Outline

Overview

This unit examines the medical and psychosocial issues affecting the adolescent age group. Modules include eating disorders, chronic illness, drugs and alcohol, adolescent gynaecology, sexual health and adolescent mental health. There will be a focus on the approach to the adolescent patient, the clinical issues related to the most commonly encountered diseases affecting adolescents as well as consideration of public health policy as it relates to adolescents.

Unit details and rules

Academic unit	Paediatrics
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Shekeeb Mohammad, shekeeb.mohammad@sydney.edu.au

Type	Description	Weight	Due	Length
Small continuous assessment	Discussion topic 2: Sexuality and Sexual health Discussion board - Post and reply required.	6.25%	Please select a valid week from the list below	600 words not including references
Outcomes assessed:
Small continuous assessment	Discussion topic 3: Alcohol Discussion board - Post and reply required.	6.25%	Please select a valid week from the list below	600 words not including references
Outcomes assessed:
Small continuous assessment	Discussion topic 4: Substance misuse Discussion board - Post and reply required.	6.25%	Please select a valid week from the list below	600 words not including references
Outcomes assessed:
Small continuous assessment	Discussion topic 5: Eating disorders Discussion board - Post and reply required.	6.25%	Please select a valid week from the list below	600 words not including references
Outcomes assessed:
Small continuous assessment	Discussion topic 6: Chronic illness 1 Discussion board - Post and reply required.	6.25%	Please select a valid week from the list below	600 words not including references
Outcomes assessed:
Small continuous assessment	Discussion topic 7: Chronic illness 2 Discussion board - Post and reply required.	6.25%	Please select a valid week from the list below	600 words not including references
Outcomes assessed:
Small continuous assessment	Discussion topic 8: Transition of care Discussion board - Post and reply required.	6.25%	Please select a valid week from the list below	600 words not including references
Outcomes assessed:
Assignment	Discussion topic 1: Gender Dysphoria Discussion board - Post and reply required.	6.25%	Week 02	600 words not including references
Outcomes assessed:
Assignment	Assignment 1 Short discussion paper	25%	Week 06 Due date: 11 Sep 2022 at 23:59	1000 words not including references.
Outcomes assessed:
Assignment	Assignment 2 Short discussion paper	25%	Week 10 Due date: 16 Oct 2022 at 23:59	1000 words not including references.
Outcomes assessed:

Assessment summary

Discussion topics:

In this unit of study, each discussion topic accounts for 6.25% of your assessment. Therefore, with eight discussion topics, your discussion board contributions total 50% of your grade for this unit.

You will be assessed according to the quality of the initial posting for each topic, as well as the quality of your contributions each week to ongoing discussion, both with the module facilitators and your fellow students. Late postings may attract a penalty in grading.

For each discussion topic, in your first response (first posting to the discussion board) you should respond to all the questions and issues outlined in that discussion topic task. In your subsequent responses, you should respond to any questions asked by the clinicians, and you may choose to respond to questions or issues raised by other students.

NOTE: You must create a thread and submit your first response in order to view other threads in a forum.

You are encouraged to read all the current discussion threads (messages), particularly before you make responses to discussions raised by students.

If you have any general queries, use the discussion forum entitled ‘Any Questions?’ This will remain open throughout the semester so that you can post any general questions to the group or experts as they arise. It is important that you check the current topics regularly so that you do not miss any new postings.

Your answer to each discussion topic should be submitted by Wednesday (due date) of the relevant week, so that you and your peers have time to read and comment on one another's discussion postings. Each discussion topic closes in ten days for any posts that will be marked.

Assignment 1 and 2

Grading: Each assignment will contribute 25% of your final grade for the unit.

Word limit: 1000 words, not including references.

Referencing Style: References should be included at the end of your written paper. Cite them using the Vancouver Style and do not include them in the word count. Please refer to the guidelines for Correct Referencing on the course site in Canvas.

Assessment criteria

Grading Criteria - Discussion Topics

Discussion topics (DT) are assessed by the facilitator or course coordinator.
Each DT is graded out of a total of 20 marks. A grade out of 10 marks is awarded according to the quality and accuracy of the initial posting. A further grade out of 10 is awarded according to the quality and extent of active participation in the ongoing discussion and questions which arise from the initial postings.
Students are expected to respond to questions from facilitators that are posed directly to them, to other students as well as questions put to the group as a whole. In addition, they are expected to comment upon and respond to other student’s comments and postings. It is anticipated that each student will post at least 4 times in each DT.
Students may not always receive direct individualized response from the facilitator to their initial posting. In this circumstance it is still expected that students will participate in discussion by commenting and discussing with fellow students and by responding to generic questions posed to the whole group by the facilitator or other students.
If a student does not participate in any discussion, the maximum grade they can achieve is 10/20 for their initial posting. No marks can be given to those students for the participation component if they have not participated in the ongoing discussion.

The following tables outline the grading criteria use by the facilitators and course coordinators to grade the DT.

Grading criteria for initial posting

Grade	Range (max. 10)	Criteria
High Distinction	8.5-10	As for the criteria for Distinction, however the work also shows a high degree of originality, insight and probing analysis. There is evidence of the ability to extend and generalise the subject content to areas not covered in the set learning tasks. Demonstration of independent thinking, indicating potential for leadership in a topic or field. The work is presented in compelling, coherent form.
Distinction	7.5-8.5	The work shows a good appreciation of the aim of the topic and coverage of all aspects of the topic. The work demonstrates a clear view of how the various aspects of the topic integrated to meet the aim. A rational approach to clinical reasoning is demonstrated throughout. There is good evidence of application of assignment content to a relevant context. Knowledge of the literature and its appraisal is detailed and the work is well structured, logical, coherent and very clearly communicated.
Credit	6.5-7.5	The work is relevant, accurate and addresses the most important aspects of the topic. It shows a broad understanding of the topic and demonstrates consistently sound clinical reasoning. There is limited evidence of application of the assignment content to a relevant context. Literature is well cited and critically appraised and the work is clearly and efficiently communicated.
Pass	5-6.5	The information in the work is relevant and generally accurate. The work is a superficial representation or analysis of the key concepts. It shows a limited understanding of the topic and basic clinical reasoning.
Fail	0-5	The information in the work is irrelevant, inaccurate or has missed the point. It includes numerous factual errors; flawed clinical reasoning and/or the conclusions are unsupported by data. The work is not submitted on the specified due date; shows evidence of plagiarism, cheating or other forms of academic dishonesty.

Grading criteria for discussion participation (maximum 10 marks)

	Outstanding (8-10 marks)	Average (5-7 marks)	Weak (0-4 marks)
Relevance and argument	Critical thinking is evident in the postings; responses use novel observations to promote further discussions; strong cohesive argument is backed up with evidence.	Postings are focused on the topic; responses agree or disagree with peers in a supportive manner; argument summarises the content.	Postings do not address the question or topic; responses are short, irrelevant or do not offer any further insight into the topic; argument is weak or non-existent.
Integration of readings and resources	Clear that readings and study resources were accessed and understood; issues and knowledge gained are coherently incorporated into responses.	Some integration of the content of the readings and study resources; opinions and ideas stated clearly with occasional lack of connection to the topic.	Not clear if readings and study resources were understood or used to construct a response.
Building a learning community	Encourages and motivates peers by presenting creative approaches to the topic; responses value opinions of peers, and draw out or extend the other party’s thinking; accepts challenges to own view and takes up points raised in a constructive manner.	Engages with a limited number of peers and occasionally directs the discussion; responses show that attention has been paid to those who have interesting and provocative things to say.	Not actively involved in the online discussion; limited effort to make meaningful comments on the group’s efforts; needs constant encouragement from the tutor.
Number, regularity and frequency of postings	Frequent and even distribution of responses during the semester; all postings are within the required timeframe and responses to peers are prompt; constant engagement with the discussion.	Uneven distribution of postings and responses during the semester; most postings are within the required timeframe; contributes to the discussion but not always present in an ongoing way.	Does not respond to most postings; postings are consistently late or at the end of the time set for the activity; rarely participates freely.

Grading Criteria - Assignments

Grade	Range	Criteria
High Distinction	85-100%	As for the criteria for Distinction, however the work also shows a high degree of originality, insight and probing analysis. There is evidence of the ability to extend and generalise the subject content to areas not covered in the set learning tasks. Demonstration of independent thinking, indicating potential for leadership in a topic or field. The work is presented in compelling, coherent form.
Distinction	75-84%	The work shows a good appreciation of the aim of the topic and coverage of all aspects of the topic. The work demonstrates a clear view of how the various aspects of the topic integrate to meet the aim. A rational approach to clinical reasoning is demonstrated throughout. There is good evidence of application of assignment content to a relevant context. Knowledge of the literature and its appraisal is detailed and the work is well structured, logical, coherent and very clearly communicated.
Credit	65-74%	The work is relevant, accurate and addresses the most important aspects of the topic. It shows a broad understanding of the topic and demonstrates consistently sound clinical reasoning. There is limited evidence of application of the assignment content to a relevant context. Literature is well cited and critically appraised and the work is clearly and efficiently communicated.
Pass	50-64%	The information in the work is relevant and generally accurate. The work is a superficial representation or analysis of the key concepts. It shows a limited understanding of the topic and basic clinical reasoning.
Fail	0-49%	The information in the work is irrelevant, inaccurate or has missed the point. It includes numerous factual errors; flawed clinical reasoning and/or the conclusions are unsupported by data. The work is not submitted on the specified due date; shows evidence of plagiarism, cheating or other forms of academic dishonesty.

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

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:

Assessment tasks must be submitted by the due date by 23:59 AEDT/AEST unless a request for an extension is made at least 3 days prior to the due date. Requests for extensions should be submitted via email to the unit coordinator stating the reasons. Extensions granted by the unit coordinator will normally be no more than 3 days. This is because it is assumed that you commenced preparation of your assessment task well before the due date – not a few days before. The length of the extension granted will therefore be built on the assumption that work should have commenced on the assessment task well before the reason for the extension being requested. This policy has been developed to address a range of problems of a severe nature which interfere with a student’s ability to meet assessment requirements. Late assessment tasks that have not been granted extensions will attract a penalty of 5% of the maximum mark per day late including weekend days. Assessment tasks which are submitted more than 7 days late without prior approval will not be accepted and will be a fail.

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.

Weekly schedule

WK	Topic	Learning activity
Multiple weeks	Module 1: Adolescent sexual & reproductive health including sexuality and gender diversity	Online class (40 hr)
	Module 2: Substance abuse - alcohol & other drugs	Online class (20 hr)
	Module 3: Eating disorders	Online class (20 hr)
	Module 4: Adolescence & chronic illness	Online class (40 hr)
	Module 5: Transition of care	Online class (10 hr)

Attendance and class requirements

This unit is offered in distance mode and is fully online.

It is essential that you have regular internet access, as you will be required to engage in a number of online tasks.

You will be expected to:

Check your University mail electronically at least every week (see below)
Participate actively in online discussions. Active participation means that you are present and engage with others in discussion of ideas found in readings and/or grounded in practical experience
Carefully read the required course materials, including readings
Complete the self-assessment questions (in the Cases) and use the feedback to direct your independent learning
Complete each assignment/assessment task on time (see more information in 'Assessment overview')
Write in an Academic Writing Style (if you need assistance with academic writing, see more information in the 'Referencing Written Work' section below)

If any period of absence is completely unavoidable, we advise you to:

Manage your time so that you complete the readings and online tasks before you leave
Use the Discussion Board to advise your peers of your absence
Notify the Unit Coordinator

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 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Most readings for this unit can be accessed on the Library Reading List link available on Canvas.

Throughout the modules we will provide references to support your learning. Usually, these references are to current journal articles and reviews. Required Readings are important references that you will need to read critically in order to fully meet the stated learning outcomes. Recommended readings are references for those wishing to further their knowledge in a particular area.

Many of these articles will be available to you online, through the library's “Leganto” Library collection (see 'Reading List’ link in unit left side menu). This allows students, using the links in the Readings, to navigate directly (or near directly) to the article. You should view and read the full text of the article.

If an article is not provided via the library's collection, you will need to use the library catalogue to search for the Journal name. Then you need to access the online version of the Journal (in most instances, it will be available), then search for the article and view/download the full text.

Sometimes online access to the article is via a database subscription, e.g. Ovid, MD Consult. This means that only a certain number of users can simultaneously access the database. Consequently, this is a good practice to adopt: when you have finished accessing your article, you should check for a 'Logoff' or 'Exit' in the top right (or sometimes in the lower left) of the lowest open window. If you have a 'Logout' or 'Exit' option, use it. If it's not there, continue working as usual.

Other resources

Electronic Access to the Library

The University of Sydney Library will become an important asset for developing your own knowledge and completing the assessment requirements for this Unit of Study.

Passwords

The use of Electronic Reserve articles is restricted to current University of Sydney staff and students, therefore access to these items is password protected. When you are trying to access these electronic readings from a home or work computer, you may be prompted to login with your UniKey username and password.

How do I use the library catalogue to find references?

The University of Sydney Library has an online catalogue to help you find what is in the Library and what the Library can access electronically.

You can contact your faculty's librarian for further assistance by phone or email.

Medical Resources - via the University of Sydney Library

Database of Australian medicines: MIMS Online (please ensure that you Logoff the database after use), and the Medical Subject GuideLinks to an external site., Compiled by librarians, is a guide to some of the available Medical resources. Administrative and professional staff

Other resources can be found on Canvas.

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.

Outcomes
Graduate qualities

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

LO1. Describe and discuss normal physical sexual development including puberty in adolescence
LO2. Apply indepth understanding of consent and confidentiality in relation to the adolescent patient
LO3. Describe and discuss common presentations of adolescent problems in different populations
LO4. Describe and discuss an approach to clinical and psycho-social evaluation of adolescent patients
LO5. Describe and discuss the impact and reaction to chronic illness in adolescence
LO6. Describe and discuss eating disorders through case based examples
LO7. Describe and discuss substance use: Alcohol and illicit drugs
LO8. Develop an indepth understanding of assessing and managing adolescents with gender identity related medical and psychosocial issues
LO9. Develop an ability for assessment, investigation, counselling and medical management of menstrual disorders in adolescence using a case based approach
LO10. Describe and discuss transition of adolescent medical care
LO11. Ability to recognise, investigate and manage common adolescent health issues, including assessment of competency, sexual and reproductive health, menstrual disorders, chronic illness, eating disorders, substance use and transition of medical care.

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

Responding to student feedback

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

We value your feedback about any aspect of the unit of study and your experience as a student of Sydney Medical School. To help ensure our courses meet your needs and maintain a high standard, we welcome your feedback at any time and we ask you to complete the Mid-Semester Evaluation Survey and the unit of study Evaluation Survey at the end of the semester. You can also rate any component of the unit using our star rating system found at the bottom of many pages as you progress through the unit. Your ratings and comments are anonymous and specifying what you liked and didn’t like about any of the learning materials, assessment items, discussion forums, feedback etc will help us to target our improvement efforts. Please note that your participation in this unit of study permits de-identified information about your learning experience and interaction with learning resources to be used for the purpose of improving the student learning experience.

Additional information

More information can be found 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

PAED5002: Adolescent Medicine

Semester 2, 2022 [Online] - Westmead, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Discussion topics:

Assessment criteria

Grading Criteria - Discussion Topics

Grading criteria for initial posting

Grading criteria for discussion participation (maximum 10 marks)

Grading Criteria - Assignments

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

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Useful links

Media

Student links

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