最新糖心Vlog

The learning management system (MyUni) will be used as a digital platform to:

- host online teaching activities, resources including supporting documents, videos, and external web-links.
- help students navigate learning pathways through the course.
- communicate course and program related announcements to students.
- promote student discussion and communication via digital discussion boards.
- enable students to access and complete formative and summative quizzes and submit assignments.

Lectures
Key mechanisms, concepts and issues relating to the four domains of medicine (science & scholarship, clinical practice, health & society and professionalism & leadership) will be explained and discussed via a series of online video resources and in-person presentations.

Bench-to-bedside research seminars
Medical research seminars will feature invited world-class research scientists who will speak about their cutting-edge research relevant to the course theme.  These sessions will give opportunity for students to learn more about the process of medical research and how new knowledge is translated into clinical practice.

Practical laboratories
Multi-disciplinary interactive practical classes will provide students with opportunity to explore the structure, physiology and pathophysiology of the haematological, cardiovascular and respiratory systems.

Scenario-based Learning (SBL) workshops
Scenarios will relate to common and important medical conditions, population and community health issues, and professionalism issues relevant to the course themes. New scenarios will be introduced at the start of each week and explored in detail by small student groups across two scenario-based learning workshops per week. These sessions are designed to develop skills in hypothesis formulation, hypothesis testing and clinical reasoning in addition to consolidating and applying knowledge across the various domains of medicine.

Medical Practice workshops
These workshops integrate teaching across clinical practice and professionalism and leadership domains and are designed for students to practice and gain competency in clinical examination techniques and concurrently apply professionalism and leadership skills, including reflective practice and teamwork. This structure models the importance of integrated medical practice in a clinical environment.

Professionalism and Leadership workshops
Tutor guided workshops designed to facilitated learning by providing opportunity for students to work collaboratively to deepen their understanding of ethical concepts introduced in Foundations of Medicine: beneficence, non-maleficence, justice, rights to autonomy, confidentiality and informed consent.

Health and Society workshops
Tutor guided group workshops are designed to facilitate learning by providing opportunity for students to work collaboratively to explore the themes including the impact of diverse cultural and spiritual contexts on the health of individuals, families, communities and populations. Students will also learn about modifiable and non-modifiable risk factors and the levels of prevention, determinants of health, and historical and social factors that contribute to an Indigenous person’s cultural identity.

Early Clinical Interaction seminars
In these seminars, interactive discussions will be facilitated between students and members of the team involved in the management of patients with pathologies discussed in Scenario Based Learning sessions. Examples include nurses, nurse practitioners, pharmacists, physiotherapists, psychologists and social workers. These seminars will also involve clinician-led discussions between patients and students, focussing on psychosocial aspects of the disease.

* The following minimum requirements are necessary for progression from the course:

Science and Scholarship Domain: At least a passing grade in the summatively assessed End of Semester Test. The grade for the End of Semester Test will be determined by applying an appropriate standard setting method.

Health and Society Domain: At least a mark of 50% in the Population Health Assignment. Satisfactory performance in the Indigenous Health Assignment.

Clinical Practice: Acceptable performance in clinical competencies 1-5, Handwashing and Vital Signs assessments. #One clinical competency must be achieved by week 5, three competencies completed by week 8 and all competencies achieved by week 12.

Assessment will be conducted under the GS8 Grade Scheme in recognition of the Integrated, Domain-led nature of the Medical Program curriculum. In addition, the program uses the philosophy of “Assessment for Learning”, where the learner is guided by assessment, and assessment feedback is used to shape and determine the learner’s progress.

The integrated nature of the curriculum, with four Domains: Science and Scholarship; Clinical Practice; Health and Society, and Professionalism and Leadership, means that the successful learner must achieve a minimum standard of performance in each Domain, and deficiencies in an individual Domain cannot be compensated by performance in another.

Weekly Quizzes: Each week, students will undertake a quiz that tests and consolidates the knowledge of that week’s learning. Questions can be drawn from across the Domains, with approximate weight reflecting the content taught during the week.

Mid Semester Test (Formative): At mid semester, students will undertake a test for formative purposes. Material from across the curriculum will be assessed, via Multiple Choice, Short Answer, and Data Analysis Question formats.

End of Semester Test: At the end of semester, students will undertake a test for summative purposes. Material from across the curriculum will be assessed, via Multiple Choice, Short Answer, and Data Analysis Question formats

Indigenous Health Assignment (NGP – Hurdle): Satisfactory performance in a reflective assignment is required for progression.

Population Health Assignment: Students will complete an assessment on the social determinants of health, the concepts of prevention and risk factors that influence health.

Clinical Competencies (NGP – Hurdle): Various clinical competencies will be assessed across the semester. Students will be required to demonstrate competency in a range of basic clinical skills including history taking and physical examination, vital signs, hand washing, bedside, laboratory and imaging investigations and appropriate behaviour in the clinical setting.

Case Write Up Clinical Practice (Formative): Students will be assessed on professional capabilities including communication skills and application of principles and frameworks.

Oral Case Presentation – Clinical Practice (NGP - Hurdle): Students will present an oral case summary of a clinical scenarios to peers and tutors using a designated framework.

Self Care & Wellbeing Assessment (NGP - Hurdle): Following participation in a workshop students will design, and later reflect on the utility of, a SMART goal.

Medical Practice Guided Reflection (NGP - Hurdle): Students will record themselves (using B-line technology at Adelaide Health Simulation) taking a medical history from a simulated patient and then use a reflective practice framework to reflect on their performance in that clinical encounter.

Oral Assessment (NGP - Hurdle): Students will participate in a case based oral assessment which will assess both knowledge of content, and communication skills (specifically: active listening and summarising skills).

Ethics Case Study (NGP - Hurdle): Students will identify and analyse the ethical issues arising in scenarios.

Professional Behaviour (NGP – Hurdle): Students will be required to demonstrate appropriate professional behaviour, as evidenced by timely submission of assignments, satisfactory active attendance at small group teaching sessions, and no unprofessional behaviour. Satisfactory performance is required for progression.