24 points, SCA Band 3, 0.500 EFTSL
Undergraduate - Unit
Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered.
MED2000 and must be enrolled in courses 0040, 1074, 3856, 4531 or 4533.
This unit builds upon studies completed inwith further integrated studies to provide the foundations for commencing studies in clinical settings. Student continue to develop deeper understanding of the socio-economic context of health and illness awareness of the non-medical services which support the practice of medicine, and improved health outcomes is developed. Ethical/legal issues relevant to professional responsibility, the doctor-patient relationship, and public accountability link are key component of preparation for immersion in clinical contexts. Skills in basic research skills including data management and critical appraisal of evidence and knowledge which provide the basis for evidence based clinical decision-making are consolidated. Scientific basis of clinical practice extends students with detailed knowledge of major body systems in health and disease. In the clinical skills component of the curriculum, students are expected to draw upon theoretic knowledge, and apply this during the development clinical reasoning as well as consolidating proficiency in key clinical skills tasks. An integral component of this unit is the weekly problem based learning activity (PBL). Each PBL integrates content presented to students across the four themes throughout the week.
Upon successful completion of this unit, students should be able to:
- Recognise the legal requirements and protocols in clinical practice including documentation, patient care and safety
- Respect and maintain privacy and confidentiality (peers, university & health care staff, external stakeholders, patients, clients)
- Discuss issues related to justice, the importance and role of advocacy within the health system
- Practice principles of ethical decision making and consultation with peers and teachers
- Describe characteristics of a respectful, non-judgemental and empathic approach to others
- Maintain an appropriate standard of behaviour including demeanour, appearance and meeting commitments.
- Communicate clearly, effectively and appropriately in oral, written and electronic formats
- 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
- Recognise the importance of research and quality improvement
- Recognise the need to evaluate and critically reflect upon judgements and health care practices relating to patient outcomes
- Recognise peers experiencing difficulty and identify available support services
- Describe appropriate environments and use strategies for sensitive and effective communication and interaction with others (simulated patients, peers, teaching staff)
- Identify the roles and responsibilities health care team members and their professions and show the ability to work collaboratively within a team
- Engage in learning opportunities and participate in peer learning, leadership and teaching activities.
- Recognise own strengths and limitations, including personal factors which impact upon performance, and seek support for improvement
- Take responsibility for own self-care and health issues.
- Discuss the interplay of medical, scientific, social, cultural, political, economic and ethical factors in health promotion
- Describe and compare medical, behavioural and socio-environmental approaches to health promotion
- Explain key concepts in medical screening and diagnostic programs including validity and reliability of these programs
- Describe the relationship between exposure, causation and risk factors for disease and morbidity in populations
- Appraise a health promotion program
- 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)
- Describe the characteristics of different study designs used in population health and clinical research
- 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)
- Describe sources of information used to support clinical decision making and management in health care
- Describe human and organisational factors that may impact upon patient care
- Outline the structure of medical literature and the roles of the different academic styles of writing
- Search effectively and efficiently medical research information and data from personal, print and electronic sources
- Organise and manage information sourced from medical research publications and popular information sources
- Critically appraise articles in medical and health care literature.
- 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
- 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
- Outline therapeutic agents relevant for neurological, reproductive, and psychological conditions
- Describe the anatomy of the head and neck including the intracranial region
- Describe the physiology of central nervous system function
- Demonstrate an introductory level of understanding of human psychology and the neurobiological basis of human behaviour
- 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.
- Conduct a structured patient centred interview in simulated environments
- Elicit a structured, comprehensive and logical history in simulated environments
- Perform an appropriate examination for specified systems in simulated environments
- Perform specified clinical procedures and tasks in simulated environments
- For specified conditions, identify relevant investigations for the patient's presenting problems or conditions
- Describe the requirements for requests/ordering relevant investigations.
- Interpret results of specified investigations in simulated settings/scenarios
- Outlines the reasons for prioritising patient care
- Generate a problem list
- Formulate and discuss their reasoning for a differential diagnosis (list)
- Outline a basic management plan for specified common problems and conditions
- For specified conditions identify clinically appropriate medications
- Explains the importance of monitoring patients
Upon successful completion of this placement, students should be able to:
- Describe and discuss how rural contexts impact on the assessment of health conditions
- Recognise the importance of context and clinical reasoning in relation to focused history taking
- Describe and discuss how a rural context impacts on the clinical and non-clinical management of patients
- Analyse the ways in which rural diversity can impact on rural health, illness and clinical practice
- 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:
- Integrate information from the four curriculum themes based on the range of learning activities, including self-directed research
- Integrate and synthesise information from different body systems and human perspectives in the appreciation of clinical issues
- Identify relevant resources and critically analyse information from a variety of sources
- Develop skills in problem solving and apply in a medical context
- Develop interpretative skills related to the evaluation of endocrine, metabolic, gastrointestinal, nutritional, reproductive and developmental information and issues, interfacing biomedical science with clinical medicine
- 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
- Discuss issues and problems in a structured manner and act as spokesperson for a group in a wider forum
- Apply skills in audiovisual presentations on particular topics in medicine
- Develop skills in preparation of written summaries in the form of notes suitable for effective communication and education
- 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.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.
NOTE: From 1 July 2019, the duration of all exams is changing to combine reading and writing time. The new exam duration for this unit is 3 hours and 10 minutes.
Assessment is combined acrossand
Progressive Short Tests across the semester (7%)
Written end of semester exam (3 hours) (15%)
Summative OSCE (clinical skills practical examination) (20%)
Some activities are completed inor MED2042
Rural and / or Prevention Science Placement Assignments (3000 words) (10%
Breast Examination (hurdle requirement to complete)
Health Promotion Assignments (2 X 3000 words) (16%)
Students must achieve a pass grade in specific written examinations and clinical skills assessments.
Hurdle requirement: Students must attend a minimum of 80% of designated small group teaching activities to pass this unit