MEDIC ST 5015BRU - Paediatrics and Child Health Part 2
Teaching Hospitals - Semester 2 - 2022
General Course Information
Course Code MEDIC ST 5015BRU Course Paediatrics and Child Health Part 2 Coordinating Unit Medicine Term Semester 2 Level Undergraduate Location/s Teaching Hospitals Units 6 Contact attachments, common program & research Available for Study Abroad and Exchange N Prerequisites MEDIC ST 5000AHO, MEDIC ST 5005ARU, MEDIC ST 5006ARU MEDIC ST 5007ARU, MEDIC ST 5009ARU, MEDIC ST 5014ARU, MEDIC ST 5015ARU and MEDIC ST 5016ARU in addition to all previous years core courses, or by approval of the Dean of Medicine Restrictions Available to MBBS students only Course Description 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.
Course Coordinator: Garth HargreavesRural Paediatrics Course Coordinator - Dr Shirley Sthavan
Location: Paediatric Unit, Lyell McEwin Hospital
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.Course component 1: Online Theory Modules
Duration: 1 hour
Enrolment capacity: na
Quantity: 1 x 1 hour
Course component 2: Video Conference Tutorial
Duration: 1 hour
Enrolment capacity: na
Quantity: 16 x 1 hour
Course component 3: Rural Paediatric Specialist Clinical Placement
Duration: 2 weeks
Enrolment capacity: na
Quantity: 20 sessions of 4 hours
Course component 4: Rural General Practice Clinical Placement
Enrolment capacity: na
Quantity: 16 weeks
Course component 5: Rural Group Learning Tutorial
Duration: 1 hour
Enrolment capacity: na
Quantity: 16 x 1 hour
Course Learning Outcomes
1 Knowledge of normal growth, development, puberty, immunisation, sleep, feeding requirements with demonstrated competency in identifying normal and abnormal variations in these areas. Competency in the ability to carry out developmental assessments. 2 Knowledge of common general paediatric conditions such as fever, vomiting and diarrhoea, UTI’s respiratory infections, asthma, cardiac murmur, rashes, obesity, failure to thrive, abdominal pain, enuresis, seizures and development problems. 3 Knowledge of the common chronic conditions of childhood with demonstrated ability in taking a detailed clinical history, examination, discussion of appropriate differential diagnoses, investigations and treatment for each organ system with an understanding of the different roles and responsibilities of the treating clinical team. (A detailed list of common organ system disorders will have been provided to each student) 4 Knowledge of the emergency care of children, common surgical conditions, resuscitation procedures, competency in common procedures such as blood sampling, urine sample collection. 5 Knowledge of child and adolescent mental health with the demonstrable ability to take a psychiatric history from children and their families, the ability to engage e.g. with a reluctant or angry young person and the formulation of appropriate treatment plans. The demonstrable ability to understand the responsibilities and approaches to revelations of child physical/sexual abuse and the structure of Psychiatric services in South Australia. Knowledge of attachment theory and its implications for psychological health and the principles of transference and counter transference and how this is applied in a paediatric setting. 6 Knowledge of the role of the family and the community in providing for the needs of the child with an clear understanding of the rights of children and young people and the relevant health and welfare agencies and their roles. 7 Knowledge of the privacy issues that apply to children, proven ability to communicate and empathise with children and their families
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 ResourcesEssential Reading:
Practical Paediatrics (7th ed, 2012)
Full text available online and free through university of adelaide library
Adelaide Rural Clinical School – online learning and ePBL tutorial resources through MyUni and Zoom videoconferencing platforms
Recommended ResourcesRecommended Reading:
Paediatric Clinical Examination Made Easy (5th ed revised, 2006)
RRP: $ 47.00
Great Ormond Street Colour Handbook of Paediatric Medicine and Surgery (2007)
Dist: Woodslane Pty Ltd
RRP: $ 120.00
Jones’ Clinical Paediatric Surgery (6th ed, 2008)
Dist: Wiley and Sons
RRP: $ 130.00
Illustrated Textbook of Paediatrics (4th ed, 2011)
RRP: $ 62.00
Paediatrics and Child Heath (3rd ed, 2011)
Understanding Children and Young People's Mental Health
Claveirole, Anne & Martin Gaughan
Further useful reading
Apley’s Concise System of Orthopaedics and Fractures (3rd ed, 2005)
Lecture Notes on Diseases of the Ear, Nose and Throat (10th ed rev, 2007)
Dist: Wiley & Sons
Nelson’s Essentials of Paediatrics (6th ed, 2010)
RRP: $ 104.00
Vaughn and Ashbury’s General Ophthalmology (18th ed, 2011)
Dist: McGraw-Hill Education Aust
RRP: $ 100.00
Lecture Notes – Paediatrics (8th Ed, 2011)
Dist: Wiley & Sons
Major text references
Nelson’s Textbook of Paediatrics (19th ed, 2011)
RRP: $ 150.00
Online Medelian Inheritance in Man (OMIM)
American Academy of Paediatrics
Online LearningMyUni Online Course
Content: Online Interactive Modules, PBL cases and Video lectures delivered via MyUni.
