MEDIC ST 1103A - Medical Professional & Personal Development I Pt 1

North Terrace Campus - Semester 1 - 2019

Through this stream students will develop competency in communication with patients, patients' relatives, peers and other health professionals. Alongside communication competency; students are assisted to develop ethical and medico-legal knowledge; strategies and skills for stress management and self care. and an understanding of the professional competencies needed for life as a medical practitioner. Knowledge of the broader context of health care is encouraged through an understanding of public health, epidemiology and population health issues.

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Course Details

Course Code	MEDIC ST 1103A
Course	Medical Professional & Personal Development I Pt 1
Coordinating Unit	Medical Studies
Term	Semester 1
Level	Undergraduate
Location/s	North Terrace Campus
Contact	Weekly lectures, CBL sessions & resource sessions
Available for Study Abroad and Exchange	N
Restrictions	Available to MBBS students only
Assessment	Refer to Course Outline

Course Staff

Course Coordinator: Dr Adelaide Boylan

Course Coordinator: Dr Tiana Della-Putta
tiana.della-putta@adelaide.edu.au
Phone: + 61 8 3130025

Course Timetable

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.

Course Learning Outcomes

Year 1 Medical Professional and Personal Development LEARNING OUTCOMES

1.      On completion of Year 1 (MPPD), students will demonstrate knowledge and understanding of the:

·       code of conduct expected of Year 1 medical students at the University of Adelaide

·       ethical, medico-legal and social responsibilities expected of medical students at Year 1 level

·       the ethical principles that govern the doctor-patient relationship

·       principles of effective communication in the doctor-patient interview

·       the rationale for inter-professional learning and cooperation

·       the diversity of Aboriginal peoples in relation to histories, cultures, identities, languages, beliefs and spirituality

·       historical context of Aboriginal peoples and its relation to contemporary health inequities

.       risks to and importance of self-care and well-being in relation to their work as a medical professional

·       factors that maintain and diminish well-being in medical students

·       resources available to medical students to assist them

2.      In the areas of clinical skills and reasoning students will demonstrate competency as expected of a Year 1 student, in the following:

·       using a range of effective communication skills to conduct doctor-patient interviews

·       using evidence-based strategies for discussing lifestyle and behaviour change with patients

·       using biopsychosocial and multidisciplinary approaches to patient care

3.      Students will demonstrate the following professional attributes:

·       be a respectful and professional member of a team, capable of working effectively and cooperatively work with others

·       behave ethically in interactions with patients, peers, and educators

·       behave professionally in their expected activities

·       have effective organisational, time and workload management strategies

·       adherence to the code of conduct expected of medical students as set out in the Year 1 code of conduct document

·       have their own personal support network and resources

·       manage social media in an ethical and professional manner

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)	1,2,
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	1,2
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	1,2,3
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	1,2,3
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	1
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	1,3

Learning Resources

Required Resources

Recommended Resources

Recommended Texts

Lloyd, Margaret & Robert Bor (2009) Communication Skills for Medicine, Churchill Livingston(Please note that many of your tutorial readings will be set from this text.)

Reference texts

Silverman, Kurtz and Draper, (2005) Skills for Communicating with Patients, Radcliff Publishing

Recommended Resources

Recommended Texts

Lloyd, Margaret & Robert Bor (2009) Communication Skills for Medicine, Churchill Livingston
(Please note that many of your tutorial readings will be set from this text.)

Rogers, W & A Braunack-Mayer (2004) Practical Ethics for General Practice, Oxford

Reference texts

Silverman, Kurtz and Draper, (2005) Skills for Communicating with Patients, Radcliff Publishing

Kerridge I, Lowe M and McPhee J, (2005) Ethics and the Law for the Health Professions, The Federation Press

Online Learning

Online research
Reliable sources of reference journal articles on MPPD related topics are available online through the University Barr Smith Library (BSL) and various search engines.

Wikipedia can be a useful guide for definitions, but it is generally an unreliable source of medical and technical information. You are recommended instead to search PubMed or Google Scholar for peer reviewed articles and research evidence on topics related to MPPD.
Learning & Teaching Activities

Learning & Teaching Modes

There are numerous teaching and learning methods used in MPPD with the emphasis on active learning methods.

Large Group
lectures, seminars, and workshops

Small Groups
case based learning, discussion, role play with students and simulated patients, brainstorming, patient interviewing, tutor feedback, peer feedback, journal article analysis, oral presentations, and lectures

Individual
self-directed research or study, online communication course, written assignments, and tutorial presentations

Learning by doing
Learning is more effective with active strategies such as ‘practice doing’. To be a competent doctor you will need to learn and appropriately use a complex set of skills. You cannot learn these skills by simply reading a book or going to a lecture. You will need repeated practice , constructive feedback and then practice again. Many of the teaching and learning methods used in MPPD will require you to actively participate and actively practice skills. MPPD closely links to activities in case-based learning and in clinical skills.

Workload

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 and preparation for tutorials.

Learning Activities Summary

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.

Specific Course Requirements

Students 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.

Small Group Discovery Experience

The predominant learning method for the MBBS Program is small group discovery learning.

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

Students are required to take both the Part A and the matching Part B course.

Requirements to achieve a NGP in MEDIC ST 1103A/B are as follows:

Assessment Task	Task Type	Timing	Weighting
Ethics Tutorials: Tutor assessment of demonstrated knowledge and understanding	Summative	Semester 1	15%
Ethics Tutorials: Tutor assessment of professional competencies	Summative	Semester 1	5%
Essential Clinical Communcation Skills	Summative	Semester 1	10%
Indigenous Health Foundation Unit: e-learning module including quiz and reflective journal	Summative	Semester 2	15%
Medical Practice Workshops: Guided reflection	Summative	Semester 2	20%
Medical Practice Workshops: online quizzes	Summative	Semester 2	20%
Medical Practice Workshops: oral assessment	Summative	Semester 2	15%

There are no units associated with the Part A (Semester 1, Part 1). Assessment for MEDIC ST 1103A/B is combined. Students will be
awarded a Continuing Grade for MEDIC ST 1103A. Students must complete both MEDIC ST 1103A/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 1103A/B with a composite score of 45-49%.

Assessment Related Requirements

There are attendance requirements which must be met. Students should also note that there are also requirements for professional behaviour standards which are set out in MEDIC ST 1000A/B - First Year MBBS Examination Part1/2 assessment criteria.

Assessment Detail

Complete assessment requirements are contained within the relevant MyUni course.

Submission

Students may be required to submit assessments via Turnitin.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

NOG (No Grade Associated)
Grade	Description
CN	Continuing

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.

Complete assessment requirements for this course are detailed in the corresponding Canvas Course.

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.

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
The MBBS Program website has details on Student well-being resources which can be accessed.

Students may access the University Health Practice
61+ 08 83135050
http://www.adelaide.edu.au/student/health/
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
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.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator