Faculty of Medicine, Nursing and Health Sciences

Monash University

Undergraduate - Unit

This unit entry is for students who completed this unit in 2014 only. For students planning to study the unit, please refer to the unit indexes in the the current edition of the Handbook. If you have any queries contact the managing faculty for your course or area of study.

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24 points, SCA Band 3, 0.500 EFTSL

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

FacultyFaculty of Medicine, Nursing and Health Sciences
Monash Passport categoryInternship (Act Program)
OfferedClayton First semester 2014 (Day)
Malaysia First semester 2014 (Day)
Coordinator(s)Dr Richard Loiacono / Professor Shah Yasin


Through a 'Community Based' placement, the student develops an awareness of the sector's relevance to the practice of medicine and the socio-economic context of health and illness. In 'Information Management and Health Promotion' the student develops skills in data management and critical appraisal of evidence and knowledge to assist in clinical decision-making. 'Homeostasis: Maintaining the internal environment' enables the student to study the respiratory, renal, endocrine and haematopoietic systems, gastroenterology, nutrition and metabolism.' 'Clinical Skills' assists the student to develop clinical reasoning and focused history taking based on these major systems. Weekly Problem Based Learning (PBL) studies will integrate material presented in all themes. The Rural/urban placement focuses on the development of a perspective of experience of practising medicine in either environment.


Theme I:

On completion of this sub-unit students will be able to:

  1. Recognise the legal requirements and protocols in clinical practice including documentation, patient care and safety
  2. Respect and maintain privacy and confidentiality (peers, university & health care staff, external stakeholders, patients, clients)
  3. Discuss issues related to justice, the importance and role of advocacy within the health system
  4. Practice principles of ethical decision making and consultation with peers and teachers
  5. Describe characteristics of a respectful, non-judgemental and empathic approach to others
  6. Maintain an appropriate standard of behaviour including demeanour, appearance and meeting commitments.
  7. Communicate clearly, effectively and appropriately in oral, written and electronic formats
  8. Identify the types of risks and errors in health care settings and the role of health care professionals in ensuring the quality of patient care
  9. Recognise the importance of research and quality improvement
  10. Recognise the need to evaluate and critically reflect upon judgements and health care practices relating to patient outcomes
  11. Recognise peers experiencing difficulty and identify available support services
  12. Describe appropriate environments and use strategies for sensitive and effective communication and interaction with others (simulated patients, peers, teaching staff)
  13. Identify the roles and responsibilities health care team members and their professions and show the ability to work collaboratively within a team
  14. Engage in learning opportunities and participate in peer learning, leadership and teaching activities.
  15. Recognise own strengths and limitations, including personal factors which impact upon performance, and seek support for improvement
  16. Take responsibility for own self-care and health issues.

Theme II:

On completion of this sub-unit students will be able to:

  1. articulate the relationship between data, information, evidence, knowledge and informed care;
  2. demonstrate in applied situations the following:
  3. enhanced information technology skills (searching and medical database identification skills, including computer presentation skills)
  4. application of critical skills to clinical and research questions
  5. application of a range of knowledge based systems in clinical practice (bibliographic software, decision support systems);
  6. analyse the different perspectives in health promotion
  7. define, compare and contrast medical, behavioural and socio-environmental approaches to health promotion;
  8. align a range of health promotion theories of change, ranging through individual to social;
  9. participate in the basic health promotion process of program development, planning, implementation and evaluation;
  10. systematically apply critical appraisal and knowledge management skills to evaluation of health promotion intervention strategies;
  11. identify appropriate strategies for health promotion interventions, including targeting high risk and population-based strategies;

Theme III:

On completion of this sub-unit students will be able to:

