MEDIC ST 1502 - Medical Studies 1
North Terrace Campus - Semester 2 - 2022
General Course Information
Course Code MEDIC ST 1502 Course Medical Studies 1 Coordinating Unit Medicine Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 12 Contact Weekly lectures, seminars, workshops, practicals, tutorials and SBL sessions Available for Study Abroad and Exchange N Prerequisites MEDIC ST 1501 Restrictions Restricted to Bachelor of Medical Studies students only Course Description This is the second course in the Bachelor of Medical Studies program. Students will build on the foundational knowledge and skills acquired in the Foundations of Medicine course to develop a comprehensive understanding of the anatomy and physiology of the haematological, cardiovascular and respiratory systems. Students will also explore the basis of common pathologies associated with the haematological, cardiovascular and respiratory systems and the associated basic management used in medical practice. In clinical practice, students will continue to learn skills required for medical practice: emphasis is placed on developing the clinical interviewing skills required to elicit and record a clinical history and to develop competence in the generic physical examination approach for the haematological, cardiovascular and respiratory systems. The emphasis of the Health and Society domain in this course is on the social determinants of population health and prevention. In the professionalism and leadership domain, students will develop a deeper understanding of medical ethics, as well as continuing their learning around self-care and wellbeing. They will begin to explore how the doctor fits into a healthcare team. Key mechanisms, concepts and issues will be explored using a variety of teaching modes, including lectures (delivered face to face and online), practical classes, workshops and seminars. Medical Studies 1 continues with Scenario Based Learning (SBL) which was introduced in the Foundation course. Scenarios explore common pathologies relevant to the systems studied and align with learning across Clinical Practice, Health and Society and Professionalism and Leadership to provide an integrated student experience that covers all aspects of a patient presentation. Assessment will be a mix of written assignments, oral presentations, on-line quizzes, demonstration of clinical and professional skills and written tests.
Course Coordinator: Dr Matthew Arnold
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
1 Describe the normal structure and function of the haematological, cardiovascular and respiratory systems. 2 Describe the pathophysiology of common conditions affecting the haematological, cardiovascular and respiratory systems. 3 Apply knowledge of normal and abnormal structure and function to construct mechanistic explanations and diagnostic hypotheses relevant to common conditions affecting the haematological, cardiovascular and respiratory systems. 4 Apply epidemiological information to problems relating to disorders of the haematological, cardiovascular and respiratory systems. 5 Describe in basic terms, the management of identified conditions affecting the haematological, cardiovascular and respiratory systems used in medical practice and relate to knowledge of normal and abnormal structure and function. 6 Conduct medical interviews with simulated patients, identifying presenting complaint and attempting systems review. 7 Demonstrate competence in the generic physical examination approach for haematological, cardiovascular and respiratory systems, considering patient comfort and modesty. 8 Present written and oral case summaries of clinical scenarios to peers and tutors using a designated framework. 9 Identify the situational requirements for patient confidentiality, informed consent, and chaperones. 10 Demonstrate professional capabilities in reflective practice, teamwork and interprofessional practice, including communication in a group setting and time management. 11 Reflect on how the health of individuals, families, communities and populations can be affected by diverse cultural and spiritual contexts. 12 Reflect on one’s cultural identity and how this may impact on the delivery of Indigenous health care 13 Describe with examples, the idea of modifiable and non-modifiable risk factors and the concepts of primary, secondary and tertiary prevention to the determinants of health. 14 Demonstrate basic research skills in evaluating and reporting appropriate information relevant to health and medical sciences.
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.
1 - 14
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.
1 - 14
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.
6, 7, 8, 10, 11, 12
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.
9, 10, 14
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.
1-5, 8, 13, 14
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 ResourcesAll students should factor in the cost of their own laptop device. Required learning resources and readings will be provided on-line via the learning management system (MyUni). There are no prescribed textbooks, but students will need to access various online resources (including the Australian Medicines Handbook, Therapeutic guidelines and Up-to-date) through the University.
Recommended ResourcesThere are a range of recommended textbooks and peer-reviewed articles - the details of which will be communicated by course educators via the learning management system (MyUni). Students are encouraged to choose their resources that take their learning style into account. Materials such as online videos, presentations and documents will be provided via the Learning Management System (MyUni). Students may be required to submit written assignments via a Turnitin digital submission portal which can be accessed through learning management system (MyUni).
The learning management system (MyUni) will be used as a digital platform to:
- host online teaching activities, resources including supporting documents, videos, and external web-links.These resources will be available for the duration of the program.
- help students navigate learning pathways through the course.
- communicate course and program related announcements to students.
- promote student discussion and communication via digital discussion boards.
- enable students to access and complete formative and summative quizzes and submit assignments.
Learning & Teaching Activities
Learning & Teaching Modes
Key mechanisms, concepts and issues relating to the four domains of medicine (science & scholarship, clinical practice, health & society and professionalism & leadership) will be explained and discussed via a series of online video resources and in-person presentations.
Bench-to-bedside research seminars
Medical research seminars will feature invited world-class research scientists who will speak about their cutting-edge research relevant to the course theme. These sessions will give opportunity for students to learn more about the process of medical research and how new knowledge is translated into clinical practice.
Multi-disciplinary interactive practical classes will provide students with opportunity to explore the structure, physiology and pathophysiology of the haematological, cardiovascular and respiratory systems.
Scenario-based Learning (SBL) workshops
Scenarios will relate to common and important medical conditions, population and community health issues, and professionalism issues relevant to the course themes. New scenarios will be introduced at the start of each week and explored in detail by small student groups across two scenario-based learning workshops per week. These sessions are designed to develop skills in hypothesis formulation, hypothesis testing and clinical reasoning in addition to consolidating and applying knowledge across the various domains of medicine.
Medical Practice workshops
These workshops integrate teaching across clinical practice and professionalism and leadership domains and are designed for students to practice and gain competency in clinical examination techniques and concurrently apply professionalism and leadership skills, including reflective practice and teamwork. This structure models the importance of integrated medical practice in a clinical environment.
Professionalism and Leadership workshops
Tutor guided workshops designed to facilitated learning by providing opportunity for students to work collaboratively to deepen their understanding of ethical concepts introduced in Foundations of Medicine: beneficence, non-maleficence, justice, rights to autonomy, confidentiality and informed consent.
Health and Society workshops
Tutor guided group workshops are designed to facilitate learning by providing opportunity for students to work collaboratively to explore the themes including the impact of diverse cultural and spiritual contexts on the health of individuals, families, communities and populations. Students will also learn about modifiable and non-modifiable risk factors and the levels of prevention, determinants of health, and historical and social factors that contribute to an Indigenous person’s cultural identity.
Early Clinical Interaction seminars
In these seminars, interactive discussions will be facilitated between students and members of the team involved in the management of patients with pathologies discussed in Scenario Based Learning sessions. Examples include nurses, nurse practitioners, pharmacists, physiotherapists, psychologists and social workers. These seminars will also involve clinician-led discussions between patients and students, focussing on psychosocial aspects of the disease.
No information currently available.
Learning Activities Summary
No information currently available.
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 Assessment Weighting % Hurdle Requirement Course Learning Outcome(s) being Assessed Weekly Quizzes Formative 0 No 1-7, 9, 11-14 Mid-semester test (including DAQ) Formative 0 No 1-7, 9, 11-14 End of semester test (including DAQ) Summative NGP Yes 1-7, 9, 11-14 Indigenous Health Assignment: reflection Summative NGP Yes 11-14 Population Health Assignment Summative * Yes 11-14
Clinical Competencies1 -5
Summative NGP Yes# 6, 7 Hand hygiene Summative NGP Yes 7 Vital signs Summative NGP Yes 7 Case write up Formative 0 No 6, 7, 8 Oral Case Presentation – clinical practice Summative NGP Yes 6, 7, 8 Self care & wellbeing assessment Summative NGP Yes 10 Medical practice workshop: guided reflection Summative NGP Yes 6, 7, 9, 10 Oral assessment - professionalism Summative NGP Yes 9, 10, 11 Ethics case study Summative NGP Yes 9, 10 Professional behaviour (timely submission of
assignments, satisfactory active attendance and appropriate behaviour)
Summative NGP Yes 10
*#See Assessment Related Requirements below for further detail
Assessment Related Requirements
* The following minimum requirements are necessary for progression from the course:
Science and Scholarship Domain: At least a passing grade in the summatively assessed End of Semester Test. The grade for the End of Semester Test will be determined by applying an appropriate standard setting method.
