Doctor of Medicine PHASE 1 - MEDI991

Subject Outline & Student Guide 2021 - 2022

UPDATED 25/01/2021

Graduate Medicine – School of Medicine

MEDI991: Medicine

Subject Outline GM Ph1 S1, S2, S3 On-Campus Wollongong/Shoalhaven

Subject Information Credit Points: 24 per session Pre-requisite(s): None Co-requisite(s): None Restrictions: Details of entry requirements and eligibility for enrolment available at https://smah.uow.edu.au/medicine/future/md/index.html

MEDI991 Subject Contacts

Chair of Phase 1 Name: Dr Greg Peoples Position: Academic Leader – Phase 1 Location: 28.118 Telephone: 61 2 4221 5172 Email: [email protected] Consultation mode and times: Email for appointment

Head of Students – Student Support and Advice Name: Dr Darryl McAndrew Position: Head of Students Location: Building 28.G07 Telephone: 61 2 4221 5143 Email: [email protected] Consultation mode and times: Email for appointment

CONTENTS

WELCOME ...... 4 GRADUATE MEDICINE MISSION STATEMENT AND GRADUATE OUTCOMES ...... 5 PHASE 1 KEY CONTACTS...... 6 GRADUATE MEDICINE FACILITIES ...... 8 COURSE STRUCTURE ...... 10 DESCRIPTION OF TIMETABLED TEACHING ACTIVITIES ...... 11 GM ELEARNING – MOODLE ...... 13 PRIVACY AND CONFIDENTIALITY ...... 14 PEER ASSISTED STUDY SESSIONS (PASS) ...... 14 CURRICULUM THEMES ...... 15 RECOMMENDED CORE TEXTBOOKS ...... 18 LIBRARY ...... 19 ASSESSMENT ...... 20 Medical Sciences Assessment ...... 20 Clinical Skills Assessment ...... 21 Personal and Professional Development Assessment ...... Error! Bookmark not defined. Research and Critical Skills Assessment ...... 21 Submission of written work ...... 22 GM Assessment Handbook ...... 22 Scheduled dates for phase 1 assessments ...... 23 STUDENT ATTENDANCE REQUIREMENTS ...... 24 UOW COMPLAINT (grievance) PROCESS ...... 25 APPLYING FOR STUDENT ACADEMIC CONSIDERATION ...... 25 Students with disabilities...... 26 Student Clearance for Clinical Placements ...... 27 REGISTRATION OF MEDICAL STUDENT AND NOTIFICATION OF IMPAIRMENT ...... 27 LEGISLATION, UNIVERSITY AND WORKPLACE POLICIES ...... 28 Appendix 1: MD Course Learning Outcomes...... 29 Appendix 2: MD Subject Learning Outcomes ...... 29 Appendix 3: Student Complaints and Grievances – a guideline to policy use for Graduate Medicine ...... 31 Appendix 4: OH&S, Student Safety and Incident Reporting ...... 32 Appendix 5: OH&S Incident / Near Miss Report ...... 33 Appendix 6: Remuneration of students whilst on clinical placement ...... 34 Appendix 7: Paid employment of students within Host Organisation, in which the student has or is undertaking Clinical experience...... 34 Appendix 8: GM standing on work experience ...... 34 Appendix 9: Medical Sciences Assessment Information ...... 35 Appendix 10: Clinical Skills Assessment information ...... 37 Appendix 11: RCA Assessment Information ...... 39 Appendix 12: Marking Rubrics ...... 41

WELCOME

It is with enormous pride and enthusiasm that the staff and I welcome you to Graduate Medicine. We are looking forward to the next four years as we work together along the path towards your graduation and on into your medical career. Our school seeks to provide best evidence education and an environment in which you the student can flourish and achieve your true potential. Graduate Medicine sees the realisation of many peoples’ hopes and dreams of establishing a medical school based here in the Illawarra and Shoalhaven that serves our local communities and those of regional, remote and rural Australia. We need to appreciate the energy and drive of those people without whom we would not be here.

Class of 2021, I wish you well as we begin our partnership together.

Professor Paul De Souza Dean of Medicine School of Medicine Faculty of Science, Medicine and Health

GRADUATE MEDICINE MISSION STATEMENT AND GRADUATE OUTCOMES

Graduate Medicine has the following mission statement:

The mission of Graduate Medicine (GM) is to produce excellent medical practitioners with a commitment to patient-centred, evidence-based, reflective and cost-effective medical practice. Graduates will contribute to the enhancement of health care for patients in all geographic settings, but particularly in regional, rural and remote communities. Closing the gap on Indigenous health and social outcomes is a priority and GM aims to produce culturally safe medical practitioners.

On completion of the Doctor of Medicine (MD) program, the graduate shall be competent to practice safely and effectively as a first year doctor (intern); have an appropriate foundation for further training in any branch of medicine or surgery, and possess the foundation competencies to become a competent and confident practitioner in any geographical setting, especially in regional, rural and remote Australia. Specifically, the graduate shall demonstrate the following skills and attributes:

1 The capacity to be a critical thinker, capable of identifying, critically evaluating and integrating new information into his or her understanding of issues. 2 The ability to evaluate and reflect on his or her own professional functioning and that of their organisation through quality assurance and accreditation programs, and to act to remedy limitations of knowledge, skills and attitudes. 3 The ability to extrapolate from knowledge and principles to solve new problems. 4 The skills and commitment required to engage in life-long learning. 5 Awareness of his or her own personal needs, ability to tolerate uncertainty and to manage time, workload and stress. 6 Oral and written communication skills, including an ability to communicate formally and informally with a wide range of people. 7 A caring and empathic attitude to patients, their families and carers. 8 An ability to co-operate with colleagues as an effective member of a healthcare team, an understanding of the roles of other health professionals and capacity to form appropriate interdisciplinary relationships for the delivery of health care. 9 Dedication to forming therapeutic partnerships with patients in order to optimise their health and well-being. 10 A sensitivity to and respect for patients’ cultural perspectives, ethnic background, age, gender and socioeconomic status. 11 A commitment to appreciate and effectively manage the health needs of Indigenous Australians in a culturally appropriate manner. 12 An understanding of the philosophical, scientific and ethical principles and concepts underlying the practice of medicine, and ability to apply that understanding to problem solving. 13 An understanding of the principles of patient-centred medicine, including an appreciation of the physical, psychological and social dimensions of illness and the management of these factors in a way which values the patient’s perspective. 14 Skills in eliciting, documenting and communicating the history of a patient’s presentation and the relevant physical examination findings. 15 Skills in the evidence-based management of common medical conditions and emergencies, including; informing and negotiating, the performance of relevant clinical procedures, assessment of prognosis, prescribing skills, knowledge of drug therapy and care of the dying patient. 16 Ability to function comfortably and competently as practitioners with existing and emerging technologies, including information and knowledge management systems. 17 An understanding and valuing of the potential of primary medical care and health promotion to contribute to the improvement of health and maintenance of well-being. 18 An appreciation of the unique aspects of being a practitioner in regional, rural and remote communities. 19 Ability to maintain appropriate boundaries between personal and professional roles. 20 Understand the importance of, and be equipped to participate in quality assurance and improvement processes. 21 Preparedness for future community, social and scholarly leadership roles in the attainment of individual and population health outcomes. 22 A sense of social responsibility and an understanding of the roles and functions of healthcare institutions in the social and political environment.

PHASE 1 KEY CONTACTS

Academic Leader - Phase 1 Name: Dr Greg Peoples Location: Building 28, Level 1, Room 118 Phone: 02 4221 5172 or +61 2 4221 5884 (if calling from outside Australia) Email: [email protected]

Dr Greg Peoples co-ordinates Phase 1 and is responsible for overseeing the curriculum program. Dr Peoples is available to meet with Phase 1 students to discuss academic issues relating to their studies in Phase 1 or to discuss issues relating to their experience in the course.

Director of Curriculum Name: Associate Professor Kylie Mansfield Location: Building 28, Level 1, Room 120 Phone: 02 4221 5851 Email: [email protected]

A/Prof Mansfield is responsible for the development and delivery of the Curriculum across all 4 Phases. She works closely with the Chair of each Phase and the Associate Deans.

GM Head of Students Name: Dr Darryl McAndrew Location: GM Wollongong Campus, Building 28, Room G09 Phone: +61 2 4221 3195 Email: [email protected]

Graduate Medicine’s Head of Students provides students with advice and information on many aspects of the University Rules and Regulations as well as information relating to their degree.

Appointments should be made directly with the Head of Students through email or telephone. The Head of Students has responsibility for but is not necessarily limited to: reviewing and monitoring the progress of all students within the GM; running a system for counselling students, including students whose results and/or progress towards a degree are not satisfactory; liaising, as appropriate with the Dean of Medicine on matters related to students; exercising such delegations as the Council may from time to time determine; mediating where differences arise between students and academic units.

The Head of Students can assist students with course and subject advice as well as providing information on UOW and GM Policies & Procedures.

Shoalhaven Campus Name: Associate Professor Lyndal Parker-Newlyn Location: GM Shoalhaven Campus, Building B304, Room G05A Phone: +61 2 4429 1502 Email: [email protected] As Senior Academic at the Shoalhaven Campus, A/Prof Parker-Newlyn oversees the educational flavour and delivery of the curriculum.

PROFESSIONAL STAFF

Clinical Placement Manager – Wollongong Hospital Name: Jenny Deura Phone: +61 2 4221 3990 Email: [email protected] Location: Wollongong Hospital, Level 8

Jenny Deura is the Manager of Clinical Placements at Wollongong Hospital. Students are to contact Jenny regarding any issues with their Hospital placement activities. Wollongong students should also contact Jenny if they are unwell and unable to attend their Hospital placement as scheduled.

Clinical Placement Facilitator – Shoalhaven Hospital Name: Liz Melleuish Phone: +61 2 4429 1525 Email: [email protected] Location: Shoalhaven Hospital

Liz is responsible for all student placements in the clinical environment i.e. hospital, General Practice (GP) that occur in the Shoalhaven region. Please contact the Clinical Placement office for any enquiries regarding placements in the Shoalhaven. This includes notifying the office of inability to attend placements due to illness.

Community Clinical Placement Facilitator – Illawarra Name: Cassandra Healey Phone: +61 2 21 5028 Email: [email protected]

Cassandra is the contact for Wollongong students regarding GP placement activities and any issues with GP placements. Wollongong students should also contact Cassandra if they are unwell and unable to attend their GP placement as scheduled.

GRADUATE MEDICINE FACILITIES

Wollongong Learning Centre The GM Learning Centre at Wollongong is located on the ground floor of building 28. The Learning Centre provides a wide range of resources, services and facilities to support the teaching, learning and research needs of GM students and staff. The Learning Centre is available to students from both campuses.

The book collection consists of core and reference text books and anatomical models. In addition, the student computer workstations provide access to the wider resources available via the University Library databases and internet. The Staff can provide student information offering basic assistance and advice regarding the operation of the GM, including appropriate referral to general and academic staff.

Opening hours The Learning Centre is open 7 days a week 8.30am to 4.00pm. (after 4pm it is swipe card only access) Students (both Wollongong and Shoalhaven) swipe cards can be purchased for $20 (non-refundable) using the following link. https://uow.onestopsecure.com/OneStopWeb/gsm/

To collect your swipe card, please show your receipt to the GM learning centre staff at the Wollongong campus. This card will allow you to have afterhours access to Building 28 and student learning centre (i.e. 7am to midnight, 7 days a week).

Computers & e-mail The Wollongong Learning Centre provides computers for accessing the Library databases, internet and e-mail. Students will also be able to connect personal laptops into the University network.

Group study rooms Students are welcome to use tutorial rooms within the GM building when they are not scheduled for teaching. Please be aware that the tutorial rooms cannot be booked for private individual or group study. Group activities have preference for tutorial room usage over individuals using the room. Study rooms are also available at the Wollongong Campus main library.

Resources A collection of core texts and reference books are held in the GM buildings for students to access. The books are available for use in the learning centre and must not be taken home or to other buildings on campus. No overnight loans are available. All books should be returned to their appropriate positions on the shelves, they are not to be left on desks or in tutorial rooms. Periodic audits of resources will occur. Resources that are lost from the Learning Centre will not be replaced by the Medical School.

Photocopying & printing Photocopying and printing are available at the Wollongong Learning Centre and in the Wollongong campus Library. Your UOW student identification card is also your copy card and there will be a charge for this service. Colour copy and transparency production services are available in the Library. Note: all copying is subject to Copyright compliance.

Lost property Lost property is held in the Learning Centre for 24 hours then placed in the Student Common Room. Any valuables found may be given to University Security.

Student conduct Do not leave valuables unattended. No food is permitted in the GM Learning Centre or GM lecture theatre 28.101. Drinks are allowed but must be in a bottle or lidded cup.

Lockers Lockers are available to students from both campuses and are optional. The lockers are located in the GM Wollongong Student Common Room. Locker keys can be purchased for $10 (non-refundable) available online at https://uow.onestopsecure.com/OneStopWeb/gsm/ under the heading - GM Locker Key Replacement. GM Shoalhaven Campus GM Building 304, Ground floor Reception, 02 4429 1500.

Shoalhaven Learning Centre Students enrolled on the Shoalhaven Campus have access to all the above facilities and services when they are in Wollongong. In addition, students also have access to the Learning Centre located at Shoalhaven campus.

Opening hours The GM Shoalhaven building will be operational from 8.30am to 4.30pm Monday to Friday. Students (both Wollongong and Shoalhaven) swipe cards can be purchased for $20 (non-refundable) using the following link. https://uow.onestopsecure.com/OneStopWeb/gsm/. To collect your swipe card, please show your receipt to the GM learning centre staff at the Wollongong campus. This card will allow you to have afterhours access to Building 28 and student learning centre (i.e. 7am to midnight, 7 days a week).

Computers & E-mail Computers are located within the Shoalhaven Learning Centre for students to access eLearning, the Library databases, internet and e-mail. The University’s wireless network is strong throughout the GM building and across the Shoalhaven campus for connection with your personal laptop. Other computers are networked within the Shoalhaven Campus library and Shoalhaven students have 24 hour a day access to these computers by security PIN code.

Group study rooms Students are welcome to use tutorial rooms within the GM building when they are not scheduled for teaching. Please be aware that the tutorial rooms cannot be booked for private individual or group study. Group activities have preference for tutorial room usage over individuals using the room. Study rooms are also available at the Shoalhaven Campus main library.

Resources A collection of core texts and reference books are held in the GM buildings for students to access during the day. In the Shoalhaven campus the books are available in the Shoalhaven Learning Centre. The books are available for use in the Learning Centre and must not be taken home or to other buildings on campus. No overnight loans are available and periodic audits of resources will occur. Resources that are lost from the Learning Centre will not be replaced by the Medical School.

Photocopying & printing Photocopying and printing are available at the Shoalhaven Campus library. Your UOW student identification card is also your copy card and there will be a charge for this service. Printing is also available in the Shoalhaven Learning Centre. Note: all copying is subject to Copyright compliance

Lost property Lost property is held in the Centre for 24 hours then given to University Security.

Student conduct Do not leave valuables unattended. No food is permitted in the GM Learning Centre or GM lecture theatre 28.101. Drinks are allowed but must be in a bottle or lidded cup.

Lockers Lockers are available to students from both campuses and are optional. The lockers are located in the GM Wollongong Student Common Room. Locker keys can be purchased for $10 (non-refundable) available online at https://uow.onestopsecure.com/OneStopWeb/gsm/ under the heading - GM Locker Key Replacement .

COURSE STRUCTURE

Phase 1 (MEDI991) of the UOW MD covers the first 18 months of the 4 year course and is organised into 8 individual teaching blocks. These blocks are mostly organised around body systems.

Below is a list of the teaching Blocks that make up Phase 1. Students should check the UOW eLearning site regularly as important information will be posted from time to time. Any information posted to the web site is deemed to have been notified to all students.

Teaching Block Academic Block Weeks Email Title Co-ordinator Session 1 - 2021

Dr Karen Fildes [email protected] Introduction to Medicine I2M 8 Dr Megan Kelly [email protected]

[email protected] Cardiovascular/Respiratory CVRS 10 Dr Greg Peoples

Session 2 - 2021

Gastrointestinal/Liver GI/L 8 Dr Sue Thomas [email protected]

Urogenital/Reproductive/ 10 Dr Theresa Larkin [email protected] URGE Genetics/Endocrine

Session 3 - 2022

Nervous System NS 6 Dr Jessica Nealon [email protected]

Musculoskeletal MS 6 Dr Deirdre McGhee [email protected]

Haemopoietic/Immune HI 4 A/Prof Lyndal Parker Newlyn [email protected]

Within each Block, the Phase 1 timetable is organised around fortnightly clinical cases. On the first Monday and last Friday of the fortnightly cycle, all students (including those enrolled at Shoalhaven campus), will attend the Wollongong campus. Transport for Shoalhaven students will be arranged by the GM.

For the remainder of the fortnight, students will attend classes (lectures, small group tutorial sessions and clinical skills sessions) at their “home campus” and clinical placements in that locality. Academic staff will be available on both campuses to assist with educational needs.

Please note: The first week of Introduction to Medicine Block is slightly different so please check the timetable for variations.

DESCRIPTION OF TIMETABLED TEACHING ACTIVITIES

Case Based Learning A different way of learning

Throughout the UOW MD, students will be exposed to a method of studying medicine that involves integrating their learning around a clinical problem (Case Based Learning, CBL). The major advantage of this approach is that these clinical presentations provide a powerful driver for learning in both clinical skills and in the corresponding underlying medical sciences. This is particularly important for Phase 1 as it will allow you to appreciate the importance of the underlying medical sciences and their application for future medical practice from day one of the curriculum.

Case Based Learning (CBL) ‘Introduction’ and ‘Wrap-up’ activities begin and end each fortnight’s learning and small– group tutorials occur approximately mid-way through the fortnight. These CBL activities have been designed to allow you to integrate your learning in all four of the GM’s curriculum themes and develop your clinical reasoning. More specifically, CBL activities in Phase 1 aim to: . provide a clinical context in which to place the learning of the medical sciences and to integrate this knowledge with early clinical experiences . introduce and develop the core clinical problems of the GM curriculum . develop self-directed learning skills in our adult learners . develop the ability to access and evaluate appropriate literature and reference material . develop problem-solving skills . develop clinical reasoning - a skill used by clinicians to critically evaluate a patient’s signs and symptoms and elicit important information with the aim of developing a diagnosis and determining appropriate management strategies. The most important part of Phase 1 CBL is understanding the foundation medical science principles that underpin the presentation, investigation and management of each clinical encounter. For further information, refer to the Students Guide for Case Based Learning in Phase 1.

Lectures Most of the lectures in each fortnight will be delivered via videoconference and recorded. Videoconference lectures will be delivered from both Wollongong and Shoalhaven campuses. This recording includes both the audio from the lecturers’ microphone and the general lecture theatre audio. Students should remember that any conversations conducted in the lecture theatre may be recorded. Lectures will address topics in the medical, population health, behavioural and clinical sciences. We are privileged at the GM that even in Phase 1, lectures will be delivered by not only GM medical sciences and clinical academics but also by clinical specialists from the Illawarra and Shoalhaven regions. Learning activity outlines as well as pre- and post-readings for lectures and other large group teaching sessions are available electronically via the GM eLearning space. Sessions are interactive, in order to challenge you as well as inform you. Undertaking the pre-readings will ensure that you get the most out of these large group sessions.

Anatomy Practical Sessions (pink) Anatomy sessions will occur in the University's Anatomy Facility located in Building 41 (41.G65). Sessions will focus on the anatomy of the human body and make use of detailed prosections and the latest in anatomy computer imaging and anatomical models. NOTE: Attendance at anatomy practical sessions is compulsory.

GOALs GOALs (Guided Online Assessable Learning) are learning activities that are delivered electronically via the GM eLearning space. These activities have been developed specifically for the UOW MD curriculum and are designed to cover material from all aspects of the curriculum. GOALs are fundamental to the curriculum and contain core material – they are not optional or electives. GOALs will be the only place where some topics are explored, and all GOAL material is assessable. In particular, GOALs often cover important principles in the medical and clinical sciences that underpin, or elaborate on the material you receive in other learning formats such as lectures. As the material is provided on the GM e-Learning space, you can choose to return to this material for revision at any time during your course. Staff may also redirect you to this material further on in the program. As GOALs are computer-based and individual, they can be completed online at any time and from any computer with internet access (including from home). They are scheduled into the timetable at certain times and while this is obviously flexible, it should be noted that they can cover material that is time-sensitive (such as pre-reading or assumed knowledge for a lecture). We would encourage you to complete the GOALs in the time scheduled.

Symposia (yellow) Symposia are large group teaching sessions, often presented by a clinician, focusing on aspects of history taking, communication, clinical signs and research findings. In many instances, a particular symposium will be related to cases studied in the CBL introduction, lectures or other activities. Symposia will often involve a patient and/or case presentation.

Clinical Skills practical sessions (blue) Clinical Skills sessions are small-group activities that allow students an opportunity to develop competencies in a range of clinical skills within a structured and ‘protected’ educational environment. Skills covered in Phase 1 include medical interview (content) and physical examination skills, basic practical procedures, resuscitation skills, health and safety skills as well as communication skills. Students have the opportunity to revisit the Clinical Skills Centre throughout the program to practise a previously learned skill or develop a new skill they encountered in a clinical placement situation. NOTE: Attendance at Clinical Skills practical sessions is compulsory.

Clinical Placement Every fortnight, usually on Wednesday or Thursday afternoon of the second week, students will have an experience in clinical placement. These experiences, which will take place one of three settings: General Practice (GP) Community health, including Indigenous health Hospital

In Session 1 and 2 clinical placement activities will take place in the General Practice (GP) or community health environment (1 session of each). In Sessions 3 clinical placement activities will take place in the hospital environment.

The clinical placements will provide the opportunity for students to apply their developing clinical skills and knowledge in the real world of medical practice. Due to placement availability some students may be required to attend placement activities at times other than those shown in the timetable. Variations such as these will be discussed with the students involved before placements are scheduled. NOTE: Attendance at clinical placement is compulsory NOTE: Compliance with NSW Ministry of Health requirements

Prior to the commencement of your clinical placement, you are required to comply with the NSW Health Ministry of Health requirements. You are required to:

1. obtain proof of your immunity status against; or be vaccinated against; diphtheria, tetanus, pertussis, measles, mumps, rubella, chicken pox, hepatitis B, influenza and tuberculosis. An immunisation card was provided when your offer is/was sent 2. undertake a current Criminal Record check 3. provide a signed NSW Ministry of Health Code of Conduct form 4. Complete and hold a current (completed with the preceding 12mths) Hand Hygiene Australia certificate.

Further information about Clinical Placements: General Practice: Primary care in a General Practice setting is the first contact and principal point of continuing care for patients within a healthcare system in Australia. In the General Practice setting students will be exposed to a range of clinical presentations and see the breadth of patient experience. Students will be sent to a local GP either singularly or in pairs. During the placement students will observe and participate in patient consultations, students may be required to take a patient history, perform a physical examination, undertake minor procedures (under close supervision) such as giving vaccinations, and have case based discussions with their preceptor about the patient diagnosis and management plan. Community Health: Community health works hand in hand with other branches of the healthcare system in Australia to maintain the health of the Australian population. It is therefore fundamental for your future practice as a doctor to understand the nature and extent of the health related services provided in the community and to appreciate the contribution of allied health professionals make to the health of your future patients. Community health placements will run throughout one semester in the first year of Phase 1. In these attachments you will be assigned to a number of different organisations under the general categories of Indigenous health, ageing, and allied/community health. There will be 4 placements of allied/community health and ageing and 4 placements of Indigenous health placements.

The Indigenous health placements are particularly important due to the gap in health and social outcomes between Indigenous and non-Indigenous people and the many policies and programs which have been developed to redress the disparity. Cultural immersion programs are a recommended strategy for providing health professionals with experience in engaging with Indigenous people in a community setting. An example of this is community engagement where students can be immersed in the realities of everyday life for Indigenous Australians, particularly in relation to their health care. An Indigenous health immersion programme for Phase 1 students has been designed in consultation with the local Aboriginal communities in the Illawarra and Shoalhaven.

Hospital placements: Clinical Placements in the hospital setting will provide students with exposure to “acute care”. A small team of students will be allocated to a Preceptor who will assist you in the development of basic clinical competency skills, including communication, physical examination, practical and personal and professional behaviour. The Phase 1 hospital placements take place in session 3 and prepare students for the transition into Phase 2. Hospital placements are in both the Wollongong and Shoalhaven Hospitals. During the Hospital placement students may be required to take a patient history or perform a physical examination. Students will also have case based discussions with their preceptor about the patient diagnosis and management plan.

CBL tutorials The CBL tutorial session occurs early in the second week of each fortnightly learning cycle. During this time you will meet with your CBL tutorial group (12 other students) and a facilitator to explore the learning that you have done so far in the fortnight. These tutorial sessions are allocated two hours in the fortnight timetable. You should use your tutorial time to investigate the learning objectives for the fortnight (that were developed in the CBL introduction session) and discover how your learning helps you to understand the clinical presentation that began the fortnight. Students are encouraged to work in groups whenever possible and many CBL groups meet outside of the scheduled CBL tutorial time to support each other’s learning. Collaborative learning experiences are beneficial in our program. NOTE: Attendance at Tutorials is compulsory.

GIL time Guided Independent Learning (GIL) time is not simply “time off”. This is time we recommend that you use to prepare for your lectures and tutorials by doing your own learning around the learning objectives for the fortnight. The GM Phase 1 curriculum is fast-moving and complex. You need to stay on top of your learning and make the most of your opportunities otherwise you may find yourself rapidly being left behind.

GM ELEARNING – MOODLE

Much of the GM curriculum is accessed via your eLearning (or Moodle) site. The Moodle site gives you a single place from which you can access resources and tools relevant to your study. It plays a vital role in facilitating the delivery and management of the GM curriculum, no matter where you may be located. You have access to all of the learning activities for the whole course for the full 4 years of the course. There is a comprehensive tagging system embedded within the Moodle site, which makes it easy for you to search for content from the entire course. For example, when you’re on clinical placement in fourth year, treating a patient with abdominal pain, you will be able to search for all of the learning activities in the entire course that covered the abdomen and pain. A workshop in the first week of Introduction to Medicine Block will introduce you to your Moodle site.

Forum Within the GM Moodle site, the Forum is a place where staff and students can post links to additional learning resources and discuss course content, problems, discuss answers to formative questions or just post questions as they come to mind. This forum will be particularly useful as you undertake your CBL sessions and address your learning objectives.

Where to go for IT help For general IT support (e.g. connecting to the University’s wireless network), students should contact the University’s IMTS helpdesk on 02 4239 2000. IT helpdesk support is also available for students on Level 1, Building 17, and IMTS also organise helpful training workshops.

For GM-specific issues, it’s best to post questions and problems on the Forum on your Moodle site for the benefit of other students. For Educational Technology email [email protected]

PRIVACY AND CONFIDENTIALITY

Privacy and the protection of personal and health information for patients/clients is a serious issue. You must be aware that confidentiality provisions still apply after you have left your placement facility and even after leaving the University. All information about people who are being treated or have been treated in hospital or by other health services must be regarded as confidential. This applies to confirmation that they are a patient in hospital as well as details of their condition. Such information must not be released without the consent of the patient or their representative. This includes any social media sites such as Facebook, LinkedIn or Twitter. If in doubt, you should seek advice from your Preceptor before disclosing any information to anyone not directly involved in the care of the patient. If there is any doubt whether a piece of information is confidential, it should be assumed confidential until it is otherwise defined. Please be aware that the use of a pseudonym is not always enough as any patient or situation can be identified by the sum of information available. Refer to the Health Records and Information Privacy Act (2002) for further information. Students undertaking clinical placements are required to abide by the confidentiality procedures of the health facilities at which they attend. However, not all health facilities will have specific confidentiality policies and procedures that address circumstances relevant to students on placement. Therefore, you will be required to provide a Confidentiality Undertaking in relation to your Phase 1 placements early in Session 1, see http://smah.uow.edu.au/content/groups/public/@web/@gsm/documents/doc/uow148857.pdf

Non-UOW Social Media sites This issue of patient confidentiality is especially relevant when you are posting on social media sites (e.g. Facebook, LinkedIn or Twitter) about what you have been doing as a part of your studies. For example, posting details about the cadaveric specimens you use in the anatomy lab or the large boil you saw lanced in your GP placement is not appropriate. This also applies to professional discussions you may be having about sensitive issues in medicine.

The GM has developed the Social Media and Medical Students: a guide to online professionalism for medical students in Graduate Medicine http://smah.uow.edu.au/content/groups/public/@web/@gsm/documents/doc/uow148087.pdf

PEER ASSISTED STUDY SESSIONS (PASS)

Whether you are a top performer or could use some improvement, you will benefit from the skills and understanding gained from attending PASS. Think “Super Group” learning! PASS sessions are facilitated by senior students who have excelled in this subject. MEDI991 (Phase 1) is challenging, PASS has a strong record of helping students to succeed.

The GM offers PASS at both Wollongong and Shoalhaven Campuses and sessions will commence from around week 4 and run throughout the first year of your studies. Notices will be posted on eLearning advising of dates and times.

To find out more about the multi-award winning PASS Program, or to see the PASS timetable, go to: http://www.uow.edu.au/student/services/pass

CURRICULUM THEMES

The UOW MD is organised into four curriculum themes that run throughout the course. These are: • Medical Sciences • Clinical Competencies • Research and Critical Analysis (RCA) • Personal and Professional Development (PPD)

Medical Sciences In traditional Medical curricula, the ‘basic medical sciences’ were usually taught in isolation, i.e. in the form of individual disciplines and separated from the clinical part of the education program. In the UOW MD program we have removed many of these discipline boundaries and integrated the medical sciences with the other ‘themes’ of the curriculum. In this way, the science disciplines are delivered in a clinical context; linked to the CBL case of the fortnight and to the organ system being studied in the respective ‘Teaching Block’.

While a large proportion of the Medical Sciences will be taught in the first Phase of the curriculum, many science disciplines will continue to be delivered during the later Phases as part of the overall teaching. In Phase 1 we will introduce the majority of science concepts and principles that underpin our understanding of the functioning of the human body in health and disease, whereas in the later part of the curriculum the emphasis will be more on the applied aspects of Medical Science.

The Medical Sciences taught in our curriculum comprise the traditional subject areas such as Anatomy, Biochemistry, Molecular Cell Biology, Physiology, Pharmacology and Pathophysiology. In addition, students will be exposed to aspects of Microbiology, Immunology and Genetics. These are the disciplines which describe the human body largely at the level of molecules, cells, tissues or organ systems and their interactions. Equally important are the sciences that deal with individuals, groups or populations; these are the Behavioural Sciences, Population Health and Epidemiology, which are also integrated in the curriculum.

The Medical Sciences will be delivered via a variety of teaching formats which range from Case-Based Learning (CBL) activities through to lectures, human anatomy sessions, guided online learning activities (GOALs) and Clinical symposium.

With our student population coming from such a wide range of backgrounds, studying the medical sciences will be harder for some students than for others. If you have problems with understanding and applying the important concepts of any of the individual disciplines, come to see us at an early stage. The members of the Medical Sciences team are here to help you.

Over the last few decades, medical sciences have taken a major leap forward, resulting in the development of fundamentally new diagnostic techniques, the production of new generations of drugs and the emergence of novel strategies for treatment of diseases. This trend is likely to continue and it will have a considerable impact on the way Medicine is practiced in the 21st century. It is therefore, extremely important that during your university education you acquire a solid knowledge and understanding of the fundamental science concepts that underpin modern Medicine. With our support, we hope you will enjoy studying the Medical Sciences with us during the next four years.

Dr Greg Peoples

Clinical Competency The UOW MD curriculum places great emphasis on the clinical sciences and clinical skills. ‘Clinical skills’ is a term that is often used to refer to practical and technical skills. We have integrated clinical skills with the sciences that underpin them, and refer to them under the theme of clinical competency. This vertical curriculum theme enables us to plan the development and assessment of your clinical competence throughout the course. Practical skills such as history taking, physical examination and investigations are essential for diagnosis and management of clinical presentations. However, effective clinical decision making demands that the findings from these skills are interpreted in the light of the knowledge base that underpins them. The curriculum will have a major focus on the integration of clinical sciences and skills, and developing your clinical competency. As you progress through Phases 1 to 4, the learning activities will help you develop introductory, basic, extended and advanced clinical competency respectively. In Phase 1 these will include one small group session per week in the Clinical Skills Centre, where clinical skills will be introduced in the context of the current CBL problem. One placement (1 afternoon) per fortnight will allow you to use your developing skills and knowledge in the real world of medical practice. In Phase 2, there is an increased focus on the development of clinical competency, and you will be placed in the hospital or ambulatory health care settings in the Illawarra and Shoalhaven for all 35 weeks of the Phase. Learning will focus on the core tasks addressed by a doctor in medical practice, with learning occurring as you understand the clinical presentations (e.g. joint pain or acute chest pain), and the concepts and mechanisms that underpin them. Clinical competency development in Phase 2 will be supported by clinical skills centre activities and medical sciences linked to Phase 2 CBL problems. Phase 2 will give you a foundation for Phase 3, an integrated long term (40 weeks) clinical experience in regional, rural or remote ‘teaching health communities’. During Phase 3 general practice, hospital and community health centre experiences will help you develop enhanced clinical competence, under the guidance of a GP preceptor (supervisor). As you become more confident and competent, you will be encouraged to assume more patient care responsibility. In Phase 4, you will have greater responsibility for clinical care to enable you to develop advanced clinical competency in preparation for your intern year. You will work as a student intern (PRINT) in an approved hospital for 6 weeks, have the opportunity to explore a potential speciality choice (again as a student intern) and undertake an elective term in Australia or overseas. Clinical competency learning and assessment activities will help you in the first part of your journey from novice to competent doctor. Dr Helen Rienits

Research and Critical Analysis Modern medicine requires its practitioners to approach their practice with competence, compassion, clinical curiosity and a reasoned questioning of dogma. One of the key tools in this process is critical enquiry. This involves the development of both knowledge and skills in the ‘how’, ‘what’ and ‘why’ of clinical and preclinical research and an exploration of the broader social, economic, political and practical context in which it takes place and is applied. The RCA Curriculum Theme develops students’ abilities to effectively negotiate the nexus between the theory and practice of medical research and the realities of clinical judgement and decision-making, particularly in the context of patient-centred care and evidence-based medicine. This involves use of research evidence and clinical scenarios to introduce students to the principles of epidemiology, biostatistics and probability and develop basic competency in these concepts. Students learn how to effectively access, critique and use the scientific, applied and social science-based medical literature, gain an insight into the principles and challenges of research ethics and acquire a practical understanding of the interplay between each of these in key areas of the Australian health care system. Most of all, they are encouraged to develop a questioning attitude and a systematic approach to answering questions. Research and Critical Analysis is a key theme across the entire medical course. Early in the course, principles of research are included through case-based learning, and critical evaluation is experienced through, for instance, analysis of research papers in journal club activities. In Phase 2, principles of research are included in on-line learning and analysing patient- oriented evidence. Students are encouraged to investigate an issue of relevance to their placement community in Phase 3 using hands-on research, writing and presenting their findings and conclusions to their colleagues, with the potential to publish via journals. Development of these enquiry and communication skills continues in the Phase 4 RCA capstone where students write up a clinical experience from their elective or selective term. Thus, the RCA theme is a continuum of activity over the whole course, with targeted activities to ensure development of skills in research and critical analysis, to enable best practice and application of evidence-based medicine, and critical enquiry.

Dr Sue Thomas Personal and Professional Development The UOW MD defines a number of attributes of its graduates that relate to their personal and professional functioning. Attributes include: • An understanding of the philosophical, scientific, legal and ethical principles underlying the practice of patient- centred medicine, as well as the ability to apply that understanding to problem solving in the medical environment. • The ability to evaluate and reflect on professional functioning and to act to remedy limitations of knowledge, skills and attitudes. • An ability to co-operate with colleagues as an effective member of a healthcare team, an understanding of the roles of other health professionals and capacity to form appropriate interdisciplinary relationships for the delivery of health care. • Dedication to forming therapeutic partnerships with patients that respect their specific cultural perspectives, ethnic background, age, gender, and socioeconomic status in order to optimise their health and well-being through patient- centred medicine. • Awareness of your personal needs, ability to tolerate uncertainty and to manage time, workload and stress, and ability to maintain appropriate boundaries between personal and professional roles. • Preparedness for future community, social and scholarly leadership roles in the attainment of individual and population health outcomes. The Personal and Professional Development (PPD) Curriculum Theme fosters the development of these attributes through learning activities that include lectures, small group discussions, and clinical symposia together with mentoring provided by a range of experienced clinicians. Dr Coralie Wilson

Learning Outcomes Specific learning outcomes have been developed for each of the four key themes of the MD degree and are detailed in Appendix 1.

RECOMMENDED CORE TEXTBOOKS

Below is a list of the core textbooks we recommend for Phase 1. These texts are used extensively throughout Phase 1 and are referred to for pre- and post-reading for lectures and GOALs. In addition we make an effort to, where possible, include figures from these texts as illustrations in lectures.

Multiple copies of each of these texts are available in both the Wollongong and Shoalhaven resource collections and libraries. We recommend that you look at these texts before you purchase them.

• Kumar P and Clark M, Kumar & Clark’s Clinical Medicine, 8th Ed. W.B. Saunders, Edinburgh, ISBN 9780702044991 • Rang HP, Dale MM, Ritter JM, Flower RJ. Rang and Dale’s Pharmacology, 7th Ed. Edinburgh, Churchill Livingstone, ISBN 9780443069116 (eBook av.) • Silverthorn D, Human Physiology: an integrated approach, 6th Ed. Pearson Benjamin, San Francisco, ISBN 9780321750075 • Barker R, Barasi S, Neuroscience at a glance, 3rd Ed. Wiley, ISBN 97871405150453 • Baynes J and Dominiczak M, Medical Biochemistry, 3rd Ed. Mosby, London, ISBN 9780323053716 (eBook av.) • Drake, Vogl, Mitchell Gray’s Anatomy for Students - 2nd Ed. 2009, Elsevier, ISBN 9780443069529 • Gilroy, AM, Anatomy: An Essential Textbook, 2013, Thieme Medical Publishers, New York, ISBN 9781604062076. (Also available in a package with Thieme Atlas of Anatomy) • McMinns and Abrahams’ Clinical Atlas of Human Anatomy – 7th Ed. 2013, Abrahams, Spratt, Loukas, von Schoor, Mosby, St. Louis, ISBN 9780723436973 • Moore K, Aqur AM and Dalley A, Clinically Oriented Anatomy, 7th Ed. Lippincott Williams and Wilkins, Baltimore, ISBN 9781451184471 • Netter’s Clinical Anatomy - Hansen, 2nd Ed., 2010, ISBN 9781437702729 • Netter’s Anatomy Colouring Book - Hansen, 1st Ed., 2009, ISBN 1416047026 • Rohen’s Colour Atlas of Human Anatomy - 6th Ed. 2006, Rohen, Yokochi, Lutjen-Drecoll, Lippincott Williams and Wilkins, Baltimore, ISBN 0781790131 • Goering R, Dockrell H, Zuckerman M, Wakelin D, Roitt I, Mims C, Chiodini, Mims’ Medical Microbiology, 5th Ed. W.B Saunders, Missouri, ISBN 9780723436010 • Kumar V, Abbas AK, Aster, JC, Robbins Basic Pathology, 9th Ed. 2012, Saunders, Philadelphia, ISBN 978143771815 • Underwood JCE, General and Systematic Pathology, 5th Ed. Churchill Livingstone, Edinburgh, ISBN 9780443073342 • Talley NJ and O’Connor S, Clinical examination: a systematic guide to physical diagnosis. 7th ed., Churchill Livingstone Australia, ISBN 9780729541473 • Epstein O, Perkin GD, Cookson J, de Bono DP, Clinical Examination, 4th Ed. Mosby, Edinburgh, ISBN 9780723434542 • Silverman J, Kurtz S and Draper J, Skills for communicating with patients, 3rd Ed. 2013, Radcliffe, London, ISBN 9781846193651 • Thambirajah M, Psychological basis of psychiatry, Churchill Livingstone, Edinburgh, ISBN 0443100993 • Smith, Janie Dade, Australia’s Rural and Remote Health, A Social Justice Perspective 2nd Ed, 2007, Croydon Vic: Tertiary Press, ISBN 9780864588128

LIBRARY

The University’s libraries on both Wollongong and Shoalhaven campuses provide access to a wide range of information resources and services. The University's goals of excellence in learning, teaching and research are underpinned by access to over half a million books and DVDs, over 66,000 journal titles, over 300 databases (online collections of journal articles) and over 10,000 e-books, with many resources available regardless of location, 24x7. Further information, including opening hours and borrowing information is available from the University of Wollongong Library webpage at www.library.uow.edu.au

Other services include: access to document delivery, online help and training guides, web-based tutorials and hands-on workshops. Shoalhaven Campus students are also eligible to use the Intercampus Document Delivery service. Further information on the Shoalhaven Campus Library is available at http://uow.libguides.com/shoalhaven/

Expert, professional staff design and deliver a range of services tailored to the individual needs of the University community. Information and Research Help services are available during opening hours at the Wollongong and Shoalhaven Campus Libraries. The Medical Librarian will be especially helpful for your specific subject needs. To request information or research help, or to make an appointment, please contact:

Library Services Save yourself time and enhance your studies: connect with information specialists and resources anytime, anywhere. The ‘Ask a Librarian’ service is also available for assistance with questions about Library services, access to electronic resources, and how to locate information. For more information visit:

Ask Us: http://www.library.uow.edu.au/ask/UOW026599.html or Google - uow library ask us

Online – Ask a Librarian Ask questions and receive a response within 1 business day In person – Book a Librarian 30-minute appointment with a Librarian By phone (02) 4221 3548

ASSESSMENT The GM assessment program in Phase 1 has been designed to test the understanding and application of core knowledge, skills and personal and professional behaviours. The methods and style of the assessments encountered in Phase 1 will be the same as those encountered in the remainder of the course. They include integrated written and practical examinations, written tasks such as essays, written reflections and critical analysis of a research article, continuous judgments of personal and professional behaviour, and nominated clinical competencies. Assessment at the GM serves two primary purposes:

1. Formative assessment Where assessment allows students to judge the depth of their own learning and provide some feedback on written work. Formative assessments do not contribute to the final grade. Formative assessments throughout Phase 1 provide students with early feedback on their strengths and weaknesses while the learning is taking place. It is our intention that before any summative assessment, students will have experienced a similar formative assessment so that both assessors and students are aware of the academic requirements and standards. The formative assessments closely match the summative assessments so that students are also prepared for the nature and style of the summative assessments, and receive feedback before summative decisions are made. 2. Summative assessment Identifies whether students have achieved the curriculum outcomes and attained the various competencies required to progress through to the next Phase/subject of the course, and finally to graduate at the end of the program. Summative assessments are compulsory. The purpose of a summative assessment task is to judge a student’s performance and determine their progression in the course therefore little feedback is provided on performance in summative assessment items. Summative assessment in Phase 1 (MEDI991) focuses on the development of student competencies in the four curriculum themes. The following sections provide details of how the individual themes are assessed in Phase 1.

Medical Sciences Assessment Knowledge of the medical sciences is assessed in four ways:

1. Weekly on-line Quizzes These weekly quizzes are available from Monday to Sunday and will have questions on the previous week’s work. These quizzes provide students with examples of the style (Extended Matching and Best one of Five) and nature of the questions that will be encountered in the End of Year 1 and End of Phase examinations. These quizzes are not compulsory but are there to help students to judge the depth of knowledge expected for each fortnight’s learning. 2. End of Block formative Exams These End of Block Formative exams will follow the same format as the End of Year 1 and End of Phase examinations and are designed to help students judge the depth of the knowledge they have gained over the course of the block. 3. Anatomy Quiz This Anatomy quiz is designed to allow students to identify weaknesses in their anatomy knowledge. The anatomy Quiz is a formative assessment task and as such does not contribute to the final grade. The quiz is scheduled in GIL Block which allows time for remediation prior to the End of Year Summative Examination. 4. Summative Integrated Examinations The summative examinations are held at the end of Sessions 2 and 3 (i.e. End of Year 1 and End of Phase 1). These are written examinations in which all aspects from each block and theme may be examined. The examinations are fully integrated across the learning Blocks and themes with the overall balance of questions from each area of study reflecting the approximate proportion of teaching time allocated to each block. The examinations are designed so that candidates can demonstrate that they have acquired, and are able to apply, the necessary knowledge understanding and skills to progress to the next part of the course. All students must attempt to complete all the summative integrated written examinations unless they have Academic Consideration. A student failing to sit the examination without approved Academic Consideration will not be offered the opportunity to complete the assessment at the second sitting. Additional information on the Integrated Examinations can be found in Appendix 9.

Clinical Skills Assessment Assessment in Clinical Skills in Phase 1 is conducted by campus based assessment of competence in the simulated clinical setting. This takes place in 2 forms of Summative assessment: • 6 Clinical Competencies (3 per semester) rostered in the Clinical Skill lessons curriculum • A Phase 1 OSCE is held mid-way through the third session in Phase 1. Details on the Clinical skills assessments can be found in Appendix 10.

Research and Critical Skills Assessment RCA assessment tasks are aimed at developing essential knowledge and skills required for effective practice in the clinical setting. • Helps people to learn and improve their critical appraisal skills • Encourages evidence-based medicine • Promotes awareness of research skills

Phase 1 assessment task will be: • Critical appraisal of a journal article (Journal Club Presentation) • This will take place as a group presentation aligned with Journal Club, in the SPR session (summative)

The assessment task aims to develop students’ ability to critically appraise research, increase understanding of evidence- based medicine, promote awareness of research skills and develop presentation abilities.

Details on each of the RCA assessment task can be found in Appendix 12.

Submission of written work The University’s Academic integrity and plagiarism policy, faculty handbooks and subject guidelines clearly set out the University’s expectations that students submit only their own original work for assessment and avoid plagiarising the work of others of cheating. Reusing any of your own work (either in part or in full) which you have submitted previously for assessment is not assessment without appropriate acknowledgement. Plagiarism can be detected and has led to students being expelled from the University.

The use by students of any website that provides access to essays or other assessment items (sometimes promoted as ‘resources’), is extremely unwise. Students who provide an assessment item (or provide access to an assessment item) to others. Either directly or indirectly (for example by uploading an assessment item to a website) are considered by the university to be intentionally or recklessly helping other students to cheat. This is considered academic misconduct and student place themselves at risk of being expelled from the University.

• Written assessments must be submitted or performed at designated times/dates and in the format (e.g. electronic, hard copy etc.) specified in the assessment program. Work not submitted by stated times will be deemed unsatisfactory because of lateness. NOTE: All written assignments submitted electronically are due at midnight on the stated date. • Assessments submitted electronically must be submitted in Microsoft Word or PDF format without any password protection or restrictions on readability. Assignments not complying with this requirement may be returned to the student and deemed not to have been submitted until the correct format is provided. Non-compliance with this format requirement may be regarded as an attempt to preclude checking for plagiarism and will consequently be selected for checking for plagiarism. • If for any reason you are unable to submit electronically the using the appropriate eLearning submission links, assignments should be emailed to [email protected]. • Submitted material must be a student’s own original work. Where other material is used, the student shall properly attribute the origin on the work, state the source(s) from which the information is derived and the extent to which they had made use of the work of others. • The University has a strict anti-plagiarism policy which can be found on the University website (Academic Integrity and Plagiarism Policy) • Upon submission, assignments are automatically uploaded to the originality checking service TurnItIn (www.turnitin.com). Students should review the “originality” report generated by the TurnItIn service at submission time to ensure compliance with the UOW plagiarism policy. Resubmission at any time up until the specified due date/time is permitted should amendments to initial submissions be required in order to ensure compliance with UOW policy. • TurnItIn details can be found at: http://www.uow.edu.au/student/services/ld/staff/UOW022082.html

GM Assessment Handbook Students must familiarise themselves with the content of the GM Assessment Handbook. The GM Assessment Handbook contains additional material relevant to assessment including details regarding the rules of progression, remediation, examination results, special circumstances and appeals. The GM Assessment Handbook is available to download from the Assessments Folder on the GM’s eLearning Space.

Scheduled dates for phase 1 assessments

Assessment Title F/S Date Clinical Competency - Basic Life Support S 16/03/21 Clinical Competency - Communication & Vital signs S 27/04/21 Clinical Competency - Self-reflection on History taking F 30/05/21 Clinical skills: CVRS Examination + Blood Pressure S 01/06/21 PPD - Judgement (completed by CBL tutors & Clinical Skills Team) S End of session

Clinical Competency - History taking S 31/08/21 Clinical Competency - Gastrointestinal Examination S 21/09/21 Anatomy - Formative Quiz F During URGE Week 1 anatomy Clinical Competency - Diabetic Assessment S 26/10/21 PPD - Judgement (completed by CBL Tutors & Clinical Skills Team) S End of session RCA Journal Club presentation S Journal Club presentation MEDI991 End-of-Year-1 Examination S 22/11 – 26/11/21 MEDI991 End-of-Year-1 Resit Examination (by invitation) S 13/12 – 17/12/21

Phase 1 OSCE - practise F 21/02/22 Phase 1 OSCE Part 1 S 30/03/22 Phase 1 OSCE Part 2 S 01/04/22 Phase 1 OSCE Resit S 27/04/22 PPD - Judgement (completed by CBL Tutors and Clinical Skills Team) S End of session MEDI991 End-of-Phase-1 Examination S 14/06 – 18/06/22 MEDI991 End-of-Phase-1 Resit Examination (by invitation) S 05/07 – 09/07/22

STUDENT ATTENDANCE REQUIREMENTS

Punctuality Punctuality is expected in the Graduate Medicine course. Being punctual for class is a demonstration of appropriate personal and professional behaviour in a future medical practitioner.

All lectures will commence at 35 minutes past the hour. As it is disruptive to the learning of other students in the cohort, students will not be permitted to enter the lecture theatre if they arrive more than five minutes after the lecture has commenced.

Attendance There is an attendance requirement on all students studying medicine at the GM. Attendance for ALL small group teaching sessions is compulsory and 100% attendance is expected. This includes:

• Clinical skills sessions • CBL case introductions • CBL tutorials • Anatomy laboratory sessions • Clinical placement activities

These sessions run with small numbers of students and as such, there is a responsibility of each student towards the learning of all students in the group. Students also have a responsibility to the simulated patients and external clinicians who may be participating in these teaching sessions. If students are absent then this has a direct impact on the learning of all. Attendance at all clinical placements is compulsory and students will be required to make up any time/days if they miss more than one day with approved Student Academic Consideration. In addition, full attendance at all large group teaching sessions is expected.

Note: Where compulsory activities such as those listed above are missed without explanation or where there is a consistent pattern of unexplained absences, students may be awarded the grade of Unsatisfactory by the Board of Examiners.

CBL Tutorials For absences from CBL tutorials students should notify their CBL tutor.

Clinical Skills For absences from Clinical Skills, students should notify: Wollongong Shoalhaven Roz Smith 02 4221 3938 Jenny Thompson 02 4429 1511

Hospital Clinical Placements For absences from Hospital Clinical Placements, students should notify: Wollongong Hospital Shoalhaven Hospital Jenny Deura 02 4221 3990 Liz Melleuish 02 4429 1525

General Practice Clinical Placements For absences from General Practice Clinical Placements, students should notify: Wollongong Students Shoalhaven Students Cassandra Healey 02 4221 5028 Liz Melleuish 02 4429 1525

If students are absent for two or more days due to illness then a Doctor’s certificate will need to be provided for those dates for which the student was absent and an application for Academic Consideration needs to be lodged online through SOLS. Please refer to GM Student Academic Consideration and Student Absence in Phase 1. For more information please visit: http://smah.uow.edu.au/medicine/current-students/md/UOW058311

UOW COMPLAINT (grievance) PROCESS

If you have a grievance concerning the mark awarded for an assessable piece of work then you should first approach the Marker/Preceptor with a request for an explanation and/or remark. If your grievance or concern about any other type of decision or action of a staff member is unable to be resolve with that person on an informal basis, then you may proceed with the GM Complaints process outlined in Appendix 3. You must lodge any appeal/grievance within 10 days of the release of the mark for the assessable work OR the decision or action about which you are complaining.

STUDENT COMPLAINTS AND REPORTING OF UNPROFESSIONAL BEHAVIOUR

At times during your study of Medicine students may be exposed to unprofessional behaviour either in the University or work-place setting. Graduate Medicine is genuinely interested in student wellbeing and experience while undertaking all aspects of the medical program including while students are on placement. A number of options are available to UOW students who wish to raise a concern about unprofessional behaviour or misconduct of another. These options may include;

• Speaking with a member of staff such as the clinical Academic Lead or Phase Chair. • Contacting the Safe and Respectful Communities (SARC) Manager in Student Services Division who provides a coordinated institutional response to serious complaint matters involving students. Further information about SARC may be found under the ‘Current students’ page or by clicking here. (or go to https://www.uow.edu.au/student/safety-and-respect/index.html) • You may also wish to lodge a complaint with UOW Complaints Management Centre (CMC) which is tasked with the management and coordination of complaints. Further information about CMC can be located on the UOW website under ‘Governance’ or by clicking here. (or go to https://www.uow.edu.au/governance/complaints-management/index.html)

Reports through this system may be anonymous or identified. In the online portal a student is simply asked to provide a description of the complaint and to attach any supporting documents that have available. The provision of supporting document is optional.

In the past medical students have commented that as a cohort they are aware when a preceptor has displayed unprofessional behaviour; however, these concerns had not been raised with the School. In some instances these haven’t been reported because of a perceived relationship between School and the preceptor involved or a concern that the report would not be managed confidentially and could negatively impact the student’s future interaction with the health service provider or the University. In other instances the issue was perceived as minor and the student did not believe at the time it was necessary to raise their concerns. It is important and students are encouraged to report all incidents or unprofessional behaviour, as there may be an ongoing pattern of minor instances which would otherwise go unreported.

Graduate Medicine is hoping that by making use of the UOW complaints portals we are able to provide students with a means of reporting unprofessional or concerning behaviour to an independent body outside the School and health service. Where appropriate, these issues will be reported to the school by the Complaints Management Centre and Student Services Division to ensure the student is being supported. Furthermore, the incidents will be recorded and monitored to ensure any pattern of unprofessional behaviour is appropriately actioned by the School and/or University.

It is acknowledged that these incidents may be a stressful time for students and it is therefore important to note that University’s Counselling Service provide free and confidential support. More information can be found by clicking here or calling 4221 3445 (Monday to Friday 9:00am to 4:30pm). The Student Advocacy Service also provide free and confidential support for students who seek guidance on grievances, appeals, disputes, mismanagement or misconduct by staff or students, during their studies at UOW. More information can be found by clicking here or calling 4221 4203.

APPLYING FOR STUDENT ACADEMIC CONSIDERATION

Applications for Student Academic Consideration (AC) are made online through SOLS using the University’s central system. Such an application is required if students are absent from: • class for two or more days • any assessment such as for example, a written exam, scheduled assignment, clinical placements, clinical skills

In all cases, you must apply for AC BEFORE the due date otherwise the extension won’t be granted (exemptions can apply such as for example, being hospitalised). This will mean that in the case of assignments for example, as per the GM Assessment Policy, tasks handed in late will be graded as Unsatisfactory. Approval will only be granted if it falls within the AC guidelines (medical grounds, compassionate grounds or extenuating circumstances) (http://www.uow.edu.au/about/policy/UOW058721.html#P219_16175)

For absences that do not fall within the criteria above, please discuss with the Head of Students, Dr Darryl McAndrew (email: [email protected] phone 02 4221 5143).

Documentation that supports applications, such as a medical certificate, is required according to University policy and submitted via the UOW SOLS https://www.uow.edu.au/student/.

Approving Leave NOT based on AC guidelines For planned absences that do not fit in with the criteria above such as conferences or professional development opportunities, a separate application is made to the Head of Students, Dr Darryl McAndrew. In these cases, when approved, time missed MUST be made up. Students where possible are advised to contact the Head of Students to discuss their situation.

Limited days are available for activities in this category. If days are unable to be made up or there are examinations (Clinical competencies/Examinations), leave will NOT be granted.

NOTE: Please remember that even if you have lodged an application for Special Consideration, it is your responsibility to notify your preceptor and/or relevant GM staff of your absence.

More detailed information on the University’s Student Academic Consideration: https://www.uow.edu.au/student/central/academicconsideration/index.html

Students with disabilities If you have a disability or condition which may adversely affect your studies please discuss the issue with the Head of Students (Dr Darryl McAndrew) or the Academic Leader Phase 1 (Dr Greg Peoples). See also the University’s Disability Services website: http://www.uow.edu.au/student/services/ds/index.html

Student Clearance for Clinical Placements According to the NSW Department of Health Policy Directive - PD2008_029, anyone who enters a NSW Public Health facility as an employee or in any other capacity must first undergo a criminal record check.

For more information, visit https://www.uow.edu.au/health-placements/verification/index.html or contact the UOW verification team on [email protected]. Students are required to notify the NSW Department of Health if they become the subject of a serious allegation or are charged or convicted of any criminal offences during the duration of their course.

REGISTRATION OF MEDICAL STUDENT AND NOTIFICATION OF IMPAIRMENT

From March 2011, all students enrolled in an accredited medical course approved by the Board were registered by the Board. Individual students did not need to do anything to become registered. There is no fee for student registration.

The Australian Health Practitioner Regulation Agency (AHPRA), which supports the Board, worked directly with educational providers to source the names of all medical students now listed on the Register of Students. This Register is not publicly available. The role of the Board in relation to medical students is limited by the Health Practitioner Regulation National Law Act (the National Law) as in force in each state and territory. The Board has no role to play in the academic progress or the professional conduct of students. The Board’s role is limited to registering students and dealing with notifications about students whose health is impaired to such degree that there may be risk to the public or when the student is found guilty of an offence punishable by imprisonment for 12 months or more. For details and updates regarding guidelines for mandatory notification, information can be found at the Medical Board of Australia.

Information regarding student registration can be found on the Board’s website at www.medicalboard.gov.au under Registration.

(Source of this information – Medical Board of Australia Update Issue 2, May 2011)

LEGISLATION, UNIVERSITY AND WORKPLACE POLICIES

Students must adhere to governing legislation or other conduct codes appropriate to the University, the health and medical profession or workplace for clinical experience. These include (but are not limited to);

Professional and Legislation - Code of Conduct – NSW Health - Occupational Assessment, Screening & Vaccination Against Specified Infectious Diseases - Work Health and Safety Act 2011 and the Work Health and Safety Regulation 2011 - Children and Young Persons (Care and Protection) Act 1998 - The Health Records and Information Privacy Act 2002 (NSW) - Public Interest Disclosures Act 1994 - Criminal Record Check - International students are required to apply for the National Police through the Australian Federal Police. Domestic Students should re-apply for their Police Check through their relevant state or territory Police Force.

University of Wollongong - UOW Students Rights and Responsibilities and UOW Student Conduct Rules - Code of Practice - Teaching and Assessment - Code of Practice - Research - Code of Practice - Students - UOW Code of Practice - Practical Placements - Acknowledgement Practice/ Plagiarism - Special Academic Consideration Policy - Course Progress Policy - UOW Graduate Qualities Policy and GM Graduate Profile - University of Wollongong Coursework Students’ Academic Complaints Policy http://www.uow.edu.au/about/policy/UOW058653.html - Non-Discriminatory Language Practice and Presentation Policy and Guidelines - Workplace Health and Safety - Risk Management - Intellectual Property Policy - OH&S Student Safety and Incident Reporting see appendix 4 and appendix 5

Graduate Medicine - Phase 1 Academic Consideration https://documents.uow.edu.au/content/groups/public/@web/@smah/@med/documents/doc/uow081808.pdf

- GM Complaints/ Grievance Process see appendix 3 - Remuneration of students whilst on clinical placement see appendix 6 - Paid employment of students within Host Organisation, in which the student has or is undertaking clinical experience see appendix 7 - GM standing on work experience see appendix 8

Appendix 1: MD Course Learning Outcomes At the successful completion of the course student will be able to: 1 Integrate knowledge of research and critical analysis principles cohesively within the practice of medicine 2 Demonstrate coherent knowledge of the principles and concepts of medical science within the context of the medical profession 3 Effectively employ evidence based practice, use critical thinking, and perform as a collaborative, reflective practitioner and health advocate 4 Demonstrate clinical competency at the Level expected of an intern 5 Display and practice professional and personal behaviour expected of a medical practitioner 6 Integrate knowledge of medical science, clinical medicine, research and critical analysis and professional and personal behaviour into the practice of medicine 7 Meet the qualification requirements to apply for an internship in Australia

Appendix 2: MD Subject Learning Outcomes Medical Sciences (MS) MS01 The normal structure and function of the body and each of its major organ systems. MS02 Molecular, biochemical, and cellular mechanisms that are important in maintaining the body’s homeostasis. MS03 The relationship between structure and function of cells, tissues, organs and systems. MS04 Factors contributing to health and illness and the mechanisms of their influence (pathogenesis). MS05 How structure and function (pathology and pathophysiology) of cells, tissues, organs and systems are altered by diseases and conditions. MS06 How common investigative techniques are used to differentiate between normal and abnormal structure and function. MS07 Principles of drug absorption, metabolism and excretion; dose response relationships and drug specificity and selectivity with respect to desired actions and side effects. MS08 Scientific knowledge and its relation to clinical problems. MS09 Limitations to existing scientific knowledge. MS10 Relief of pain, amelioration of suffering and optimisation the quality of life of patients. MS11 Theories and principles that govern ethical decision making and the major ethical dilemmas in medicine. MS12 Principles of human behaviour and development throughout life, and their relationship to health and illness. MS13 Identification of factors that place individuals at risk of disease or injury. MS14 The manner in which people of diverse cultures and belief systems perceive health and illness and respond to symptoms, diseases, and treatments. MS15 The health care needs and social and cultural perspectives of health of Indigenous Australians. MS16 The psychological, social, environmental and cultural determinants of health and illness. MS17 The importance of recognizing and addressing individual gender, socioeconomic and cultural biases in the delivery of health care. MS18 The organization, financing, and delivery of health care in Australia, including the challenges and opportunities for regional, rural and remote communities.

Clinical Competencies (CC) CC01 Taking a focused history from the patient, family, friend or carer to determine the nature of the patient’s problems, and identify possible causes. CC02 Conducting complete mental state examination or appropriate components in a systematic and directed fashion. CC03 Conducting a complete physical examination or appropriate components in a systematic and directed fashion. CC04 Making an accurate assessment of the patient’s problems and formulating a differential diagnosis based on the history and examination findings. CC05 Selecting, ordering and interpreting appropriate initial investigations for the presenting problem. CC06 Recording, evaluating and interpreting data from history, physical examination and diagnostic investigations and developing a provisional diagnosis. CC07 Making a diagnosis, constructing therapeutic strategies for patients with common conditions, developing and implementing a management plan. CC08 Monitoring the effectiveness of a patient management plan, and modifying that plan in response to the ongoing acquisition of information. CC09 Contributing to cure of or recovery from illness and the easing of suffering and discomfort. CC10 Utilizing strategies for health promotion and prevention of disease and disability in encounters with patients. Clinical Competencies (CC) CC11 Establishing, building and maintaining therapeutic partnerships with patients, their family, friends, and carers. CC12 Communicating, both verbally and in writing, with patients, patients’ families, colleagues, and others with whom physicians must share information in carrying out their responsibilities. CC13 Working as a member of health care teams. CC14 Dealing compassionately with patients, their family, friends and carers. CC15 Identifying potential danger to self and others taking appropriate action to limit impact. CC16 Openness to acknowledging one’s own limitations and knowing when to seek advice or assistance. CC17 A patient-centred approach to patient care. CC18 Respect for the role and function of all those involved in patient care, and the ability to collaborate with them. CC19 Optimization of patient comfort, dignity and privacy in all clinical encounters. CC20 Obtaining informed consent and knowing where the responsibility for obtaining consent lies in all aspects of investigation, treatment and management. CC21 Preparing patient for, explaining & conducting technical and practical procedures. CC22 Making thorough and accurate observations, measurements and calculations and recording assessment data in a manner that is legible, organized, concise and accurate. CC23 Recognising immediately life-threatening conditions, demonstrating effective decision making and instituting appropriate initial therapy.

Personal and Professional Development (PPD) PD01 A questioning approach to own work and that of others. PD02 Maintenance of patient confidentiality and knowledge of legislative exceptions. PD03 Receptiveness and responsiveness to change. PD04 An ethical approach in all aspects of professional life, including the demonstration of honesty, integrity, reliability and dependability, a non-judgmental approach and a commitment to patients, society and the profession. PD05 Utilisation of the best practice guidelines and requirements of professional and regulatory bodies. PD06 Adopting teaching and learning roles in interactions with colleagues, patients and their families. PD07 Fulfilling professional responsibilities in both work and external contexts. PD08 Seeking and taking advantage of opportunities to undertake lifelong learning. PD09 Sensitivity and responsiveness to patients’ culture, age, gender and disabilities. PD10 Applying self-reflection and critical self-evaluation to professional practice. PD11 Awareness of one’s own attributes and motivations, the capacity to use that awareness to guide self-care, and the skills to address one’s own interpersonal, psychological and emotional needs. PD12 Time and workload management skills such that resources are used effectively and efficiently. PD13 The importance of achieving balance within one’s personal and professional life and having strategies to achieve this. PD14 Maintenance of proper boundaries in professional practice. PD15 Recognizing and dealing with uncertainty and adverse outcomes. PD16 The legal responsibilities of medical practice in Australia. PD17 Ethical issues associated with human and animal research related to medicine.

Research and Critical Analysis (RCA) RCA01 Locate and access scientific and clinical information RCA02 Critically evaluate and utilise information for solving problems and making evidence-based decisions relevant to the health of individuals and/or populations RCA03 Explore improved solutions/practices for positive organisational, social and cultural change RCA04 Explain health services, social determinants of health and the burden of disease RCA05 Appropriately interpret, appraise and use statistics and data RCA06 Recognise appropriate research methods/study design and interpret results RCA07 Set and test research hypotheses and/or research question RCA08 Apply evidence-based medicine and clinical guidelines RCA09 Explain primary, secondary and tertiary prevention of disease

Appendix 3: Student Complaints and Grievances – a guideline to policy use for Graduate Medicine

In March 2015 the University of Wollongong updated the Complaints Procedures and the process has been unified across faculties. The term “grievance” has now been replaced by the term “complaint” and the GM will follow the University of Wollongong Coursework Students’ Academic Complaints Policy should a student complaint arise: http://www.uow.edu.au/about/policy/UOW058653.html A dedicated Unit has also been established to guide both students and staff where a complaint may arise: http://www.uow.edu.au/student/haveyoursay/studentcomplaints/index.html If a student has a concern regarding a decision, act or omission that has impacted on academic progression, they may seek to resolve the matter informally in the first instance.

Informal resolution: This will involve seeking an appointment as soon as possible with the academic leader or phase chair involved with the matter and they may also speak with the: • Head of Students https://smah.uow.edu.au/medicine/contacts/UOW237378.html • Student Support Advisor SMAH http://www.uow.edu.au/student/services/SSA/contact/index.html • Student Advocacy Officer If the matter remains unresolved, the student may lodge a formal complaint:

Stage 1a: A complaint should be formally lodged within 10 working days of the decision, act or omission impacting on progression and should include a statement of case with supporting documentation using a UOW complaints form. This will be addressed to the Dean of the Medical School (Head of School)

The Dean will respond within 10 working days

Stage 1b: If the matter remains unresolved, the student may refer the complaint within ten days to the Faculty designate - who may either respond directly to the complaint within 10 days or refer it to stage 2.

The Faculty Designate will respond within ten days

Stage 2: If the matter is unresolved by the Faculty delegate the student may address the complaint within ten days to the Student Ombudsman

The Student Ombudsman will respond within ten days

Stage 3: If the matter remains unresolved the student may refer the compliant to the Deputy Vice Chancellor (Academic) within ten days of the response from the Students Ombudsman

The Coursework Student Academic Complaints form may be accessed form the following link: http://www.uow.edu.au/student/haveyoursay/studentcomplaints/index.html Appendix 4: OH&S, Student Safety and Incident Reporting

The UOW is committed to the prevention of injury and illness to staff and students including the management of risk to students, staff or equipment during Phase 1 Placements. Students must adhere to OH&S policies and reporting protocols in each of the settings where they undertake their placement, including monitoring the workplace and identifying and reporting hazards to their supervisor.

Students are also required to identify potential hazards and take precautions at all times during their academic and personal activities in a range of settings, including accommodation and travel to and from placement activities (Students must take particular care and precaution when driving at night or on country or unfamiliar roads). The following table may assist to alert students to potential hazards:

The UOW Risk Management Homepage also provides information on Assessing Risk (via the Risk Matrix) and Implementing Risk Controls by using the ‘hierarchy of controls’, which includes (Eliminate, Substitute, Isolation, Engineering, Administrative and Personal Protective Equipment).

Incident Reporting on Phase 1 Placement

Students must refer to UOW Hazard and Incident reporting and take the following steps in the event of an incident or near miss.

1. Follow Incident Management / OH&S protocols of the facility where the incident has occurred. Complete an online OH&S, https://staff.uow.edu.au/ohs/managinginjuries/reporting/index.html Incident or Near Miss Report. The online version can only be completed whilst on a UOW campus. See appendix 4 for a hard copy of the OH&S incident/ near miss report. 2. Contact Graduate Medicine Head of Students on phone 4221 4111. The Head of students will record the incident or near miss and liaise with the student and the Regional Placement Facilitator to take corrective action and minimise future risk.

Appendix 5: OH&S Incident / Near Miss Report

To be completed online. Only complete hard copy if you cannot complete online

Incident Type Hazard Near Miss Injury

Incident Date(s)

Incident Location Setting ______Region ______Incident Classification Exposure or Contact Muscular Stress Workplace Environment Vehicle Incident Slip Trip or Fall Other

Description

Potential Harm (Description of potential harm to people or equipment)

Persons involved Student GM Staff Preceptor / Patient Staff member in health facility Other (select more than one if supervisor applicable)

Student Name

Student No. Incident Reporting Reported to: Reported to: ______(name & position at location of incident (Placement Facilitator / Academic facility) Coordinator) Date Reported: Date Reported: ______

Corrective action taken which could be taken Corrective action taken

Review date Appendix 6: Remuneration of students whilst on clinical placement https://smah.uow.edu.au/medicine/current-students/mbbs/UOW068634.html 1. Unless an authorised officer of the University consents, students on student professional experience programs i.e. clinical placement, should not be offered or accept any form of remuneration in connection with the workplace activity undertaken by the student. 2. The University expects Host Organisations to refrain from remunerating the student unless the University consents to remuneration being paid to a student. 3. Any student who is remunerated while undertaking a student professional experience is deemed to be the employee of the Host Organisation and will not be covered by the University’s insurance cover.

Appendix 7: Paid employment of students within Host Organisation, in which the student has or is undertaking Clinical experience. https://smah.uow.edu.au/medicine/current-students/mbbs/UOW068635.html Unless an authorised officer of the University consents, students on student professional experience programs should not be offered or accept any paid employment within the Host Institution in which the student has or is undertaking clinical experience. Applications must be in writing, giving details of the tenure and directed to the Chair of the Phase Committee.

Appendix 8: GM standing on work experience https://smah.uow.edu.au/medicine/current-students/mbbs/UOW068636.html The MD curriculum is delivered over an extended academic year, so recess and vacation breaks are an important component in the overall program. Extensive clinical experiences are offered throughout the program and there is no requirement or expectation that students will undertake additional, non-curriculum/compulsory clinical experiences in the vacation breaks. Whilst the GM does not recommend or encourage work experience outside of the curriculum sessions, it acknowledges that some students may choose to undertake work experience during these times. Should a student decide to undertake work experience, it will be the student’s responsibility to organise all of the details, including appropriate insurance. Whilst on work experience student will not be representatives of UOW or the GM. Please note that The University of Wollongong does not consider compulsory clinical placements as work experience, and that any work experience organised independently by a student is not part of the compulsory clinical placement time.

Appendix 9: Medical Sciences Assessment Information

Summative End of Year Integrated Examination The summative End of Year integrated examinations for Phase 1 examine all aspects from each session 1 and 2 of Phase 1. The examinations are fully integrated across the learning blocks and themes with the overall balance of questions from each area of study reflecting the approximate proportion of teaching time allocated to each block.

The End of Year Integrated Examinations will be made up of three separate papers. Questions within these papers will be in the following four styles:

1. Modified Essay Questions (MEQ) A series of integrated short answer questions around a case presentation 2. Extended Matching Questions (EMQ) For EMQs, students must select the correct answer from 10 choices of responses. The same answer may be used more than once. 3. Best One of Five Questions (BOF) For BOFs, students select the one best answer from five choices. 4. Multi-station questions The format uses ‘best one of five’ questions relating to a visual trigger which could be an anatomy specimen or model, an image, graph or printout relating to all components of the Phase. The multi-station examination will be conducted within the anatomy facility.

For EMQ/ BOF and multi-station questions students will record their answers on a computer-read form and are awarded 1 mark for every correct answer and 0 for an incorrect answer. Unanswered questions receive 0. Marks are not deducted for incorrect answers. Computer scans of student scripts are only identified by student registration numbers. Whilst every effort is made to identify any unlabelled/incorrectly labelled/illegible scripts, those not conforming to the instructions to candidates will be discarded and no marks allocated. Marks from all parts of the integrated written examinations will be combined to achieve a percentage grade. Students will be given an Unsatisfactory, Satisfactory or Excellent grade as determined by the Standard Setting procedure carried out by GM academic staff. Results will be released to students in the week following completion of the examinations. Examination details (rooms and times) will be published by Student Administration Services and made available to the student through SOLS well in advance, in accordance with University practice (https://www.uow.edu.au/student/exams/index.html

End of Year Examination Resit The End of Year integrated examination resit will be held before the commencement of Phase 1, Session 3.

Summative End of Phase Integrated Examination The End of Phase 1 Integrated Examination will examine content from the whole of Phase 1 (sessions 1, 2 and 3). In the End of Phase 1 Integrated Examination there will be emphasis on Neuroscience, Musculoskeletal and the Haemopoetic/ Immune blocks (minimum 50%). The questions for the remaining 50% of the End of Phase exam will reflect the proportion of teaching time allocated across all of the Blocks in Phase 1. Therefore, it is important to note that content of learning blocks from session 1 and 2 will also be examined in the End of Phase Integrated Examination.

The End of Year Integrated Examinations will be made up of three separate papers. Questions within these papers will be in the following four styles:

1. Modified Essay Questions (MEQ) A series of integrated short answer questions around a case presentation 2. Extended Matching Questions (EMQ) For EMQs, students must select the correct answer from 10 choices of responses. The same answer may be used more than once. 3. Best One of Five Questions (BOF) For BOFs, students select the one best answer from five choices. 4. Multi-station questions The format uses ‘best one of five’ questions relating to a visual trigger which could be an anatomy specimen or model, an image, graph or printout relating to all components of the Phase. The multi-station examination will be conducted within the anatomy facility.

For EMQ/ BOF and multi-station questions students will record their answers on a computer-read form and are awarded 1 mark for every correct answer and 0 for an incorrect answer. Unanswered questions receive 0. Marks are not deducted for incorrect answers. Computer scans of student scripts are only identified by student registration numbers. Whilst every effort is made to identify any unlabelled/incorrectly labelled/illegible scripts, those not conforming to the instructions to candidates will be discarded and no marks allocated.

Marks from all parts of the integrated written examinations will be combined to achieve a percentage grade. Students will be given an Unsatisfactory, Satisfactory or Excellent grade as determined by the Standard Setting procedure carried out by GM academic staff.

Results will be released to students in the week following completion of the examinations.

Examination details (rooms and times) will be published by Student Administration Services and made available to the student through SOLS well in advance, in accordance with University practice (https://www.uow.edu.au/student/exams/index.html).

End of Phase Examination Resit The End of Year integrated examination resit will be held before the commencement of Phase 2.

