MEDIC ST 4014AHO - Medical and Scientific Attachment 2 Part 1
Teaching Hospitals - Semester 1 - 2022
General Course Information
Course Code MEDIC ST 4014AHO Course Medical and Scientific Attachment 2 Part 1 Coordinating Unit Medicine Term Semester 1 Level Undergraduate Location/s Teaching Hospitals Contact Attachments, common program & research Available for Study Abroad and Exchange N Prerequisites MEDIC ST 3000A, MEDIC ST 3000B, MEDIC 3102AHO, MEDIC ST 3102BHO, MEDIC ST 3103A, MEDIC ST 3103B, MEDIC ST 3104AOL and MEDIC ST 3104BOL in addition to all previous years core courses, 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 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: Professor Mark Boyd
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.
Course Learning OutcomesThe 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)
Attribute 1: Deep discipline knowledge and intellectual breadth
Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.
Attribute 2: Creative and critical thinking, and problem solving
Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.
Attribute 3: Teamwork and communication skills
Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.
Attribute 4: Professionalism and leadership readiness
Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.
Attribute 5: Intercultural and ethical competency
Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.
Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency
Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.
Attribute 7: Digital capabilities
Graduates are well prepared for living, learning and working in a digital society.
Attribute 8: Self-awareness and emotional intelligence
Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.
Required ResourcesAs this course involves a multitude of disciplines, each attachment will have individualized learning objectives and resources.
Please refer to each MSA supervisor for this information if this is not available on CANVAS.
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.
Online LearningThe 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 ModesThe 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 SummaryThe 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 RequirementsSome 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.
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 SummaryAssessment 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 Related RequirementsThe University has developed a Scope of Practice document which outlines appropriate activities for Year 4 students. Students should be familiar with this document, and adhere to its guidelines. The document can be found in MyUni and here.
Assessment Task Task Type Due Weighting Learning Outcome Attendance/participation including assessment of professionalsim Summative
End of Rotation
40% 1,2,3,4,5 Written/case report Summative End of Rotation 30% 1,2,3,4,5 Theoretical knowledge (incl. at least 1 MCQ) Summative End of Rotation 20% 1,2,3,4,5 Skills / ability Summative End of Rotation 10% 1,2,3,4,5
See Assessment Summary above
SubmissionStudents are advised to seek out information regarding submission of assessment material from the MSA coordinator or site administrative officer.
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.
Final results for this course will be made available through Access Adelaide.Any submission details will be outlined at the beginning of the attachment.
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.While the MBBS Program has a regular program of evaluation, this particular course involves multiple individual supervisors and the SELT process is nbot available for this course. Thus feedback can be provided to student representatives who are appointed to MBBS committees on issues of importance and this will be discussed at our regular meetings.
Additionally, if there are any specific concerns of an individual course, please email course coordiunator: firstname.lastname@example.org or email@example.com
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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
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- Assessment for Coursework Programs
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- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
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