最新糖心Vlog

GP Contact:
Professor Nigel Stocks
Head of Discipline
Telephone: 08 8313 3462
Email: nigel.stocks@adelaide.edu.au

Geriatrics

TQEH
Professor Renuka Visvanathan
Director & 最新糖心Vlog Academic
Telephone: 08 8222 8178
Facsimile: 08 8222 8593
Email: renuka.visvanathan@adelaide.edu.au

Adelaide G-TRAC
Dr Kareeann Khow
Senior Lecturer
Telephone: 8313 2144
Email: kareeann.khow@adelaide.edu.au

RAH
Ms. Delia Ebert ph 70740950 Delia.Ebert@sa.gov.au
Dr. Alice Bourke ph 70742955 Alice.Bourke@sa.gov.au

Modbury Hospital

Dr Kylie Gardner ph 8161 2000 kylie.gardner@sa.gov.au

The course timetable for the Geriatrics and General Practice placement is complicated due to the combining of two separately organised and co-ordinated rotations. Detailed information about the GP rotation timetable is available in the Course Handbook, available via the CANVAS and should be referred to. Information regarding the placement site is available via the 最新糖心Vlog of Adelaide Discipline of GP website

Geriatrics

A. On completion of Year 5 Geriatrics, students will demonstrate knowledge and understanding of the:
1. concepts and facts regarding problems of hospitalized patients and patients in the community
2. physiologic changes related to ageing
3. consequences of iatrogenesis on health outcomes
4. management of conditions common to older people, including geriatric syndromes
5. range of services for the elderly, including those outside the acute hospital setting
6. work of the various members of the healthcare, aged care and rehabilitation teams
7. influence of environmental, social and financial circumstance on the older person’s health outcomes

B. Students will demonstrate competency, as expected of a Year 5 student, in the following areas of clinical skills and reasoning:
1. obtaining a history, performing an appropriate physical examination and assessing elderly patients in all domains including cognition, emotion, physical function, falls, nutrition, integument, bone health and continence
2. documenting medications, discussing the evidence for and against the use of these medications, the adverse effects and drug interactions that may occur, and the monitoring requirements
3. performing supervised procedures as deemed appropriate by the preceptor
4. interpreting data commonly collected from patients
5. documenting the history and physical examinations and developing a problem list with proposed management and review plan
6. verbal presentation and discussion of assigned patients
7. the concept and application of advanced care planning and capacity assessment
8. communicating with general practitioners, allied health members in the community and family about management plans, ensuring clinical handover

C. Students will demonstrate the following professional attributes:
1. working and communicating with other members of the healthcare team to achieve best outcomes for their patient
2. interacting with the patient and the healthcare team in a professional manner that includes punctuality, attention to appropriate dress code, ensuring dignity in care and attention to confidentiality
3. understanding of and adherence to concepts of patient autonomy, benevolence, and distributive justice of healthcare

General Practice

On completion of Year 5 General Practice, students will demonstrate knowledge and understanding of:
the normal structure and function of the body (at all levels from molecule to organism), epidemiological, social and behavioural sciences
the common problems presenting to general practice and the approaches for their recognition, investigation, treatment and prevention
integrating and applying core medical and scientific knowledge to individual patients, population and health systems
integrating the principles of disease prevention and health promotion into clinical practice
environmental and psychosocial issues and their effect on the patient
the care of people who have one or more chronic illnesses
Identifying, accessing, critically appraising, interpreting and applying evidence from the medical and scientific literature


Students will demonstrate competency, as expected of a Year 5 student, in the following areas of clinical skills and reasoning:
diagnostic reasoning skills including integration and weighted interpretation of findings from history and physical examination to arrive at an initial differential diagnosis
selecting and justifying common investigations, with regards to the pathological basis of disease, utility, safety and cost effectiveness, and interpret their results
applying therapeutic reasoning skills including identification of appropriate therapeutic objectives in both differentiated and undifferentiated clinical problems
formulating and justifying appropriate management options, individually and as a member of a team
prescribing therapy safely, effectively and economically, using objective evidence, in acute, chronic and palliative care settings
performing and explaining to patients a range of procedures (listed in year 4/5 objectives)
assisting with completion of an Extended Primary Care assessment of a patient


