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

1	Demonstrate an understanding of Community, General Practice and Hospital healthcare environments, resources, people roles, processes and activities, relevant for provision of high quality and safe health care, and recognise the direct relationship to patient experience and learning.
2	Demonstrate professional skills that enhance learning and patient care in a clinical environment, when working as a member of a multi-disciplinary team.
3	Conduct a medical interview with real patients in both hospital and community settings, using a structured logical sequence and a patient centred approach.
4	Demonstrate competence in the major system examinations, and simple procedures (e.g. cannulation, venepuncture), including the ability to detect and explain common pathophysiological processes.
5	Demonstrate an understanding of the appropriate investigation and management of common conditions.
6	Demonstrate an understanding of the patient journey, including the diagnosis, investigation and management by interprofessional health care teams, in a variety of encounters in different healthcare settings, including community and hospitals
7	Apply and adhere to ethical, legal and regulatory requirements and communication principles in line with “Good Medical Practice: A Code of Conduct for Doctors in Australia”.
8	Demonstrate the capacity to evaluate and identify personal learning needs and strategies for achieving objective clinical competency requirements for oneself and others.
9	Describe the impact of health economic policies and practices on the conduct of medical practice.
10	Demonstrate a developing capacity to explain the pathophysiological implications of complex multiple-organ system, chronic and co-morbid conditions.
11	Analyse important global health challenges and identify examples of best practice solutions.
12	Describe the features of the Aboriginal Community-Controlled health sector and health service provisions for Indigenous peoples in addressing health inequities.
13	Describe the principles and practice of leadership in health care and its relationship to patient and community advocacy and Quality and Safety.
14	Demonstrate a systematic approach to the assessment of a patient suspected of clinical deterioration in a variety of settings.
15	Explain how population health outcomes and the performance of the Australian Health System are measured and evaluated.
16	Demonstrate the ability to present clinically relevant information to a variety of audiences, including professional, patient and community settings, in a range of formats.
17	Apply and integrate relevant knowledge and skills from previous courses within the Bachelor of Medical Studies with knowledge obtained within the Transition to Clinical Studies 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 UpToDate). Students may need to access other online resources via the University library.

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

As the capstone course of the BMedSt program, students will complete a series of modules centred on readiness for
their next phase of learning, i.e. the predominantly clinical apprenticeship model within the MD.
 
Modules will help students to review prior learning from previous BMedSt courses and provide opportunities for students to apply their knowledge and skills to more complex health problems than they have previously encountered. Each module will focus on selected
physiological systems and incorporate topics such as applied pharmacology and prescribing, medical imaging, clinical handover, leadership, quality and safety in healthcare, population health measurement and evaluation, health economics and global health. These modules are delivered via blended learning with a mix of on-line and face to face sessions, including lectures, clinical placements, tutorials, simulation, and interactive group sessions.
 
Students will consider one global health challenge in detail and discuss best practice strategies to address it as well as how these strategies might translate to other healthcare challenges.
 
The course provides opportunities for Interprofessional Learning through clinical placements and participation in Simulated healthcare scenarios in the Adelaide Health Simulation suite.
 
Delivery of the course occurs across multiple settings: on-site at university, in hospital and community clinical settings, and via online structured learning modules.
 
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.
 
Seminars
In Health and Society seminars, students will apply their knowledge of health economics, Aboriginal controlled health organisations, health system performance and the role of leadership in advocacy and quality and safety in health care.
 
Students will have the opportunity to continue to develop and apply their knowledge of the ethical, legal and regulatory requirements of medical practice in the Professionalism and Leadership seminars.
 
Workshops
Clinical Practice workshops will focus on developing student’s understanding and furthering their clinical skills in key areas such as ophthalmology, ear, nose and throat (ENT) and acute trauma.
 
Placement
Clinical placements two days per week give students the opportunity interact with real patients in both the hospital setting and primary care. This clinical environment fosters the development of complex clinical reasoning and enables students to progress their skills under supervision, so that they are competent to perform both systemic and focused histories and physical examinations.
 
During clinical placement, self-directed learning is supported by online material, interactive workshops and lectures.
 
Simulation
In these sessions, students will learn, apply and demonstrate clinical skills, such as venepuncture and cannulation in a simulated environment.

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

Students will work individually and collaboratively in small groups (typically 4 - 8 students) within tutorials, workshops, seminars and simulation sessions. Group discussions may be facilitated by tutors and demonstrators depending on the nature of each session. Students will also attend clinical placements (GP and hospital) for two full days per week.

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. The Transition to Clinical Studies course is a 9 unit course which represents a work load averaging 36 hours per week . You should therefore be putting in an average of 36 hours of study each week (including contact hours) for this
course.

Each week you are expected to:

o   Attend learning & teaching activities
o   Engage with relevant lecture material, ensuring that you understand the information, and taking additional notes as necessary
o   Revise other relevant content to aid your understanding
o   Prepare for assessments
o   Utilise the esources provided to you through the MS3 and BMS Program MyUni Courses

Lectures  (both online and face-to-face)
Seminars  (face-to-face)
Workshops (face-to-face)
Placement (face-to-face)
Simulation (face-to-face)

Please see the clinical placement requirements as listed on the Faculty of Health and Medical Sciences website. 

It will be the responsibility of the student to travel to and from clinical placement sites.

Assessment Task (In Semester)	Assessment type (Formative or Summative)	Assessment Weighting	Hurdle Requirement (Yes or No)	Course learning outcomes being assessed
O-Week Simulation, SC/IM Injection Simulation, ANTT simulation, A-E Assessment^	Summative	NGP	Yes	1,4,7
Online Quizzes	Formative	-	No	1,3,4,5,6,9,10,11,12,13,15,16, 17
Case-Based Assessements	Summative	NGP	Yes	16, 17
Workplace-Based Assessments	Formative & summative	NGP	Yes	1,2,3,4,5,6,7,8, 10, 17
Simulation Session Competencies	Summative	NGP	Yes	7, 14
Global Health Project	Summative	NGP	Yes	1,9,11,16, 17
Case Study	Summative	NGP	Yes	1,2,6,13,16, 17
Indigenous Health Assessment Task	Summative	NGP	Yes	12
#Mid-Semester Test	Summative	NGP	#Yes	1,3,4,5,6,9,10,11,12,13,15,16, 17
#End of Semester Test (written)	Summative	NGP	#Yes	1,3,4,5,6,9,10,11,12,13,15,16, 17
*End of semester Test (OSCE)	Summative	NGP	Yes	3,4,5, 17
Professional Behaviour	Formative & summative	NGP	Yes	1-4, 6-8, 13, 14, 16, 17

^Prior to commencing placements, lateral entry students will be required to complete a number of O-Week assessments and simulation assessments. Failure to complete these assessments ahead of the semester commencing will result in cancellation of placements. The O week assessment is a requirement for lateral entry students only. Students who completed the O week assessment in MS3 are not required to complete this assessment again in TCS.

The following minimum requirements are necessary for completion of the Bachelor of Medical Studies Program and progression to the Doctor of Medicine: 

# 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.
*It is also a hurdle requirement for students to attain a passing score for the OSCE.

The passing score for the written and OSCE tests will be determined after applying an appropriate standard-setting method. Students who fail to achieve a passing score in either the OSCE or combined written test may be offered an additional assessment, in keeping with the Modified Arrangements for Coursework Assessment Policy.

To satisfactorily pass students must also achieve acceptable performance in professional behaviour. Assessment of appropriate professional behaviour will include:
- active contribution to small group sessions
- attendance at core structured learning activities (min 80%)
- timely submission of assignments
- no substantiated record of unprofessional behaviour
- acceptable completion of all hurdle tasks

Students are obligated to attend core structured learning activities as these activities rely on group discussion and/or practical participation. Core structured learning activities for this course are: seminars, workshops, simulation and clinical placements.  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 means that the successful learner must achieve a minimum standard of performance in each of the four domains (Science and Scholarship, Clinical Practice, Health and Society, and Professionalism and Leadership), and deficiencies in an individual domain cannot be compensated by performance in another.

The workload model for assessment items includes both the formative and summative components of the task.

Assessments that are both formative and summative will provide feedback to enhance student learning along with the grade
allocated to the summative element. Formative feedback will identify areas for improvement and suggest strategies for students to enhance their practice.

O-Week Assessments (Lateral Entry Students Only)
Prior to commencing placements, students will be required to complete a number of O-Week assessments. Failure to complete these assessments ahead of the semester commencing will result in cancellation of placements.

Online Quizzes
Students will undertake 4  formative quizzes that test and consolidate students’ learning. Questions will be drawn from across the domains and curriculum streams,and from previous BMedSt courses.
 
Mid-Semester Test
At mid-semester, students will undertake a summative test. Material from across the Bachelor of Medical Studies curriculum to that
point in time may be assessed using a mix of question formats.

End-of-Semester Test
At the end of semester, students will undertake a summative test.  Material from across the entire Bachelor of Medical Studies curriculum will be assessed using a mix of question formats.

End-of-Semester OSCE
In the observed structured clinical examination, students will be assessed on their practical, professional and communication
skills, and their ability to apply their knowledge of health and illness in assessing and managing a healthcare scenario. Material from across the entire Bachelor of Medical Studies curriculum may be assessed.

Case-Based Assessment
Case-based assessment, such as case write-ups and oral case presentations, will be based on students’ interactions with real patients during placements. These will be assessed on logical structure, clarity of communication and completeness.

Workplace-Based Assessments (WBA) 
WBAs will assess students’ behaviour and demonstrated skills during clinical placement. Areas of focus will include professionalism, communication skills, examination skills and application of knowledge to the clinical context. Tasks include mini-clinical evaluation
exercises (mini CEx) in-training assessment reports, reflective activities and a clinical logbook.

Simulation Session Competencies
Students will need to demonstrate competence in performing basic medical procedures such as cannulation and venepuncture in a simulated environment.

Global Health Project
In this assessment, students will identify an issue that affects the health of people and populations in a global context. They will explore best practice solutions, the translation of solutions to addressing other global health issues, and reflect on their own community of practice.

Case Study
In this assessment, students will focus on professionalism or leadership within the healthcare setting, using a given scenario or a case that students have experienced in their clinical placements.
 
Indigenous Health Assessment Task
This comprises an online quiz component plus a group presentation discussing issues relating to Indigenous health inequity,
racial discrimination and culturally appropriate care.

Professional Behaviour
Students will be required to demonstrate appropriate professional behaviour, as evidenced by timely submission of assignments, satisfactory active attendance at teaching sessions, patient-centred clinical interactions with patients and healthcare professionals, and no unprofessional behaviour. Satisfactory performance is required for progression. (See Assessment-Related Requirements for further details).

Written assignments will be submitted via digital submission portals within the MyUni Learning Management Software platform.  Turnitin and Speedgrader software applications will be utilised to promote academic integrity, streamline grading and feedback, deter plagiarism, and improve student outcomes.