MEDIC ST 5005ARU - Medical and Scientific Attachment 3 Part 1
Teaching Hospitals - Semester 1 - 2021
General Course Information
Course Code MEDIC ST 5005ARU Course Medical and Scientific Attachment 3 Part 1 Coordinating Unit Medicine Term Semester 1 Level Undergraduate Location/s Teaching Hospitals Contact Attachments, common program and research Available for Study Abroad and Exchange N Prerequisites MEDIC ST 4000AHO/BHO, MEDIC ST 4013AHO/BHO, MEDIC ST 4014 AHO/BHO, MEDIC ST 4015 AHO/BHO, MEDIC ST 4016 AHO/BHO, MEDIC ST 4017 AHO/BHO, MEDIC ST 4018 AHO/BHO, or by approval of the Dean of Medicine Restrictions Available to MBBS students on Rural Placement only Course Description Students will be offered options for three-week medical and scientific attachments. These attachments will have a structured program of learning activities and may be used to offer a student the opportunity for: immersion in a broad spectrum of clinical or non-clinical specialty areas and their scientific underpinning; additional research; or directed remediation.
Course Coordinator: Dr Katrina MorganRural Medicine Course Coordinator
Dr David Lam, firstname.lastname@example.org
Year 5 Rural Program Coordinator: Bronwyn Herde
Phone: +61 8 8313 4528
Location: Adelaide Rural Clinical School, The University of Adelaide
The full timetable of all activities for this course can be accessed from Course Planner.The Adelaide Rural Clinical School follows the Community Longitudinal Integrated Clerkship (CLIC) model for medical student training. This comprises a full year of living, working and training in a rural location for your fifth year MBBS program. It is delivered in rural based communities with an integrated educational program and clinical placements. The ARCS rural medicine course constitute the three Medical and Scientific attachments for your fifth year medical studies and combines the three MEDIC ST 5005-5006-5007:A-B:RU course codes.
The Rural Medicine Course clinical placements are organised by the student coordinator in each ARCS training node. These include working in rural general practice, with parallel consulting with an experienced supervisor and clinical trainer. Clinical placements can also occur in regional and rural hospitals, with on-call, emergecny, and inpatient supervised work, to provide further experiential learning. Additionally clinical attachments are scheduled with rural or viisting medical specialists providing wider medical, surgical and specialised experience and training. Wider experiences may include community outreach clinics, health promotion activities (e.g. school visits), aboriginal medical services and other specialised clinics when locally available.
Course Learning OutcomesThe Medical and Scientific attachments intend to:
1. Provide students with the opportunity for immersion in medicine and a broad spectrum of speciality areas
2. Focus on the clinical and scientific aspects of medicine and relevant specialty areas
3. Continue the spirals of learning which began in Years 1-3
4. Integrate the clinical and scientific disciplines relevant to medicine and general practice
5. Critically read and review relevant literature
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
1,2,4 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
1,4 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 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
1,2,4 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
Electronic Theraputic Guidelines
Royal Childrens Hospital Clinical Guidelines
Pre activity & post activity resourses as outlined in Rural Medicine collaborative documents
Online LearningPlease refer to the MyUni course for topic study guides, practice MCQs, tutorial and lecture resources.
Learning & Teaching Activities
Learning & Teaching ModesPlease refer to MyUni.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.Please refer to MyUni.
Learning Activities SummaryThe rural medicine course educational program includes elements of general medical, surgical and emergency patient care, clinical skills, clinical reasoning, professionalism and healthcare team work.
Educational activities include Peer Assisted Learning - medicine and surgery (PALms) tutorials, bedside teaching, case discussions, interprofessional learning and Aboriginal and Torres Strait Islander health cultural competency development.
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 SummaryThis course makes up one part of the integrated Adelaide Rural Clinical School Rural Medicine Course and assessment continues across the 3 MSAs (3,4 and 5) and is completed over the 36 week MBBS calendar year.
See MEDIC ST 5005BRU for the assessment for this full-year course.
To pass this course and the Fifth 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.
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 RequirementsPlease refer to MyUni
Assessment DetailPlease refer to MyUni.
SubmissionPlease refer to MyUni.
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.Please refer to MyUni
Final results for this course will be made available through Access Adelaide.Please refer to MyUni
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 http://www.adelaide.edu.au/student/health/
- 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 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.