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Unit of study_

MDMP5512: Medical General Foundation Knowledge 2

Upon completion of this module, students will have gained knowledge and clinical skills to understand the normal to abnormal spectrum of Renal, Endocrine and Nutrition, Gastroenterology and Neurosciences. There will be particular focus on, 1. The processes responsible for the maintenance of homeostasis in the human body, 2. The etiology, epidemiology, pathogenesis, clinical features, and natural history of common diseases, 3. Investigations that can aid in diagnosis, and 4. Pharmacological and non-pharmacological treatment options and prevention strategies to manage common diseases. Renal and Gastroenterology are covered over 4 weeks, Endocrine and Nutrition is covered over five weeks, and Neurosciences is covered over six weeks. The content incorporates themes relevant to the topic, including Basic and Clinical Sciences, Clinical Skills, Therapeutics and Diagnostics, Population Health, Ethics Law and Professionalism, Interprofessional Teamwork, and Indigenous Health. Learning will be based on authentic clinical scenarios using team-based learning, with integration of core biomedical sciences including anatomy, biochemistry, immunology, microbiology, pathology, pharmacology, and physiology. This will ensure a sound biomedical foundation for clinical learning in Year 2 and beyond. One day per week will be reserved for flexible learning. With the increasing utilisation of the flipped classroom approach, students will have time to independently review online material. Students will spend one day per week at their clinical schools learning foundation clinical skills in history, examination, and procedural skills with a mixture of supervised clinical experience, simulation and near peer teaching.

Code MDMP5512
Academic unit Central Clinical School
Credit points 24
Assumed knowledge:
Foundational Knowledge in Anatomy, Physiology and Biology

At the completion of this unit, you should be able to:

  • LO1. describe the normal development, anatomy, biochemistry and physiology of human structure and function in the endocrine, gastrointestinal, reproductive and neurological systems throughout the life continuum to understand the normal status of homeostasis
  • LO2. outline the etiology, epidemiology, pathogenesis, clinical features and natural history of common diseases of the endocrine, gastrointestinal, reproductive and neurological systems from birth to end of life to develop clinical reasoning skills
  • LO3. describe the roles of individuals, groups, organisations and communities to promote healthy human development, including screening of early detection of disease (social behavioural sciences)
  • LO4. identify the deficiencies in their biomedical science knowledge and use relevant learning resources, including discussion with experts in the field, to address any gaps in knowledge
  • LO5. obtain an accurate and structured basic medical history and perform a systematic examination of healthy adults (or patients where appropriate) in simulated or clinical environments
  • LO6. identify, select and interpret appropriate investigations of the endocrine, gastrointestinal, reproductive and neurological systems to identify significant abnormalities in results and describe principles of management
  • LO7. perform basic clinical procedures relevant to the endocrine, gastrointestinal, reproductive and neurological systems on simulated patients/models or healthy adults to develop practical clinical skills
  • LO8. outline the importance and principles behind patient-centred care to prepare for best clinical practice and patient safety
  • LO9. apply and integrate high-quality evidence with health informatics and biological mechanisms to formulate and solve theoretical clinical cases
  • LO10. describe the social, cultural, historical and political context of population health to identify systemic issues that impact health and the provision of effective healthcare locally and globally
  • LO11. apply basic epidemiological principles and interpret data to measure and monitor the health status of individuals and populations (surveillance)
  • LO12. demonstrate methods of assessing the cost-effectiveness, sustainability and impact of medical interventions and prevention programs implemented by organisations or individuals (evaluation)
  • LO13. reflect on the role of the doctor as an advocate or activist for the health of individuals or communities they serve and critique examples of health promotion, advocacy and activism (health promotion)
  • LO14. incorporate the Indigenous cultures and experiences in a holistic manner and apply a wide range of socio-medical frameworks to develop a response to indigenous health challenges
  • LO15. build informed critical thinking skills to identify strengths and health needs of Indigenous individuals and communities through active listening and collaboration with the patient, family, community to co-produce improved health care outcomes
  • LO16. acquire insight into the professional behaviours (e.g. empathy, social awareness, integrity, humility, curiosity, equity and open mindedness) required for future engagement in patient and community-centred, team-based healthcare in an Indigenous healthcare context
  • LO17. apply the theoretical principles and practical implications of Ethics, Law and Professionalism (ELP) for the provision of high quality professional and equitable health care
  • LO18. explain the mechanistic rationale for the choice of pharmacological and non-pharmacological treatment options of endocrine, gastrointestinal, reproductive and neurological diseases determined by the clinical condition, local or national evidence-based guidelines and patient preference
  • LO19. describe the pharmacological, metabolic and immunological basis to build knowledge of drug action, drug interactions and adverse drug reactions of endocrine, gastrointestinal, reproductive and nervous drugs
  • LO20. engage, collaborate and communicate effectively, provide and receive constructive feedback in a respectful manner with all team members to develop a high standard of inter-professional behaviours.

Unit outlines

Unit outlines will be available 2 weeks before the first day of teaching for the relevant session.