Students will demonstrate the following professional attributes:
the ability to communicate effectively and professionally, in a variety of media, with patients, colleagues and others
accepting responsibility to protect and advance the health and wellbeing of individuals, communities and populations
understanding the environmental, social and psychological determinants of disease, including issues relating to health inequalities, cultural diversity, and socio-economic and physical environment factors
the ability to contribute to the teaching and professional development of others

see CANVAS

Geriatrics: The lecture series in online portal contains a wealth of journal articles, reports and links to online material that has been carefully selected to assist students in meeting clinical and placement learning objectives. Students are advised to consult these materials.

GP: General Practice is a broad field, and students are advised to seek out resources that will assist them to consolidate their clinical learning.

Geriatrics:  An extremely useful website is the Victorian Geriatric Medicine Training Program portal, which has a number of interactive modules that are extremely relevant:

GP: students are expected to have completed the e-learning module on Medicare and prescribing prior to attending their tutorials in the first week of the GP block. It is available here:http://www.medicareaustralia.gov.au/provider/business/education/e-learning.jsp

Other useful online resources are:
Therapeutic Guidelines: available via The 最新糖心Vlog of Adelaide Library
The Clinical Practise Guidelines Portal:
Online databases such as UpToDate: available via The 最新糖心Vlog of Adelaide

Geriatrics
Teaching during the Geriatrics component of the rotation is primarily delivered in the clinical setting but supplemented with lectures and tutorials.

Clinical teaching
Students are expected to attend and participate in ward rounds, outpatient clinics and academic teaching sessions such as unit meetings and hospital grand rounds. Students need to discuss with their preceptor when these activities take place and how they should engage themselves in them.

Students are also expected to work up and present patients and as part of the clinical learning experience, students must clerk at least one patient during their geriatric medicine placement for formal assessment. The mode of the assessment of this case write up will be up to the student’s preceptor.

Lectures
Each week specific lectures will be provided at TQEH, RAH and Modbury Hospital. Students to refer to their master timetable.

Visits
To: Aged Care Assessment Team, Aged care complex (nursing home), Alzheimer’s Association, Centre for physical activity in Ageing, Day therapy centre


General Practice
Teaching during the GP component of the rotation is delivered primarily in the clinical setting. It is supplemented by the tutorials and lectures in Week 1.

As there is limited clinical session time in which to achieve the learning objectives for this program, it is important that time spent observing in clinics is kept to a minimum and that you take a hands-on role as much as possible, reflecting on your learning and making patient management decisions under supervision. You should make every effort to undertake an Extended Primary Care Assessment for a patient. Examples of this include the 75+ Assessment, Asthma 3+ assessment, Indigenous Health Assessment other chronic disease management items.

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

Workload for the individual students will vary from week to week but students can assume that on average they will work a 45 hour week which will include clinic sessions, lectures (both delivered and online), seminars, tutorials and private study but does not include after hours call.

See Teaching & Learning Modes above

Geriatrics: A copy of your valid (within 2 years) police check and the original (to be sighted) on the first day of placement.

The predominant learning method for the MBBS Program is small group discovery learning.

SUMMATIVE assessment tasks	weighting
End of rotation OSCE (Geriatrics and General Practice stations)	20%
Supervisor report Geriatrics	30%
Supervisor report General Practice	20%
2x Case write ups and presentations	30%

See Assessment Summary above

In addition to summative tasks there will be FORMATIVE online MCQ examination
The format of Case presentation varies at each site
see CANVAS for furtehr details

Not applicable

Submission details will be outlined at the beginning of the attachment.

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.

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.

Please read the MBBS Program Code of Conduct