Appendix 10: Clinical Skills Assessment information

Clinical Competencies Clinical Competency testing will take place under ‘examination conditions’ in the Simulation Centre, where an assessor will use criteria on a standardised form (for each competency) to reach a judgement on the level of performance s/he observes. These will be assessed using an OSCE style format to help the students prepare for their OSCEs later. They will be held to assess competence in a skill which has been taught in Clinical Skills lessons over the preceding weeks. The student will have to prepare to be assessed on all the relevant content but will only be assessed on a portion. The student will be given a simple scenario and task list and is expected to demonstrate early clinical reasoning skills as they decide on and demonstrate the relevant examination skills. • Timing will be the same for all assessments (Structured by electronic ‘bells’) • 2 min reading/thinking time outside station to prepare • 8 min in station to perform tasks (at 6min there will be a voiceover warning the student that they have 2mins left) • When assessment is finished the assessor has 3mins to provide verbal feedback. • Total of 13 mins per student • Students will be informed of their grade (U- Unsatisfactory, S – Satisfactory, or E- Excellent) via the grade book (located on eLearning) over the following week. • Students who gain a U grade and will be contacted by Sols mail for remediation and resit details which will be organised over the following weeks. A student is allowed a total of 3 attempts to pass a competency. • Students who gain an Unsatisfactory Grade at their first attempt are not eligible for a grade of Excellent at subsequent attempts. • The Academic Leader of Clinical Skills (or delegate) is responsible for the remediation and resit process.

Objective Structured Clinical Examination (OSCE) • A 4 station peer assessed formative OSCE will be held in Feb/March to enable students to prepare for the summative OSCEs in April. • The Phase 1Summative OSCE is a progressive OSCE and is therefore conducted over 2 parts: • Part 1 will consist of 6 stations: 2 History, 2 Examination, 1 Communication & 1 Procedure. The pass mark for each station will be determined using the Borderline Regression Method for each station. Students who pass 5 or more out of the 6 stations will be deemed to have passed the OSCE and will not be required to do Part 2. All other students will be required to sit Part 2. (There is no remediation given between Part 1 and Part 2 of the summative OSCE.) Any student who fails all 6 stations will be deemed to have failed the Phase 1 OSCE. (They could sit for Part 2 if they wish but will be unable to pass the Phase 1 Summative OSCE.) • Part 2 will consist of 5 stations: 2 History, 2 Examination & 1 Communication. The pass mark will be determined using the Global Judgement method. For students who are required to do Part 2, the pass for the Phase 1 summative OSCE will then be determined by their performance over all 11 stations. Students will be required to pass more than 50% of the total number of stations (ie.at least 6 or more out of 11 stations) to pass the OSCE, (including at least 1 History and 1 Examination station.) • The timing and format of each station will be the same as for Clinical Competencies except that there will be no individual feedback time. • Feedback will be provided in the form of a summary of their performance across the various skill domains in addition to their overall cohort ranking. • Students who fail the Summative OSCE will be invited to attend a remediation session to review their station performance and then (if eligible, i.e. they have passed at least 4 of the 11 stations) offered a Resit OSCE. • The Resit OSCE will be held a couple of weeks later and will consist of 11 stations: 4 History, 4 Examination, 2 Communication & 1 Procedure. The pass will be determined by the Global Judgement score and students will need to pass more than 50% of the total number of stations (ie.at least 6 or more out of 11 stations) to pass the OSCE, (including at least 1 History and 1 Examination station.) • If a student fails the Phase 1 OSCE, they will have been deemed to have failed Phase 1. If eligible, they will be offered the opportunity to repeat, entering Phase 1 Session 2 with the succeeding cohort. • The content of the Phase 1 OSCE will cover all blocks in Phase 1 sessions 1 & 2 all prior session 3 content occurring before the Summative OSCE.

Self-reflection on History Taking In addition to clinical competency assessments described in the Assessment Schedule students will submit a written assignment for Clinical Skills containing the student’s self-reflection on a video recording of them taking a medical history. This clinical assessment is formative but is compulsory. 1. Record yourself taking a medical history (in CVRS week 2 and 6). Cameras will be provided. Please see Annette or Jenny if you require assistance. 2. Watch the video of yourself and write a reflection according to the format suggested below. After you have finished, please ensure that your recording is deleted or stored securely on your own devices. Do not post these video clips on any social media, You Tube, etc.

Format of the Self-Reflection 1. A4 page, Times New Roman font 12 point. 2. Title of assignment (see above) 3. Student Number 4. Subject of history lesson being viewed (Cardiovascular or Respiratory) 5. Reflection should be from 300 – 500 words total and cover the following content.

Content of Reflection A format or suggested structure for self-reflection on your clinical practice will be provided for you following week I2M 5.You should comment on aspects of each of the following components of history taking: • Communication skills: Introduction, eye contact, rapport, building the relationship, signposting, summarising, or conclusion. • Coverage of all the necessary information: detail of the presenting problem, past history, medications, allergies, family history and social history. Did you forget anything? • Manner during the interview: your professional attire, mannerisms, nonverbal communication, choice of language, or use of exclamations, etc. • Also describe areas that you will be working on to improve (at least 1 area). (Note: Do not be too hard on yourselves; include some positives as well as negatives!)

Marking Criteria: Excellent: Covers all areas in the content section above. Shows thoughtful insight into their performance and is able to clearly define both strengths and weaknesses. Sets some specific and achievable goals to work on to improve performance. Satisfactory: Covers all areas in the content section above. Shows insight into their performance and is able to define both strengths and weaknesses. Able to list at least one area they will work on to improve. Unsatisfactory: Does not cover all areas. Shows little depth of insight into own performance. Lists strengths or weaknesses in vague terms. Poorly defined goals for improvement.

Appendix 11: RCA Assessment Information

Phase 1 RCA Critical appraisal of a journal article (Journal Club Presentation)

Analysis of a research paper (communicated via Journal Club) can help decide whether there is sufficient research evidence to influence clinical practice. You group will be required to select an appropriate research paper according the block your Journal Club presentation aligns with.

Aims This assessment task aims to develop skills in applying critical analysis principles to a research paper. The focus is on critically appraising the research; this includes identifying aspects that have been done well as well as those that could have been improved upon. Students are expected to demonstrate 'critical thinking' and work as a group.

Guidelines The following is intended to provide you with guidance in assessing the research paper your group has selected and identifying key elements to interpret the soundness of the findings of the study.

Reading the Introduction • What research has already been done on this topic? • How does this study potentially add to the body of evidence already available? • Is there a clear research question given and is there background evidence provided to support this? • What is the specific research question? • Does the study seek to solve an important medical question?

Reading the Methods • What type of study design was used (clinical trial, cohort, case-control, cross-sectional, systematic review and meta- analysis) and was it appropriate to answer the research question? • Who was included in the study population? Are they the most appropriate population to answer this research question? Were there clear criteria for inclusion and exclusion of subjects? Could exclusion criteria impact on how generalisable the results are? Were baseline characteristics similar for the study groups if the study was a comparative one? • If the study was of an intervention or treatment, what was it and how does it fit in with current recommendations/guidelines? • Were there any sources of bias in the method that could potentially influence the results and how they could be interpreted? • Was recruitment or sampling described and relevant? If randomisation occurred, was this described? • Were standard measures used to assess outcomes? How reliable were these and how replicable? Are the outcomes measured clinically relevant to the patient population studied? Can the outcomes be applied easily to other populations? • Was valid statistical analysis undertaken?

Reading the Results • Do the reported findings answer the research question? • Are actual values reported (where applicable) with appropriate statistical analysis? • If included, are the graphs and tables easy to read and understand? Do they relate to the research question? Do they provide valid or useful information? • If the study was of a treatment or intervention, did unwanted effects need to be considered? If so, were they recorded and reported in the results?

Reading the Conclusion and Discussion • Are the research questions and outcomes adequately discussed? • Are the conclusions of the study discussed in the context of other relevant research? • Are the conclusions justified? Do the authors extrapolate more than they should, for example, beyond the length of time subjects were studied or to populations not included in the study? • Are shortcomings or limitations of the research acknowledged? • Is relevant further research considered necessary to expand or confirm the findings?

Your overall conclusions • What do you think the study is about and what does it tell you? • What is the relevance of the research and its findings? • Does the study contribute evidence that could be incorporated into clinical practice or health policy or guidelines? There are several checklists or guidelines available detailing what to look for when critically analysing a research paper. These include: • Greenhalgh, T 1997, ‘How to read a paper: getting your bearings (deciding what the paper is about)’, BMJ, vol.315, pp243-246. Link • Lange Biostatistics > Chapter 13. Reading the Medical Literature - available through AccessMedicine (GM database).

Note on the paper abstract: The abstract should not be relied upon for your analysis as it may not present the complete results or may over or understate the outcomes of the research.

Summative Assignment (group presentation) Due date: Aligned with Journal Club presentation

Your group will need to select an appropriate research paper to critically analysed and then present this analysis to your Phase 1 cohort.

Critical Analysis of a Research Paper marking criteria: The assignment will be marked against standardised marking criteria, available in Appendix 12 and on Moodle.

Appendix 12: Marking Rubrics Phase 1 RCA Critical appraisal of a journal article (Journal Club Presentation)

Group submissions for the Critical Analysis of a Research Paper (Journal Club Presentation) assignment will be assessed against the following eight criteria. An overall grade of Unsatisfactory, Satisfactory or Excellent will be awarded.

Objective Excellent Satisfactory Unsatisfactory

1. Selection of Article is highly relevant to Article has some relevance The relevance, interest and journal article the teaching block, to the teaching block, is of importance of the paper is interesting and interest or demonstrates limited or unclear. demonstrates important important concepts. concepts. 2. Appraisal of Excellent appraisal of the Satisfactory appraisal of the Limited or unclear appraisal introduction background, aims, background, aims, of the background, aims, justification and research justification and research justification and research question(s). question(s). question(s). 3. Appraisal of Excellent appraisal of the Satisfactory appraisal of the Limited or unclear appraisal methods suitability of the methods suitability of the methods of the suitability of the (setting, participants, (setting, participants, methods (setting, design, analysis, design, analysis, participants, design, replicability issues). replicability issues). analysis, replicability issues). 4. Critical analysis Excellent appraisal of Satisfactory appraisal of Limited or unclear appraisal of the results results relevant to the main results relevant to the main of results relevant to the aims of the study. Accurate aims of the study. main aims of the study. interpretation of results Satisfactory interpretation Inaccurate interpretation of (tables, figures). of results (tables, figures). results (tables, figures). 5. Critical analysis Excellent appraisal of the Satisfactory appraisal of the Limited or unclear appraisal of the discussion implications, conclusions, implications, conclusions, of the implications, limitations and future limitations and future conclusions, limitations and directions. directions. future directions. 6. Critical appraisal Excellent summary of the Satisfactory summary of the Limited or unclear summary of the strengths and weaknesses of strengths and weaknesses of summary of the strengths paper the paper. the paper. and weaknesses of the paper. 7. Presentation Excellent presentation skills Satisfactory presentation Limited or unclear skills (clarity, pace, organisation, skills (clarity, pace, presentation (issues with audience engagement). organisation, audience clarity, pace, organisation, Slides are easy to read and engagement). Slides are audience engagement or visually appealing. generally clear. slides). 8. Individual Excellent contribution to Satisfactory contribution to Unsatisfactory contribution contribution to the preparing and delivering the preparing and delivering the to preparing and delivering team effort (rated presentation. presentation. the presentation. by group peers) Overall grade Excellent Satisfactory Unsatisfactory Comments

PPD Judgement The personal and professional behaviour displayed by students during CBL Tutorials and Clinical Skills teaching sessions is assessed using the following rubrics.