48 points, SCA Band 3, 1.000 EFTSL
Undergraduate - Unit
Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered.
Not offered in 2019
Must be enrolled in courses 4532 or M6018
Unit discontinuation and penalty dates for these units are different to other units taught in the same teaching period.
Please refer to the information available on the Faculty non standard teaching dates pageFaculty non standard teaching dates page (https://www.monash.edu/medicine/study/student-services/non-standard-dates) to avoid academic and financial penaltiesacademic and financial penalties (https://www.monash.edu/enrolments/change/add-or-discontinue-units).
This unit reflects an introduction to the four themes of the Bachelor of Medical Science and Doctor of Medicine (MD) curriculum: Theme I (Personal and Professional Development), Theme II (Society, Population, Health and Illness), Theme III (Scientific Basis of Clinical Practice) and Theme IV (Clinical Skills).
Students begin to develop the knowledge, skills and attributes required by a medical student. Knowledge in the basic medical and behavioural sciences is developed within inter-disciplinary units related to clinical and other problems through problem based learning clinical case studies.
Clinical skills development introduces history-taking, physical examination and procedural skills through clinical skills tutorials and clinical placement activities.
Community partnership placements are also a part of the unit.
Upon successful completion of this unit, students should be able to:
- Identify and develop strategies for their own health enhancement.
- Examine the similarities and differences between ethical issues in personal and professional life.
- Appreciate the legal framework within which medical practice operates and the legal basis of the doctor-patient relationship.
- Differentiate ethical debates about the following: doctor-patient relation; health and illness; ideas of personhood and body.
- Apply concepts of professional responsibility and public accountability with reference to the role of the courts and common law statutes and professional self-regulation.
- Develop a perspective on issues of social equity, welfare, advocacy and justice, particularly as they relate to the practice of medicine.
- Demonstrate 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.
- Develop the concept of the 'whole person' and in particular, the social and economic context of health and illness.
- Discuss different perspectives on health, illness and medical practice through application of the 'sociological imagination'.
- Describe associations between health and illness and social influences such as culture, disability, place, rurality, social position, gender, ethnicity, ecology and access to healthcare.
- Consider appropriate adaptations of healthcare practice to suit particular cultural and social circumstances.
- Demonstrate basic skills in accessing and critiquing research materials from personal, print and electronic sources.
- Discuss the basic concepts and methods of biostatistics in medical research and epidemiology.
- Evaluate the strengths and weaknesses of different epidemiological study designs.
- Explain how rural diversity can impact on rural health, illness and health service delivery.
- Articulate the relationship between data, information, evidence, knowledge and informed care.
- 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).
- Discuss the theories and approaches to health promotion.
- Participate in the basic health promotion process of program development, planning, implementation and evaluation.
- Identify appropriate strategies for health promotion interventions including targeting high risk and population-based strategies.
- Recognise the conceptual and practical implications of a Community Based Practice program.
- Describe and discuss the health, illness and community services and facilities available in a rural, regional and outer urban location.
- Describe normal cell and tissue structure and formation.
- Identify the role of genes in health and disease.
- Describe the immune system and immune responses in health and disease.
- Discuss the pathophysiology and management of conditions caused by microbes.
- Describe the pathophysiology of neoplasia.
- Discuss the general principles, concepts and language of neuroscience that will provide a basis for understanding the neural control of body systems and neurology.
- Outline the structure and functions of neurons, signalling mechanisms, drug actions and receptors, and the organisation, inter relationship and general function of all divisions of the nervous system.
- Describe the function of peripheral sensory systems, the sensory pathways, the motor pathways and the importance of sensory feedback.
- Explain the general and detailed organisation and function of the musculoskeletal system.
- Discuss the theories associated with human psychology and describe the neurobiological basis of human behaviour.
- Describe the structure and function of the healthy cardiovascular, respiratory, renal, endocrine, gastrointestinal and reproductive systems and the formation and function of blood.
- Describe the general pharmacological principles and the mechanisms of action of therapeutic agents commonly prescribed to combat disorders of the musculoskeletal, nervous, cardiovascular, respiratory, renal, gastrointestinal, endocrine, reproductive systems.
- Describe the mechanisms and effects of selected common pathologies affecting the musculoskeletal, nervous, cardiovascular, respiratory, renal, gastrointestinal, endocrine, reproductive system.
- Describe the basic processes of reproduction and early development, comprehend infertility and strategies to manage reproduction and contraception.
- Discuss how fetal conditions can determine adult disease, recognising how specific anomalies can be diagnosed prenatally and how some of them may be corrected or managed.
- Describe the trajectory of human development and explain the normal growth pattern and the attendant nutritional requirements of individuals from birth to adulthood.
- Demonstrate clear and appropriate communication skills and active learning with clarity, consideration and sensitivity to patients and other health professionals.
- Describe the framework for taking a comprehensive medical history.
- Demonstrate an awareness of basic ethical and legal issues when communicating with patients.
- Describe the principles of clinical reasoning.
- Describe the elements of a Mental State Examination and perform a Mini Mental State examination.
- Recognise the importance of context in medical history taking and the development of health conditions.
- Apply a framework for taking a focused medical history in the cardiovascular, respiratory, gastrointestinal, renal, reproductive, haematological and endocrine systems.
- Apply a framework for taking a sexual history using a patient centred, non-judgemental approach.
- Perform a basic examination of the musculoskeletal, neurological, cardiovascular, respiratory, gastrointestinal, renal, haematological and endocrine system using a systematic patient-centred approach.
- Perform a systematic patient-centred examination of the breast recognising the importance of communication during intimate examinations.
- Demonstrate a structured approach to describing the features of normal basic investigations including Chest X-ray, Abdominal X-ray and 12 lead electrocardiograph.
- Describe the elements of the patient safety framework including hand hygiene, teamwork and communication.
- Demonstrate a structured and empathic approach to dealing with emotion in the patient encounter in a simulated environment.
- Perform a series of procedural skills in a simulated environment using patient centred communication.
- Recognise the social and health needs of Indigenous communities in urban, rural and remote locations.
- Discuss traditional Indigenous culture and the complexities of contemporary Indigenous societies in urban, rural and remote locations.
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.Students must be aware of the Faculty's Clinical Placement Guidelines.Students will not be permitted to attend any clinical placements unless they have current valid Working with Children and Police checks, and have a satisfactory immunisation status, all of which must be submitted to Faculty. Students participate in a clinical placement program within this unit of 8 days duration. They also participate in a community placement of 4 days, requiring current valid Working with Children and Police checks.
- Attendance (80% mandatory class attendance) (Hurdle)
- Professionalism and engagement (7.5%)
- Clinical skills competencies (5%)
- Critical reflection on a learning experience (5%)
- Mid-semester 1 examination (5%)
- Community-Based Placement (CBP) program assignment (7.5%)
- End-of-semester 1 written examination (3 hours) (10%)
- Population health assignment (5%)
- HHB / HLSD assignment (5%)
- End-of-year summative OSCE (20%)*
- End-of-semester 2 written examination (10%)*
- Vertically Integrated Assessment (VIA) examination (20%)*
*A pass must also be achieved in the combination of last three assessment tasks (the End-of-Year summative OSCE, the end-ofsemester 2 exam and the VIA) (Hurdle)
On-campus: Class contact hours: 24 hours per week. Students would be expected to do a minimum of 24 hours private study.
See also Unit timetable information