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Unit outline_

MDMP5512: Medical General Foundation Knowledge 2

Semester 2, 2022 [Normal day] - Dubbo

Upon completion of this module, students will have gained knowledge and clinical skills to understand the normal to abnormal spectrum of Endocrine and Nutrition, Sexual Health and Reproduction, Gastroenterology and Neurosciences. There will be particular focus on, 1. The processes responsible for the maintenance of homeostasis in the human body, 2. The etiology, epidemiology, pathogenesis, clinical features and natural history of common diseases, 3. Investigations that can aid in diagnosis, and 4. Pharmacological and non pharmacological treatment options and prevention strategies to manage common diseases. Each system is covered over a duration of four weeks. The exception to this is Sexual Health and Reproduction covered over two weeks and Neurosciences, which is covered over six weeks. The content incorporates themes relevant to the topic, including Basic and Clinical Sciences, Clinical Skills, Therapeutics and Diagnostics, Population Health, Ethics Law and Professionalism, Interprofessional Teamwork and Indigenous Health. Learning will be based on authentic clinical scenarios using team based learning, with integration of core biomedical sciences including anatomy, biochemistry, immunology, microbiology, pathology, pharmacology and physiology. This will ensure a sound biomedical foundation for clinical learning in Year 2 and beyond. One day per week will be reserved for flexible learning. With the increasing utilisation of the flipped classroom approach, students will have time to independently review online material. Students will spend one day per week at their clinical schools learning foundation clinical skills in history, examination and procedural skills with a mixture of supervised clinical experience, simulation and near peer teaching.

Unit details and rules

Academic unit Central Clinical School
Credit points 24
Prerequisites
? 
None
Corequisites
? 
MDMP5511
Prohibitions
? 
None
Assumed knowledge
? 

Foundational Knowledge in Anatomy, Physiology and Biology

Available to study abroad and exchange students

No

Teaching staff

Coordinator Rosa Howard, rosa.howard@sydney.edu.au
Type Description Weight Due Length
Small test Anatomy & Histology Competency Test 4
Laboratory assessment
0% Formal exam period
Due date: 21 Nov 2022 at 10:00
30-40 minutes
Outcomes assessed: LO1 LO19 LO18 LO12 LO11 LO10 LO9 LO6 LO4 LO3 LO2
Skills-based evaluation Multi-Modal Clinical Assessment 2
Multiple station clinical assessment
0% Formal exam period
Due date: 22 Nov 2022 at 23:59
60 minutes
Outcomes assessed: LO1 LO8 LO7 LO6 LO5 LO4 LO3 LO2
Assignment group assignment IPL 2 (Interprofessional Collaboration Education - ICE Safety Workshop)
Peer-to-peer marking
0% Multiple weeks
Closing date: 12 Oct 2022
n/a
Outcomes assessed: LO20
Tutorial quiz Population Health Quizzes
Quiz
0% Multiple weeks 15 minutes
Outcomes assessed: LO3 LO12 LO11 LO10 LO9
Tutorial quiz IRATs (prior to TBLs)
Quiz
0% Multiple weeks 15 minutes
Outcomes assessed: LO1 LO3 LO2
Tutorial quiz group assignment TBL Mechanisms
TBL mechanisms
0% Multiple weeks n/a
Outcomes assessed: LO1 LO3 LO2
Participation PARTICIPATION
Required attendance or participation
0% Ongoing Ongoing
Outcomes assessed: LO17
In-semester test (Record+) Type B in-semester exam Knowledge & Application Test 4 (Part 1)
MCQ Exam - 90 minutes
0% Please select a valid week from the list below
Due date: 23 Nov 2022 at 09:00
1.5 hours
In-semester test (Record+) Type B in-semester exam Knowledge & Application Test 4 (Part 2)
MCQ Exam - 90minutes
0% Please select a valid week from the list below
Due date: 23 Nov 2022 at 13:00
1.5 hours
Skills-based evaluation Mini-Clinical Exercise 6
Clinical skills assessment
0% STUVAC
Due date: 11 Nov 2022 at 23:59
n/a
Outcomes assessed: LO1 LO8 LO7 LO6 LO5 LO4 LO3 LO2
Skills-based evaluation Procedural Skills Assessment 4
Skills-based assessment
0% STUVAC
Due date: 11 Nov 2022 at 23:59
n/a
Outcomes assessed: LO1 LO8 LO7 LO6 LO5 LO4 LO3 LO2
Assignment ELP Reflective Task 4
ELP reflective statement
0% STUVAC
Due date: 07 Nov 2022 at 23:59
300 words
Outcomes assessed: LO3 LO17 LO13
Skills-based evaluation Procedural Skills Assessment 3
Procedural skills assessment
0% Week 01
Due date: 05 Aug 2022 at 23:59
n/a
Outcomes assessed: LO1 LO8 LO7 LO6 LO5 LO4 LO3 LO2
Skills-based evaluation Mini-Clinical Exercise 4
Clinical exercise
0% Week 04
Due date: 26 Aug 2022 at 23:59
n/a
Outcomes assessed: LO1 LO8 LO7 LO6 LO5 LO4 LO3 LO2
In-semester test (Record+) Type B in-semester exam Knowledge & Application Test 3
MCQ Exam 120 minutes
0% Week 05
Due date: 02 Sep 2022 at 09:00
2 hours
Small test Anatomy & Histology Competency Test 3
Laboratory assessment
0% Week 05
Due date: 01 Sep 2022 at 10:00
30-40 minutes
Outcomes assessed: LO1 LO19 LO18 LO12 LO11 LO10 LO9 LO6 LO4 LO3 LO2
Assignment ELP Reflective Task 3
ELP reflective statement
0% Week 08
Due date: 21 Sep 2022 at 23:00
600 words
Outcomes assessed: LO3 LO13 LO17 LO16
Skills-based evaluation Mini-Clinical Exercise 5
Clinical skills assessment
0% Week 09
Due date: 07 Oct 2022 at 23:59
n/a
Outcomes assessed: LO1 LO8 LO7 LO6 LO5 LO4 LO3 LO2
Assignment Professional Development Plan 2
Written task
0% Week 10
Due date: 10 Oct 2022 at 23:59
1000 words
Outcomes assessed: LO3 LO13 LO17
Assignment Professional Development Plan 2 Update
Written assignment
0% Week 13
Due date: 31 Oct 2022 at 23:59
n/a
Outcomes assessed: LO3 LO13 LO17
group assignment = group assignment ?
Type B in-semester exam = Type B in-semester exam ?
Type B in-semester exam = Type B in-semester exam ?
Type B in-semester exam = Type B in-semester exam ?

Assessment summary

Programmatic Assessment is used in the Sydney MD Program that involves a program of assessment, standard setting, attendance,  professionalism and conduct, Learning Advisor meetings and opportunities for remediation.

The assessments will be included in a Programmatic Assessment Portfolio that will be integrated across the 8 vertical themes:

1) Basic and Clinical Sciences

2) Clinical Skills

3) Diagnostics and Therapeutics

4) Population health

5) Indigenous Health

6) Ethics, Law and Professionalism

7) Inter-professional Learning and Teamwork

8) Research, Evidence and Informatics

The expected standard for each assessment must be met and will be outlined on Canvas.

Decisions regarding the expected standard for each individual assessment will be based on a) a modified Cohen method of standard setting for knowledge-based assessments and b) competency levels defined by rubrics for written submissions and skill-based clinical assessment.

Marks in lower-stakes quizzes will not form part of the Student Progress Record but participation will be included as indicators of engagement.

A Year 1 Portfolio Advisory Group will meet at least twice yearly to evaluate student performance in the programmatic assessment, based on:

  • Programmatic Assessment Portfolio 
  • Learning Advisor reports
  • Attendance, professionalism and conduct reports (including late submissions and communication problems/ issues)

The Year 1 Portfolio Advisory Group will determine a Remediation Plan for students who have not met the expected standard. The Remediation Plan will include the expected standard to be achieved and due date for completion.

The SMP Portfolio Advisory Group will decide whether the requirements for both Units of Study have been met and eligibility for progression at the end of the Year after the completion of both MDMP5511- Medical General Knowledge 1 and MDMP5512- Medical General Knowledge 2.

The Year 1/SMP Portfolio Advisory Group(s) may require students who have not met the standard for any assessment or the requirements of their Remediation Plan to undertake further assessment. Their performance in this further assessment will be considered with all other information from the Programmatic Assessment Portfolio in making a decision about eligibility to pass the two Year 1 Units of Study and progress to Year 2.

Please Note: Supplementary assessments are NOT offered in the Sydney Medical Program.

Assessment criteria

At the end of Semester 2, students will receive one of the following grades for both Year 1 units of study; Satisfied requirements (SR), Failed requirements no mark (FR) or another non-completion grade as per Schedule 1 of the Coursework Policy 2014.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Late submission policies will apply if the submitted assessment is not uploaded by the due-date.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

WK Topic Learning activity Learning outcomes
- Inter-professional learning and teamwork activity on system-based healthcare Workshop (3 hr) LO20
Multiple weeks Ecology and prevention strategies relating to the endocrine, gastrointestinal, reproductive and neurological diseases in Aboriginal and Torres Strait Islander communities Forum (2 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO9 LO10 LO11 LO12 LO13 LO14 LO15 LO16 LO17 LO18 LO19 LO20
Ongoing Ethics, law and professional aspects of the medical practice Forum (3 hr) LO3 LO13 LO17 LO20
Weekly Basic and clinical sciences of endocrine, gastrointestinal, reproductive and neurological systems Online class (5 hr) LO1 LO2 LO4 LO20
Basic and clinical sciences of endocrine, gastrointestinal, reproductive and neurological systems Forum (5 hr) LO1 LO2 LO4 LO20
Basic and clinical sciences of endocrine, gastrointestinal, reproductive and neurological systems Practical (4 hr) LO1 LO2 LO4 LO20
Clinical skills (history, examination, communication, procedural skills) of the endocrine, gastrointestinal, reproductive and neurological systems Clinical practice (5 hr) LO1 LO2 LO3 LO4 LO5 LO6 LO7 LO8 LO20
Investigations and therapeutic treatment strategies for the diagnosis and management, respectively, of the endocrine, gastrointestinal, reproductive and neurological system Forum (3 hr) LO6 LO18 LO19 LO20
Population health principles of the endocrine, gastrointestinal, reproductive and neurological systems Forum (3 hr) LO3 LO9 LO10 LO11 LO12 LO20

Attendance and class requirements

  • Attendance requirements will be monitored and tracked in the integrated portfolio-based assessment. All attendance requirements are described in the Faculty of Medicine and Health Attendance Provisions (2019). Please check the Canvas site for this unit for a copy of the provisions document. As per Clause 5 of the Progression Rules in the MD Regulations 2020, candidates who do not meet the attendance requirements of each year will need an approval from the Director of Sydney Medical Program and/or the relevant Portfolio Committee to continue their candidature.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 24 credit point unit, this equates to roughly 480-600 hours of student effort in total.

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. describe the normal development, anatomy, biochemistry and physiology of human structure and function in the endocrine, gastrointestinal, reproductive and neurological systems throughout the life continuum to understand the normal status of homeostasis
  • LO2. outline the etiology, epidemiology, pathogenesis, clinical features and natural history of common diseases of the endocrine, gastrointestinal, reproductive and neurological systems from birth to end of life to develop clinical reasoning skills
  • LO3. describe the roles of individuals, groups, organisations and communities to promote healthy human development, including screening of early detection of disease (social behavioural sciences)
  • LO4. identify the deficiencies in their biomedical science knowledge and use relevant learning resources, including discussion with experts in the field, to address any gaps in knowledge
  • LO5. obtain an accurate and structured basic medical history and perform a systematic examination of healthy adults (or patients where appropriate) in simulated or clinical environments
  • LO6. identify, select and interpret appropriate investigations of the endocrine, gastrointestinal, reproductive and neurological systems to identify significant abnormalities in results and describe principles of management
  • LO7. perform basic clinical procedures relevant to the endocrine, gastrointestinal, reproductive and neurological systems on simulated patients/models or healthy adults to develop practical clinical skills
  • LO8. outline the importance and principles behind patient-centred care to prepare for best clinical practice and patient safety
  • LO9. apply and integrate high-quality evidence with health informatics and biological mechanisms to formulate and solve theoretical clinical cases
  • LO10. describe the social, cultural, historical and political context of population health to identify systemic issues that impact health and the provision of effective healthcare locally and globally
  • LO11. apply basic epidemiological principles and interpret data to measure and monitor the health status of individuals and populations (surveillance)
  • LO12. demonstrate methods of assessing the cost-effectiveness, sustainability and impact of medical interventions and prevention programs implemented by organisations or individuals (evaluation)
  • LO13. reflect on the role of the doctor as an advocate or activist for the health of individuals or communities they serve and critique examples of health promotion, advocacy and activism (health promotion)
  • LO14. incorporate the Indigenous cultures and experiences in a holistic manner and apply a wide range of socio-medical frameworks to develop a response to indigenous health challenges
  • LO15. build informed critical thinking skills to identify strengths and health needs of Indigenous individuals and communities through active listening and collaboration with the patient, family, community to co-produce improved health care outcomes
  • LO16. acquire insight into the professional behaviours (e.g. empathy, social awareness, integrity, humility, curiosity, equity and open mindedness) required for future engagement in patient and community-centred, team-based healthcare in an Indigenous healthcare context
  • LO17. apply the theoretical principles and practical implications of Ethics, Law and Professionalism (ELP) for the provision of high quality professional and equitable health care
  • LO18. explain the mechanistic rationale for the choice of pharmacological and non-pharmacological treatment options of endocrine, gastrointestinal, reproductive and neurological diseases determined by the clinical condition, local or national evidence-based guidelines and patient preference
  • LO19. describe the pharmacological, metabolic and immunological basis to build knowledge of drug action, drug interactions and adverse drug reactions of endocrine, gastrointestinal, reproductive and nervous drugs
  • LO20. engage, collaborate and communicate effectively, provide and receive constructive feedback in a respectful manner with all team members to develop a high standard of inter-professional behaviours.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9
LO1         
LO2         
LO3         
LO4         
LO5         
LO6         
LO7         
LO8         
LO9         
LO10         
LO11         
LO12         
LO13         
LO14         
LO15         
LO16         
LO17         
LO18         
LO19         
LO20         

Alignment with Competency standards

Outcomes Competency standards
LO1
Australian Medical Council's Graduate Outcome Statements - AMC
1. Domain 1- Science and Scholarship: the medical graduate as a scientist and scholar. On entry to professional practice, Australian and New Zealand graduates are able to:
1.1. Demonstrate an understanding of established and evolving biological, clinical, epidemiological, social, and behavioural sciences
1.2. Apply core medical and scientific knowledge to individual patients, populations and heath systems
LO2
Australian Medical Council's Graduate Outcome Statements - AMC
1. Domain 1- Science and Scholarship: the medical graduate as a scientist and scholar. On entry to professional practice, Australian and New Zealand graduates are able to:
1.1. Demonstrate an understanding of established and evolving biological, clinical, epidemiological, social, and behavioural sciences
1.3. Describe the aetiology, pathology, clinical features, natural history and prognosis of common and important presentations at all stages of life
LO3
Australian Medical Council's Graduate Outcome Statements - AMC
2. Domain 2- Clinical Practice: the medical graduate as practicioner. On entry to professional practice, Australian and New Zealand graduates are able to:
2.10. Integrate prevention, early detection, health maintenance and chronic condition management where relevant into clinical practice
3. Domain 3- Health and Society: the medical graduate as a health advocate On entry to professional practice, Australian and New Zealand graduates are able to:
3.3. Communicate effectively in wider roles including health advocacy, teaching, assessing and appraising
3.5. Explain and evaluate common population heath screening and prevention approaches, including the use of technology for surveillance and monitoring of the health status of populations. Explain environmental and lifestyle health risks and advocate for healthy lifestyle choices
3.6. Describe a systems approach to improving the quality and safety of health care
3.7. Understand and describe the roles and relationships between health agencies and services, and explain the principles of efficient and eqitable allocaiton of finite resources, to meet individual community and national health needs
LO4
Australian Medical Council's Graduate Outcome Statements - AMC
1. Domain 1- Science and Scholarship: the medical graduate as a scientist and scholar. On entry to professional practice, Australian and New Zealand graduates are able to:
1.1. Demonstrate an understanding of established and evolving biological, clinical, epidemiological, social, and behavioural sciences
1.4. Access, critically appraise, interpret and apply evidence from the medical and scientific literature
1.6. Demonstrate a commitment to excellence, evidence based practice and the generation of new scientific knowledge
LO5
Australian Medical Council's Graduate Outcome Statements - AMC
2. Domain 2- Clinical Practice: the medical graduate as practicioner. On entry to professional practice, Australian and New Zealand graduates are able to:
2.2. Elicit an accurate, organised and problem-focussed medical history, including family and social occupational and lifestyle features, from the patient, and other sources
2.3. Perform a full and accurate physical examination, including a mental state examination, or a problem-focused examination as indicated
2.6. Select and perform, safely a range of common procedural skills
LO6
Australian Medical Council's Graduate Outcome Statements - AMC
2. Domain 2- Clinical Practice: the medical graduate as practicioner. On entry to professional practice, Australian and New Zealand graduates are able to:
2.4. Integrate and interpret findings from the history and examination, to arrive at an initial assessment including a relevant differential diagnosis. Discriminate between possible differential diagnoses, justify the decisions taken and describe the processes for evaluating these
2.5. Select and justfy common investigations, with regard to the pathological basis of disease, utility, safety and cost effectiveness, and interpret their results
LO7
Australian Medical Council's Graduate Outcome Statements - AMC
2. Domain 2- Clinical Practice: the medical graduate as practicioner. On entry to professional practice, Australian and New Zealand graduates are able to:
2.2. Elicit an accurate, organised and problem-focussed medical history, including family and social occupational and lifestyle features, from the patient, and other sources
2.3. Perform a full and accurate physical examination, including a mental state examination, or a problem-focused examination as indicated
2.4. Integrate and interpret findings from the history and examination, to arrive at an initial assessment including a relevant differential diagnosis. Discriminate between possible differential diagnoses, justify the decisions taken and describe the processes for evaluating these
2.5. Select and justfy common investigations, with regard to the pathological basis of disease, utility, safety and cost effectiveness, and interpret their results
2.6. Select and perform, safely a range of common procedural skills
LO8
Australian Medical Council's Graduate Outcome Statements - AMC
2.14. Place the needs and sfety of patients at the centre of the care process. Demonstrate safety skills including infection control, graded assertiveness, adverse event reportng and effective clinical handover
2.8. Elicit patients' questions and their views, concerns and preferences, promote rapport, and ensure patients' full understanding of their problem(s). Involve patients in decision-making and planning their treatment, including communicating risk and benefits of management options
2.9. Provide information to patients, and family/carers where relevant, to enable them to make a fully informed choice among various diagnostic, therapeutic and management options
3.6. Describe a systems approach to improving the quality and safety of health care
4.4. Explain the main principles of ethical practice and apply these to learning scenarios in clinical practice. Communicate effectively about ethical issues with patients, family and other health care professionals
LO9
Australian Medical Council's Graduate Outcome Statements - AMC
2.15. Retrieve, interpret and record information effectively in clinical data systems (both paper and electronic)
2.7. Make clinical judgements and decisions based on the available evidence. Identify and justify relevant management options alone or in conjunction with colleagues, according to level of training and experience
Australian Medical Council's Graduate Outcome Statements - AMC
3. Domain 3- Health and Society: the medical graduate as a health advocate On entry to professional practice, Australian and New Zealand graduates are able to:
3.2. Explain factors that contribute to the health, illness, disease and success of treatment of populations, including issues relating to health inequities and inequalities, diversity of cultural, spiritual and community values, and socio-economic and physical environment factors
Australian Medical Council's Graduate Outcome Statements - AMC
2.10. Integrate prevention, early detection, health maintenance and chronic condition management where relevant into clinical practice
2.15. Retrieve, interpret and record information effectively in clinical data systems (both paper and electronic)
3. Domain 3- Health and Society: the medical graduate as a health advocate On entry to professional practice, Australian and New Zealand graduates are able to:
3.5. Explain and evaluate common population heath screening and prevention approaches, including the use of technology for surveillance and monitoring of the health status of populations. Explain environmental and lifestyle health risks and advocate for healthy lifestyle choices
Australian Medical Council's Graduate Outcome Statements - AMC
2. Domain 2- Clinical Practice: the medical graduate as practicioner. On entry to professional practice, Australian and New Zealand graduates are able to:
2.10. Integrate prevention, early detection, health maintenance and chronic condition management where relevant into clinical practice
2.5. Select and justfy common investigations, with regard to the pathological basis of disease, utility, safety and cost effectiveness, and interpret their results
Australian Medical Council's Graduate Outcome Statements - AMC
3. Domain 3- Health and Society: the medical graduate as a health advocate On entry to professional practice, Australian and New Zealand graduates are able to:
3.3. Communicate effectively in wider roles including health advocacy, teaching, assessing and appraising
3.5. Explain and evaluate common population heath screening and prevention approaches, including the use of technology for surveillance and monitoring of the health status of populations. Explain environmental and lifestyle health risks and advocate for healthy lifestyle choices
3.7. Understand and describe the roles and relationships between health agencies and services, and explain the principles of efficient and eqitable allocaiton of finite resources, to meet individual community and national health needs
Australian Medical Council's Graduate Outcome Statements - AMC
3. Domain 3- Health and Society: the medical graduate as a health advocate On entry to professional practice, Australian and New Zealand graduates are able to:
3.4. Understand and describe the factors that contribute to the health and wellbeing of Aboriginal and Torres Strait Islander peoples and/or Maori, including history, spirituality and relationship to land, diversity of cultures and communities, epidemiology, social and political determinants of heath and heath experiences. Demonstrate effective and culturally competent communication and care for Aborginal and Torres Strait Islander peoples and/or Maori
3.8. Describe the attributes of the national systems of health care including those that pertain to the health care of Aboriginal and Torres Strait Islander peoples and/or Maori
4.2. Demonstrate professional values including commitment to high quality clinical standards, compassion, empathy and respect for all patients. Demonstrate the qualities of integrity, honesty, leadership and partnership to patients, the profession and society.
Australian Medical Council's Graduate Outcome Statements - AMC
3. Domain 3- Health and Society: the medical graduate as a health advocate On entry to professional practice, Australian and New Zealand graduates are able to:
3.4. Understand and describe the factors that contribute to the health and wellbeing of Aboriginal and Torres Strait Islander peoples and/or Maori, including history, spirituality and relationship to land, diversity of cultures and communities, epidemiology, social and political determinants of heath and heath experiences. Demonstrate effective and culturally competent communication and care for Aborginal and Torres Strait Islander peoples and/or Maori
3.8. Describe the attributes of the national systems of health care including those that pertain to the health care of Aboriginal and Torres Strait Islander peoples and/or Maori
4.2. Demonstrate professional values including commitment to high quality clinical standards, compassion, empathy and respect for all patients. Demonstrate the qualities of integrity, honesty, leadership and partnership to patients, the profession and society.
Australian Medical Council's Graduate Outcome Statements - AMC
3.2. Explain factors that contribute to the health, illness, disease and success of treatment of populations, including issues relating to health inequities and inequalities, diversity of cultural, spiritual and community values, and socio-economic and physical environment factors
3.4. Understand and describe the factors that contribute to the health and wellbeing of Aboriginal and Torres Strait Islander peoples and/or Maori, including history, spirituality and relationship to land, diversity of cultures and communities, epidemiology, social and political determinants of heath and heath experiences. Demonstrate effective and culturally competent communication and care for Aborginal and Torres Strait Islander peoples and/or Maori
3.7. Understand and describe the roles and relationships between health agencies and services, and explain the principles of efficient and eqitable allocaiton of finite resources, to meet individual community and national health needs
4. Domain 4- Professionalism and Leadership: the medical graduate as a professional leader On entry to professional practice, Australian and New Zealand graduates are able to:
4.2. Demonstrate professional values including commitment to high quality clinical standards, compassion, empathy and respect for all patients. Demonstrate the qualities of integrity, honesty, leadership and partnership to patients, the profession and society.
4.4. Explain the main principles of ethical practice and apply these to learning scenarios in clinical practice. Communicate effectively about ethical issues with patients, family and other health care professionals
Australian Medical Council's Graduate Outcome Statements - AMC
4. Domain 4- Professionalism and Leadership: the medical graduate as a professional leader On entry to professional practice, Australian and New Zealand graduates are able to:
4.1. Provide care to all patients according to "Good Medical Practice: A Code of Conduct for Doctors in Australia" and "Good Medical Practice: A Guide for Doctors" in New Zealand
4.4. Explain the main principles of ethical practice and apply these to learning scenarios in clinical practice. Communicate effectively about ethical issues with patients, family and other health care professionals
Australian Medical Council's Graduate Outcome Statements - AMC
1. Domain 1- Science and Scholarship: the medical graduate as a scientist and scholar. On entry to professional practice, Australian and New Zealand graduates are able to:
1.1. Demonstrate an understanding of established and evolving biological, clinical, epidemiological, social, and behavioural sciences
1.2. Apply core medical and scientific knowledge to individual patients, populations and heath systems
Australian Medical Council's Graduate Outcome Statements - AMC
1. Domain 1- Science and Scholarship: the medical graduate as a scientist and scholar. On entry to professional practice, Australian and New Zealand graduates are able to:
1.1. Demonstrate an understanding of established and evolving biological, clinical, epidemiological, social, and behavioural sciences
1.2. Apply core medical and scientific knowledge to individual patients, populations and heath systems
2.11. Prescribe medications safely, effectively and economically using objective evidence. Safely administer other therapeutic agents including fluid, electrolytes, blood products and selected inhalational agents
Australian Medical Council's Graduate Outcome Statements - AMC
4.2. Demonstrate professional values including commitment to high quality clinical standards, compassion, empathy and respect for all patients. Demonstrate the qualities of integrity, honesty, leadership and partnership to patients, the profession and society.
4.4. Explain the main principles of ethical practice and apply these to learning scenarios in clinical practice. Communicate effectively about ethical issues with patients, family and other health care professionals
4.6. Identify the boundaries that define professional and therapeutic relationships and demonstrate respect for these in clinical practice
4.8. Describe and respect the roles and expertise of other health care profesionals and demonstrate ability to learn and work effectively as a member of an inter-professional team or other professional group
Australian Medical Council's Graduate Outcome Statements -
Competency code Taught, Practiced or Assessed Competency standard
1.1 A Demonstrate an understanding of established and evolving biological, clinical, epidemiological, social, and behavioural sciences
1.2 A Apply core medical and scientific knowledge to individual patients, populations and heath systems
1.3 A Describe the aetiology, pathology, clinical features, natural history and prognosis of common and important presentations at all stages of life
1.4 A Access, critically appraise, interpret and apply evidence from the medical and scientific literature
2.1 A Demonstrate by listening, sharing and responding, the ability to communicate clearly, sensitively and effectively with patients, their family/carers, doctors and other health professionals
2.11 A Prescribe medications safely, effectively and economically using objective evidence. Safely administer other therapeutic agents including fluid, electrolytes, blood products and selected inhalational agents
2.12 A Recognise and assess deteriorating and critically unwell patients who require immediate care. Perform common emergency and life support procedures, including caring for the unconscious patient and performing CPR
2.14 A Place the needs and sfety of patients at the centre of the care process. Demonstrate safety skills including infection control, graded assertiveness, adverse event reportng and effective clinical handover
2.15 A Retrieve, interpret and record information effectively in clinical data systems (both paper and electronic)
2.2 A Elicit an accurate, organised and problem-focussed medical history, including family and social occupational and lifestyle features, from the patient, and other sources
2.3 A Perform a full and accurate physical examination, including a mental state examination, or a problem-focused examination as indicated
2.4 A Integrate and interpret findings from the history and examination, to arrive at an initial assessment including a relevant differential diagnosis. Discriminate between possible differential diagnoses, justify the decisions taken and describe the processes for evaluating these
2.6 A Select and perform, safely a range of common procedural skills
2.9 A Provide information to patients, and family/carers where relevant, to enable them to make a fully informed choice among various diagnostic, therapeutic and management options
3.1 A Accept responsibility to protect and advance the health and wellbeing of individuals, communities and populations
3.2 A Explain factors that contribute to the health, illness, disease and success of treatment of populations, including issues relating to health inequities and inequalities, diversity of cultural, spiritual and community values, and socio-economic and physical environment factors
3.3 A Communicate effectively in wider roles including health advocacy, teaching, assessing and appraising
3.4 A Understand and describe the factors that contribute to the health and wellbeing of Aboriginal and Torres Strait Islander peoples and/or Maori, including history, spirituality and relationship to land, diversity of cultures and communities, epidemiology, social and political determinants of heath and heath experiences. Demonstrate effective and culturally competent communication and care for Aborginal and Torres Strait Islander peoples and/or Maori
3.5 A Explain and evaluate common population heath screening and prevention approaches, including the use of technology for surveillance and monitoring of the health status of populations. Explain environmental and lifestyle health risks and advocate for healthy lifestyle choices
3.6 A Describe a systems approach to improving the quality and safety of health care
3.7 A Understand and describe the roles and relationships between health agencies and services, and explain the principles of efficient and eqitable allocaiton of finite resources, to meet individual community and national health needs
3.9 A Demonstrate an understanding of global health issues and determinants of health and disease including their relevance to health care delivery in Australia and New Zelanad and the broader Western Pacific region
4.1 A Provide care to all patients according to "Good Medical Practice: A Code of Conduct for Doctors in Australia" and "Good Medical Practice: A Guide for Doctors" in New Zealand
4.10 A Describe and apply the fundamental legal responsibilities of health professionals especially those relating to ability to complete relevant certificates and documents, informed consent, duty of care to patients and colleagues, privacy, confidentiality, mandatory reporting and notification. Demonstrate awareness of financial and other conflicts of interest
4.2 A Demonstrate professional values including commitment to high quality clinical standards, compassion, empathy and respect for all patients. Demonstrate the qualities of integrity, honesty, leadership and partnership to patients, the profession and society.
4.3 A Describe the principles and practice of professionalism and leadership in health care
4.8 A Describe and respect the roles and expertise of other health care profesionals and demonstrate ability to learn and work effectively as a member of an inter-professional team or other professional group
4.9 A Self-evaluate their own professional practice; demonstrate lifelong learning behaviours and fundamental skills in educating colleagues. Recognise the limits of their own expertise and involve other professionals as needed to contribute to patient care

This section outlines changes made to this unit following staff and student reviews.

In year 1, the foundational year, all systems are taught. Clinical extension will be delivered in clinical immersion predominantly taught in the clinical schools. The program has a “flipped” model which require students to prepare by watching 50% content online in small online videos before attending and participating in a variety of interactive forums, workshops and practical sessions to review, extend and integrate knowledge in the relevant themes. Early clinical skills training remains integral to the program and will be integrated with the disease focus on the week. The team-based learning session is the capstone of the week and allows students integrate all of the content and skills acquired during the week to work through in small teams on authentic cases. These sessions are facilitated by clinical and scientific experts in the relevant fields.
  • Special consideration: A special consideration application can be made for short-term circumstances beyond a student’s control, such as acute illness, injury or misadventure, which affect preparation or performance in an assessment.
  • Educational integrity: While the University is aware that the vast majority of students and staff act ethically and honestly, it is opposed to and will not tolerate academic dishonesty or plagiarism and will treat all allegations of dishonesty seriously. 
    All written assignments submitted in this unit of study will be submitted to the similarity detecting software program known as Turnitin. Turnitin searches for matches between text in a student’s written assessment task and text sourced from the Internet, published works and assignments that have previously been submitted to Turnitin. If such matches indicate evidence of plagiarism the student’s work will be reported for further investigation. 
    Further information on academic honesty and the resources available to all students can be found on the Academic Integrity page of the current students’ website: sydney.edu.au/educational-integrity

Site visit guidelines

Clinical training is a compulsory aspect of this course. Clinical skills will be taught weekly at the Clinical Schools and attendance is compulsory. All guidelines for these weekly activities will be according to Clinical School regulations.

Work, health and safety

Students will be required to provide a current approved First Aid Certificate and meet Clinical Compliance requirements.

Please also review the document “Inherent Requirements for Courses in Medicine” available on Canvas.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.