MEDIC ST 3000A - Third Year MBBS Examination Part 1

Course Details

Course Code	MEDIC ST 3000A
Course	Third Year MBBS Examination Part 1
Coordinating Unit	Medical Studies
Term	Semester 1
Level	Undergraduate
Location/s	North Terrace Campus
Available for Study Abroad and Exchange	N
Prerequisites	MEDIC ST 2000A/B, MEDIC ST 2101A/B, MEDIC ST 2102A/B, MEDIC ST 2103A/B, MICRO 2506 and an approved level II elective; or by approval of the Dean of Medicine
Assessment	Refer to course outline

Course Staff

Course Coordinator: Dr Judi Nairn

Course Timetable

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

Course Learning Outcomes

On successful completion of Year 3 of the MBBS program, students will be able to:

1. Demonstrate knowledge and understanding of:

• the normal structure and function of the body (at all levels from molecule to organism)

• the different ways disease may present in patients, the disease processes (pathology) and the functional changes associated with a disease or syndrome (pathophysiology)

• the content, structure and function of a complete patient history and the factors that influence the patient interview process

• analysing and interpreting the results of investigations used to explore the pathology of patient problems

• identifying potential treatment and management strategies (both pharmacological and non-pharmacological

• managing common conditions in hospital and general practice care, including diagnosis, prognosis, progress and follow-up

• the application of ethical, medico-legal and social responsibilities expected of medical students and doctors in challenging situations

• the causes of adverse medical events and errors, and the principles of prevention and management

• the economics of health care • the cultural influences in health care and the principles of cultural competence

• the principles, practices and processes of scientific enquiry, including the common scientific methods used to formulate relevant research questions and select applicable study designs

• the role of research to inform excellence in clinical reasoning and practice

2. Demonstrate competency, as expected at Year 3 level, in the following areas of clinical skills and reasoning:

• identifying linkages from theoretical teaching in clinical settings (e.g. safety netting)

• using a range of effective communication skills for taking a complete history from a variety of real and simulated patients, including exploring the patient’s presenting problems in detail, detecting common physical signs and maintaining respect for the patient’s cultural, religious and social background

• analysing a clinical case, including: identifying significant data, generating hypotheses to explain the causes of common symptoms, and explaining the mechanism underlying the physiology, pathology and pathophysiology of the case

• prioritising hypotheses through applying knowledge to the interpretation of data from history taking, physical examination and investigations

• conducting clinical examinations on real patients, appropriate to the history and with respect for patient comfort at all times

• performing core skills under supervision

• prescribing medications used for common conditions on the national inpatient medication chart (NIMC)

• presenting findings both written and orally (as appropriate for clinical attachments e.g. ward rounds)

3. Demonstrate the following professional attributes:

• commitment to high quality clinical standards, compassion, empathy and respect for all patients

• respecting the roles and expertise of other health care professionals and behaving ethically in interactions with patients, peers, and educators

• learning and working effectively and cooperatively as a member of an inter-professional team

• self-assessing learning needs and identifying areas of study

• contributing to small group learning and the professional development of other health care professionals

• managing social media in an ethical and professional manner

• an academic approach to researching and critiquing medical research literature and proposing relevant medical research as expected at Year 3 level

• thinking critically and analytically in relation to medical research and information

最新糖心Vlog Graduate Attribute	Course Learning Outcome(s)
Deep discipline knowledge informed and infused by cutting edge research, scaffolded throughout their program of studies acquired from personal interaction with research active educators, from year 1 accredited or validated against national or international standards (for relevant programs)	1, 2, 3
Critical thinking and problem solving steeped in research methods and rigor based on empirical evidence and the scientific approach to knowledge development demonstrated through appropriate and relevant assessment	2, 3
Teamwork and communication skills developed from, with, and via the SGDE honed through assessment and practice throughout the program of studies encouraged and valued in all aspects of learning	3
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	1, 2, 3
Intercultural and ethical competency adept at operating in other cultures comfortable with different nationalities and social contexts able to determine and contribute to desirable social outcomes demonstrated by study abroad or with an understanding of indigenous knowledges	1, 2, 3
Self-awareness and emotional intelligence a capacity for self-reflection and a willingness to engage in self-appraisal open to objective and constructive feedback from supervisors and peers able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate	3

Learning & Teaching Modes

No information currently available.

Workload

No information currently available.

Learning Activities Summary

No information currently available.

The 最新糖心Vlog's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Please see "Assessment Detail"

Assessment Related Requirements

Professional Requirements
All medical students are registered with the 最新糖心Vlogn Health Practitioner Regulation Agency (AHPRA) and the Medical Board of 最新糖心Vlog. The staff of the Faculty of Health and Medical Sciences manage student registration by providing a list of enrolled medical students to the AHPRA. Students do not need to register individually.

Students must adhere to the codes, guidelines and policies of these agencies. Further information about your obligations as registered members of the medical profession can be found on the websites of the registration bodies:

The 最新糖心Vlog of Adelaide has developed a Code of Conduct in consultation with the Medical Board of 最新糖心Vlog to guide students and clarify expectations of student conduct on a range of issues and in various situations. The Code of Conduct is found in the canvas course associated with this course.

Attendance Requirements
All courses in the MBBS program have attendance requirements that are clearly outlined in the respective Course Outlines.

Assessment Detail

Assessment Task	Task Type	Timimg	Weighting (%)
Professional Requirements Quiz	Summative Hurdle	Semester 1	0
Medical Knowledge Examination (MKE)*#	Summative- MCQ paper	Semester 1	15
Medical Knowledge Examination (MKE)*#	Summative- MCQ paper	Semester 2	15
Clinical Reasoning Examination (CRE)	Summative	Semester 2	40
OSCE#	Summative	Semester 2	30

*The overall mark for MKE is calculated by the combined mark for MCQ papers 1 and 2 and students will receive their overall MKE mark at the end of the year.

#The MKE overall and OSCE are hurdle requirements and students must achieve 50% or greater for the MKE overall, the OSCE, AND the composite total of all assessment tasks (MKE overall, CRE and OSCE) to be awarded NGP.

Students who achieve 50% or greater for the composite total of all assessment tasks (MKE overall, CRE and OSCE) but 45-49% for the MKE overall OR OSCE will be offered an additional assessment. If students achieve <50% for both MKE and OSCE, no additional assessment will be offered.

Students who achieve 50% or greater for the MKE and OSCE but 45-49% for a composite total of all assessment tasks (MKE overall, CRE and OSCE) will be offered an additional assessment.

All additional assessments will take place during the Semester 2 replacement / additional examination period. The result of a passed additional assessment is 50%

Progression Requirements

Courses required for completion of Year 3	Unit value of the course	Grade
MEDIC ST 3101A/B Scientific Basis of Medicine III	6	NGP*
MEDIC ST 3102A/B Clinical Skills III	6	NGP
MEDIC ST 3103A/B Medical Professional & Personal Development III	6	NGP
MEDIC ST 3104A/B Research and Critical Reasoning	6	NGP
Total	24

* NGP is defined in Grade Scheme 8. Requirements to achieve NGP in courses are detailed in the relevant course outline.

To progress into year 4 a student must pass MEDIC ST 3000A/B - Third Year MBBS Examination Part 1/2 and have achieved a pass in all year level components (24 units).

Submission

No information currently available.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

NOG (No Grade Associated)
Grade	Description
CN	Continuing

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through .

The 最新糖心Vlog places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the 最新糖心Vlog to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

This section contains links to relevant assessment-related policies and guidelines - all university policies.

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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