MEDIC ST 2101B - Scientific Basis of Medicine II Part 2
North Terrace Campus - Semester 2 - 2022
General Course Information
Course Code MEDIC ST 2101B Course Scientific Basis of Medicine II Part 2 Coordinating Unit Medicine Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 6 Contact Weekly lectures, CBL sessions & resource sessions Available for Study Abroad and Exchange N Prerequisites MEDIC ST 2000A, MEDIC 2101A, MEDIC ST 2102A and MEDIC ST 2103A in addition to the previous year core courses, or by approval of the Dean of Medicine Restrictions Available to MBBS students only Course Description Through the study of clinical cases students will further develop their knowledge and understanding of the basic scientific principles that underpin the practice of medicine. The Case Based Learning Program emphasises the need for students to be able to explain the mechanisms responsible for the production of symptoms and signs of diseases and to be able to relate these to pathophysiology and related underlying scientific disciplines. Student learning in this program is supported by relevant resource sessions and lectures.
Course Coordinator: Dr Nicola Eastaff-LeungThe course is taught by tutors and teachers drawn from scientific and clinical staff
The full timetable of all activities for this course can be accessed from Course Planner.Further details of the timetable structure will be made available at the start of the course. Schedules for the MBBS program may vary due to clinical obligations of individual teachers.
Course Learning OutcomesThe SBM thread runs across Years 1-3 of the Medical Program. In Year 1 students will be introduced to basic concepts and vocabulary. Learning will become more complex as the course progresses. All of the courses in Years 1-3 are designed to help prepare students to undertake clinical placements in Years 4-6.
Detailed objectives for each year level in the MBBS Program are distributed as part of the case-based learning program and may include, but not be limited to, the following
1. demonstrate the required professional behaviour in all educational, clinical and professional relationships, including with other students
2. have a critical and questioning approach to learning
3. be enthusiastic about learning, and understand the importance of life-long learning
4. develop competence in case-based learning (CBL) processes, including the integration of knowledge across disciplines
5. begin to effectively use information technology in communication and decision-making, and understand the application of research on evolving methods of health care
6. understand the thematic structure of the case-based program in Years 1-3.
7 able to use appropriate medical terminology and vocabulary
8 able to understand and explain the mechanisms whereby normal biological and anatomical processes are disturbed in disease, and be able to apply the knowledge base gained from previous cases to new but related cases
9 able to identify gross and surface anatomical, histological, microbiological and macroscopic and microscopic pathological features
10 demonstrate an understanding of the concept of homeostasis, and the basic mechanisms by which the internal environment is regulated, with a particular emphasis on fluid balance, electrolytes, blood pressure, acid-base balance.
11 demonstrate an understanding of the concepts of cellular function and its control by neurohumoral mechanisms via receptors and signaling processes.
12 demonstrate an understanding of the concepts of genetic control of cellular function, the role of genetics in disease pathogenesis, the basics of Mendelian and polygenic inheritance, and the increasingly important role of genetics in medicine
13 demonstrate knowledge of the mechanistic links between basic sciences (biological and psychological) and the normal and abnormal findings on physical and mental state examination of the systems studied
14 understand the importance of the social and behavioural sciences to medical practice and demonstrate an awareness of the importance of patients’ cultural and linguistic background, the value of diversity and tolerance of uncertainty, and the affect of culture and history on health
15 Progressively develop clinical reasoning skills through the practice of clinical reasoning and the application of integrated knowledge.
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.
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.
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.
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.
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.
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.
1, 5, 8 - 13
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.
Required ResourcesStudents will be required to purchase a standard medical examination kit and textbooks.
Recommended ResourcesFor the SBM course, students will need basic textbooks on anatomy and histology, physiology, pathology and pathophysiology and biomedical science. There are a lot of different textbooks available and different textbooks will appeal to different learners. The Adelaide Medical Students’ Society publishes and distributes a document to assist you in deciding which textbooks to buy. We recommend that you spend time looking at different textbooks and talking to your peers about what has worked for them, before you purchase any textbooks.
Extensive electronic and paper-based resources will be recommended as the course progresses.
Online LearningOnline learning is an important curriculum component in all years of the MBBS course. Material for all courses are provided through the medical program curriculum website at https://curriculum.adelaide.edu.au/index.asp or through MyUni.
Reliable sources of reference journal articles are available online through the University Barr Smith Library (BSL) and various search engines.
Learning & Teaching Activities
Learning & Teaching ModesThere are numerous teaching and learning methods used, with the emphasis on active learning methods including, but not limited to: case based learning, large group lectures, seminars and workshops and laboratory resource sessions. There will be self-directed research and/or study, written assignments, case presentations, and critical analysis.
Learning by doing:
Students are expected to actively participate in CBL tutorials and develop the skills required to work as a member of a team. Case presentations are a very important communication tool among medical practitioners. They are used in a variety of setting: ward rounds, teaching rounds, hand-over, transfer of patient care between units, discussing a referral and communication between different practitioners.
It is important then that students get as much practice as possible in first year to prepare and deliver good oral case presentations for the CBL sessions.
The skills of reasoning in CBL and case presentations need to be acquired in preparation for the clinical years, where it features as a major forum for the academic and clinical communication to peers and consultants in the hospital.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.Attendance at tutorials is compulsory. While lectures are not compulsory, the material presented in a lecture will assist your ability to participate in tutorials and will provide examinable material. The development of time management skills is important for future medical practice. Students are expected to develop study skills and allocate time to self-directed learning. In Years 1-3, the standard total student workload for 24 units is 48 hours a week.
Learning Activities SummaryThe curriculum begins with an introduction to CBL processes and study continues in large and small groups using clinical cases of the most common and important diseases as a basis. Lectures, anatomy sessions and workshops and are carefully staged throughout the CBL cases to provide key information to assist the students as they progress. Rather than memorising unnecessary detail, the emphasis throughout the program is on understanding, and being able to explain, mechanisms and principles.
Specific Course RequirementsStudents must meet the requirements set out in the letter of offer. Students will be required to obtain a first aid certificate by the end of semester 1. As a medical student you will be registered with the Medical Board of Australia. All commencing students in Medicine, Dentistry, Oral Health and Nursing will be required to obtain a satisfactory criminal history clearance (CHC). Information on acquiring the clearance is outlined in the letter of offer.
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.
Please refer to the course outline for MEDIC ST 2101A - Scientific Basis of Medicine 2 Part 1 for the Asessment Summary.
To pass this course and the Second 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.
Assessment for MEDIC ST 2101A/B is combined. Students must complete both MEDIC ST 2101A/B to gain a pass mark.
All assessment items will be standard set for competency and the marks used to calculate the composite score adjusted according to standard setting. Students are required to attain an overall composite score from all assessment tasks equal to or greater than 50% to achieve an NGP An additional assessment will be offered to students who fail MEDIC ST 2101A/B with a composite score of 45-49%.
A student will only be eligible for summer school if the following criteria are met:
• The student does not have a recorded breach of genuine academic misconduct;
• The student has completed all formative and summative assessment tasks within the failed course;
• The student has attended more than 80% of teaching activities for which attendance is recorded across the academic year, within the failed course.
Assessment Related RequirementsStudents must learn and appropriately use a complex set of skills to achieve the learning outcomes in the MBBS courses. These skills cannot be learnt without repeated practice, constructive feedback and then practice again. In addition, the professional competencies required of a medical professional need to developed. Development of competency is through discussions, observing, practicing and demonstrating. Attendance at the mandatory learning activities is essential for the progressive development of the attributes and competencies required of a medical professional.
Assessment DetailComplete assessment requirements for this course are detailed in the corresponding Canvas Course.
SubmissionStudents may be required to submit assessments via Turnitin.
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.Grades for your performance in this course will be awarded in accordance with the following scheme: GS4 Non-graded pass.
Final results for this course will be made available through Access Adelaide.Students should familarise themselves with the University Policy on Additional Assessment/Replacement Assessment.
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.
Students may access the University Health Practice, 61+ 08 83135050
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
- LinkedIn Learning
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.
Please read the MMBBS Program Code of Conduct
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- 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
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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.