MEDIC ST 5016BHO - Human Reproductive Health Part 2

Teaching Hospitals - Semester 2 - 2017

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.

  • General Course Information
    Course Details
    Course Code MEDIC ST 5016BHO
    Course Human Reproductive 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 4000AHO and 4000BHO
    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 Staff

    Course Coordinator: Associate Professor Paul Duggan

    Course Coordinator
    Name Phone Email Location
    Associate Professor Paul Duggan +61 8 8313 7619 jacki.smith@adelaide.edu.au Women’s and Children’s Hospital

    Additional Acacdemic Staff

    Name Phone Email Location
    Professor Jodie Dodd +61 8 81617619 Jodie.dodd@adelaide.edu.au Women’s & Children’s Hospital
    Professor Ben Mol +61 8 81617619 Ben.mol@adelaide.edu.au Women’s & Children’s Hospital & Lyell McEwin Hospital
    Professor Gus Dekker +61 8 81829306 Gus.dekker@adelaide.edu.au Lyell McEwin Hospital
    Dr Alphonse Roex +61 8 81829306 Alphosne.roex@adelaide.edu.au Lyell McEwin Hospital

    Administration

    Name Email Location
    WCH & CALHN Precinct Support Officers wch@adelaide.edu.au Women’s & Children’s Hospital
    LMH Precinct Support Officers lmh@adelaide.edu.au Lyell McEwin Hospital






    Course Timetable

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

    Please refer to the Learning Management System for specific teaching timetable activities.
  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course the student will be able to:

    1.   Demonstrate knowledge of:

    1.1.    the physiology and pathology of the female reproductive system in childhood, adult life and old age.
    1.2.    the physiology of pregnancy, parturition and the puerperium and its effect on medical and surgical disorders.
    1.3.    the diagnosis and management of simple gynaecological disorders and an understanding of the principles and essential   
    features of more complex gynaecological conditions.
    1.4.    the application of the principles of evidence based medicine in obstetrics and gynaecology
    1.5.    the epidemiology of the major health and social problems related to obstetrics and gynaecology.
    1.6.    the embryology, developmental, physiological, biochemical, anatomical, endocrinological, immunological, morphological, pathological and psychological aspects underpinning obstetrics and gynaecology.
    1.7.    the pharmacology of drugs commonly used during pregnancy and in gynaecology.
    1.8.    the cultural, legal and social variation in attitudes towards obstetrics and gynaecology.
    1.9.    the effect of the woman’s social circumstances on pregnancy or a gynaecological condition.
    1.10.  the effect of drugs (prescribed or other) on pregnancy or gynaecological conditions.


    2.  Demonstrate competence in the performance of:

    2.1    an interview that considers the special physical, psychological and social characteristics required to take a full history relevant to human sexuality, obstetrics and gynaecology.
    2.2    a physical examination which will take into account the special problems encountered in human sexuality, obstetrics and gynaecology, in order to confirm or refute an hypothesis or diagnosis.
    2.3    counselling of a woman, her partner and family about common problems in human sexuality, obstetrics and gynaecology.
    2.4    the provision of specific advice to the woman of the arrangements necessary for the woman to be confined in the appropriate setting including referral to a Specialist Obstetrician for further management if risk factors have been identified
    2.5    the provision of specific advice to the woman on the potential hazards of drugs to the conceptus.
    2.6    the requesting of appropriate laboratory, psychological or social data in order to reach an appropriate diagnosis.
    2.7    observation and recording of the progress of labour, delivery and the early puerperium.
    2.8    the maintenance of the dignity and privacy of the woman
    2.9    the formulation of a plan for care of the patient(s).
    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)
    1.1-1.10
    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
    1.1-1.10
    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
    1.1-2.9
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    1.1-2.9
    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
    1.3, 1.5, 1.8, 1.9, 2.1-2.9
    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
    2.3-2.5, 2.8
  • Learning Resources
    Required Resources
    There are no required resources. Recommended resources will be advised as appropriate.
    Recommended Resources
    General Texts suitable for student purchase  

    Obstetrics & Gynaecology.  An evidence-based guide. Abbott Jason, Bowyer Lucy, Finn Martha. (2nd ed) 2014 Elservier.

