop knowledge of the welfare system and its relevance to medicine; 3. appreciate the operational philosophy and service delivery components of key agencies working in the areas of social action, social justice and advocacy; 4. understand the concept of the 'whole person' and in particular, the social and economic context of health and illness; 5. develop an understanding of social and public policy and how it impacts on people's lives; 6. understand that from their position of responsibility within the community, they have knowledge and skills that can contribute to the well-being of those people who are disadvantaged; Theme II: 7. articulate the relationship between data, information, evidence, knowledge and informed care; 8. demonstrate in applied situations the following: - enhanced information technology skills (searching and medical database identification skills, including computer presentation skills) - application of critical skills to clinical and research questions - application of a range of knowledge based systems in clinical practice (bibliographic software, decision support systems); 9. appreciate the different perspectives in health promotion through the application of the 'sociological imagination'; 10. define, compare and contrast medical, behavioural and socio-environmental approaches to health promotion; 11. understand the application of a range of health promotion theories of change, ranging through individual to social; 12. understand and participate in the basic health promotion process of program development, planning, implementation and evaluation; 13. systematically apply critical appraisal and knowledge management skills to evaluation of health promotion intervention strategies; 14. identify appropriate strategies for health promotion interventions, including targeting high risk and population-based strategies; Theme III: 15. describe the structure and function of the healthy cardiovascular, respiratory and renal systems and the formation and function of blood; 16. appreciate the mechanisms and effects of selected pathologies affecting these systems; 17. enumerate and understand the mechanisms of action of therapeutic agents commonly prescribed to combat disorders of these systems; 18. give an account of the interactions of these systems in the maintenance of homeostasis, drawing upon knowledge acquired in preceding semesters; Theme IV: 19. understand the framework for clinical reasoning in the cardiovascular, respiratory, haematopoietic and renal systems; 20. demonstrate focused history taking in the cardiovascular, respiratory, haematopoietic and renal systems; 21. perform and understand the relevance of an examination of the patient's cardiovascular, respiratory, haematopoietic and renal system; 22. work cooperatively with peers to achieve specified tasks; 23. gain experience with patient interviews and examination on hospital wards; 24. gain an appreciation of the range and types of disorders in the cardiovascular, respiratory, haematopoietic and renal systems encountered in general practice; 25. understand the complementary and diverse aspects of clinical disorders in the cardiovascular, respiratory, haematopoietic and renal systems encountered in general practice and in hospitals; Selectives - As a result of the chosen Selective, the student will develop existing and/or acquire new, interests and skills that lie outside the traditional ambit of 'medical education' Rural Placement: 26. describe and discuss how rural contexts impact on the assessment of health conditions; 27. recognize the importance of context and clinical reasoning in relation to focused history taking; 28. describe and discuss how a rural context impacts on the clinical and non-clinical management of patients.
Assessment: Assessment in MED 2031 and MED 2042 will be both formative and summative. Formative assessment tasks in both Semesters include OSCE's and on-line self-tests. Summative assessment tasks: MED2031 mid semester exam: 5% + MED2031 end of semester exam: 5% + MED2042 mid semester exam: 5% + MED2042 end of semester exam: 10% + MED2042 Student Project Case presentations: 5% + Year Two Portfolio: 20% + Year Two Rural Project: 5% + Year Two Health Promotion Project: 10% + End of Year OSCE (incl. Vertical Integration assessment component): 15% + Vertical Integration Exam (Year One and Two): 20% For MED2031 the end of semester results will be pass grade only (PGO). For MED2042 the end of semester results will be graded.
Contact Hours: Six 1-hour lectures, 2 hours small group teaching, 4 hours practical or clinical skills, 2 hours PCL teaching, 3 hours community partnership. Three hours will be dedicated to a Selective component. Students will be expected to spend an average of 28 hours per week in self-directed learning.