MEDIC ST 5007BRU - Medical and Scientific Attachment 5 Part 2
Teaching Hospitals - Semester 2 - 2023
-
General Course Information
Course Details
Course Code MEDIC ST 5007BRU Course Medical and Scientific Attachment 5 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 5000AHO, 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 on rural placement only Assessment Details provided at start of year Course Staff
Course Coordinator: David Lam
Rural Medicine Course Coordinator
Dr David Lam (david.h.lam@adelaide.edu.au)
Year 5 Rural Program Coordinator: Bronwyn Herde
Phone: +61 8 8313 4528
Email: bronwyn.herde@adelaide.edu.au
Location: Adelaide Rural Clinical School, The University of AdelaideCourse Timetable
The full timetable of all activities for this course can be accessed from Course Planner.
The Adelaide Rural Clinical School follows the Community Longitudinal Integrated Clerkship (CLIC) model for medical student training. This comprises a full year of living, working and training in a rural location for your fifth-year MBBS program. It is delivered in rural-based communities with an integrated educational program and clinical placements. The ARCS rural medicine course constitutes the three Medical and Scientific attachments for your fifth-year medical studies and combines the three MEDIC ST 5005-5006-5007:A-B:RU course codes.
The Rural Medicine Course clinical placements are organised by the student coordinator in each ARCS training node. These include working in rural general practice, with parallel consulting with an experienced supervisor and clinical trainer. Clinical placements can also occur in regional and rural hospitals, with on-call, emergency, and inpatient supervised work, to provide further experiential learning. Additionally, clinical attachments are scheduled with rural or visiting medical specialists providing wider medical, surgical and specialised experience and training. Wider experiences may include community outreach clinics, health promotion activities (e.g. school visits), aboriginal medical services and other specialised clinics when locally available.
The Rural Medicine course educational program includes elements of general, medical, surgical and emergency patient care, clinical skills, clinical reasoning, professionalism and health care teamwork. Educational activities, formative and summative assessment for the three MEDIC ST 5005-5006-5007:A-B:RU course codes are integrated across the year. These include Peer Assisted Learning - medicine and surgery(PALms) tutorials, bedside teaching, case discussions, interprofessional training and aboriginal health cultural competency development. -
Learning Outcomes
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.
1, 2, 4 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
Electronic Theraputic Guidelines
https://tgldcdp-tg-org-au.proxy.library.adelaide.edu.au
Royal Childrens Hospital Clinical Guidelines
https://www.rch.org.au/clinicalguide/about_rch_cpgs/Welcome_to_the_Clinical_Practice_Guidelines/Online Learning
Please refer to the MyUni course for topic study guides, practice MCQs, tutorial and lecture resources. -
Learning & Teaching Activities
Learning & Teaching Modes
No information currently available.
Workload
No information currently available.
Learning Activities Summary
The rural medicine course educational program includes elements of general medical, surgical and emergency patient care, clinical skills, clinical reasoning, professionalism and healthcare team work.
Educational activities include Peer Assisted Learning - medicine and surgery (PALms) tutorials, bedside teaching, case discussions, interprofessional learning and Aboriginal and Torres Strait Islander health cultural competency development. -
Assessment
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
This course makes up one part of the integrated Adelaide Rural Clinical School Rural Medicine Course and assessment continues across the 3 MSAs (3,4 and 5) and is completed over the 36 week MBBS calendar year.
Assessment Task Task Type Hurdle Requirement Weighting Course Learning Outcome(s) *Multi-source feedback (MSF) Professionalism x 2 (one per semester) Summative N
20% 1,3 Aboriginal Health podcast Summative N 40% 1,5 Mini-CEX - Best 5 Across 5 disciplines at least 1 x Paeds, 1 x HRH
These are additional to those required for Paediatric and HRH CoursesSummative N 40% 2,4 Monthly Quizzes MCQ Formative N N/A 2,4,5 Completion of online modules and collaborative study guides Formative N N/A 2,4.5 Aboriginal Health Podcast Proposal Formative N N/A 1,5 ARCS midyear OSCE Formative N N/A 2,4 Students not participating in scheduled sessions will be given feedback Formative N N/A 1
*Each Multi-source feedback (MSF) Professionalism consists of three reports from (i) Clinical Academic (ii) a GP supervisor and (iii) from student coordinator
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
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
The University has developed a Scope of Practice document which outlines appropriate activities 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
No information currently available.
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.
-
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
- Academic Integrity for Students
- Academic Support with Maths
- Academic Support with writing and study skills
- Careers Services
- International Student Support
- Library Services for Students
- LinkedIn Learning
- Student Life Counselling Support - Personal counselling for issues affecting study
- Students with a Disability - Alternative academic arrangements
- YouX Student Care - Advocacy, confidential counselling, welfare support and advice
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.
- Academic Credit Arrangements Policy
- Academic Integrity Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs Policy
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment Policy
- Reasonable Adjustments to Learning, Teaching & Assessment for Students with a Disability Policy
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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.
