MEDIC ST 2502 Course Coordinators:

Christian Mingorance & Dimitrios Cakouros

On successful completion of this course students will be able to:

1.  Describe key features of normal anatomy and histology of the endocrine, digestive and urinary systems.

2.  Explain physiological processes driving the normal function of endocrine, digestive and urinary systems.

3.  Describe the pathophysiology and pathology of conditions affecting the endocrine, digestive and urinary systems.

4.  Apply knowledge of normal and abnormal structure and function of endocrine, digestive and urinary systems to construct mechanistic and diagnostic hypotheses.

5.  Describe and explain rationale for current and emerging pharmacological and non-pharmacological treatment and management strategies for identified medical conditions involving endocrine, digestive and urinary systems.

6.  Demonstrate information sharing skills, including correct amount and type of information and describe strategies to approach communication at challenging stages of care.

7.  Conduct medical interviews with simulated patients, including psychosocial history, with some adaptation to the structure of the history according to patient responses.

8.  Undertake physical examination of designated body systems, detecting obvious signs in simulated patients while ensuring patient comfort; explain the pathophysiology of signs.

9.  Develop a basic problem list; justify common investigations in relation to the pathological basis of disease.

10. Present written and oral case summaries of clinical scenarios ensuring logical sequence, inclusion of relevant data, and correct
use of medical terminology.

11. Describe the concept of health equity and reflect on and discuss the role of the health system and the individual medical practitioner.

12. Apply the principles of population-based health promotion and illness prevention to specified situations.

13. Identify and demonstrate effective communication protocols in healthcare contexts with Indigenous peoples.

14. Reflect on and apply medical, ethical and legal principles and frameworks to analyse, synthesise and resolve ethical dilemmas.

15. Apply and integrate relevant knowledge and skills from previous courses within the Bachelor of Medical Studies with knowledge obtained within the Medical Studies 2B course.

All students should factor in the cost of their own e-device (e.g. laptop or tablet). Required learning resources and readings will be provided on-line via the Learning Management System (MyUni). There are no prescribed textbooks, but students will need to access various online resources (including the Australian Medicines Handbook, Therapeutic guidelines and Up-to-date). Students may need to access other software or online resources via the University library (e.g. EndNote).

Recommended textbooks and peer-reviewed articles will be communicated by course educators via the Learning Management System (MyUni). Students are encouraged to choose their resources that take their learning style into account. Materials such as online videos, presentations and documents will be provided via MyUni. Students may be required to submit written assignments via a Turnitin digital submission portal which can be accessed through MyUni.

MyUni will be used as a digital platform to:

• host online teaching activities, resources including supporting documents, videos and external web links.

• communicate course and program related announcements to students.

• promote student discussion and communication via Discussion Boards.

• enable students to access and submit formative and summative assessments.

These resources will be released at appropriate time points during the semester and available for the duration of the course.

Lectures
Key mechanisms, concepts and issues relating to the four domains of medicine (science & scholarship, clinical practice, health & society and professionalism & leadership) will be explained and discussed via a series of online video resources and in-person presentations.

Research seminars
Medical research seminars will feature invited world-class research scientists who will speak about their cutting-edge research relevant to the course themes. These sessions will provide opportunity for students to learn more about the process of medical research and how new knowledge is translated into clinical practice.

Practicals
Multi-disciplinary interactive practical classes will provide students with opportunity to explore the structure, function and pathologies of the endocrine, digestive and urinary systems.

Scenario-based learning (SBL)
Scenarios will relate to common and important medical conditions, population and community health issues, and professionalism issues relevant to the course themes. New scenarios will be introduced at the start of each week and explored in detail by small student
groups across two scenario-based learning workshops per week. These sessions are designed to develop skills in hypothesis formulation, hypothesis testing and clinical reasoning in addition to consolidating and applying knowledge across the various domains of medicine.

Medical Practice workshops
These workshops integrate teaching across clinical practice and professionalism and leadership domains and are designed for students to practice and gain competency in clinical examination techniques and concurrently apply professionalism and leadership skills. This
structure models the importance of integrated medical practice in a clinical environment.

Professionalism and Leadership workshops
Students will have opportunity to apply knowledge of ethical and medico-legal issues to resolve ethical, medico-legal and professional dilemmas. Strategies and skills for stress management; self-care and professional capabilities for life as a medical practitioner will be explored. Students will continue to develop their knowledge, skills and attitudes to interprofessional practice.

Health and Society workshops
In these workshops students will apply their knowledge of health inequities and principles of health promotion and prevention to specified health conditions and the role of the health system and medical practitioners in these areas.

Students will work individually and collaboratively in small groups (typically 4 - 8 students) within tutorials, workshops and
Scenario-based Learning sessions. Group discussions may be facilitated by tutors and demonstrators depending on the nature of each session.

Students are reminded that the overall workload for a full time student as stated in the University of Adelaide Calendar is an average of 48 hours per week per teaching period (i.e. semester). This includes contact and non-contact hours and includes general study and research time for assignments. Medical Studies 2B is a 12 unit course and thus represents the full time load. You should therefore be putting
in an average of 48 hours of study each week (including contact hours) for this course.

Each week you are expected to:

• Attend learning & teaching activities
• Read relevant lecture material, ensuring that you understand the information, and taking additional notes as necessary
• Revise other relevant content to aid your understanding
• Prepare for assessments
• Utilise the resources provided to you through the MS2B and BMS Program MyUni Course

Lectures and debates (both online and face-to-face)
Research seminars (face-to-face)
Practicals (face-to-face)
Scenario-Based Learning sessions (face-to-face)
Medical Practice workshops (face-to-face)
Professionalism & Leadership workshops (face-to-face)
Health & Society workshops (face-to-face)

Students are expected to:

• Interact and correspond with their peers and academic staff appropriately
• Familiarise themselves with the Professionalism & Leadership Policy Document which will be available within the MS2B MyUni course

Please see "assessment-related requirements" for further information on grading.

The following minimum requirements are necessary for progression from the Medical Studies 2B course to Medical Studies 3:

All Domains: It is a hurdle requirement for students to attain an overall combined passing score for the mid-semester and end-of-semester tests, with the mid-semester test having a weighting of 30% and the end-of-semester test a weighting of 70% towards this score. The passing score will be determined after applying an appropriate standard-setting method (e.g. Cohen’s standard setting method). Students who fail to achieve this score may be offered an additional assessment, in keeping with the Modified Arrangements for Coursework Assessment Policy.

Science and Scholarship Domain: To satisfactorily pass students must also achieve acceptable performance (borderline score or greater) in the S & S component of the Cross Domain Assignment.

Health and Society Domain: To satisfactorily pass students must also achieve acceptable performance (borderline score or greater) in the H & S component of the Cross Domain Assignment.

Clinical Practice: To satisfactorily pass students must also achieve acceptable performance (borderline score or greater) in the CP component of the Cross Domain Assignment. Acceptable performance in summative Clinical Competencies, the Hand Hygiene Audit and the Case Summary are also required.

Professionalism and Leadership: In addition to the above requirements, to satisfactorily pass this domain of the course students must achieve acceptable performance (borderline score or greater) in the P & L components of the Cross Domain Assignment and the Case Summary. Students are also obligated to attend core structured learning activities* (min 80%), actively contribute to small group teaching sessions and submit assignments on time. There is to be no substantiated record of unprofessional behaviour.

*Core structured learning activities for this course rely on group discussion and/or practical participation and include:
Scenario-based learning sessions, all workshops (Medical Practice, H&S, P&L) and practicals.
All details are outlined in the Policy Document “Assessment of the Professionalism & Leadership Domain” which students are expected to be familiar with.

Assessment will be conducted under the GS8 Grade Scheme in recognition of the integrated, domain-led nature of the medical program curriculum.  In addition, the program uses the philosophy of “Assessment for Learning”, where the learner is guided by assessment, and
assessment feedback is used to shape and determine the learner’s progress.

The integrated nature of the curriculum, with four Domains: Science and Scholarship; Clinical Practice; Health and Society, and Professionalism and Leadership, means that the successful learner must achieve a minimum standard of performance in each domain, and deficiencies in an individual domain cannot be compensated by performance in another.

Fortnightly quizzes: Each fortnight, students will undertake a quiz that tests and consolidates the knowledge of that fortnight’s learning.  Questions can be drawn from across the domains, with approximate weight related to the content taught during the fortnight.

Mid-semester test: At mid-semester, students will undertake a summative test.  Material from across the curriculum to that
point in time will be assessed, via Multiple Choice, Short Answer, and Data Analysis Question formats. It is a hurdle requirement for students to attain an overall combined passing score for the mid-semester and end-of-semester tests, with the mid-semester test having a weighting of 30% and the end-of-semester test a weighting of 70% towards this score. The passing score will be determined after applying an appropriate standard-setting method (e.g. Cohen’s standard setting method). Students who fail to achieve this score may be offered an additional assessment, in keeping with the Modified Arrangements for Coursework Assessment Policy.

End-of-semester test: At the end of semester, students will undertake a summative test.  Material from across the entire curriculum
will be assessed, via Multiple Choice, Short Answer, and Data Analysis Question formats. It is a hurdle requirement for students to attain an overall combined passing score for the mid-semester and end-of-semester tests, with the mid-semester test having a weighting of 30% and the end-of-semester test a weighting of 70% towards this score. The passing score will be determined after applying an appropriate standard-setting method (e.g. Cohen’s standard setting method). Students who fail to achieve this score may be offered an additional assessment, in keeping with the Modified Arrangements for Coursework Assessment Policy.

Cross domain assignment: For this task, students will explore a contemporary medical issue and will be assessed on their ability to analyse and summarise using appropriate high-quality evidence the basis for current therapeutic and management strategies together with the relevant ethical, cultural, economic and broader societal issues surrounding the topic.


Clinical competency assessments: Students will be assessed on their competency and professionalism in history taking, information sharing, performance of physical examinations, selection and interpretation of appropriate investigations, and clinical reasoning in simulated clinical encounters.

Hand hygiene audit: Students will be audited on their hand hygiene practices throughout their simulated clinical encounters in Medical Practice Workshops. Students will be required to demonstrate appropriate hand hygiene as per the 5 Moments for Hand Hygiene during their simulated clinical encounters.

Professional behaviour: Students will be required to demonstrate appropriate professional behaviour, as evidenced by timely submission of assignments, satisfactory active attendance at small group teaching sessions, and no unresolved behaviours of concern.  Satisfactory performance is required for progression.

Unless otherwise indicated, coursework should be submitted electronically via MyUni. Any students experiencing technical difficulties
should contact the course coordinators at the earliest opportunity. The deadline for submission will be strictly enforced according to the digital time displayed by the MyUni portal. Coursework submitted to any location other than those specified will not be accepted. This includes submissions to staff email addresses. Submission dates may be extended only under exceptional circumstances as per the Modified Arrangements for Coursework Assessment (MACA) policy.