MEDIC ST 3501 - Medical Studies 3

North Terrace Campus - Semester 1 - 2024

This is the fifth course in the Bachelor of Medical Studies program. In this course, students will explore human reproduction and key stages of the lifespan. Topics will cover embryology and foetal development, child development and childhood diseases, puberty and adolescent health, mental health, sexual health, pregnancy, reproductive and other cancers, aging and end of life. To gain exposure to healthcare, students will complete clinical placements within general practices, community medical clinics and/or hospitals. Clinical scenarios will continue to be used to frame and integrate concepts across the domains of Science & Scholarship, Clinical Practice, Health & Society and Professionalism & Leadership. Concepts and issues will be explored using a variety of teaching modes, including experiential learning opportunities, online and face to face lectures, workshops, practicals and simulation. Assessment will be a mix of written and oral assignments and tests, online quizzes and practical demonstration of clinical skills and professionalism.

  • General Course Information
    Course Details
    Course Code MEDIC ST 3501
    Course Medical Studies 3
    Coordinating Unit Medical Studies
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 12
    Contact Up to 25 contact hours per week
    Available for Study Abroad and Exchange N
    Prerequisites MEDIC ST 1501, MEDIC ST 1502, MEDIC ST 2501 and MEDIC ST 2502
    Restrictions Available only to Bachelor of Medical Studies students
    Assessment Tests, competency assessments, assignments
    Course Staff

    Course Coordinator: Associate Professor Elizabeth Beckett

    Course Coordinators:
    Dr Anna Billington
    A/Prof Liz Beckett
    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course students will be able to:
    1 Describe the structure and key components of the Australian healthcare system.
    2 Appraise relevant public health priorities and health inequalities in relation to underserved populations; including indigenous, rural, and culturally and linguistically diverse.
    3 Describe and appraise Australia’s national systems approach to improving the quality and safety of healthcare.
    4 Describe the role of general and community practitioners in healthcare delivery.
    5 Conduct appropriate patient-centred communication and holistic clinical interactions, including medical interviews and clinical examinations in a clinical teaching setting, to obtain a holistic medical history.
    6 Apply and adhere to ethical, legal and regulatory requirements and communication principles in line with “Good Medical Practice: A Code of Conduct for Doctors in Australia”.
    7 Describe key features of the biology of human reproduction and development across the lifespan.
    8 Describe the aetiology, pathophysiology, clinical features, natural history and prognosis of common and important reproductive presentations.
    9 Describe the physiological and pathophysiological principles that contribute to the aetiology, clinical features, natural history and prognosis of common conditions in paediatric, adolescent, adult and older populations.
    10 Determine and interpret the relevant investigations appropriate for common health presentations related to reproductive, paediatric, adolescent, adult and older populations.
    11 Demonstrate therapeutic reasoning by formulating a simple management plan including empirical and/or specific treatment of common problems at different stages of the lifespan based on principles of evidence-based medicine.
    12 Apply knowledge of differences in human structure, function and behaviour across the life span to the prevention, diagnosis and management of clinical presentations.
    13 Access, critically appraise, interpret and apply evidence from the medical and scientific literature (in the context of reproductive, paediatric, adolescent, adult and/or geriatric medicine).
    14 Apply and integrate relevant knowledge and skills from previous courses within the Bachelor of Medical Studies with knowledge obtained within the Medical Studies 3 course.
    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.

    3-6, 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.

    2, 5, 6, 11

    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.

    2, 5

    Attribute 7: Digital capabilities

    Graduates are well prepared for living, learning and working in a digital society.

    3, 6, 13

    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.

    5, 6, 13
  • Learning Resources
    Required Resources
    All students should factor in the cost of their own e-device (e.g.laptop or tablet). Required learning resources and readings will be
    provided on-line via the Learning Management System (MyUni). There areno prescribed textbooks, but students will need to access various online resources (including the Australian Medicines Handbook, Therapeutic guidelines and UpToDate). Students may need to access other softwares or online resources via the University library.
    Recommended Resources
    Recommended textbooks and peer-reviewed articles 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 MyUni. Students may be required to submit written assignments via a Turnitin digital submission portal which can be accessed through MyUni.
    Online Learning
    MyUni will be used as a digital platform to:

    • host online teaching activities, resources including supporting documents, videos and external web links.
    • communicate course and program related announcements to students.
    • promote student discussion and communication via Discussion Boards.
    • enable students to access and submit formative and summative assessments.

    Resources will be released at appropriate time points during the semester and will be available for the duration of the course.
  • 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 resources and in-person presentations.
    To gain exposure to healthcare settings, students will complete clinical placements within a mix of general practices, community medical clinics and/or hospitals.
    Scenario Based Learning 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 weekly module and explored by small student groups in workshops. 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.
    Biomedical Science Practicals
    Multi-disciplinary interactive practicals will provide students with opportunity to explore the structure, function and pathologies
    of the reproductive system and body structure and function across the lifespan.
    Health and Society Workshops
    In Health and Society workshops students will apply their knowledge of health inequities across a range of underserved population, the structure of the health care system and the approach to quality and safety in healthcare.
    Professionalism and Leadership Workshops
    Students will have opportunity to develop and apply knowledge of ethical, legal and regulatory requirements and communication principles, through integrated oral and written activities and clinical tasks.
    Clinical Workshops
    In Clinical Workshops, students will observe and practice clinical skills, reflect and debrief experiences from placements, discuss common cases and situations in community health settings, and discuss and practice presentation of de-identified patient
    In these sessions, students will learn, apply and demonstrate skills such as hand hygiene, basic life support, vital signs, use of personal protective equipment (PPE), and aseptic non-touch technique (ANTT) in a simulated environment.


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

    Students will work individually and collaboratively in small groups (typically 4 - 8 students) within tutorials, workshops, simulations and Scenario-based Learning sessions. Group discussions may be facilitated by tutors and demonstrators depending on the nature of each session. Students will also attend GP placements for one full day per week.

    Students are reminded that the overall workload for a full time student as stated in the University of Adelaide Calendar is an average of 48 hours per week per teaching period (i.e. semester). This includes contact and non-contact hours and includes general study and research time for assignments. Medical Studies 3 is a 12 unit course and thus represents the full time load. You should therefore be putting in an average of 48 hours of study each week (including contact hours) for this course.

    Each week you are expected to:
    o  Attend learning & teaching activities
    o  Engage with relevant lecture material, ensuring that you understand the information, and taking additional notes as necessary
    o  Revise other relevant content to aid your understanding
    o  Prepare for assessments
    o  Utilise the resources provided to you through the MS3 and BMS Program MyUni Courses
    Learning Activities Summary
    Lectures (both online and face-to-face)
    Research Seminars (face-to-face)
    Practicals (face-to-face)
    Scenario-based Learning sessions (face-to-face)Medical
    Practice workshops (face-to-face)
    Professionalism & Leadership workshops (face-to-face)
    Clinical Workshops (face-to-face)
    Simulation (face-to-face)

    Specific Course Requirements
    It will be the responsibility of the student to travel to and from their clinical placement site.

  • 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
    (Formative or Summative)
    Assessment weighting % Hurdle Requirement
    (Yes or No)
    Course learning outcomes being assessed
    O-Week Assessments Summative NGP Yes 6
    Fortnightly Quizzes Formative NA No 1-14
    Mid-Semester Test Summative * Yes* 1-14
    End of Semester Test Summative * Yes* 1-14
    Clinical Competency Formative
    & Summative
    NGP Yes 5,6,10
    Case-Based Assessment Summative NGP Yes 4-6, 8-13, 14
    Placement Report Formative
    & Summative
    NGP Yes 5,6
    Professional Behaviour Formative
    & Summative
    NGP Yes 5,6
    Simulation Session Competencies Summative NGP Yes 5
    Domain Assignment
    Summative NGP Yes 1-14
    *See assessment-related requirements for details regarding weighting / hurdle requirements


    Assessment Related Requirements
    The following minimum requirements are necessary for progression from the Medical Studies 3 course to Transition to Clinical Practice:

    All Domains: It is a hurdle requirement for students to attain an overall combined passing score for the mid-semester and end-of-semester tests, with the mid-semester test having a weighting of 30% and the end-of-semester test a weighting of 70% towards this score. The passing score will be determined after applying an appropriate standard-setting method (e.g. Cohen’s standard setting method). Students who fail to achieve this score may be offered an additional assessment, in keeping with the Modified Arrangements for Coursework Assessment Policy.

    Science and Scholarship Domain: To satisfactorily pass students must also achieve acceptable performance (borderline score or greater) in the S&S component of the Cross Domain Assignment.

    Health and Society Domain: To satisfactorily pass students must also achieve acceptable performance (borderline score or greater) in the H&S component of the Cross Domain Assignment.

    Clinical Practice: To satisfactorily pass students must also achieve acceptable performance (borderline score or greater) in the CP component of the Cross Domain Assignment. Acceptable completion and performance in the O-Week assessments, simulation competencies, summative case-based assessment, clinical competency assessments and the placement report are also required.

    Professionalism and Leadership: To satisfactorily pass students must also achieve acceptable performance (borderline score or greater) in the P & L components of the Cross Domain Assignment. Acceptable performance in Professional behaviour is also required. Students must attend and actively contribute to core structured learning activities# (min 80%) and submit assignments on time. There is to be no substantiated record of unprofessional behaviour.

    #Core structured learning activities for this course rely on group discussion and/or practical participation and include all workshops (SBL, Clinical, H&S, P&L), S&S practicals, placements and simulation.
    All details are outlined in the Policy Document “Assessment of the Professionalism & Leadership Domain” which students are expected to be familiar with.
    Assessment Detail
    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 means that the successful learner must achieve a minimum standard of performance in each of the four domains (Science and Scholarship, Clinical Practice, Health and Society, and Professionalism and Leadership), and deficiencies in an individual domain cannot be compensated by performance in another.

    O-Week Assessments
    Prior to commencing placements, students will be required to complete a number of O-Week assessments. Failure to complete these assessments ahead of the semester commencing will result in cancellation of placements. 

    Fortnightly Quizzes

    Each fortnight, students will undertake a quiz that tests and consolidates learning aligned to topics covered in the module. Questions can be drawn from across the domains and curriculum streams, with approximate weight related to the content taught during the week.

    Mid-Semester Test
    At mid-semester, students will undertake a summative test.  Material from across the program curriculum to that point in time will be assessed using a mix of question formats. This may include integration of information from earlier semesters in the context of reproduction and lifespan health.

    End-of-Semester Test
    At the end of semester, students will undertake a test.  Material from across the program curriculum will be assessed using a mix of question formats. This may include integration of information from earlier semesters in the context of reproduction and lifespan health.

    Clinical Competency Assessments
    Throughout the semester students will be assessed on their competency and professionalism in clinical practice. This will include assessment of history taking, examination and patient communication. There will be formative and summative peer-assessed and supervisor-assessed mini clinical evaluation exercises (mini-CEx).

    Simulation Session Competency
    Students will need to demonstrate competence in performing basic medical procedures in a simulated environment. 

    Case-Based Assessment
    Students will select a patient that they have seen on placement and use this to develop their clinical reasoning skills. This will involve them presenting their case to a small group, discussing the case with their peers and clinical tutors and then submitting a formal case write up, focusing on the history, examination and generating a problem list. This will be a summative assessment.  Students will be assessed on their ability to present holistic and relevant information clearly and concisely, follow a logical sequence using appropriate medical terminology. Students will also be assessed on their ability to employ appropriately patient-centred language where possible and demonstrate through their writing, clear and efficient written communication, documentation and record-keeping skills. Students will demonstrate appropriate clinical reasoning and a patient-centred approach in formulating a simple management plan.

    Placement Report
    The interprofessional team at each general practice will give feedback regarding the student’s professionalism, teamwork and communication skills, while the supervising GP, and any other GPs involved in their teaching, will also comment on the student’s clinical skills, using a standardised scale and rubric. There will be a mid-semester formative report, opportunity for remediation if needed and an end of semester summative report.

    Professional Behaviour
    Students will be required to demonstrate appropriate professional behaviour, as evidenced by timely submission of assignments, satisfactory active attendance at teaching sessions, patient-centred clinical interactions with patients and healthcare professionals, and no unprofessional behaviour.  Satisfactory performance is required for progression. (See Assessment-Related Requirements for further details).

    Cross Domain Integrated Assignment
    Students will analyse a patient journey, including:        
    · aetiology, pathophysiology, clinical features, natural history and prognosis of the health presentation
    · patient diagnosis and clinical care
    · reflect on the importance and impact of appropriate patient-centred communication and care.
    · roles of different components of the healthcare system

    Unless otherwise indicated, written assignments will be submitted via digital submission portals within the MyUni Learning Management Software platform.  Embedded applications will be utilised to promote academic integrity, streamline grading and feedback, deter plagiarism, and improve student outcomes. Any students experiencing technical difficulties should contact the course coordinators at the earliest opportunity. The deadline time will be strictly enforced according to the digital time displayed by the MyUni portal. Coursework submitted to any location other than those specified will not be accepted. This includes submissions to staff email addresses. Submission dates may be extended only under exceptional circumstances as per the Modified Arrangements for Coursework Assessment (MACA) policy.
    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.

    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 ( 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.

  • 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.

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.