MEDIC ST 5014BHO - Anaesthesia, Pain Medicine & Intensive Care V Pt 2

Teaching Hospitals - Semester 2 - 2019

The clinical attachments are a program of clinical education through a selection of placements so that students will be competent in history-taking, patient examination and management. This includes problem formulation, investigations, treatment (pharmacological and non-pharmacological), counselling, good communication skills, the practice of empathetic medicine, and a sound knowledge base that allows diagnosis and management of common disorders to be carried out under appropriate supervision. Some students will have the opportunity to undertake their training for an extended period of time in a rural or remote setting.

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Course Details

Course Code	MEDIC ST 5014BHO
Course	Anaesthesia, Pain Medicine & Intensive Care V Pt 2
Coordinating Unit	Medical Studies
Term	Semester 2
Level	Undergraduate
Location/s	Teaching Hospitals
Units	2
Contact	Attachments, common program & 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 only
Assessment	Based on attendance, knowledge, participation in discussions and short projects

Course Staff

Course Coordinator: Julia Coldrey

Course Co-ordinator:
Dr Julia Coldrey
Email: Julia.Coldrey@sa.gov.au

Joint Course Co-ordinator (ICU):
A/Prof Mary White
Email: Mary.White@sa.gov.au

RAH ICU contact:
A/Prof Mary White
Email: Mary.White@sa.gov.au

RAH Anaesthetics contact:
Dr Julia Coldrey
Email: Julia.Coldrey@sa.gov.au

The Queen Elizabeth Hospital contact:
Dr Thava Visvanathan
Email: thava1@optusnet.com.au

Lyell McEwin Hospital contact:
Dr Lynda D’Souza
Email: Lynda.D'Souza@health.sa.gov.au

Course Timetable

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

The course timetable for the APIC rotation is made available to students on the first day of the rotation.

Course Learning Outcomes

Competencies expected of a fifth-year medical student

Conduct a preoperative assessment
Identify significant co-morbidities and outline strategies for perioperative investigation, optimisation and management
Understand the principles of perioperative patient monitoring and recognition of early deterioration
Overview of anaesthesia principles, including emergency anaesthesia
Application of clinical pharmacology to safely deliver local anaesthesia to patients.
Utilise difficult airway algorithm that incorporates professional boundaries
Perform advanced life support skills, with effective use of airway aids
Use a framework to diagnose and manage common post-surgical problems
Assessment of pain in relation to clinical diagnosis, classification and response to therapy
Knowledge of the pharmacology of drugs commonly used in pain management
Familiarity with drug and non-drug techniques commonly used in pain management
Develop pain management strategies required to competently fulfil the role of an intern.
Outline principles and professional medical responsibilities in patient palliative care
Learn effective interaction with multi-professional teams involved in the APIC disciplines
Practice the APIC disciplines according to ethical principles.
Utilise advanced communication techniques in difficult and challenging staff and patient encounters

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)	All of the above
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	All of the above
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	All of the above
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	All of the above
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	All of the above
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	All of the above

Learning Resources

Required Resources

N/A

Recommended Resources

Pain:
• Acute Pain Management: Scientific Evidence 3rd edition, 2010: see http://www.anzca.edu.au/fpm/resources/books-and-publications
• Macintyre and Schug, Acute Pain Management: a practical guide, WB Saunders, 3rd edition 2007
• Therapeutic Guidelines: Palliative Care: available via the University of Adelaide library
• Australian Medicines Handbook: available via the University of Adelaide library

Anaesthesia:
• Introductory anaesthetics textbook such as:
o Gwinnutt, Lecture Notes: Clinical Anaesthesia, 5th edition, 2016

Online Learning

Students are recommended to review the SMTS pain and palliative care content available on MyUni as well as the relevant lectures on pain and analgesia from the MLTU website.
Learning & Teaching Activities

Learning & Teaching Modes

Core teaching process for ICU includes:
1.   Small and large group teaching sessions ie. lectures and tutorials
2.   Skills sessions (simulator sessions)
3.   Case presentations
4.   Clinical attachments with ward rounds
5.   Self-directed study
6.   Presentation of ICU related topics.

