MEDIC ST 3103B - Medical Professional&Personal Development III Pt 2

North Terrace Campus - Semester 2 - 2019

Through this stream students will develop competency in communication with patients, patients' relatives, peers and other health professionals. Alongside communication competency; students develop ethical and medico-legal knowledge and use this knowledge to resolve complex ethical; medico-legal and professional dilemmas. Strategies and skills for stress management; self care and professional capabilities for life as a medical practitioner are developed. Knowledge of the broader context

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Course Details

Course Code	MEDIC ST 3103B
Course	Medical Professional&Personal Development III Pt 2
Coordinating Unit	Medical Studies
Term	Semester 2
Level	Undergraduate
Location/s	North Terrace Campus
Units	6
Contact	Weekly tutorials and regular lectures
Available for Study Abroad and Exchange	N
Prerequisites	MEDIC ST 3103A in previous Semester, MEDIC ST 2000A/B, MEDIC ST 2101A/B, MEDIC ST 2102A/B, MEDIC ST 2103A/B, MICRO 2506 and an approved Level II elective; or by approval of the Dean of Medicine
Restrictions	Available to MBBS students only
Assessment	Refer to course outline

Course Staff

Course Coordinator: Dr Adelaide Boylan

Dr Tiana Della-Putta
Ph: +61 8313 6221

Course Timetable

The full timetable of all activities for this course can be accessed from Course Planner.

Timetables for the Years 1-3 MBBS Program are provided at the start of the course and are updated and posted weekly. Schedules for the MBBS program may vary due to clinical obligations and students should always refer to the published MBBS weekly timetables.

Course Learning Outcomes

Learning outcomes for Medic ST 31013A/B1.

Communication Skills
•   Understand appropriate principles of communication with patients, parents, relatives and colleagues.
•   Develop communication skills to manage specific and challenging clinical situations and patients with special needs.

2. Professional Development
• Explore the knowledge and skills required for a competent approach to ethically demanding situations and adverse medical outcomes.
•   Understand the roles and responsibilities of medical students and doctors and the societal and medico-legal expectations of the
profession.
•   Develop appropriate attitudinal, ethical and professional skills required in the medical profession.
•   Explore medico-legal concepts such as duty of care.
•   Be able to critically and logically discuss, verbally or in writing, a given problem or issue.
•   Further develop skills in research, literature review, critical thinking.

3. Indigenous Health:.
.   Be able to critically evaluate the broader and health service specific strategies in place aimed at addressing the disparities in health      and health care outcomes experienced by Indigenous peoples.
. Capacity to analyse the concept of inequity and its contributing factors

4. Personal Development
•   Explore and apply self-care skills and stress management strategies.
•   Develop an understanding of the causes and management of the impaired doctor/medical student.

5. Health Economics
•   Understand the constraints placed upon medical care by the ultimate scarcity of resources
•   Understand the key elements in a typical economic evaluation in a general medical journal
•   Explain the basic structure of the Australian health system and its impact on medical practice
•   Understand the positive and negative incentives generated by the design of the health system
•   Describe the main factors influencing the supply of and demand for medical practitioners in Australia.

In addition there are MPPD case objectives as part of Case Based Learning.

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Deep discipline knowledge informed and infused by cutting edge research, scaffolded throughout their program of studies acquired from personal interaction with research active educators, from year 1 accredited or validated against national or international standards (for relevant programs)	1,2,3
Critical thinking and problem solving steeped in research methods and rigor based on empirical evidence and the scientific approach to knowledge development demonstrated through appropriate and relevant assessment	1,2,3
Teamwork and communication skills developed from, with, and via the SGDE honed through assessment and practice throughout the program of studies encouraged and valued in all aspects of learning	1,2,3
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	1,2,3
Intercultural and ethical competency adept at operating in other cultures comfortable with different nationalities and social contexts able to determine and contribute to desirable social outcomes demonstrated by study abroad or with an understanding of indigenous knowledges	1,2,3
Self-awareness and emotional intelligence a capacity for self-reflection and a willingness to engage in self-appraisal open to objective and constructive feedback from supervisors and peers able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate	1,2,3

Learning Resources

Required Resources

Recommended Resources

Semester 1
There will be background reading for the semester one tutorials and students will be provided with references.

Reference texts
Lloyd, Margaret & Robert Bor (2009) Communication Skills for Medicine, Churchill Livingston
(Please note: many of the tutorial readings are set from this text.)

Silverman, Kurtz & Draper (2005) Skills for Communicating with Patients, Radcliff Publishing

Tierney, Lawrence & Mark Henderson (2005) The Patient History, Lange Medical Books

Semester 2
No single textbook covers the whole subject matter of this module. Required readings specific to the various tutorials will be listed in the handbook. Specific tasks are listed as well. Doing these readings and tasks before the tutorial will help generate discussion and effective learning during the tutorial.

Most of the course readings will be accessible through links to the World Wide Web. These are best accessed through the web site of the Barr Smith Library which subscribes to a wide range of electronic journals.

Online Learning

The majority of materials relevant to this course will be available online via the relevant Canvas course.
Learning & Teaching Activities

Learning & Teaching Modes

MPPD 3 tutorials will include a range of activities: case discussions; topic discussions; problem solving; presentation of readings and research. You will also practice communication skills relevant to the scenarios with your peers. You will be advised of any pre tutorial preparation required either by your tutor or via the Bulletin Board. After each tutorial you should keep any distributed material and objectives and use this as the basis of your personal study and exam preparation.

MPPD 3 tutors are usually experienced clinicians and are a valuable resource. You will gain most if you are prepared and actively participate. Satisfactory participation and involvement in tutorials is an assessment requirement for Year 3 MPPD.

The MPPD 3 health economics module is delivered via lectures, tutorials, and self-directed learning.

Lectures in general
MPPD related lectures are scheduled throughout the year. Lectures, seminars and set readings aim to give key background or conceptual information on a topic. These will often be scheduled at the beginning of a semester or topic. Lectures are not compulsory but missing them may mean that you miss out on important orientation and foundation information.

Although not compulsory the content of the lectures is examinable.

Learning by doing
Learning is more effective with active strategies such as ‘practice doing’. To be a competent doctor you will need to learn and appropriately use a complex set of skills. You cannot learn these skills by simply reading a book or going to a lecture. You will need repeated practice , constructive feedback and then practice again. Many of the teaching and learning methods used in MPPD will require you to actively participate and actively practice skills. MPPD closely links to activities in case-based learning and in clinical skills.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

Attendance at tutorials is compulsory. While lectures are not compulsory, the material presented in a lecture will assist your ability to participate in tutorials and will provide examinable material. The development of time management skills is important for future medical practice. Students are expected to develop study skills and allocate time to self-directed learning. In Years 1-3, the standard total student workload for 24 units is 48 hours a week.

Learning Activities Summary

Students will be required to attend small group tutorials, as well as lectures and workshops and undertake directed and self-directed study. Students are expected to translate this learning to tutorials and required assignments. Students will also be expected to assimilate learning from the CBL and Clinical Skills tutorials and spend considerable time in practicing skills.

Specific Course Requirements

It was an MBBS entry requirement to obtain a police check as set out in letter of offer to prospective students. You may be required to update these depending on the clinical activities or other activities in which you participate. As a medical student you will be registered with the Medical Board of Australia. Any other requirements will be advised.

Small Group Discovery Experience

The predominant learning method for the MBBS Program is small group discovery learning.

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assessment for MEDIC ST 3103A/B is combined. Students must complete both MEDIC ST 3103A/B to gain a pass mark.

Assessment Task
Task Type
Timing
Weighting

Professionalism and Communication Tutorials:Tutor assessment of knowledge and skills, topic discussion
Summative
Semester 1 30%

Professionalism and Communication Tutorials: Oral Presentation
Summative
Semester 1 5%

Professionalism and Communication Tutorials: Tutor assessment of professional competencies
Summative
Semester 1 30%

Indigenous Cultural Workshops:Completion of quiz, tutorials, presentation
Summative
Semester 2 15%

Health Economics: Tutor assessment and assignments
Summative
Semester 2 20%

All assessment items will be standard set for competency and the marks used to calculate the composite score adjusted according to
standard setting. Students are required to attain an overall composite score from all assessment tasks equal to or greater than 50% to achieve an NGP. An additional assessment will be offered to students who fail MEDIC ST 31013A/B with a composite score of 45-49%.

Assessment Related Requirements

There are attendance requirements which must be met. Students should also note that requirements for professional behaviour standards which are set out in the year level assessment documents.

Students must learn and appropriately use a complex set of skills to achieve the learning outcomes in the MBBS courses. These skills cannot be learnt without repeated practice, constructive feedback and then practice again. In addition, the professionalcompetencies required of a medical professional need to be developed. Development of competency is through discussions, observing, practicing and demonstrating.

Attendance at the mandatory learning activities is essential for the progressive development of the attributes and competencies required of a medical professional. As such, attendance at core structured learning activitiesis mandatory as per the Assessment for Coursework Policy – Procedures Section 1c. Students must attend 90% of the core structured learning activities to achieve a pass in this course.

Exemptions to mandatory attendance requirements may be granted by the Program Coordinator in consultation with the relevant course coordinatorand year level advisor if there are exceptional medical, compassionate or extenuating circumstances as defined by the ModifiedArrangements for Coursework Assessment Policy.

Mandatory core structured learning activities for this course are:
- Medical Practice tutorials/SGDE
- Indigenous cultural workshops and presentations
- Health Economics tutorials and assignments
- Formative MPPD revision and OSCE session

Assessment Detail

Complete assessment requirements for the MBBS Program are set out in the relevant Canvas course.

Submission

Students may be required to submit assessments via Turnitin.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

GS8 (Coursework Grade Scheme)
Grade	Description
CN	Continuing
FNS	Fail No Submission
NFE	No Formal Examination
F	Fail
NGP	Non Graded Pass
P	Pass
C	Credit
D	Distinction
HD	High Distinction
RP	Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Grades for your performance in this course will be awarded in accordance with the following scheme: GS4 Non-graded pass.

Final results for this course will be made available through Access Adelaide.

Students should familarise themselves with the University Policy on Additional Assessment/Replacement Assessment.

Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

The MBBS Program has a regular program of evaluation. In addition, student representatives are appointed to MBBS committees and are encouraged to report on issues of importance to students.
Student Support
Students may access the University Health Practice, 61+ 08 83135050 http://www.adelaide.edu.au/student/health/

The MBBS Program website has details on Student well-being resources which can be accessed.
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Please read the MBBS Program Code of Conduct
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.

The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator