MEDIC ST 3502 - Transition to Clinical Studies

North Terrace Campus - Semester 2 - 2024

The final course of the Bachelor of Medical Studies degree centres on readiness for clinical medicine to ensure that students have the fundamental knowledge and skills to support further learning in a clinical setting. Development of the skills from the previous courses is facilitated by exposure of the students to real patients in a variety of settings (including hospitals and primary care). This form of learning enables students to progress their skills under supervision, so that they develop competence in performing both systemic and focused histories, systemic and focused physical examinations and as well as advancing clinical reasoning skills. By being placed in an immersive environment, students will gain experience and understanding of the workings of hospital and community-based systems, enhancing capabilities to learn in a clinical setting. Situated learning in the clinical environment is supported by a variety of teaching modes, relating to essential knowledge and skills needed for success in clinical training. The course will integrate concepts from the Domains of Science and Scholarship, Clinical Practice, Health & Society and Professionalism & Leadership, and include applied pharmacology and prescribing, medical imaging, patient safety, the national healthcare system, clinical handover, procedural skills, population health and screening and cultural competence. Concepts and issues are delivered via blended learning with a mix of on-line and face to face sessions, including lectures, small group discussions, practical sessions, simulations and interactive group sessions. Students will consider one global health challenge in detail and discuss best practice strategies to address it as well as how these strategies might translate to other healthcare challenges. Assessment will be a mix of written assignments, practical assessments, online quizzes and tests, and clinical supervisor reports.

  • General Course Information
    Course Details
    Course Code MEDIC ST 3502
    Course Transition to Clinical Studies
    Coordinating Unit Medical Studies
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 9
    Contact Up to 25 hours per week
    Available for Study Abroad and Exchange N
    Prerequisites MEDIC ST 1501, MEDIC ST 1502, MEDIC ST 2501, MEDIC ST 2502, MEDIC ST 3501
    Corequisites MEDIC ST 3503
    Restrictions Available only to Bachelor of Medical Studies students
    Assessment Written assignments, practical assessments, online quizzes and tests, clinical supervisor reports.
    Course Staff

    Course Coordinator: Anna Billington

    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 Demonstrate an understanding of Community, General Practice and Hospital healthcare environments, resources, people roles, processes and activities, relevant for provision of high quality and safe health care, and recognise the direct relationship to patient experience and learning.
    2 Demonstrate professional skills that enhance learning and patient care in a clinical environment, when working as a member of a multi-disciplinary team.
    3 Conduct a medical interview with real patients in both hospital and community settings, using a structured logical sequence and a patient centred approach.
    4 Demonstrate competence in the major system examinations, and simple procedures (e.g. cannulation, venepuncture), including the ability to detect and explain common pathophysiological processes.
    5 Demonstrate an understanding of the appropriate investigation and management of common conditions.
    6 Demonstrate an understanding of the patient journey, including the diagnosis, investigation and management by interprofessional health care teams, in a variety of encounters in different healthcare settings, including community and hospitals
    7 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”.
    8 Demonstrate the capacity to evaluate and identify personal learning needs and strategies for achieving objective clinical competency requirements for oneself and others.
    9 Describe the impact of health economic policies and practices on the conduct of medical practice.
    10 Demonstrate a developing capacity to explain the pathophysiological implications of complex multiple-organ system, chronic and co-morbid conditions.
    11 Analyse important global health challenges and identify examples of best practice solutions.
    12 Describe the features of the Aboriginal Community-Controlled health sector and health service provisions for Indigenous peoples in addressing health inequities.
    13 Describe the principles and practice of leadership in health care and its relationship to patient and community advocacy and Quality and Safety.
    14 Demonstrate a systematic approach to the assessment of a patient suspected of clinical deterioration in a variety of settings.
    15 Explain how population health outcomes and the performance of the Australian Health System are measured and evaluated.
    16 Demonstrate the ability to present clinically relevant information to a variety of audiences, including professional, patient and community settings, in a range of formats.
    17 Apply and integrate relevant knowledge and skills from previous courses within the Bachelor of Medical Studies with knowledge obtained within the Transition to Clinical Studies 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.

    1, 3- 7, 9-15, 17

    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.

    3, 4, 5, 10,11,16, 17

    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.

    1,2,13, 17

    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.

    9, 11, 15, 16

    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.

  • 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 are no 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 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 available for the duration of the course.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    As the capstone course of the BMedSt program, students will complete a series of modules centred on readiness for
    their next phase of learning, i.e. the predominantly clinical apprenticeship model within the MD.
    Modules will help students to review prior learning from previous BMedSt courses and provide opportunities for students to apply their knowledge and skills to more complex health problems than they have previously encountered. Each module will focus on selected
    physiological systems and incorporate topics such as applied pharmacology and prescribing, medical imaging, clinical handover, leadership, quality and safety in healthcare, population health measurement and evaluation, health economics and global health. These modules are delivered via blended learning with a mix of on-line and face to face sessions, including lectures, clinical placements, tutorials, simulation, and interactive group sessions.
    Students will consider one global health challenge in detail and discuss best practice strategies to address it as well as how these strategies might translate to other healthcare challenges.
    The course provides opportunities for Interprofessional Learning through clinical placements and participation in Simulated healthcare scenarios in the Adelaide Health Simulation suite.
    Delivery of the course occurs across multiple settings: on-site at university, in hospital and community clinical settings, and via online structured learning modules.
    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.
    In Health and Society seminars, students will apply their knowledge of health economics, Aboriginal controlled health organisations, health system performance and the role of leadership in advocacy and quality and safety in health care.
    Students will have the opportunity to continue to develop and apply their knowledge of the ethical, legal and regulatory requirements of medical practice in the Professionalism and Leadership seminars.
    Clinical Practice workshops will focus on developing student’s understanding and furthering their clinical skills in key areas such as ophthalmology, ear, nose and throat (ENT) and acute trauma.
    Clinical placements two days per week give students the opportunity interact with real patients in both the hospital setting and primary care. This clinical environment fosters the development of complex clinical reasoning and enables students to progress their skills under supervision, so that they are competent to perform both systemic and focused histories and physical examinations.
    During clinical placement, self-directed learning is supported by online material, interactive workshops and lectures.
    In these sessions, students will learn, apply and demonstrate clinical skills, such as venepuncture and cannulation in a simulated environment.


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

    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, seminars and simulation sessions. Group discussions may be facilitated by tutors and demonstrators depending on the nature of each session. Students will also attend clinical placements (GP and hospital) for two full days 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. The Transition to Clinical Studies course is a 9 unit course which represents a work load averaging 36 hours per week . You should therefore be putting in an average of 36 hours of study each week (including contact hours) for this

    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 esources provided to you through the MS3 and BMS Program MyUni Courses
    Learning Activities Summary
    Lectures  (both online and face-to-face)
    Seminars  (face-to-face)
    Workshops (face-to-face)
    Placement (face-to-face)
    Simulation (face-to-face)
    Specific Course Requirements
    Please see the clinical placement requirements as listed on the Faculty of Health and Medical Sciences website

    It will be the responsibility of the student to travel to and from clinical placement sites.
  • 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
    (In Semester)

    Assessment type

    (Formative or
    Assessment Weighting Hurdle Requirement
    (Yes or No)
    Course learning outcomes being assessed
    O-Week Simulation, SC/IM Injection Simulation, ANTT simulation, A-E Assessment^ Summative NGP Yes 1,4,7
    Online Quizzes Formative - No 1,3,4,5,6,9,10,11,12,13,15,16, 17
    Case-Based Assessements Summative NGP Yes 16, 17
    Workplace-Based Assessments Formative & summative NGP Yes 1,2,3,4,5,6,7,8, 10, 17
    Simulation Session Competencies Summative NGP Yes 7, 14
    Global Health Project Summative NGP Yes 1,9,11,16, 17
    Case Study Summative NGP Yes 1,2,6,13,16, 17
    Indigenous Health Assessment Task Summative NGP Yes 12
    #Mid-Semester Test Summative NGP #Yes 1,3,4,5,6,9,10,11,12,13,15,16, 17
    #End of Semester Test (written) Summative NGP #Yes 1,3,4,5,6,9,10,11,12,13,15,16, 17
    *End of semester Test (OSCE) Summative NGP Yes 3,4,5, 17
    Professional Behaviour Formative & summative NGP Yes 1-4, 6-8, 13, 14, 16, 17

    ^Prior to commencing placements, lateral entry students will be required to complete a number of O-Week assessments and simulation assessments. Failure to complete these assessments ahead of the semester commencing will result in cancellation of placements. The O week assessment is a requirement for lateral entry students only. Students who completed the O week assessment in MS3 are not required to complete this assessment again in TCS.

    Assessment Related Requirements

    The following minimum requirements are necessary for completion of the Bachelor of Medical Studies Program and progression to the Doctor of Medicine: 

    # 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.
    *It is also a hurdle requirement for students to attain a passing score for the OSCE.

    The passing score for the written and OSCE tests will be determined after applying an appropriate standard-setting method. Students who fail to achieve a passing score in either the OSCE or combined written test may be offered an additional assessment, in keeping with the Modified Arrangements for Coursework Assessment Policy.

    To satisfactorily pass students must also achieve acceptable performance in professional behaviour. Assessment of appropriate professional behaviour will include:
    - active contribution to small group sessions
    - attendance at core structured learning activities (min 80%)
    - timely submission of assignments
    - no substantiated record of unprofessional behaviour
    - acceptable completion of all hurdle tasks

    Students are obligated to attend core structured learning activities as these activities rely on group discussion and/or practical participation. Core structured learning activities for this course are: seminars, workshops, simulation and clinical placements.  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.

    The workload model for assessment items includes both the formative and summative components of the task.

    Assessments that are both formative and summative will provide feedback to enhance student learning along with the grade
    allocated to the summative element. Formative feedback will identify areas for improvement and suggest strategies for students to enhance their practice.

    O-Week Assessments (Lateral Entry Students Only)
    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.

    Online Quizzes

    Students will undertake 4  formative quizzes that test and consolidate students’ learning. Questions will be drawn from across the domains and curriculum streams,and from previous BMedSt courses.
    Mid-Semester Test
    At mid-semester, students will undertake a summative test. Material from across the Bachelor of Medical Studies curriculum to that
    point in time may be assessed using a mix of question formats.

    End-of-Semester Test
    At the end of semester, students will undertake a summative test.  Material from across the entire Bachelor of Medical Studies curriculum will be assessed using a mix of question formats.

    End-of-Semester OSCE
    In the observed structured clinical examination, students will be assessed on their practical, professional and communication
    skills, and their ability to apply their knowledge of health and illness in assessing and managing a healthcare scenario. Material from across the entire Bachelor of Medical Studies curriculum may be assessed.

    Case-Based Assessment
    Case-based assessment, such as case write-ups and oral case presentations, will be based on students’ interactions with real patients during placements. These will be assessed on logical structure, clarity of communication and completeness.

    Workplace-Based Assessments (WBA) 
    WBAs will assess students’ behaviour and demonstrated skills during clinical placement. Areas of focus will include professionalism, communication skills, examination skills and application of knowledge to the clinical context. Tasks include mini-clinical evaluation
    exercises (mini CEx) in-training assessment reports, reflective activities and a clinical logbook.

    Simulation Session Competencies
    Students will need to demonstrate competence in performing basic medical procedures such as cannulation and venepuncture in a simulated environment.

    Global Health Project
    In this assessment, students will identify an issue that affects the health of people and populations in a global context. They will explore best practice solutions, the translation of solutions to addressing other global health issues, and reflect on their own community of practice.

    Case Study
    In this assessment, students will focus on professionalism or leadership within the healthcare setting, using a given scenario or a case that students have experienced in their clinical placements.
    Indigenous Health Assessment Task
    This comprises an online quiz component plus a group presentation discussing issues relating to Indigenous health inequity,
    racial discrimination and culturally appropriate care.

    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).
    Written assignments will be submitted via digital submission portals within the MyUni Learning Management Software platform.  Turnitin and Speedgrader software applications will be utilised to promote academic integrity, streamline grading and feedback, deter plagiarism, and improve student outcomes.
    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.