MEDIC ST 5005BHO - Medical and Scientific Attachment 3 Part 2

Teaching Hospitals - Semester 2 - 2023

Students will be offered options for three-week medical and scientific attachments. These attachments will have a structured program of learning activities and may be used to offer a student the opportunity for: immersion in a broad spectrum of clinical or non-clinical specialty areas and their scientific underpinning; additional research; or directed remediation.

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Course Details

Course Code	MEDIC ST 5005BHO
Course	Medical and Scientific Attachment 3 Part 2
Coordinating Unit	Medical Studies
Term	Semester 2
Level	Undergraduate
Location/s	Teaching Hospitals
Units	2
Contact	Attachments, common program & research
Available for Study Abroad and Exchange	N
Prerequisites	MEDIC ST 5000ARU, MEDIC ST 5005ARU, MEDIC ST 5006ARU MEDIC ST 5007ARU, MEDIC ST 5009ARU, MEDIC ST 5014ARU, MEDIC ST 5015ARU and MEDIC ST 5016ARU in addition to all previous years core courses, or by approval of the Dean of Medicine
Restrictions	Available to MBBS students only
Assessment	Details provided at start of year

Course Staff

Course Coordinator: Dr Sivam Umapathysivam

Course Timetable

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

As each MSA is coordinated and delivered externally, timetables vary. Details of the timetable are made available to the student via the MLTU site or via direct contact with the site clinical supervisor prior to their commencement.

Course Learning Outcomes

The Medical Scientific attachments intend to:

1	Provide students with the opportunity for immersion in a broad spectrum of speciality areas
2	Focus on the clinical and scientific aspects of a specialty or discipline
3	Continue the spirals of learning which began in Years 1-3
4	Integrate the clinical and scientific disciplines relevant to the topic
5	Include time to critically read and review relevant literature

Year 5 ARCS Rural MBBS students are subject to the following course learning outcomes:

By the end of the ARCS Rural Medicine Course students will be able to:
1	Recognise the breadth of presentations in comprehensive rural generalist care.
2	Understand the barriers and enablers for equitable health care and health outcomes for rural and Indigenous communities.
3	Recognise the challenges presented by geography, distance, local resource capacity, social, economic, and cultural factors and how these are managed by rural doctors with, and for, rural patients.
4	Identify roles of rural doctors that go beyond medical expertise including advocate, collaborator, scholar, mentor, communicator, community member and professional.
5	Understand rewards and challenges of living and working in rural communities using clinical courage as a framework.
6	Recognise and respect the diversity of Aboriginal cultures, histories, languages, and relationships to country, family and spirituality; and Indigenous knowledges of health and wellbeing.
7	Understand pathways and processes for patients to access acute and non-acute care from regional specialists and from tertiary care facilities. Recognise the impact of referral processes on families and communities.
8	Critically appraise and apply relevant literature to rural contexts.
9	Understand and appreciate the role of Aboriginal health practitioners and Aboriginal Community Controlled Health Services for optimising care of Aboriginal patients.
10	Understand the multidisciplinary approach to acute and chronic conditions.
11	Communicate effectively, with a particular focus on culturally safe communication with Aboriginal and Torres Strait Islander Patients and families.
12	Manage common presentations in rural practice using a patient-centred, strength based and culturally safe approach, adapting to local contexts.
13	Work within health systems utilising a range of communication and record keeping tool.
14	Self- regulate professional learning including seeking and responding to feedback.
15	Build partnerships and work collaboratively with rural health professionals, organisations and communities.

This course will provide Year 5 ARCS MBBS students with an opportunity to develop the Graduate Attributes specified below:

**University Graduate Attributes**
University Graduate Attribute	Course Learning Outcome(s)
Attribute 1: Deep discipline knowledge and intellectual breadth Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.	1,3,4,7,9,10,11,13
Attribute 2: Creative and critical thinking, and problem solving Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.	1,3,4,5,7,10,12,14
Attribute 3: Teamwork and communication skills Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.	9,10,11,13,14
Attribute 4: Professionalism and leadership readiness Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.	4,11,13,14
Attribute 5: Intercultural and ethical competency Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.	9,11,14
Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.	2,3,5,6,7,9,10, 11,12
Attribute 7: Digital capabilities Graduates are well prepared for living, learning and working in a digital society.	8,13,15
Attribute 8: Self-awareness and emotional intelligence Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.	14

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)
Attribute 1: Deep discipline knowledge and intellectual breadth Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.	1, 2, 3
Attribute 2: Creative and critical thinking, and problem solving Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.	1, 2, 4
Attribute 3: Teamwork and communication skills Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.	1, 4
Attribute 4: Professionalism and leadership readiness Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.	1, 2
Attribute 5: Intercultural and ethical competency Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.	9,11,14
Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.	.
Attribute 7: Digital capabilities Graduates are well prepared for living, learning and working in a digital society.	.
Attribute 8: Self-awareness and emotional intelligence Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.	1, 5

Learning Resources

Required Resources

N/A

Recommended Resources

Some of the MSAs have information available on the My Uni website and this provides a guide for students to engage in learning in a clinical context.