    Hacker and Moore’s Essentials of Obstetrics and Gynaecology. Hacker, Gambone and Moore. (5th edn). 2010 Saunders Elsevier. ISBN 978 1 4160 5940 0.
    A student consult titles with online and print access. Medical student level (USA curriculum). 

    Obstetrics and Gynaecology Impey and Child. (4th edn) .Wiley-Blackwell 2012. ISBN 978 0 470 65519 1Accompanying website with extra resources. Written for medical students (UK curriculum).

    Gynaecology by Ten Teachers. Monga, Ash & Dobbs, Stephen (Ed) (2011) 19th edition, Hodder Arnold UK

    Obstetrics by Ten Teachers. Monga, Ash & Dobbs, Stephen (Ed) (2011) 19th edition, Hodder Arnold UK Both books have free web resources.

    Essentials of Obstetrics and Gynaecology. O’Reilly, Bottomley and Rymer. (2nd ed), 2012. Saunders Elsevier.


    Electronic Based Reference

    Cochrane Library - access via http://www.thecochranelibrary.com/view/0/index.html or type “Cochrane Library” in to the library catalogue and follow the links.

    Sexual Health Website - www.mshc.org.au

    Global Library of Women's Medicine free electronic O & G textbook website at www.glowm.com

    Perinatal Practice Guidelines website – http://www.health.sa.gov.au/ppg/

    Now also a free app – search app store for “practices guideline reader”. The correct spelling is essential.

    Motherisk: www.motherisk.org

    OTIS: http://www.teratology.org/OTIS_fact_Sheets.asp

    LACTMed : http://toxnet.nlm.nih.gov/cgi-bin/sis/htmlgen?LACT

    UKMi: http://www.midlandsmedicines.nhs.uk
    Online Learning
    On line Lectures: refer to Canvas course, plus

    eMedicihttp://emedici.com
  • Learning & Teaching Activities
    Learning & Teaching Modes
    There are numerous teaching and learning methods used, with the emphasis on active learning methods including, but not limited to: case based learning, large group lectures, seminars, tutorials and clinics and other sessions in hospital. There will be self-directed research and/or study, case presentations, and critical analysis.


    Clinical Learning

    Obstetric Duties
    Attendance at antenatal clinics, conduct of normal labour and delivery and observation of abnormal cases gives insight into the spectrum of common conditions, most of which will be met at some time in practice.        

    Students’ personal cases and deliveries require detailed observation of antenatal, labour and postnatal care and infant care.  Adequate postnatal care includes observation of lactation, involution and the psychological development of the mother-child relationship.

    Labour Ward
    Students are rostered to the labour ward four times during their rotation. These are all day sessions and include weekend and after-hours work. They aim to provide students with the opportunity to conduct spontaneous vaginal deliveries with the help of the midwifery staff in charge.

    Gynaecological duties
    Students are rostered to attend gynaecological outpatient sessions where there will be the opportunity to take a history and examine outpatients with the Consultant/Registrar attending the Clinic. Students should clerk patients being admitted for elective gynaecological surgery, with the opportunity to attend theatre sessions when a patient they have clerked is having an operation. Students should also attend enough other theatre sessions to ensure a familiarity with the commonly performed gynaecological procedures. The postoperative progress of the patient(s) who have been clerked should be followed and the pathology reports should be examined before discharge

    Neonatal Medicine
    Students will have weekly neonatal tutorials and will also be rostered to follow the neonatal registrar for one morning.  It is expected that students will be able to demonstrate skills in the examination of the normal neonate and knowledge of common problems that occur in the neonatal period.

    Friday Afternoon Tutorials
    Members of the academic and visiting staff will run whole-of-class tutorials in weeks 3-8 in selected topics, between 2:00pm and 5:00pm in the seminar room in the Robinson Institute, 55 King William Rd North Adelaide. The tutorials will be interactive.


    e-Learning
    Students without their own devices may borrow an iPad for use during the 9 weeks of their attachment. iPads provided by the Discipline must be used to undertake on-line written assessments.

