Faculty of Medicine, Nursing and Health Sciences

Monash University

Undergraduate - Unit

This unit entry is for students who completed this unit in 2015 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.

FacultyFaculty of Medicine, Nursing and Health Sciences
Monash Passport categoryResearch Challenge (Investigate Program)
OfferedClayton Second semester 2015 (Day)
Malaysia Second semester 2015 (Day)
Coordinator(s)Dr Richard Loiacono and Professor Shah Yasin


Through '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. 'Hormones and sex growth' enables the student to examine, 'Sex, reproduction and development'. Head and neck will be a focus of learning. Students will further develop studies in neurological sciences. 'Clinical Skills' assists the student to develop clinical reasoning and focused history taking based on these areas. PBL: weekly case studies are used to integrate material presented in all themes. Rural/urban placement: a fortnight focusing on either the experience of practicing medicine in the urban or rural environments will be undertaken as in Semester 1.


Upon successful completion of this unit, students should be able to:

Theme 1

  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

  1. Discuss the interplay of medical, scientific, social, cultural, political, economic and ethical factors in health promotion
  2. Describe and compare medical, behavioural and socio-environmental approaches to health promotion
  3. Explain key concepts in medical screening and diagnostic programs including validity and reliability of these programs
  4. Describe the relationship between exposure, causation and risk factors for disease and morbidity in populations
  5. Appraise a health promotion program
  6. Source and interpret biostatistical information relevant to health and disease in populations across a range of contexts (e.g. rural, indigenous, refugee vulnerable/'at-risk' populations)
  7. Describe the characteristics of different study designs used in population health and clinical research
  8. Describe the role of health care services and the essential roles of systems in maintaining health and in monitoring, managing and preventing disease across a range of contexts (e.g. rural, indigenous, vulnerable/'at-risk' populations)
  9. Describe sources of information used to support clinical decision making and management in health care
  10. Describe human and organisational factors that may impact upon patient care
  11. Outline the structure of medical literature and the roles of the different academic styles of writing
  12. Search effectively and efficiently medical research information and data from personal, print and electronic sources
  13. Organise and manage information sourced from medical research publications and popular information sources
  14. Critically appraise articles in medical and health care literature.

Theme III:

  1. Discuss the relevance of biomedical science to the practice of medicine in the areas of sexuality, development and growth, and apply knowledge in these areas in an integrative manner to the understanding of particular cases or clinical issues
  2. Describe the basic processes of reproduction and early development, comprehend infertility and strategies to manage reproduction and contraception, understand how fetal conditions can determine adult disease
  3. Outline therapeutic agents relevant for neurological, reproductive, and psychological conditions
  4. Describe the anatomy of the head and neck including the intracranial region
  5. Describe the physiology of central nervous system function
  6. Demonstrate an introductory level of understanding of human psychology and the neurobiological basis of human behaviour
  7. Demonstrate knowledge and understanding of the structure and function of neurons, signaling mechanisms, drug actions and receptors mechanisms, and the organization, inter relationship and general function of all divisions of the nervous system; demonstrate an introductory level of understanding of human psychology and the neurobiological basis of human behaviour.

Theme IV

  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. Outlines 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. Explains the importance of monitoring patients

Rural placement:

Upon successful completion of this placement, students should be able to:

  1. Describe and discuss how rural contexts impact on the assessment of health conditions
  2. Recognise 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.

Student Project Cases:

Upon successful completion of this activity, students should 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.


This unit requires students to undertake off-campus clinical placements. In the clinical setting students will have an opportunity to apply theory to practice under supervision. Attendance is mandatory for the clinical component of each unit.


Examinations and written assignments account for 70% of the end of Year 2 result.
Assessment of materials presented in the result for MED2042 will be a pass grade only (PGO).

Hurdle: 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)

This unit applies to the following area(s) of study



MED2000 and must be enrolled in courses 0040, 1074, 3856, 4531 or 4533.