Communication: Announcements and discussion boards will be used for asynchronous communications.
Assessment: Placement and assessment report forms will be submitted and marked online.
Web Conference Tutorials
Weekly video/web conference tutorials will be held with students at all rural placement sites.
Learning & Teaching Activities
Learning & Teaching ModesRural Placement
This course is part of a community based, longitudinal, integrated year of clerkship, clinical placement and training in rural hospitals and clinical settings. This comprised experiencing and learning about the community, emergency, inpatient and specialist paediatrics, that follows the core competencies of the Department of Paediatrics fifth-year medical program. Each student is based in an ARCS rural training centre for the two semesters of the full year. These will be clinical attachments, where the student will be part of the clinical unit providing patient care in general practice, and hospital inpatient and emergency care. This includes a two-week rural specialist paediatric intensive placement at Pt Augusta hospital. Students will be responsible to the unit Registrar and Consultant. Students will take part in all unit activities i.e. acute and elective admissions, outpatient sessions and other ambulatory care, operating theatre sessions, unit audit and teaching meetings, etc.
Throughout the semester, there are scheduled ePBL tutorials with a specialist paediatrician and facilitated small group tutorials with a community doctor with paediatric expertise. They will involve learning and practice of clinical skills in taking histories in Paediatrics, and undertaking physical examination of children at different ages. The tutorials will provide teaching around the core competencies in paediatric knowledge, skills, attitudes and attributes, expected of a fifth-year medical student. These sessions will also involve specific aspects of Paediatric Medicine, Paediatric Surgery, Child and Adolescent Mental Health, Paediatric Emergency Care, Resuscitation, Pathology, neonatology & practical skills.
Structured Learning Program
Whilst on placement, a formal paediatric learning program will be delivered. This course will take a ‘flipped classroom’ approach to learning. The WCH Paediatric Competencies inform this approach which consists of a high yield online interactive module or video lecture followed by a problem-based learning tutorial facilitated by a paediatrician.
Learning in Child and Adolescent Mental Health (iLAB)
Students will add to their knowledge of child and adolescent mental health by:
• Learning how to take a developmental and psychiatric history from children and their families
• Being able to assess mental health symptoms in children and adolescents, and generating a relevant management plan
• Gaining an understanding of the inter-relationship between the mental health of children and adolescents and other health problems, family problems and social circumstances
• Developing a working knowledge of other health and welfare agencies
• Gaining confidence in approaching clinical situations that contain an element of risk e.g. self-harm and suicidality
• Developing an approach to interviewing young people and their families with a focus on enhancing therapeutic alliance and obtaining accurate historical information.
• Students will have an opportunity to practice interviewing and generating management plans for young people facing emotional challenges in a simulated clinical environment.
• Structured feedback and on-the-fly review of interview footage is undertaken after each session to enhance skill development for students.
• Seminars in child and adolescent mental health will cover common issues in developmental mental health and illness.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.
TYPE NO OF SESSIONS DURATION TOTAL HOURS Clinical Placement 20 4 hours 80 hours Online Modules 16 1 hour 16 hours Video Conference Tutorial 16 1 hour 16 hours Rural Group Learning Tutorials 16 1 hour 16 hours TOTAL 128 hours
Learning Activities SummaryLECTURE TOPICS
Topic guide for Semester 2:
- Mid-year workshop
- Child Protection
- Neonatal Surgery
- Allergy and Immunology
- Surgical Revision Quiz
- Medical Revision Quiz
Specific Course RequirementsDetails will be made available on MyUni.
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 Hurdle? Coure Learning Outcome(s) Assessed Midyear written exam (MCQ) Summative
N 1 - 7 Paediatrician Mini-CEX Summative 15% N 1 - 4 Case presentation Summative 30% N 1 - 4, 6, 7 Paediatric psychiatry assessment Summative 20% N 5 Students not participating in scheduled sessions will be given feedback Formative - - N/A Online paediatric module completion Formative - - 1 - 7 ARCS Midyear OSCE Formative - - 1 - 4 Monthly Quizzes MCQ Formative - - 1 - 7
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 RequirementsIt is compulsory for students to attend clinical placements and their specific activities in line with the principles and guidelines outlined in the Medical Student Clinical Hours document.
Exemptions to mandatory clinical placement attendance requirements may be granted by the Program Coordinator in consultation with the relevant course coordinator and year level advisor if there are exceptional medical, compassionate or extenuating circumstances as defined by the Modified Arrangements for Coursework Assessment Policy.
Compulsory attendance at tutorials and all clinical sessions.
The University has developed a Scope of Practice document which outlines appropriate activities for Year 5 students. Students should be familiar with this document, and adhere to its guidelines. The document can be found in MyUni and here.
Assessment DetailTutorial participation:
Students engage in interaction in class activities and the cooperative sharing of materials and information
Placement Supervisor - Final Assessments
The ‘Summative Clinical Assessment' form is provided on the first day of the student’s attachment. Guides to performance (Clinical Knowledge and Clinical Skills) are also provided. Forms should be given to the placement supervisor (Unit Consultant or Registrar) at the end of the placement, and the supervisor will complete these with the student, using the guide provided. Forms will be signed by the supervisor and the student, and will be submitted by the student to MyUni. If a student receives a Borderline/ Unsatisfactory assessment from a supervisor, they should discuss remediation with their Clinical Academic at the earliest opportunity.
Observed Clinical Assessment (OCA)
This assessment is undertaken with a clinician. Each student will be observed performing a 10-minute clinical short case. These cases could be, for example, examination of the chest of a child with asthma, or examination of the abdomen of a child with an enlarged liver. It is expected that students will demonstrate competence in their examination technique and be able to detect important signs such as wheeze or hepatomegaly. Assessments will encompass the domains of Clinical Examination technique, and identification and interpretation of clinical signs. Feedback regarding performance in this assessment will be provided in the final clinical skills tutorial.
OSCE (Medical & Surgical)
The Paediatric Medical and Surgical OSCE consists of 5 stations, each with 2 minutes reading time and then 8 minutes interaction, testing core competencies in Paediatric Medicine and Surgery.
Mental Health Attachment – iLab component
This assessment consists of participation in 7 simulated patient consultations and video debriefs and online written assessments.
Note: Modified arrangements have been made to assessments (see end of Assessment Summary section)
SubmissionDetails will be made available on MyUni.
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.
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.SELT forms will be given to each student on the last day of their attachment. Students may also be asked to fill in SELT forms on a particular tutor or lecturer.
An iLab evaluation form will be given to all students on the last day of their attachment.
Students are encouraged to meet with the Clinical Studies Officer if they have any problems or queries while on their Paediatrics attachment.
- 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
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Information regarding University and Hospital OH&S policies and Incident Reporting is given to each student on their Introductory Day.
- 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.
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