MEDIC ST 1101A - Scientific Basis of Medicine I Part 1

North Terrace Campus - Semester 1 - 2021

Through the study of clinical cases students will develop a knowledge and understanding of the basic scientific principles that underpin the practice of medicine. The Case Based Learning Program emphasises the need for students to be able to explain the mechanisms responsible for the production of symptoms and signs of diseases and to be able to relate these to pathophysiology and related underlying scientific disciplines. Student learning in this program is supported by relevant resource sessions and lectures.

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Course Details

Course Code	MEDIC ST 1101A
Course	Scientific Basis of Medicine I Part 1
Coordinating Unit	Medical Studies
Term	Semester 1
Level	Undergraduate
Location/s	North Terrace Campus
Contact	Weekly lectures, CBL sessions & resource sessions
Available for Study Abroad and Exchange	N
Restrictions	Available to MBBS students only
Assessment	Refer to course outline

Course Staff

Course Coordinator: Dr Matthew Arnold

The course is taught by tutors and teachers drawn from scientific and clinical staff.

Course Timetable

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

Further details of the timetable structure will be made available at the start of the course. Schedules for the MBBS program may vary due to clinical obligations of individual teachers.

Course Learning Outcomes

The Scientific Basis of Medicine thread runs across Years 1-3 of the Medical Program. In Year 1 students will be introduced to basic concepts and vocabulary. Learning will become more complex as the course progresses. All of the courses in Years 1-3 are designed to help prepare students to undertake clinical placements in Years 4-6.

Detailed objectives for each year level in the MBBS Program are distributed as part of the case-based learning program and may include, but not be limited to, the following:

1. Able to demonstrate the required professional behaviour in all educational, clinical and professional relationships, including with other students

2.    Have a critical and questioning approach to learning
3.    Be enthusiastic about learning, and understand the importance of life-long learning
4.    Develop competence in case-based learning (CBL) processes, including the integration of knowledge across disciplines
5.    Begin to effectively use information technology in communication and decision-making, and understand the application of research on evolving methods of health care
6.    Understand the thematic structure of the case-based program in Years 1-3.
7    Able to use appropriate medical terminology and vocabulary
8    Able to understand and explain the mechanisms whereby normal biological and anatomical processes are disturbed in disease, and to apply the knowledge base gained from previous cases to new but related cases
9    Able to identify gross and surface anatomical, histological, microbiological and macroscopic and microscopic pathological features
10   Demonstrate an understanding of the concept of homeostasis, and the basic mechanisms by which the internal environment is regulated, with a particular emphasis on fluid balance, electrolytes, blood pressure, acid-base balance.
11    Demonstrate an understanding of the concepts of cellular function and its control by neurohumoral mechanisms via receptors and signaling processes.
12    Demonstrate an understanding of the concepts of genetic control of cellular function, the role of genetics in disease pathogenesis, the basics of Mendelian and polygenic inheritance, and the increasingly important role of genetics in medicine
13    Demonstrate knowledge of the mechanistic links between basic sciences (biological and psychological) and the normal and abnormal findings on physical and mental state examination of the systems studied
14    Understand the importance of the social and behavioural sciences to medical practice and demonstrate an awareness of the importance of patients’ cultural and linguistic background, the value of diversity and tolerance of uncertainty, and the affect of culture and history on health
15   Progressively develop clinical reasoning skills through the practice of clinical reasoning and the application of integrated knowledge.

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)	4,6,7,8,9,10,11,12
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, 15
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, 5
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	14
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

Learning Resources

Required Resources

Students will be required to purchase a standard medical examination kit and textbooks.

Recommended Resources

Much of the information which can be found on the internet is of questionable accuracy and it is vital that students have accurate information. There will be recommended textbooks for specific courses and students will be advised of these as part of introduction to that course.

For the SBM course, students will need basic textbooks on anatomy and histology, physiology, pathology and pathophysiology and biomedical science. There are a lot of different textbooks available and different textbooks will appeal to different learners and learning styles. We recommend that you spend time looking at different textbooks and talking to your peers about what has worked for them, before you purchase any textbooks.

Extensive electronic resources will be recommended as the course progresses.

Online Learning

Online learning is an important curriculum component in all years of the MBBS course. Material for all courses are provided through MyUni.
Learning & Teaching Activities

Learning & Teaching Modes

There are numerous teaching and learning methods used, with the emphasis on active learning methods including, but not limited to: case based learning, large group lectures, seminars and workshops and laboratory resource sessions. There will be self-directed research and/or study, written assignments, case presentations, and critical analysis.

Learning by doing:
Students are expected to actively participate in CBL tutorials and develop the skills required to work as a member of a team.

The skills of reasoning in CBL and case presentations need to be acquired in preparation for the clinical years, where it features as a major forum for the academic and clinical communication to peers and consultants in the hospital.

Workload

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

In Years 1-3, the standard total student workload for 24 units is 48 hours a week.
The development of time management skills is important for future medical practice. Students are expected to develop study skills and allocate time to self-directed learning.

Learning Activities Summary

The curriculum begins with an introduction to CBL processes and study continues in large and small groups using clinical cases of the most common and important diseases as a basis. Lectures, anatomy sessions and workshops and are carefully staged throughout the CBL cases to provide key information to assist the students as they progress. Rather than memorising unnecessary detail, the emphasis throughout the program is on understanding, and being able to explain mechanisms and principles.

Specific Course Requirements

Students must meet the requirements set out in the letter of offer. As a medical student you will be registered with the Medical Board of 最新糖心Vlog.

Small Group Discovery Experience

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

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

Assessment Task	Task Type	Timing	Weighting
Data Analysis Question (DAQ) #1	Formative	Semester 1	0%
Data Analysis Question (DAQ) #2	Summative	Semester 1	15%
Data Analysis Question (DAQ) #3	Summative	Semester 2	25%
Data Analysis Question (DAQ) #4	Summative	Semester 2	30%
CBL tutor assessment of professional competency	Summative	Semester 1/2	10%
Anatomy Assessment	Summative	Semester 1 / 2	20%

There are no units associated with the Part A (Semester 1, Part 1). Assessment for MEDIC ST 1101A/B is combined. Students will be awarded a Continuing Grade for MEDIC ST 1101A. Students must complete MEDIC ST 1101A/B to gain a pass mark.

Students are required to attain an overall composite score from all assessment tasks equal to or greater than 50% to achieve an NGP. An additional assessment will be offered to students who fail MEDIC ST 1101A/B with a composite score of 45-49%.

In addition to the above, in order to pass this course and the First Year MBBS Examination Course, students must obtain:
• a satisfactory result in each of the components of the summative assessment in semesters 1 and 2; and

• a satisfactory performance in the examinations overall

If an overall borderline grade is achieved in the examinations, a student may be offered an opportunity to sit a Replacement/Additional Assessment examination.

Academic Progression Requirements
Progression from one year to the next in the MBBS is dependent on the student successfully completing a compulsory annual examination course in which a full year’s learning is assessed.

To successfully complete the MEDIC ST 1000A and MEDIC ST 1000B First Year MBBS Examination Part 1 and Part 2 courses, the student must pass the end of year examinations and have successfully completed all year level component courses (24 units).

IF a student fails the compulsory examination course no passing grade will be received for any core medical studies courses.

IF a student has not completed all required MEDIC ST units of the year they must successfully complete an appropriate remedial course of the same or greater value as specified in Term 4 of the same academic year.

A student will only be eligible for summer school if the following criteria are met:
• The student does not have a recorded breach of genuine academic misconduct;
• The student has completed all core assessment tasks within the failed course;
• The student has attended more than 80% of core teaching activities across the academic year, within the failed course.

Assessment Related Requirements

Students must learn and appropriately use a complex set of skills to achieve the learning outcomes in the MBBS courses. These skills cannot be learnt without repeated practice, constructive feedback and then practice again. In addition, the professional competencies required of a medical professional need to developed. Development of competency is through discussions, observing, practicing and demonstrating. Attendance at the mandatory learning activities is essential for the progressive development of the attributes and competencies required of a medical professional. As such, attendance at core structured learning activities is mandatory as per the Assessment for Coursework Policy – Procedures Section 1c.

Exemptions to mandatory attendance requirements may be granted by the Program Coordinator in consultation with the relevant course coordinator and year level advisor if there are exceptional medical, compassionate or extenuating circumstances as defined by the Modified Arrangements for Coursework Assessment Policy.

Core structured learning activities in this course are: CBL tutorials, Anatomy resource sessions.

Assessment Detail

Complete assessment requirements for this course are detailed in the corresponding Canvas Course

Submission

Students may be required to submits assignments via Turnitin.

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.

Grades for your performance in this course will be awarded in accordance with the following scheme: GS4 Non-graded pass.

Final results for this course will be made available through .

Students should familarise themselves with the 最新糖心Vlog Policy on Additional Assessment/Replacement Assessment Policy.

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
http://www.adelaide.edu.au/student/health/

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 MMBBS 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.

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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