OB&GYNAE 4100BHO - Honours Obstetrics & Gynaecology (Two Year) Final
Teaching Hospitals - Semester 1 - 2016
General Course Information
Course Code OB&GYNAE 4100BHO Course Honours Obstetrics & Gynaecology (Two Year) Final Coordinating Unit Paeds & Repro Hlth Term Semester 1 Level Undergraduate Location/s Teaching Hospitals Units 24 Contact By supervision Available for Study Abroad and Exchange N Prerequisites Appropriately qualified B.Hlth.Sc, B.Med.Sc, B.Sc, MBBS students or permission of Head of Discipline Restrictions Appropriately qualified B.Hlth.Sc, B.Med.Sc, B.Sc, MBBS students or permission of Head of Discipline Course Description This course is designed for students to develop specific knowledge and skills in a chosen research field as well as general skills in working independently, critical reasoning, scientific writing and presentation. Students undertake a research project and participate in a structured tutorial program. The overall objective of the program is for students to demonstrate a deep understanding and interpretation of their subject area and the ability to clearly and thoroughly present their project.
Course Coordinator: Dr Kathryn Gatford
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
1 Conceive, develop and execute an experiment or series of experiments to answer a novel research question, under the guidance of a research supervisor. 2 Conduct research using basic research techniques and the scientific method appropriately. 3 Collect, store, and maintain experimental data and research records rigorously and methodically in accordance with the Australian Code for Responsible Practice of Research. 4 Identify and evaluate methodological issues and define the important elements required to solve them. 5 Critically interpret and evaluate the background literature and own research project including the methodology used and the results obtained in a research context. 6 Communicate scientific information including research context, approach, findings and significance clearly and concisely in written and spoken English. 7 Work effectively in groups and individually.
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, 5 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, 4, 5 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, 6, 7 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, 7 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, diffuse conflict and engage positively in purposeful debate
1, 2, 4, 5, 6, 7
Required ResourcesNo single textbook covers the material to be considered during this course. All students are required to locate and evaluate the literature that is relevant to their project. This will primarily consist of peer-reviewed literature journal articles relevant to the area of the research project.
Online LearningCourse material including submission of assessment will be provided and managed via MyUni.
Learning & Teaching Activities
Learning & Teaching ModesStudents will work within research groups to develop, conduct and evaluate individual research projects, and to
prepare written and oral presentations, which will be presented to peers and assessors. Research activities will initially be carried out with direct supervision of the supervisor and/or other research laboratory members but is expected to progress to performing independent work under broad or no direct supervision.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.As a 24 unit course, Honours in O&G has a student workload of approximately 48 hours per week over the teaching year (February to mid November, total 1248 hours; See section 24 of the Coursework academic policy. This equates to:
• 1 tutorial per week in first semester
• 37 hours per week on research projects
• 10 hours per week on preparation for tutorials, preparation of assessment tasks, readings and private study for exam revision.
Workload for part-time students is on a pro rata basis.
Students should be aware that some research projects may require out of hours and weekend work. You should discuss this with your supervisor when commencing your project.
Learning Activities SummaryThe Honours course consists of one academic year of research on a defined project under the supervision of a designated supervisor(s) which may be undertaken on a full-time or part-time basis. This culminates with the
preparation by the candidate of a thesis, written in the form of a scientific paper, describing the conduct and outcomes of the research project.
A written review of relevant literature that supports the rationale behind the research is submitted for assessment.
Students also participate in tutored discussion on the philosophical, ethical, methodological and procedural considerations of laboratory and clinical based medical science. Articles are selected and presented by the Honours students in “Journal Club” literature reading and evaluation sessions. Students’ comprehension and capacity to critique literature will be assessed during “Journal Club” exercises. Student’s knowledge of material presented in the tutorial series is assessed by written examination.
In addition, students give three seminars during the year:
1. An introduction/research proposal (formative assessment);
2. A progress seminar (formative assessment);
3. A final seminar, or thesis defence, after thesis submission (summative assessment).
The School holds regular seminar series, and students are expected to attend the seminars held in their Discipline.
These seminars are an important component of the Honours year, as they give students a broader appreciation of work in their Discipline, as well as exposure to research leaders and the opportunity to learn presentation skills from experienced researchers.
Specific Course RequirementsEnrolment of students from the MBBS program requires prior approval from the MBBS Program Coordinator or Dean of the School of Medicine.
Out-of-hours work, police check, vaccinations or field work may be required for specific research projects.
Small Group Discovery ExperienceThe course is a small group discovery experience. Students will work individually on research projects, supervised by research leaders to undertake research training and research projects, within the larger context of a research group. Conducting an Honours Research project under guidance of a research group leader involves at least weekly contact with project discussion with the supervisor. Honours students will discover new knowledge during the course of their projects.
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 Task Task Type Weighting Learning Outcome Written research proposal Formative 0% 1, 2, 4, 5, 6 Research proposal seminar Formative 0 % 1, 2, 4, 5, 6, 7 Critical Literature Review Summative/Formative 15% 5, 6, 7 Research progress seminar Formative 0% 1, 2, 3, 4, 5, 6, 7 Tutorial participation Summative 5% 7 Tutorial examination Summative 15% 2, 3, 5, 6, 7 Thesis Summative 50% 1, 2, 3, 4, 5, 6, 7 Final seminar Summative 15% 1, 2, 3, 4, 5, 6, 7
Assessment Related RequirementsStudents must receive an overall grade of 50% in order to pass the course.
Assessment DetailThree summative assessment tasks are designed to evaluate and provide feedback on students’ acquired skills relating
to research aptitude and knowledge of their field, as well as written and verbal presentation style.
Four points of summative assessment are designed to evaluate and provide feedback on students acquired skills relating
to research aptitude, knowledge of their field, as well as written and verbal presentation style.
1. Critical Literature Review (written 3000 words, 15%)
Students discuss and critically appraise the 10-15 papers most salient to their project.
2. Tutorial course assessment (20%)
15% of the course grade is derived from a problem/scenario-based open book written exam that draws on the issues
discussed in the tutorial course. (2 hour open book exam, 15%)
5% of the course grade will be assessed
on the basis of evaluation of each student's original thought and contribution in journal club and tutorial discussions. (throughout semester, 5%)
3. Thesis (5000 words, 50%)
Manuscript style presentation of research project results. Emphasis of assessment for this component will focus on demonstrated aptitude for problem solving, technical skills and accomplishments. Journal styles should be nominated by each student in
consultation with the supervisor.
4. Final Seminar (20 minute oral presentation 15%)
Oral presentation and "Defence" of the year's experimental project.
Feedback and marks will be returned to students within 3 weeks of submission of each task or seminar, in order to provide formative feedback throughout the year. Final grades will be communicated individually to students following the last seminar of the year.
SubmissionWritten assessment tasks (thesis) should be submitted via Email to email@example.com by 5pm on the due date, as a .doc, .docx or PDF file. When assignments are submitted they will automatically be checked for plagiarism through the TurnItIn database on MyUni, which also includes copies of previously submitted work.
Slides for seminars should be submitted to the SPRH Learning and Teaching Email above by 5pm on day prior to the scheduled seminar. Students are reminded to also bring a copy of their seminar to their session on USB, and should be present at least 15 minutes before the scheduled starting time to check slides.
Extensions to submission dates may be granted for medical/personal reasons at the discretion of the course coordinator. Assignments will not be able to be resubmitted.
Late submissions will accrue a penalty of 10% of the possible grade for each calendar day or part day overdue, unless an extension has been approved prior to the due date.
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.
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.
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