MEDIC ST 5009BHO - Geriatrics and General Practice Part 2

Teaching Hospitals - Semester 2 - 2024

The clinical attachments are a program of clinical education through a selection of placements so that students will be competent in history-taking, patient examination and management. This includes problem formulation, investigations, treatment (pharmacological and non-pharmacological), counselling, good communication skills, the practice of empathetic medicine, and a sound knowledge base that allows diagnosis and management of common disorders to be carried out under appropriate supervision. Some students will have the opportunity to undertake their training for an extended period of time in a rural or remote setting.

  • General Course Information
    Course Details
    Course Code MEDIC ST 5009BHO
    Course Geriatrics and General Practice Part 2
    Coordinating Unit Medical Studies
    Term Semester 2
    Level Undergraduate
    Location/s Teaching Hospitals
    Units 4
    Contact Attachments, common program & research
    Available for Study Abroad and Exchange N
    Prerequisites MEDIC ST 5000AHO, MEDIC ST 5005AHO, MEDIC ST 5006AHO MEDIC ST 5007AHO, MEDIC ST 5009AHO, MEDIC ST 5014AHO, MEDIC ST 5015AHO and MEDIC ST 5016AHO in addition to all previous years core courses, or by approval of the Dean of Medicine
    Restrictions Available to MBBS students only
    Course Description The clinical attachments are a program of clinical education through a selection of placements so that students will be competent in history-taking, patient examination and management. This includes problem formulation, investigations, treatment (pharmacological and non-pharmacological), counselling, good communication skills, the practice of empathetic medicine, and a sound knowledge base that allows diagnosis and management of common disorders to be carried out under appropriate supervision. Some students will have the opportunity to undertake their training for an extended period of time in a rural or remote setting.
    Course Staff

    Course Coordinator: Professor Renuka Visvanathan

    GGP Course Coordinator

    Professor Renuka Visvanathan
    Professor of Geriatric Medicine
    Telephone: 08 8222 8178
    Facsimile: 08 8222 8593
    Email: renuka.visvanathan@adelaide.edu.au 


    GP Coordinator
    Professor Nigel Stocks
    Head of Discipline
    Telephone: 08 8313 3462
    Email: nigel.stocks@adelaide.edu.au 


    Geriatric Medicine Site Coordinators


    a) Adelaide G-TRAC/TQEH
    Dr Kareeann Khow
    Senior Lecturer
    Telephone: 8313 2144
    Email: kareeann.khow@adelaide.edu.au 



    b) RAH
    Dr. Jessica Huang
    Geriatrician
    Telephone:70742955
    Email: jessica.huang@sa.gov.au 


    c) Nothern Adelaide Local Health Network Sites
    Dr Tanaya Singh
    Geriatrician
    Telephone: 8161 2000
    Email: tanaya.singh@sa.gov.au 
    Course Timetable

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

    The course timetable for the Geriatrics and General Practice placement is complicated due to the combining of two separately organised and co-ordinated rotations.

    Detailed information about the GP rotation timetable is available in the Course Handbook, available via the CANVAS and should be referred to.

    Information regarding the placement site is available via the University of Adelaide Discipline of GP website http://health.adelaide.edu.au/gp/education/ 
  • Learning Outcomes
    Course Learning Outcomes

    Geriatrics
    A. On completion of Year 5 Geriatrics, students will demonstrate knowledge and understanding of the:
    1. concepts and facts regarding problems of hospitalized patients and patients in the community
    2. physiologic changes related to ageing
    3. consequences of iatrogenesis on health outcomes
    4. management of conditions common to older people, including geriatric syndromes
    5. range of services for the elderly, including those outside the acute hospital setting
    6. work of the various members of the healthcare, aged care and rehabilitation teams
    7. influence of environmental, social and financial circumstance on the older person’s health outcomes

    B. Students will demonstrate competency, as expected of a Year 5 student, in the following areas of clinical skills and reasoning:
    1. obtaining a history, performing an appropriate physical examination and assessing elderly patients in all domains including cognition, emotion, physical function, falls, nutrition, integument, bone health and continence
    2. documenting medications, discussing the evidence for and against the use of these medications, the adverse effects and drug interactions that may occur, and the monitoring requirements
    3. performing supervised procedures as deemed appropriate by the preceptor
    4. interpreting data commonly collected from patients
    5. documenting the history and physical examinations and developing a problem list with proposed management and review plan
    6. verbal presentation and discussion of assigned patients
    7. the concept and application of advanced care planning and capacity assessment
    8. communicating with general practitioners, allied health members in the community and family about management plans, ensuring clinical handover

    C. Students will demonstrate the following professional attributes:
    1. working and communicating with other members of the healthcare team to achieve best outcomes for their patient
    2. interacting with the patient and the healthcare team in a professional manner that includes punctuality, attention to appropriate dress code, ensuring dignity in care and attention to confidentiality
    3. understanding of and adherence to concepts of patient autonomy, benevolence, and distributive justice of healthcare

    General Practice

    D. On completion of Year 5 General Practice, students will demonstrate knowledge and understanding of:
    1. the normal structure and function of the body (at all levels from molecule to organism), epidemiological, social and behavioural sciences
    2. the common problems presenting to general practice and the approaches for their recognition, investigation, treatment and prevention
    3. integrating and applying core medical and scientific knowledge to individual patients, population and health systems
    4. integrating the principles of disease prevention and health promotion into clinical practice
    environmental and psychosocial issues and their effect on the patient
    5. the care of people who have one or more chronic illnesses
    6. identifying, accessing, critically appraising, interpreting and applying evidence from the medical and scientific literature

    E. Students will demonstrate competency, as expected of a Year 5 student, in the following areas of clinical skills and reasoning:
    1. diagnostic reasoning skills including integration and weighted interpretation of findings from history and physical examination to arrive at an initial differential diagnosis
    2. selecting and justifying common investigations, with regards to the pathological basis of disease, utility, safety and cost effectiveness, and interpret their results
    3. applying therapeutic reasoning skills including identification of appropriate therapeutic objectives in both differentiated and undifferentiated clinical problems
    4. formulating and justifying appropriate management options, individually and as a member of a team
    prescribing therapy safely, effectively and economically, using objective evidence, in acute, chronic and palliative care settings
    5. performing and explaining to patients a range of procedures (listed in year 4/5 objectives)
    assisting with completion of an Extended Primary Care assessment of a patient

    F. Students will demonstrate the following professional attributes:
    1. the ability to communicate effectively and professionally, in a variety of media, with patients, colleagues and others
    2.accepting responsibility to protect and advance the health and wellbeing of individuals, communities and populations
    3.understanding the environmental, social and psychological determinants of disease, including issues relating to health inequalities, 4.cultural diversity, and socio-economic and physical environment factors
    5. the ability to contribute to the teaching and professional development of others

    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.

    A, B, C, D, E, F

    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.

    B, E

    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.

    B, C, E, F

    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.

    C, F

    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.

    A, C, D, F

    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.

    B, E

    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.

    C, F
  • Learning Resources
    Required Resources
    Please see MyUni
    Recommended Resources
    Geriatrics: The Course Handbook contains a wealth of journal articles, reports and links to online material that has been carefully selected to assist students in meeting clinical and placement learning objectives. Students are advised to consult the handbook.

    GP: General Practice is a broad field, and students are advised to seek out resources that will assist them to consolidate their clinical learning.
    Online Learning
    Geriatrics: An extremely useful website is the Victorian Geriatric Medicine Training Program portal, which has a number of interactive modules that are extremely relevant: http://anzsgm.org/vgmtp/

    GP: students are expected to have completed the e-learning module on Medicare and prescribing prior to attending their tutorials in the first week of the GP block. It is available here:http://www.medicareaustralia.gov.au/provider/business/education/e-learning.jsp

    Other useful online resources are:
    Therapeutic Guidelines: available via The University of Adelaide Library
    The Clinical Practise Guidelines Portal: http://www.clinicalguidelines.gov.au/
    Online databases such as UpToDate: available via The University of Adelaide
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Geriatrics
    Teaching during the Geriatrics component of the rotation is primarily delivered in the clinical setting but supplemented with tutorials and online teaching material.

    Clinical teaching
    Students are expected to attend and participate in ward rounds, outpatient clinics and academic teaching sessions such as unit meetings and hospital grand rounds. Students need to discuss with their preceptor when these activities take place and how they should engage themselves in them.

    Students are also expected to work up and present patients and as part of the clinical learning experience. Students should be aware that the conduct of geriatric/rehabilitation assessment tools during this placement is part of skills development.

    Lectures
    Each week specific lectures will be provided at TQEH, RAH and Modbury Hospital. Students to refer to their master timetable.

    Visits
    May have exposure to: Nursing Home or Home Visits, Day Therapy Centres


    General Practice
    Teaching during the GP component of the rotation is delivered primarily in the clinical setting. It is supplemented by the tutorials and lectures in Week 1. There is also online material that might be useful.

    As there is limited clinical session time in which to achieve the learning objectives for this program, it is important that time spent observing in clinics is kept to a minimum and that you take a hands-on role as much as possible, reflecting on your learning and making patient management decisions under supervision. You should make every effort to undertake an Extended Primary Care Assessment for a patient. Examples of this include the 75+ Assessment, Asthma 3+ assessment, Indigenous Health Assessment other chronic disease management items.

    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
    See Teaching and Learning Modes above
    Specific Course Requirements
    Geriatrics: A copy of your valid (within 2 years) police check and the original (to be sighted) on the first day of placement.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    • SUMMATIVE Assessment Tasks
      Supervisor Report Geriatrics 1 20%
      Supervisor Report Geriatrics 2 20%
      Supervisor Report General Practice 20%
      Geriatrics/Rehab Write Up And/OR Presentation 1 20%
      Geriatrics/Rehab Write Up And/OR Presentation 2 20%

      To pass this course, students must attend clinical placements (see Assessment related requirements) and obtain a overall satisfactory performance in the Summative Assessment Tasks outlined above.

      Where students have attended clinical placements and an overall borderline grade is achieved in the Summative Assessment Tasks, a student may be offered an opportunity to sit a Replacement/Additional Assessment examination, where applicable.

      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
    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.

    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

    The format of Case presentation/Case write up varies at each site - see MyUni (site specific information also) for further details and please adhere to the instructions provided by the site supervisors.
    Submission
    Electronically via MyUni.
    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.
    Please refer to CANVAS with regards to the academic response to SELTs.
  • Student Support
  • Policies & Guidelines
  • 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.