MEDIC ST 5005ARU - Medical and Scientific Attachment 3 Part 1

Teaching Hospitals - Semester 1 - 2019

Students will be offered options for three-week medical and scientific attachments. These attachments will have a structured program of learning activities and may be used to offer a student the opportunity for: immersion in a broad spectrum of clinical or non-clinical specialty areas and their scientific underpinning; additional research; or directed remediation.

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Course Details

Course Code	MEDIC ST 5005ARU
Course	Medical and Scientific Attachment 3 Part 1
Coordinating Unit	Medical Studies
Term	Semester 1
Level	Undergraduate
Location/s	Teaching Hospitals
Contact	Attachments, common program & research
Available for Study Abroad and Exchange	N
Prerequisites	MEDIC ST 4000AHO/BHO, MEDIC ST 4013AHO/BHO, MEDIC ST 4014 AHO/BHO, MEDIC ST 4015 AHO/BHO, MEDIC ST 4016 AHO/BHO, MEDIC ST 4017 AHO/BHO, MEDIC ST 4018 AHO/BHO, or by approval of the Dean of Medicine
Restrictions	Available to MBBS students on Rural Placement only
Assessment	Details provided at start of year

Course Staff

Course Coordinator: Dr Katrina Morgan

Course Timetable

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

The Adelaide Rural Clinical School follows the Community Longitudinal Integrated Clerkship (CLIC) model for medical student training. This comprises a full year of living, working and training in a rural location for your fifth year MBBS program. It is delivered in rural based communities with an integrated educational program and clinical placements. The ARCS rural medicine course constitute the three Medical and Scientific attachments for your fifth year medical studies and combines the three MEDIC ST 5005-5006-5007:A-B:RU course codes.

The Rural Medicine Course clinical placements are organised by the student coordinator in each ARCS training node. These include working in rural general practice, with parallel consulting with an experienced supervisor and clinical trainer. Clinical placements can also occur in regional and rural hospitals, with on-call, emergecny, and inpatient supervised work, to provide further experiential learning. Additionally clinical attachments are scheduled with rural or visiting medical specialists providing wider medical, surgical and specialised experience and training. Wider experiences may include community outreach clinics, health promotion activities (e.g. school visits), aboriginal medical services and other specialised clinics when locally available.

The Rural Medicine course educational program includes elements of general,medical, surgical and emergency patient care, clinical skills, clinical reasoning, professionalism and health care team work. Educational activities, formative and summative assessment for the three MEDIC ST 5005-5006-5007:A-B:RU course codes are integrated across the year. These include Peer Assisted Learning - medicine and surgery(PALms) tutorials, bedside teaching, case discussions, interprofessional training and aboriginal health cultural competency development.

Course Learning Outcomes

The attachments intend to:
1.   Provide students with the opportunity for immersion in a broad spectrum of speciality areas
2.   Focus on the clinical and scientific aspects of a specialty or discipline
3.   Continue the spirals of learning which began in Years 1-3
4.   Integrate the clinical and scientific disciplines relevant to the topic
5.   Include time to critically read and review relevant literature.

最新糖心Vlog Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

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	1,2,4
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	1,4
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
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	1,2,4
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	1,5

Learning & Teaching Activities

Learning & Teaching Modes

Please refer to MyUni.

Workload

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

Please refer to MyUni.

Learning Activities Summary

The rural medicine course educational program includes elements of general medical, surgical and emergency patient care, clinical skills, clinical reasoning, professionalism and healthcare team work. Educational activities include Peer Assisted Learning - medicine and surgery (PALms) tutorials, bedside teachign, case discussions, interprofessional training and aboriginal health cultural competency development.
Assessment
The 最新糖心Vlog's policy on Assessment for Coursework Programs is based on the following four principles:
1. Assessment must encourage and reinforce learning.
2. Assessment must enable robust and fair judgements about student performance.
3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
4. Assessment must maintain academic standards.
Assessment Summary

Please refer to MyUni.
Active participation in all teaching sessions (10%)
Midyear written Short Answer Questions (SAQ) (20%)
Midyear OSCE (30%)
Clinical MINICEX and Professional Behaviour Assesment - submitted by end of week 40 (20%)
End of year written MCQ (20%)

Assessment Detail

Please refer to MyUni.

Submission

Please refer to MyUni.

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 .
Student Feedback

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.

The MBBS Program has a regular program of evaluation. In addition, student representatives are appointed to MBBS committees and are encouraged to report on issues of importance to students.
Student Support
Students may access the 最新糖心Vlog Health Practice, 61+ 08 83135050

The MBBS Program website has details on Student Well-being resources which can be accessed.
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Please read the MBBS Program Code of Conduct
Fraud Awareness

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

NOG (No Grade Associated)
Grade	Description
CN	Continuing

The 最新糖心Vlog of Adelaide is committed to regular reviews of the courses and programs it offers to students. The 最新糖心Vlog of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

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

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