HLTH SC 1006 - Clinical Skills and Simulation

North Terrace Campus - Semester 1 - 2017

This course will provide students with an understanding of how health care works; including the health care structure of today and the health challenges of tomorrow. From primary to tertiary care, students will learn how different professions, including researchers, collaborate to improve the wellbeing of the population. Students will be introduced to three of the largest health challenges facing Australian health care, learning first hand from patients about their disease burden and how it affects them. Students will develop and foster knowledge and skills in patient examination, communication and clinical reasoning. Students will experience, evaluate, troubleshoot and propose solutions to different health-related scenarios using state-of-the-art technology within the Simulation and Clinical Skills Centre.

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Course Details

Course Code	HLTH SC 1006
Course	Clinical Skills and Simulation
Coordinating Unit	Health and Medical Sciences Faculty Office
Term	Semester 1
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 8 hours per week
Available for Study Abroad and Exchange	N
Restrictions	Only available to students enrolled in BHlthMedSc (Advanced)
Assessment	A wiki for each module lasting 4 weeks will be created (3 wiki in total). At the end of the course there will be an objective structured clinical exam encompassing the 3 modules and a simulated conference demonstrating the final wiki in eposter format

Course Staff

Course Coordinator: Simon Patten

Course Timetable

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

Course Learning Outcomes

Display knowledge of Healthcare systems
Describe three current healthcare challenges facing society
Take a patient clinical history
Perform a basic clinical exam in a simulated environment
Describe physical and mental challenges associated with chronic diseases

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)	1,2,5
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	2,5
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	1,3
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	1,2,3,4,5
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	2,5
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	3,5

Learning Resources

Required Resources

No required resources.

Recommended Resources

You're not required to purchase these texts. They are available in the Library.

1. Talley O’Connor- “Clinical Examination”
2. Tierney and Henderson – “The Patient History”
3. Lloyd and Bor- “Communication Skills for Medicine”
4. http://www.racgp.org.au/download/documents/AHU/2ndednationalguide.pdf

Online Learning

This course will use Canvas and specialist Bline online simulation software as a major component. All lecture notes, tutorial activities and lecture recordings will be posted on Canvas. Announcements and weekly student update emails will be sent via the site. The wikis at the end of each module will be administered online via wikispaces. Finally, a canvas discussion board to encourage communication with both instructors and other students will be established. Bline software will be used to make student's simulation and skills videos available via an individual eportfolio. This will allow students the opportunity to review and reflect on their skills training.
Learning & Teaching Activities

Learning & Teaching Modes

This course is divided into three modules: (1) Introduction to healthcare and its structures; (2) The rising health challenge of Aged Care; (3) Understanding global health and recognising the Aboriginal and Torres Islander health gap.

The three modules are split into four weeks each. The first week will consist of background core knowledge. The following three weeks will have a graduated approach to acquiring the clinical skills and acumen. The second week focuses on the specific clinical skills and patient contact. The final two week focuses on applying this knowledge via simulation based education and exploring the solutions to real world health issues.

The course will take on a novel approach to learning. The different modules will contain lectures on essential knowledge followed by practical small group clinical tutorials. Within the Small group tutorials the students will develop skills in specific history and examination relevant to the module. On completion of these small group tutorials the students will meet patients or clients from the relevant health group to discuss what their health burdens mean to them. The students will gain a holistic approach to the health burdens and will be provided with the opportunity to demonstrate this in the simulation centre using advanced simulation techniques. The final phase will be for the students to personally experience these health challenges using specialised simulation equipment to increase their understanding.

Each module will have an online learning component that will include video e portfolio and creation of a wiki. The wiki creation will be supported with face to face sessions; design workshops; presenting workshops and will culminate in an eposter presentation at an internal conference. This will help students to identify knowledge gaps. Recordings of the student activities will be made available to students in personalised e portfolios that only they have access to. The recordings will allow the students the opportunity to reflect on their activities. The course will finish with an OSCE allowing students to demonstrate their skills. The students will receive mentoring on their results.

Workload

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

This is a 3-unit course, with an expected workload of ~12 h/week. This includes 68 h of face-to-face teaching contact across the semester (lectures, simulation-based tutorials, patient contact tutorials, and clinical tutorials) and 8 hours on-line learning exercises, preparation for assessment tasks, preparation for tutorials and weekly reading.

Learning Activities Summary

A detailed timetable will be provided through MyUni. Module structure and content is described above.

Specific Course Requirements

Some simulation and patient contact hours may require out of hours time.

Small Group Discovery Experience

This course revolves around the use of SGDE. All students will attend lectures providing a scientific basis for the course. The students will then be split into groups 8-10, who will work in groups to develop their clinical skills and approach to patients. There will be 5 clinicians supervising the activities. The activities will be further supported by the use of standardised patients.

The next stages of SGDE will involve the students exploring the health effects with real patients within each module. The students will discuss and analyse the health problems and how they affect the day to day living of the patients. Continuing the format of the SGDE, advanced simulation techniques will be used to allow students to experience the health problems personally and gain understanding from a personal point on how health burdens relevant to each module affect daily living. The students will then have the opportunity to practice their clinical skills in scenarios and debrief their actions in small groups of 10 or less. The students will explore solutions to the health challenges in these small groups and formulate ideas for a future approach to benefit these patient groups.

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	TASK TYPE	WEIGHTING	COURSE LEARNING OUTCOME(S)
Video e portfolio	Formative	N/A	N/A
Module 1 online wiki	Summative	10%	1
Module 2 online wiki	Summative	10%	1,2,3,5
Module 3 online wiki	Summative	10%	1,2,3,5
End of Semester OSCE	Summative	60%	1-5
Participation and Contribution	Summative	10%	1-5

Assessment Related Requirements

N/A

Assessment Detail

Video eportfolio. This is a formative assessment process and ensures students are progressing through the course, it will also provide an opportunity for mentoring particular students.

End of Module wikis will demonstrate learning from the health challenge. They will be structured to demonstrate the relevant clinical skills; literature searches; problem solving ability and design. The wikis will be developed in groups of 8-10 assigned by the course coordinator. Contribution time and other data analytics will be included to ensure equal participation.

End of Semester OSCE: This will take the form of an 8 station clinical exam. Two stations will represent each module.

Submission

The online Quiz will be administered using Bline Medical software and MyUni.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
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.

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.

This is a new course in 2017. We look forward to student feedback to help us improve the course for 2018.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
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