MEDIC ST 3103A - Medical Professional&Personal Development III Pt 1
North Terrace Campus - Semester 1 - 2017
General Course Information
Course Code MEDIC ST 3103A Course Medical Professional&Personal Development III Pt 1 Coordinating Unit Medicine Term Semester 1 Level Undergraduate Location/s North Terrace Campus Contact Weekly tutorials and regular lectures Available for Study Abroad and Exchange N Prerequisites Year 2 MBBS Exam Restrictions Available to MBBS students only Course Description Through this stream students will continue to develop their competency in communication particularly in relation to difficult areas such as adverse medical outcomes and ethically demanding situations. Alongside this students are assisted to develop strategies and skills for self care and for addressing attitudinal, ethical and professional aspects of life as a medical practitioner.
Course Coordinator: Dr Tiana Della-PuttaCourse Coordinator: Dr Tiana Della-Putta
Phone: +61 8 8313 6221
The full timetable of all activities for this course can be accessed from Course Planner.Timetables for the Years 1-3 MBBS Program are provided at the start of the course and are updated and posted weekly.
Course Learning OutcomesThere are three broad objectives to be covered in the first Semester MPPD program: Communication Skills; Professional Development and Personal Development.
In addition, students are required to learn the MPPD related CBL case objectives as provided at the conclusion of each CBL case.
Please note that the Third Year OSCE and written examinations have an integrated format that includes MPPD objectives as examinable content.
1. Communication Skills
• Understand appropriate principles of communication with patients, parents, relatives and colleagues.
• Develop communication skills to manage specific clinical situations and patients with special needs.
2. Professional Development
• Explore the knowledge and skills required for a competent approach to ethically demanding situations and adverse medical outcomes.
• Understand the roles and responsibilities of medical students and doctors and the societal and medico-legal expectations of the profession.
• Develop appropriate attitudinal, ethical and professional skills required in the medical profession.
• Explore medico-legal concepts such as duty of care.
• Refine information technology skills.
• Be able to critically and logically discuss, verbally or in writing, a given problem or issue.
• Further develop skills in research, literature review, critical thinking.
3. Personal Development
• Explore and apply self-care skills and stress management strategies.
• Develop an understanding of the causes and management of the impaired doctor/medical student.
In addition there are MPPD case objectives as part of Case Based Learning.
The Semester 2 Health Rconomics tutorials contribute to the medical, professional and personal development of tomorrow’s doctors. These tutorials deal with the impact of economic issues on the conduct of medical practice. Using examples from contemporary health care patterns and the health care system in Australia, these tutorials and the associated lectures aim to generate discussions among students about some of the important economic issues that influence decision making by doctors on a day-to-day basis.
By the end of the course, the students should be able to:
• Understand the constraints placed upon medical care by the ultimate scarcity of resources
• Understand the key elements in a typical economic evaluation in a general medical journal
• Explain the basic structure of the Australian health system and its impact on medical practice
• Understand the positive and negative incentives generated by the design of the health system • Describe the main factors influencing the supply of and demand for medical practitioners in Australia.
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)
1,2,3 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
1,2,3 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
1,2,3 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
Required ResourcesThere are no required resources for this course.
Recommended ResourcesSemester 1
There will be background reading for the semester one tutorials and students will be provided with references.
Lloyd, Margaret & Robert Bor (2009) Communication Skills for Medicine, Churchill Livingston
(Please note: many of the tutorial readings are set from this text.)
Silverman, Kurtz & Draper (2005) Skills for Communicating with Patients, Radcliff Publishing
Tierney, Lawrence & Mark Henderson (2005) The Patient History, Lange Medical Books
No single textbook covers the whole subject matter of this module. Required readings specific to the various tutorials will be listed in the handbook. Specific tasks are listed as well. Doing these readings and tasks before the tutorial will help generate discussion and effective learning during the tutorial.
Most of the course readings will be accessible through links to the World Wide Web. These are best accessed through the web site of the Barr Smith Library which subscribes to a wide range of electronic journals.
Online LearningMPPD Bulletin Board
Updated information on lectures and tutorials will be provided on the timetable and also via the Bulletin Board.
Please ensure you check the bulletin board daily.
Year 3 Curriculum
WebsiteTutorial information will be posted on the website prior to the tutorial.
Please ensure you read all the relevant material prior to the tutorial.
Learning & Teaching Activities
Learning & Teaching ModesMPPD 3 tutorials will include a range of activities: case discussions; topic discussions; problem solving; presentation of readings and research. You will also practice communication skills relevant to the scenarios with your peers. You will be advised of any pre tutorial preparation required either by your tutor or via the Bulletin Board. After each tutorial you should keep any distributed material and objectives and use this as the basis of your personal study and exam preparation.
MPPD 3 tutors are usually experienced clinicians and are a valuable resource. You will gain most if you are prepared and actively participate. Satisfactory participation and involvement in tutorials is an assessment requirement for Year 3 MPPD.
The MPPD 3 health economics module is delivered via lectures, tutorials, and self-directed learning.
Lectures in general
MPPD related lectures are scheduled throughout the year. Lectures, seminars and set readings aim to give key background or conceptual information on a topic. These will often be scheduled at the beginning of a semester or topic. Lectures are not compulsory but missing them may mean that you miss out on important orientation and foundation information.
Although not compulsory the content of the lectures is examinable.
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.
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 SummaryStudents will be required to attend small group tutorials, as well as lectures and workshops and undertake directed and self-directed study. Students are expected to translate this learning to tutorials and required assignments. Students will also be expected to assimilate learning from the CBL and Clinical Skills tutorials and spend considerable time in practicing skills.
Specific Course RequirementsIt was an MBBS entry requirement to obtain a police check as set out in letter of offer to prospective students. You may be required to update these depending on the clinical activities or other activities in which you participate. As a medical student you will be registered with the Medical Board of Australia. Any other requirements will be advised.
Small Group Discovery ExperienceThe 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 SummaryAssessment for MEDIC ST 3103A/B is combined. Students must complete both MEDIC ST 3103A/B to gain a pass mark.
Assessment Task Task Type Timing Weighting Professionalism and Communication Tutorials:
Tutor assessment of knowledge and skills, topic discussion
30% Professionalism and Communication Tutorials:
Summative Semester 1 5% Professionalism and Communication Tutorials: Tutor assessment of professional competencies Summative Semester 1 30% Indigenous Cultural Workshops:
Completion of quiz, tutorials, presentation
Summative Semester 2 15% Health Economics: Tutor assessment and assignments Summative Semester 2 20%
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 31013A/B with a composite score of 45-49%.
Assessment Related RequirementsThere are attendance requirements which must be met. Students should also note that requirements for professional behaviour standards which are set out in the year level assessment documents. Students should note that in addition to integrated exams as set out in the year level assessment documents, there are formative and summative tasks which must be completed.
Assessment DetailComplete assessment requirements for the MBBS Program are set out in the year level assessment documents distributed at the start of each year.
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:
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.Grades for your performance in this course will be awarded in accordance with the following scheme: GS4 Non-graded pass.
For the purpose of feedback to students a banded result will be provided for each course and examination. This result will not appear on students’ academic transcripts.
Bands of achievement are:
A Above expected competency for year level
B Clearly at expected competency for year level
C Just reaches expected competency for year level
D Below expected competency for year level
E Far below expected competency for year level
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.
The MBBS Program website has details on Student well-being resources which can be accessed.
- 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
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Please read the MBBS 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.