    On Line Lectures
    A series of on line lectures is available in the Canvas course. 

    The site includes optional multi-choice questions based on these topics.  There is no restriction on the number of attempts at the MCQ's, which are intended to stimulate students’ thinking about the topics.

    eMedici
    eMedici now includes case material and related formative assessment in Obstetrics and Gynaecology.


    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. After hours and weekend work may also be required to meet clinical requirements.
    Learning Activities Summary
    The thematic structure of the Year 5 MBBS Program will be provided and discussed at the start of the program and is discussed in detail in the student handbook (provided to students on the first day of their rotation). Please note that the following applies only to the metropolitan students undertaking Human Reproductive Health. Students attached to the Discipline of Rural Health undergo separate orientation and clinical learning opportunities.

    Week Topic Lecture
    Week 1 Warm up week Introduction to the course including whole-of-class tutorials covering the basicsand including small group clinical skillssessions.
    Weeks  2 - 9 Students are allocated to specific hospital-based attachments and have individual learning timetables for the clinical component of the course. On line lectures are available in Intellilearnand additional on line resources areavailable in eMedici and MyUni, includingaccess to on line formative assessments.A separate lecture timetable for Friday afternoon tutorials held in the RobinsonInstitute seminar room will be announced.
    Week 9 Summative assessment week Assessment of knowledge, reasoning and clinical skills will be undertaken from mid week onwards in week 9.
    Specific Course Requirements
    All students will be allocated to Lyell McEwin Hospital or the Women’s and Children’s Hospital in the metropolitan area.   Although allocated to one hospital all students should expect to travel to other hospitals (Modbury, The Queen Elizabeth Hospital, Royal Adelaide Hospital) and places for specialty sessions.  

    All students require a current National Criminal History Record Check for children and vulnerable adults.  A Criminal History Check is valid for 3 years and students MUST have the original with them on the first day of term.

    All students will be required to do some after-hours and weekend work (see above). Any other requirements will be advised.
    Small Group Discovery Experience
    Students are assigned to small groups for the Contraception component of this course. A “Flipped Classroom” approach is used – requiring participation in an eLecture prior to small group participation. Under the supervision of an experienced clinician, students will individually demonstrate their knowledge of a randomly selected method of contraception. The small group will then address a complex clinical problem before reconvening at the end of the day to sit a formative quiz.

  • 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 Task Task Type Weighting Learning Outcome
    Single best answer written examination end of week 5 Formative and Summative 15% 1 and 2
    Clinical Portfolio end of week 8 Summative 30% 1
    Single best answer written examination week 9 Summative 25% 1
    OSCE examination week 9 Summative 30% 2
    Assessment Related Requirements
    “Clinical tasks requiring mastery” is a hurdle requirement, which must be completed satisfactorily in order to pass the course. Failure to complete all components will result in a Fail No Submission report to the MBBS Board of Examiners.


    Assessment Detail
    For details of assessment in this course please refer to Canvas.
    Submission
    For details please refer to Canvas.
    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.

    In addition, students will receive a banded result upon completion of their attachment.

    Five bands are available to determine the assessment for the Human Reproductive Health rotation in fifth year of MBBS.  The Bands available for determining student performance are: 

    A  Above expected competency for Year 5
    B  Clearly at expected competency for Year 5
    C  Just reaches expected competency for Year 5
    D  Below expected competency for Year 5
    E  Far below expected competency for Year 5

    Calculation of Grades
    A candidate MUST pass the core competencies (mastery) by the end of the course or will fail with an E. Otherwise, the calculation of grades is as follows:

    Written and practical examinations are held at the end of the year to assess competence in the MBBS Program. Included in these exams will be some Obstetrics & Gynaecology questions.

    Final results for this course will be made available through Access Adelaide.

    If a replacement or additional assessment is required, this will normally take the form of a clinical viva assessment, which may include an observed long case and oral assessment covering both the long case and a range of other topics.
  • 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.

    A student course evaluation is completed online by all students at the end of the rotation.  SELTS of individual teaching are done on a regular basis.
  • 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.

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