MEDIC ST 3000B - Third Year MBBS Examination Part 2

North Terrace Campus - Semester 2 - 2018


  • General Course Information
    Course Details
    Course Code MEDIC ST 3000B
    Course Third Year MBBS Examination Part 2
    Coordinating Unit Medicine
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Available for Study Abroad and Exchange N
    Prerequisites MEDIC ST 2000A/B, MEDIC ST 2101A/B, MEDIC ST 2102A/B, MEDIC ST 2103A/B, MICRO 2506 and an approved level II elective; or by approval of the Dean of Medicine
    Course Staff

    Course Coordinator: Dr Judi Nairn

    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of Year 3 of the MBBS program, students will be able to:

    1. Demonstrate knowledge and understanding of:
    • the normal structure and function of the body (at all levels from molecule to organism)
    • the different ways disease may present in patients, the disease processes (pathology) and the functional changes associated with a disease or syndrome (pathophysiology)
    • the content, structure and function of a complete patient history and the factors that influence the patient interview process
    • analysing and interpreting the results of investigations used to explore the pathology of patient problems
    • identifying potential treatment and management strategies (both pharmacological and non-pharmacological
    • managing common conditions in hospital and general practice care, including diagnosis, prognosis, progress and follow-up
    • the application of ethical, medico-legal and social responsibilities expected of medical students and doctors in challenging situations
    • the causes of adverse medical events and errors, and the principles of prevention and management
    • the economics of health care • the cultural influences in health care and the principles of cultural competence
    • the principles, practices and processes of scientific enquiry, including the common scientific methods used to formulate relevant research questions and select applicable study designs
    • the role of research to inform excellence in clinical reasoning and practice

    2. Demonstrate competency, as expected at Year 3 level, in the following areas of clinical skills and reasoning:
    • identifying linkages from theoretical teaching in clinical settings (e.g. safety netting)
    • using a range of effective communication skills for taking a complete history from a variety of real and simulated patients, including exploring the patient’s presenting problems in detail, detecting common physical signs and maintaining respect for the patient’s cultural, religious and social background
    • analysing a clinical case, including: identifying significant data, generating hypotheses to explain the causes of common symptoms, and explaining the mechanism underlying the physiology, pathology and pathophysiology of the case
    • prioritising hypotheses through applying knowledge to the interpretation of data from history taking, physical examination and investigations
    • conducting clinical examinations on real patients, appropriate to the history and with respect for patient comfort at all times
    • performing core skills under supervision
    • prescribing medications used for common conditions on the national inpatient medication chart (NIMC)
    • presenting findings both written and orally (as appropriate for clinical attachments e.g. ward rounds)

    3. Demonstrate the following professional attributes:
    • commitment to high quality clinical standards, compassion, empathy and respect for all patients
    • respecting the roles and expertise of other health care professionals and behaving ethically in interactions with patients, peers, and educators
    • learning and working effectively and cooperatively as a member of an inter-professional team
    • self-assessing learning needs and identifying areas of study
    • contributing to small group learning and the professional development of other health care professionals
    • managing social media in an ethical and professional manner
    • an academic approach to researching and critiquing medical research literature and proposing relevant medical research as expected at Year 3 level
    • thinking critically and analytically in relation to medical research and information
    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
    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
    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
    3
  • Learning & Teaching Activities
    Learning & Teaching Modes

    No information currently available.

    Workload

    No information currently available.

    Learning Activities Summary

    No information currently available.

  • 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

    No information currently available.

    Assessment Detail

    No information currently available.

    Submission

    No information currently available.

    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.

  • 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.

  • 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.

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