MEDIC ST 4013BHO - Medical and Scientific Attachment 1 Part 2

Teaching Hospitals - Semester 2 - 2021

Students will be offered options for three-week medical and scientific attachments. These attachments will have a structured program of learning activities and offer a student the opportunity for: immersion in a broad spectrum of clinical or non-clinical specialty areas and their scientific underpinning. In some instances these may be used to undertake additional research.

  • General Course Information
    Course Details
    Course Code MEDIC ST 4013BHO
    Course Medical and Scientific Attachment 1 Part 2
    Coordinating Unit Medicine
    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 4013AHO in previous Semester, MEDIC ST 3000A/B, MEDIC ST 3101A/B, MEDIC ST 3102AHO/BHO, MEDIC ST 3103A/B, MEDIC ST 3104A/B or by approval of the Dean of Medicine.
    Restrictions Available to MBBS students 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 offer a student the opportunity for: immersion in a broad spectrum of clinical or non-clinical specialty areas and their scientific underpinning. In some instances these may be used to undertake additional research.
    Course Staff

    Course Coordinator: Professor Mark Boyd

    Course Timetable

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

    As each MSA is coordinated and delivered externally, timetables vary. Details of the timetable are made available to the student via the MLTU site or via direct contact with the site clinical supervisor prior to their commencement.
  • Learning Outcomes
    Course Learning Outcomes
    The attachments intend to:

    1.    Provide students with the opportunity for immersion in a broad spectrum of speciality areas
    2.    Focus on the clinical and scientific aspects of a specialty or discipline
    3.    Continue the spirals of learning which began in Years 1-3
    4.    Integrate the clinical and scientific disciplines relevant to the topic
    5.    Include time to 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)
    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
    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
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    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
    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
  • Learning Resources
    Required Resources
    Recommended Resources
    Some of the MSAs have information available on the MLTU website and this provides a guide for students to engage in learning in a clinical context.

    For all MSAs, students are expected to discuss early on with their clinical supervisor what the overall aims of the rotation are and the pertinent areas to cover. Students are then expected to seek out resources that will allow them to meet these aims.

    For some MSA, information may be available on CANVAS.
    Online Learning
    The School of Medicine Teaching Series has a wealth of information on various specialities and subspecialties on MyUni. Students are encouraged to view this material.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    The primary mode of teaching and learning in MSAs is in the clinical context. This includes ward rounds, consultant rounds, outpatient clinics and bedside tutorials with the student’s preceptor.

    Learning is to be supplemented with the School of Medicine Teaching Series content available on MyUni, other online sources and textbooks.

    Students are also advised to participate in academic teaching occurring at the hospital – journal clubs, unit meetings and grand rounds. Students should discuss which of these occur and which are suitable to attend.

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

    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
    The MSAs are delivered externally at various sites and coordinated independently. Students are expected to compile a summary of the learning activities at the beginning of the rotation through discussion with their clinical preceptor, for their own learning benefit.
    Specific Course Requirements
    Some MSAs do have specific course requirements – such as National Police Certificates for rotations at the Women’s’ and Children’s’ Hospital. Students will be advised of these requirements via the MSA handbook which is released on the MLTU website. This is released in adequate time to allow students to meet these requirements.

    If students do not organise these specific requirements prior to the commencement of the rotation, this may result in students not being able to undertake the MSA and therefore failing the rotation on attendance.
    Small Group Discovery Experience
    The predominant learning method for the MBBS Program is small group discovery learning.
  • 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
    Assessment for the MSA rotations may vary slightly depending on whether the attachment is clinical or non-clinical but is essentially based around the following:

    Attendance/Participation in clinical unit activities, including professionalism 40%
    Skills / ability 10%
    Course work; at least one of the following: case write up, topic write up, oral case presentation, oral topic presentation: 30%
    Theoretical knowledge, including one MCQ submission: 20%

    Students should actively seek out information on rotation assessment at the beginning of their clinical attachment. Further information can be obtained from either the MSA coordinator or the administrative officer at the site.

    To pass this course and the Fourth 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 4000AHO and MEDIC ST 4000BHO Fourth Year MBBS Exam 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 Detail
    See Assessment Summary above
    Students are advised to seek out information regarding submission of assessment material from the MSA coordinator or site administrative officer.
    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.

    Any 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 ( 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. This paricular course involves multiple supervisors and the SELT process is not available as a result. However, feedback can be providsed to student representatives who are appointed to MBBS committees and are encouraged to report on issues of importance to students on a regular basis.

    For serious concerns about a particular MSA, please email course coordinator:
  • 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.

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.