MED1011 - Medicine 1 - 2019

MED1011 will introduce students to the four themes (sub-units) upon which the five-year curriculum is based:

THEME I: Personal and Professional Development: students will participate in a transition program, focusing on transition to university life, personal ethics, healthy lifestyle, group support and communication skills. This will be followed by a Health Enhancement program concentrating on self care (stress management, relaxation training, coping skills), other aspects of healthy lifestyle and group support, and introduction to the science of Mind-Body Medicine. Also included: an introduction to Ethics and Medical Law.

THEME II: Population, Society, Health and Illness: Health, Knowledge and Society Teaching will provide a framework of inquiry allowing analysis of the social aspects of medicine.

THEME III: Foundations of Medicine: The Fabric of Life provides students with foundation knowledge in genomics and cell biology in health and disease. An integral part of this theme will be the weekly problem based learning activity

(PBL). Each PBL integrates material presented to students in this and other themes throughout the week.

THEME IV: Clinical Skills: introduces students to practical clinical skills including: handwashing, sharps disposal; subcutaneous and intramuscular injecting. Students will interact with health care professionals during medical contact visits, and will be introduced to the medical interview, taking a family history, ethical aspects of medical contact visits.

Theme I:

Upon successful completion of this unit, students should 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:

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

17. Describe the concept of primary healthcare and the interrelated themes of social justice and human rights in the context of population health.
18. Describe the effects of the key social determinants of health on health status and outcomes in marginalised groups, including the Indigenous population.
19. Explain the effects of cultural, geographic and economic factors on access to healthcare and health status.
20. Discuss the components, organisation and goals of health systems, and the relationship between health system quality and health outcomes.
21. Define levels of disease prevention.
22. Explain key concepts in medical screening and diagnostic programs including validity and reliability of these programs.
23. Describe the relationship between exposure, causation and risk factors for disease and morbidity in populations.
24. Describe the purpose of health promotion programs.
25. Describe key concepts in population health, epidemiology and measurement of health and disease in populations.
26. Describe key concepts in biostatistics and interpret biostatistical information in medical research publications.
27. Describe the characteristics of different study designs used in population health and clinical research.
28. Describe the role of health care services in maintaining health and in monitoring, managing and preventing disease.
29. Describe the interaction between health care consumers and health care services
30. Identify sources of information used to support clinical decision making and management in health care.
31. Identify human and organisational factors that may impact upon patient care.
32. Outline the principles involved in efficient allocation of health care funding.
33. Outline the structure of medical literature and the roles of the different academic styles of writing.
34. Search for medical research information and data from personal, print and electronic sources.
35. Organise and manage information sourced from medical research publications and popular information sources.
36. Critique information on health and health care provided to the public.

    Theme III:

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

37. Discuss normal cell and tissue structure and formation;
38. Describe and compare genes in health and disease;
39. Describe the immune system in health and disease;
40. Explain the interaction between microbial organisms and the human host and the role of parasites and fungi in infectious disease;
41. Describe injury and the host response;
42. Discuss the nature of neoplasia and genetic and environment factors leading its progression and spread.
43. Explain the key concepts of human psychology and the neurobiological basis of human behaviour
44. Outline and explain the general principles, concepts and language of neuroscience that will provide a basis for the study of neural control of body systems and neurology in later semesters;

    Theme IV:

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

45. Conduct a structured patient centred interview in simulated environments
46. Elicit a structured, comprehensive and logical history in simulated environments
47. Perform an appropriate examination for specified systems in simulated environments.
48. Perform specified clinical procedures and tasks in simulated environments
49. For specified conditions, identify relevant investigations for the patient's presenting problems or conditions
50. Identify the required information for completion of requests for investigations.
51. Provide a basic interpretation of results for specified investigations
52. Outline the reasons for prioritising patient care
53. Generate a problem list
54. Formulate a differential diagnosis (list)
55. Identify the function of management plans in patient care
56. For specified conditions identify clinically appropriate medications
57. Explain the importance of monitoring patients
58. Explain the importance of fluid and electrolyte management
59. Identify the importance of procedures and documentation for continuity of care
60. Provide structured and effective case presentations
61. Recognise the basic elements of patient case files.

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.

Assessment is combined across MED1011 and MED1022

Progressive Short Tests across the semester (7%)

Written end of semester exam (3 hours) (15%)

Reflective Journal (up to 1200 words) (hurdle)

Case Commentary Written Assignment (3000 words) (12%)

Clinical Skills Simulated Encounters and Competencies (8%)

Students must achieve a pass grade in specific written examinations and clinical skills encounters and competencies.

Hurdle requirement: Students must attend a minimum of 80% of designated small group teaching activities to pass this unit. Students must complete the Reflective Journal.

Medicine and surgery