Health and Society Domain: At least a mark of 50% in the Population Health Assignment. Satisfactory performance in the Indigenous Health Assignment.
Clinical Practice: Acceptable performance in clinical competencies 1-5, Handwashing and Vital Signs assessments. #One clinical competency must be achieved by week 5, three competencies completed by week 8 and all competencies achieved by week 12.Professionalism and Leadership: Active contribution of small group teaching sessions, including attendance (80%); timely submission of assignments; appropriate academic referencing; and no substantiated record of unprofessional behaviour.
Assessment will be conducted under the GS8 Grade Scheme in recognition of the Integrated, Domain-led nature of the Medical Program curriculum. In addition, the program uses the philosophy of “Assessment for Learning”, where the learner is guided by assessment, and assessment feedback is used to shape and determine the learner’s progress.
The integrated nature of the curriculum, with four Domains: Science and Scholarship; Clinical Practice; Health and Society, and Professionalism and Leadership, means that the successful learner must achieve a minimum standard of performance in each Domain, and deficiencies in an individual Domain cannot be compensated by performance in another.
Weekly Quizzes: Each week, students will undertake a quiz that tests and consolidates the knowledge of that week’s learning. Questions can be drawn from across the Domains, with approximate weight reflecting the content taught during the week.
Mid Semester Test (Formative): At mid semester, students will undertake a test for formative purposes. Material from across the curriculum will be assessed, via Multiple Choice, Short Answer, and Data Analysis Question formats.
End of Semester Test: At the end of semester, students will undertake a test for summative purposes. Material from across the curriculum will be assessed, via Multiple Choice, Short Answer, and Data Analysis Question formats
Indigenous Health Assignment (NGP – Hurdle): Satisfactory performance in a reflective assignment is required for progression.
Population Health Assignment: Students will complete an assessment on the social determinants of health, the concepts of prevention and risk factors that influence health.
Clinical Competencies (NGP – Hurdle): Various clinical competencies will be assessed across the semester. Students will be required to demonstrate competency in a range of basic clinical skills including history taking and physical examination, vital signs, hand washing, bedside, laboratory and imaging investigations and appropriate behaviour in the clinical setting.
Case Write Up Clinical Practice (Formative): Students will be assessed on professional capabilities including communication skills and application of principles and frameworks.
Oral Case Presentation – Clinical Practice (NGP - Hurdle): Students will present an oral case summary of a clinical scenarios to peers and tutors using a designated framework.
Self Care & Wellbeing Assessment (NGP - Hurdle): Following participation in a workshop students will design, and later reflect on the utility of, a SMART goal.
Medical Practice Guided Reflection (NGP - Hurdle): Students will record themselves (using B-line technology at Adelaide Health Simulation) taking a medical history from a simulated patient and then use a reflective practice framework to reflect on their performance in that clinical encounter.
Oral Assessment (NGP - Hurdle): Students will participate in a case based oral assessment which will assess both knowledge of content, and communication skills (specifically: active listening and summarising skills).
Ethics Case Study (NGP - Hurdle): Students will identify and analyse the ethical issues arising in scenarios.
Professional Behaviour (NGP – Hurdle): Students will be required to demonstrate appropriate professional behaviour, as evidenced by timely submission of assignments, satisfactory active attendance at small group teaching sessions, and no unprofessional behaviour. Satisfactory performance is required for progression.
SubmissionWritten assignments submitted online via TURNITIN, on-line quizzes with e-marking.
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.
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