For all MSAs, students are expected to discuss early on with their clinical supervisor what the overall aims of the rotation are and the pertinent areas to cover. Students are then expected to seek out resources that will allow them to meet these aims.

Online Learning

The School of Medicine Teaching Series has a wealth of information on various specialities and subspecialties on MyUni. Students are encouraged to view this material.
Learning & Teaching Activities

Learning & Teaching Modes

The primary mode of teaching and learning in MSAs is in the clinical context. This includes ward rounds, consultant rounds, outpatient clinics and bedside tutorials with the student’s preceptor.

Learning is to be supplemented with the School of Medicine Teaching Series content available on MyUni, other online sources and textbooks. In Year 5, the SMTS is held during the MSAs semester and attendance is compulsory.

Students are also advised to participate in academic teaching occurring at the hospital – journal clubs, unit meetings and grand rounds. Students should discuss which of these occur and which are suitable to attend.

Note:

Due to the disruption of the Year 5 MBBS Program caused by the COVID-19 pandemic, modifications have been made to the delivery of this course and to the assessment tasks.

There is now a nine week single integrated online course consisting of material merged from both the year 5 SMTS program and the Rural online MSA program. This includes a structured program of learning for specialist medical and surgical topics including recorded lectures (1 per week), online resources and interactive online tutorials (1-2 per week). Current information is contained in the Yr 5 Medical and Scientific Attachments Combined MyUni course.

Refer to MyUni for further detailed updates.

Workload

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

Workload for the individual students will vary from week to week but students can assume that on average they will work a 45 hour week which will include clinic sessions, lectures (both delivered and online), seminars, tutorials and private study but does not include after hours call.

Learning Activities Summary

The MSAs are delivered externally at various sites and coordinated independently. Students are expected to compile a summary of the learning activities at the beginning of the rotation through discussion with their clinical preceptor, for their own learning benefit.

Specific Course Requirements

Some MSAs do have specific course requirements – such as National Police Certificates for rotations at the Women’s and Children’s Hospital. Students will be advised of these requirements via the MSA handbook which is released on the MLTU website. This is released in adequate time to allow students to meet these requirements.

If students do not organise these specific requirements prior to the commencement of the rotation, this may result in students not being able to undertake the MSA and therefore failing the rotation on attendance.

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 the MSA rotations may vary slightly depending on whether the attachment is clinical or non-clinical but is essentially based around the following:

Students should actively seek out information on rotation assessment at the beginning of their clinical attachment. Further information can be obtained from either the MSA coordinator or the administrative officer at the site.
To pass this course and the Fifth Year MBBS Examination Annual Examination Part 2 course, students must obtain:
• a satisfactory result in each of the components of the summative assessment in semesters 1 and 2; and
• a satisfactory performance in the examinations overall

MSA Requirements
At MSA Commencement:
Discuss and record expected MSA learning outcomes (LOs) here. Each domain should have one LOs or more:

Scientific Basis of Medicine
Clinical Practice
Medical Professionalism and Personal Development
Attendance/Participation in clinical unit activities, including professionalism

Discuss and record agreed performance expectations or assessment activities per LO in the domains below:

Scientific Basis of Medicine
Clinical Practice
Medical Professionalism and Personal Development

Rating scale
There will be 3 gradings:
Exceeds Expectations
Meet Expectations
Below Expectations

If global rating is below expectations, agreed remedial tasks and completion date should be reported to the MSA Coordinator.

If an overall borderline grade is achieved in the examinations, a student may be offered an opportunity to sit a Replacement/Additional Assessment examination.

Academic Progression Requirements
Progression from one year to the next in the MBBS is dependent on the student successfully completing a compulsory annual examination course in which a full year’s learning is assessed.

To successfully complete the MEDIC ST 5000AHO and MEDIC ST 5000BHO Fifth Year MBBS Examination Part 1 and Part 2 courses, the student must pass the end of year examinations and have successfully completed all year level component courses (24 units).

IF a student fails the compulsory examination course no passing grade will be received for any core medical studies courses.

IF a student has not completed all required MEDIC ST units of the year they must successfully complete an appropriate remedial course of the same or greater value as specified in Term 4 of the same academic year.

Assessment Related Requirements

See Assessment Summary above

The University has developed a Scope of Practice document which outlines appropriate activites for Year 5 students. Students should be familiar with this document, and adhere to its guidelines. The document can be found in MyUni and here.

Assessment Detail

No information currently available.

Submission

Students are advised to seek out information regarding submission of assessment material from the MSA coordinator or site administrative officer.

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.

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

Submission details will be outlined at the beginning of the attachment.

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