MEDIC ST 5014BHO - Anaesthesia, Pain Medicine & Intensive Care V Pt 2
Teaching Hospitals - Semester 2 - 2020
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General Course Information
Course Details
Course Code MEDIC ST 5014BHO Course Anaesthesia, Pain Medicine & Intensive Care V Pt 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 4000AHO/BHO, MEDIC ST 4013AHO/BHO, MEDIC ST 4014 AHO/BHO, MEDIC ST 4015 AHO/BHO, MEDIC ST 4016 AHO/BHO, MEDIC ST 4017 AHO/BHO, MEDIC ST 4018 AHO/BHO, or by approval of the Dean of Medicine Restrictions Available to MBBS students only Assessment Based on attendance, knowledge, participation in discussions and short projects Course Staff
Course Coordinator: Jeremy Brammer
Course Co-ordinator:
Dr Julia Coldrey
Email: Julia.Coldrey@sa.gov.au
Joint Course Co-ordinator (ICU):
A/Prof Mary White
Email: Mary.White@sa.gov.au
RAH ICU contact:
A/Prof Mary White
Email: Mary.White@sa.gov.au
RAH Anaesthetics contact:
Dr Julia Coldrey
Email: Julia.Coldrey@sa.gov.au
The Queen Elizabeth Hospital contact:
Dr Thava Visvanathan
Email: thava1@optusnet.com.au
Lyell McEwin Hospital contact:
Dr Lynda D’Souza
Email: Lynda.D'Souza@health.sa.gov.auCourse Timetable
The full timetable of all activities for this course can be accessed from Course Planner.
The course timetable for the APIC rotation is made available to students on the first day of the rotation. -
Learning Outcomes
Course Learning Outcomes
Competencies expected of a fifth-year medical student- Conduct a preoperative assessment
- Identify significant co-morbidities and outline strategies for perioperative investigation, optimisation and management
- Understand the principles of perioperative patient monitoring and recognition of early deterioration
- Overview of anaesthesia principles, including emergency anaesthesia
- Application of clinical pharmacology to safely deliver local anaesthesia to patients.
- Utilise difficult airway algorithm that incorporates professional boundaries
- Perform advanced life support skills, with effective use of airway aids
- Use a framework to diagnose and manage common post-surgical problems
- Assessment of pain in relation to clinical diagnosis, classification and response to therapy
- Knowledge of the pharmacology of drugs commonly used in pain management
- Familiarity with drug and non-drug techniques commonly used in pain management
- Develop pain management strategies required to competently fulfil the role of an intern.
- Outline principles and professional medical responsibilities in patient palliative care
- Learn effective interaction with multi-professional teams involved in the APIC disciplines
- Practice the APIC disciplines according to ethical principles.
- Utilise advanced communication techniques in difficult and challenging staff and patient encounters
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)
All of the above 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
All of the above 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
All of the above Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
All of the above 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
All of the above 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
All of the above -
Learning Resources
Required Resources
N/ARecommended Resources
Pain:
• Acute Pain Management: Scientific Evidence 3rd edition, 2010: see http://www.anzca.edu.au/fpm/resources/books-and-publications
• Macintyre and Schug, Acute Pain Management: a practical guide, WB Saunders, 3rd edition 2007
• Therapeutic Guidelines: Palliative Care: available via the University of Adelaide library
• Australian Medicines Handbook: available via the University of Adelaide library
Anaesthesia:
• Introductory anaesthetics textbook such as:
o Gwinnutt, Lecture Notes: Clinical Anaesthesia, 5th edition, 2016Online Learning
Students are recommended to review the SMTS pain and palliative care content available on MyUni as well as the relevant lectures on pain and analgesia from the MLTU website. -
Learning & Teaching Activities
Learning & Teaching Modes
Core teaching process for ICU includes:
1. Small and large group teaching sessions ie. lectures and tutorials
2. Skills sessions (simulator sessions)
3. Case presentations
4. Clinical attachments with ward rounds
5. Self-directed study
6. Presentation of ICU related topics.
The pain component learning is delivered via:
1. Lectures
2. Clinical attachments to acute pain, chronic pain and palliative care
3. Tutorials
4. Group work and group presentation
5. Case based discussion of chronic pain and palliative care
6. Self-directed learning
The anaesthetics teaching and learning modes include:
1. PBL sessions
2. Clinical attachments in theatre, OPD and recovery
3. Simulator sessions
4. Self-directed learningWorkload
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
For all components, students are expected to attend all clinical rounds and rostered tutorials and participate actively in these.
Anaesthetics
All materials required for the course an be accessed via CANVAS
Pain
Students are expected to complete the recommended readings:
1. Revisit 4th year lectures on pain and analgesics
2. Macintyre and Schug – Acute Pain Managementa. Chapter 3 – Assessment of painb. Chapter 4 – pharmacology of opioidsc. Chapter 6 – non-opioid and adjuvant analgesic drugsd. Chapter 7 – routes of systemic opioid administratione. Chapter 8 – patient-controlled analgesiaf. Chapter 9 – epidural analgesiag. Chapter 12 – acute neuropathic painh. Chapter 14 – elderly, opioid-tolerant and substance abuse patients3. Therapeutic Guidelines – Palliative Carea. Chapter – Getting to know your drugsb. Chapter – Pain4. Macintyre PE, Loadsman JA, Scott DA. Opioids, ventilation and acute pain management. Anaesth Intensive Care. 2011 Jul;39(4):545-58
5. Coldrey JC, Upton RN, Macintyre PE. Advances in analgesia in the older patient. Best Pract Res Clin Anaesthiol. 2011 Sep; 25(3):367-78
6. Huxtable CA, Roberts LJ, Somogyi AA, Macintyre PE. Acute pain management in opiod-tolerant patients: a growing challenge. Anaesth Intensive Care. 2011 Sep;39(5):804-23Specific Course Requirements
N/ASmall Group Discovery Experience
The predominant learning method for the MBBS Program is small group discovery learning. -
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
ssessment Task Assessment Type Weighting Learning Outcome Addressed On-line quizzes during rotation Formative and Summative 20% All End of rotation anaesthesia project (wk 2) Summative 32% 1 - 8 ICU placement participation and project Formative and Summative 32% 3, 7, 9, 15 - 17 Pain case discussion end of week 3 Summative 16% 9 - 12, 15 - 17 Note: Modified arrangements have been made to assessments (see end of Assessment Summary section)
• a satisfactory result in each of the components of the summative assessment in semesters 1 and 2; and
To pass this course and the Fifth Year MBBS Examination Annual Examination Part 2 course, students must obtain:
• 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.
Modified arrangements have been made to assessments and the details provided here reflect recent updates:
ICU assessment: presentation 25%
Anaesthesia assessment: written SAQs 30%
Pain assessment: Completion of FPM Better Pain Management Modules 1-6 and attendance at workshops 20%
Quizzes: ICU 5%, Anaesthesia 5%, Pain 15%= Total 25%
Assessment Related Requirements
It is compulsory for students to attend clinical placements and their specific activities in line with the principles and guidelines outlined in the Medical Student Clinical Hours document.
Exemptions to mandatory clinical placement attendance requirements may be granted by the Program Coordinator in consultation with the relevant course coordinator and year level advisor if there are exceptional medical, compassionate or extenuating circumstances as defined by the Modified Arrangements for Coursework Assessment Policy.Assessment Detail
Pain
1. Attendance at and participation in clinical rounds and tutorials
2. MCQ paper based on material covered in acute pain and pharmacology lectures in year 4. See chapters 3,4,6,7 in Macintyre and Schug.
3. Active participation in group discussions of allocated clinical “patient in pain” cases Anaesthesia
1. Attendance at and participation in all rostered clinical activities
2. Active participation in PBL sessions
3. Completion of all online learning tasks on CANVAS
4. TQEH: in addition to above each student is required to research and present a 15-20 minute presentation on a preoperative scenario at the end of their second week.
5. LMH: in addition to the above student are required to present a case.
6. RAH: in Addition to the above, may be required to submit a short report on a topic chosen by course co-ordinator
ICU
1. Professional behaviour
2. Participation in clinical activitiesa. Attendance, including out of hours (minimum 95% attendance required to pass rotation)b. Actively seeks learning opportunitiesc. Contributes to patient discussion3. Medical competencea. Thorough history and physical examination skillsb. Concise and accurate case presentations4. Theoretical knowledge
a. Good knowledge base with the ability to apply to clinical situations
5. ICU presentation.
Submission
N/ACourse 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
- 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.
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