The pain component learning is delivered via:
1.   Lectures
2.   Clinical attachments to acute pain, chronic pain and palliative care
3.   Tutorials
4.   Group work and group presentation
5.   Case based discussion of chronic pain and palliative care
6.   Self-directed learning

The anaesthetics teaching and learning modes include:
1.   PBL sessions
2.   Clinical attachments in theatre, OPD and recovery
3.   Simulator sessions
4.   Self-directed learning

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

Workload for the individual students will vary from week to week but students can assume that on average they will work a 45 hour week which will include clinic sessions, lectures (both delivered and online), seminars, tutorials and private study but does not include after hours call.

Learning Activities Summary

For all components, students are expected to attend all clinical rounds and rostered tutorials and participate actively in these.

Anaesthetics
All materials required for the course an be accessed via CANVAS

Pain
Students are expected to complete the recommended readings:
1.   Revisit 4th year lectures on pain and analgesics
2.   Macintyre and Schug – Acute Pain Management
a.   Chapter 3 – Assessment of pain

b.   Chapter 4 – pharmacology of opioids

c.   Chapter 6 – non-opioid and adjuvant analgesic drugs

d.   Chapter 7 – routes of systemic opioid administration

e.   Chapter 8 – patient-controlled analgesia

f.   Chapter 9 – epidural analgesia

g.   Chapter 12 – acute neuropathic pain

h.   Chapter 14 – elderly, opioid-tolerant and substance abuse patients
3.   Therapeutic Guidelines – Palliative Care
a.   Chapter – Getting to know your drugs

b.   Chapter – Pain
4.   Macintyre PE, Loadsman JA, Scott DA. Opioids, ventilation and acute pain management. Anaesth Intensive Care. 2011 Jul;39(4):545-58
5.   Coldrey JC, Upton RN, Macintyre PE. Advances in analgesia in the older patient. Best Pract Res Clin Anaesthiol. 2011 Sep; 25(3):367-78
6.   Huxtable CA, Roberts LJ, Somogyi AA, Macintyre PE. Acute pain management in opiod-tolerant patients: a growing challenge. Anaesth Intensive Care. 2011 Sep;39(5):804-23

Specific Course Requirements

N/A

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

Assessment Task	Assessment Type	Weighting	LO addressed
On-line quizzes during rotation	Formative and summative	20%	all
End of rotation anaesthesia project (wk 2)	Summative	32%	1-8
ICU placement participation and project	Formative and summative	32%	3,7,9,15-17
Pain case discussion end of week 3	Summative	16%	9-12,15-17

Assessment Detail

Pain
1.   Attendance at and participation in clinical rounds and tutorials
2.   MCQ paper based on material covered in acute pain and pharmacology lectures in year 4. See chapters 3,4,6,7 in Macintyre and Schug.
3.   Active participation in group discussions of allocated clinical “patient in pain” cases

Anaesthesia
1.   Attendance at and participation in all rostered clinical activities
2. Active participation in PBL sessions
3. Completion of all online learning tasks on CANVAS
4.   TQEH: in addition to above each student is required to research and present a 15-20 minute presentation on a preoperative scenario at the end of their second week.
5.   LMH: in addition to the above student are required to present a case.
6. RAH: in Addition to the above, may be required to submit a short report on a topic chosen by course co-ordinator

ICU
1.   Professional behaviour
2.   Participation in clinical activities

a. Attendance, including out of hours (minimum 95% attendance required to pass rotation)

b. Actively seeks learning opportunities

c. Contributes to patient discussion

3. Medical competence

a. Thorough history and physical examination skills

b. Concise and accurate case presentations

4.   Theoretical knowledge
a.   Good knowledge base with the ability to apply to clinical situations
5.   ICU presentation.

Submission

N/A

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.

Submission details will be outlined at the beginning of the attachment.

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
Students may access the University Health Practice, 61+ 08 83135050 http://www.adelaide.edu.au/student/health/

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
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