  1. discuss the relevance of biomedical science to the practice of respiratory, endocrine, haemopoetic and renal medicine, and apply knowledge in these areas in an integrative manner to the understanding of particular cases or clinical issues;
  2. describe the structure and function of the healthy respiratory and renal, endocrine systems and the formation and function of blood;
  3. discuss the mechanisms and effects of selected common pathologies affecting these systems;
  4. outline therapeutic agents commonly used to deal with disorders of these systems;
  5. give an account of the interactions of these systems in the maintenance of homeostasis, drawing upon knowledge acquired in preceding semesters;
  6. discuss the relevance of biomedical science to the practice of medicine in the areas of endocrinology and metabolism, gastroenterology and nutrition, and apply knowledge in these areas in an integrative manner to the understanding of particular cases or clinical issues;
  7. describe the role of endocrine systems in normal and pathological function;
  8. discuss the normal growth pattern and the attendant nutritional requirements of individuals from birth to adulthood, recognise the sources of deviation from such normal patterns and appreciate the role of nutrition in health and disease, taking account of social and cultural influences;
  9. describe the anatomy and physiology of the gastrointestinal tract and comprehend the pathophysiology of common symptoms and major diseases of the gastrointestinal tract;
  10. outline therapeutic agents relevant for endocrine, gastrointestinal conditions.

Student Project Cases:

On the completion of this activity students will be able to:

  1. integrate information from the four curriculum themes based on the range of learning activities, including self-directed research;
  2. integrate and synthesise information from different body systems and human perspectives in the appreciation of clinical issues;
  3. identify relevant resources and critically analyse information from a variety of sources;
  4. develop skills in problem solving and apply in a medical context;
  5. develop interpretative skills related to the evaluation of endocrine, metabolic, gastrointestinal, nutritional, reproductive and developmental information and issues, interfacing biomedical science with clinical medicine;
  6. work effectively and communicate constructively within small groups in the planning, development and implementation of teamwork tasks, with individual and group responsibilities and adherence to project timelines;
  7. discuss issues and problems in a structured manner and act as spokesperson for a group in a wider forum;
  8. apply skills in audiovisual presentations on particular topics in medicine;
  9. develop skills in preparation of written summaries in the form of notes suitable for effective communication and education;
  10. apply constructive critiques to verbal and written presentations.

Theme IV:

On completion of this sub-unit students will be able to:

  1. Conduct a structured patient centred interview in simulated environments
  2. Elicit a structured, comprehensive and logical history in simulated environments
  3. Perform an appropriate examination for specified systems in simulated environments.
  4. Perform specified clinical procedures and tasks in simulated environments
  5. For specified conditions, identify relevant investigations for the patient's presenting problems or conditions
  6. Describe the requirements for requests/ordering relevant investigations.
  7. Interpret results of specified investigations in simulated settings/scenarios
  8. Outline the reasons for prioritising patient care
  9. Generate a problem list
  10. Formulate and discuss their reasoning for a differential diagnosis (list)
  11. Outline a basic management plan for specified common problems and conditions
  12. For specified conditions identify clinically appropriate medications
  13. Explain the importance of monitoring patients
  14. Recognise the need for the management of conditions using fluid, electrolyte and blood products
  15. Identifies the importance of procedures and documentation for continuity of care
  16. Provide structured and effective case presentations
  17. Recognise the basic elements of patient case files

Urban Placement:

  1. Participate in specialist tutorials in relation to breast examination, ECG's and real patient encounters
  2. Review and practice Year 1 Clinical skills

Rural Placement:

  1. describe and discuss how rural contexts impact on the assessment of health conditions;
  2. recognize the importance of context and clinical reasoning in relation to focused history taking;
  3. describe and discuss how a rural context impacts on the clinical and non-clinical management of patients;
  4. analyse the ways in which rural diversity can impact on rural health, illness and clinical practice;
  5. reflect on the nature of a rural clinical practice from a clinician's perspective.


Examinations and written assignments account for 30% of the end of Year 2 result.
Assessment of materials presented in the result for MED2031 will be a pass grade only (PGO).
Hurdle requirement: Students must attend a minimum of 80% at designated small group teaching activities to pass this unit.
The following in semester assignments are carried out across the full year:
Rural Assessment
Urban Assessment

Chief examiner(s)

A/Prof Peter Barton (Clayton), Prof Parasakthi Navaratnam (Malaysia)



Must be enrolled in the MBBS and MED2000