Outline

Overview

Upon completion of this module, students will have gained knowledge and clinical skills to understand the normal to abnormal spectrum of Renal, Endocrine and Nutrition, 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. Renal and Gastroenterology are covered over 4 weeks, Endocrine and Nutrition is covered over five weeks, and Neurosciences 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
Tutor(s)	David Bowen, david.bowen@sydney.edu.au
	Rosa Howard, rosa.howard@sydney.edu.au
	Christopher Harrison, christopher.harrison@sydney.edu.au
	Emily Hibbert, emily.hibbert@sydney.edu.au
	Emma Walke, emma.walke@sydney.edu.au
	Julian Singer, julian.singer@sydney.edu.au
	Rebekah Ahmed, rebekah.ahmed@sydney.edu.au
	Stuart Lane, stuart.lane@sydney.edu.au

Assessment

The census date for this unit availability is 2 September 2024

Details
Criteria

Type	Description	Weight	Due	Length
Skills-based evaluation	Procedural Skills Assessment 2 Procedural skills examination	0%	- Due date: 19 Jul 2024 at 23:59	N/A
Outcomes assessed:
Skills-based evaluation	Mini-Clinical Evaluation Exercise 4 (Mini-CEX 4) Clinical skills examination	0%	- Due date: 09 Aug 2024 at 23:59	N/A
Outcomes assessed:
Skills-based evaluation	Mini-Clinical Evaluation Exercise 5 (Mini-CEX 5) Clinical skills examination	0%	- Due date: 04 Oct 2024 at 23:59	N/A
Outcomes assessed:
Skills-based evaluation	Procedural Skills Assessment 3 Procedural skills examination	0%	- Due date: 04 Oct 2024 at 23:59	N/A
Outcomes assessed:
Skills-based evaluation	Mini-Clinical Evaluation Exercise 6 (Mini-CEX 6) Clinical skills examination	0%	- Due date: 08 Nov 2024 at 23:59	N/A
Outcomes assessed:
Skills-based evaluation	Multi-Modal Clinical Assessment (MMCA) 2 Multiple-station clinical assessment	0%	- Due date: 19 Nov 2024 at 09:00	N/A
Outcomes assessed:
Assignment	Professional Development Plan (PDP) 1 PDP submission prior to meeting with Learning Advisor	0%	- Due date: 05 Jul 2024 at 23:59	400 words
Outcomes assessed:
Assignment	Professional Development Plan (PDP) 1 Update PDP Update submission post meeting with Learning Advisor	0%	- Due date: 02 Aug 2024 at 23:59	200 words
Outcomes assessed:
Assignment	Ethics Law and Professionalism (ELP) Task 2 Reflective writing submission	0%	- Due date: 23 Sep 2024 at 23:59	600 words
Outcomes assessed:
Assignment	Professional Development Plan (PDP) 2 PDP submission prior to meeting with Learning Advisor	0%	- Due date: 04 Oct 2024 at 23:59	400 words
Outcomes assessed:
Assignment	Ethics Law and Professionalism (ELP) Task 3 Reflective audio recording submission	0%	- Due date: 04 Nov 2024 at 23:59	2 - 3 mins
Outcomes assessed:
Assignment	Professional Development Plan (PDP) 2 Update PDP Update submission post meeting with Learning Advisor	0%	- Due date: 08 Nov 2024 at 23:59	200 words
Outcomes assessed:
Supervised test ?	Anatomy & Histology Competency Test (AHCT) 4 Practical-based assessment	0%	Doctor of Medicine assessment week Due date: 18 Nov 2024 at 12:00	30 minutes
Outcomes assessed:
Supervised test ?	Knowledge and Application Test (KAT) 4 MCQ written assessment (in 2 parts) - Part 1 at 9am, Part 2 at 1pm	0%	Doctor of Medicine assessment week Due date: 20 Nov 2024 at 09:00	3 hours
Outcomes assessed:
Assignment	TBL Mechanisms and Activities Online submission of TBL Mechanisms and Activities	0%	Multiple weeks	N/A
Outcomes assessed:
Online task	Population Health Quizzes Online quizzes	0%	Multiple weeks	15 min
Outcomes assessed:
Tutorial quiz	Individual Readiness Assurance Tests (iRATs) Online quizzes	0%	Multiple weeks	15 min
Outcomes assessed:
Attendance	Attendance, participation and engagement Attendance, participation & engagement in all required learning activities	0%	Ongoing	N/A
Outcomes assessed:
Online task	Mental Health First Aid MHFA online modules	0%	Please select a valid week from the list below Due date: 12 Jul 2024 at 00:00	N/A
Outcomes assessed:
Online task	Population Health Written Assessment 3 Short written essay submission	0%	Please select a valid week from the list below Due date: 21 Oct 2024 at 23:59	350 words
Outcomes assessed:
Small test	Indigienous Health Assessment 3 IH Assessment 3 - Blocks 5 - 8 SAQ	0%	Please select a valid week from the list below Due date: 28 Oct 2024 at 13:00	30 min
Outcomes assessed:
Supervised test ?	Anatomy & Histology Competency Test (AHCT) 3 Practical-based assessment	0%	Week 05 Due date: 29 Aug 2024 at 12:00	30 minutes
Outcomes assessed:
Supervised test ?	Knowledge and Application Test (KAT) 3 MCQ written assessment	0%	Week 05 Due date: 30 Aug 2024 at 10:00	2.5 hours
Outcomes assessed:
Assignment	IPL 2 (Interprofessional Collaboration Education - ICE Safety Workshop) IPL Groupwork completed during the workshop	0%	Week 10 Due date: 21 Oct 2024 at 23:59	N/A
Outcomes assessed:
= hurdle task ? = group assignment ?

Assessment summary

Programmatic Assessment is used in the SMP. It involves a program of assessment, standard setting, attendance, professionalism and conduct, and Learning Advisor meetings.

It is an integrated program of assessment across the two Units of Study in each year of the SMP.

Assessments will be integrated across the 8 vertical themes:

Basic and Clinical Sciences (BCS)
Clinical Skills (CS)
Diagnostics and Therapeutics (D&T)
Research, Evidence and Informatics (REI)
Population Health (PH)
Indigenous Health (IH)
Ethics, Law and Professionalism (ELP)
Inter-professional Learning and Teamwork (IPL)

A range of assessment types will be used to assess your knowledge, understanding, skills and application of your learning across the vertical themes of the program for both Semester 1 and Semester 2 of the year.

Some parts of your assessment portfolio are to be completed across the whole Year, whilst others may be specific to a Block or Rotation that you are completing.

The expected standard for all assessments must be met. The methods for establishing the expected standards are outlined on your Year 1 Canvas site.

Progression from Year 1 to Year 2 will be determined by the MD Program Subcommittee on the advice of the SMP Portfolio Advisory Group.

All students who have Met Expected Standard in the Year 1 Portfolio of Assessment Data Points will progress provided they have not breached the Faculty Professionalism Requirements.

Where students have been determined to be Borderline or Below Expected Standard in one or more of the data points and/or professionalism, the SMP Portfolio Advisory Group and the MD Program Subcommittee will determine eligibility for progression and/or whether Further Assessment is required to determine eligibility for progression.

Please note there is NOT a total numerical score that determines progression. You are required to meet the individual assessment expected standard to progress.

SMP Progression Rules can be found in the Doctor of Medicine Handbook (check the handbook for the year you commenced your candidature).

Assessment criteria

The University of Sydney awards common result grades set out in the Coursework Policy

The SMP Units of Study in Programmatic Assessment are grade only – either Satisfied Requirements (SR) or Failed Requirements (FR).

At the end of Semester 1, all students receive a UC grade (Unit of Study Continuing), which will be finalised at the end of the year when an overall decision is made on your Portfolio of Assessments.

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.

Learning support

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.

Support for students

The Support for Students Policy 2023 reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy 2023. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
-	Inter-professional learning and teamwork activity on system-based healthcare	Workshop (3 hr)
Multiple weeks	Ecology and prevention strategies relating to the renal, endocrine, gastrointestinal,= and reproductive diseases in Aboriginal and Torres Strait Islander communities	Forum (2 hr)
Ongoing	Ethics, law and professional aspects of the medical practice	Forum (3 hr)
Weekly	Basic and clinical sciences of renal, endocrine, gastrointestinal, and neurological systems	Online class (5 hr)
	Basic and clinical sciences of renal, endocrine, gastrointestinal, and neurological systems	Forum (5 hr)
	Basic and clinical sciences of renal, endocrine, gastrointestinal, and neurological systems	Practical (4 hr)
	Clinical skills (history, examination, communication, procedural skills) of the renal, endocrine, gastrointestinal, reproductive and neurological systems	Clinical practice (5 hr)
	Investigations and therapeutic treatment strategies for the diagnosis and management, respectively, of the renal, endocrine, gastrointestinal, and neurological system	Forum (3 hr)
	Population health principles of the gastrointestinal system, ethics, patient safety and climate change	Forum (3 hr)

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

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 renal, endocrine, gastrointestinal, 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 renal, endocrine, gastrointestinal, and neurological 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 renal, 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 renal, 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 renal, 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
Learning outcomes

Alignment with Competency standards

Outcomes	Competency standards
	Australian Medical Council's Graduate Outcome Statements - 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 - 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
	Australian Medical Council's Graduate Outcome Statements - 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
	Australian Medical Council's Graduate Outcome Statements - 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
	Australian Medical Council's Graduate Outcome Statements - 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
	Australian Medical Council's Graduate Outcome Statements - 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
	Australian Medical Council's Graduate Outcome Statements - 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
	Australian Medical Council's Graduate Outcome Statements - 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
	Australian Medical Council's Graduate Outcome Statements - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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 - 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		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
1.3		Describe the aetiology, pathology, clinical features, natural history and prognosis of common and important presentations at all stages of life
1.4		Access, critically appraise, interpret and apply evidence from the medical and scientific literature
2.1		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		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		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		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		Retrieve, interpret and record information effectively in clinical data systems (both paper and electronic)
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
2.6		Select and perform, safely a range of common procedural skills
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
3.1		Accept responsibility to protect and advance the health and wellbeing of individuals, communities and populations
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
3.3		Communicate effectively in wider roles including health advocacy, teaching, assessing and appraising
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
3.5		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
3.9		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		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		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		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		Describe the principles and practice of professionalism and leadership in health care
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
4.9		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

Responding to student feedback

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

N/A

Additional information

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.

First Aid qualification (details are outlined in the Admissions Guide)
NSW Ministry of Health Compliance Checking
NSW Working with Children Check (WWCC)

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.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

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Current students

MDMP5512: Medical General Foundation Knowledge 2

Semester 2, 2024 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect