Outline

Overview

Upon completion of this module, students will have gained knowledge and clinical skills to understand the normal to abnormal spectrum of Sexual Health and Reproduction, Renal/Urology, Gastroenterology and Neurosciences; with 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. Each system is covered over 4-weeks duration and 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 ï¿½flipped classroomï¿½ 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.

Details

Academic unit
Unit code	MDMP5512
Unit name	Medical General Foundation Knowledge 2
Session, year ?	Semester 2 Early, 2020
Attendance mode	Normal day
Location	Camperdown/Darlington, Sydney
Credit points	24

Enrolment rules

Prohibitions ?	None
Prerequisites ?	None
Corequisites ?	None
Assumed knowledge ?	Foundational Knowledge in Anatomy, Physiology and Biology
Available to study abroad and exchange students	No

Teaching staff and contact details

Coordinator	Kellie Charles, kellie.charles@sydney.edu.au
Administrative staff	Pieta Joy, pieta.joy@sydney.edu.au Sylvia Lohrengel, Sylvia.lohrengel@sydney.edu.au, Central Clinical School Sue Darling, sue.darling@sydney.edu.au, Concord Clinical School Maree Yabsley, maree.yabsley@sydney.edu.au, Nepean Clinical School Claire Bridgman, claire.bridgman@sydney.edu.au, Northern Clinical School Annie Williams, annie.williams@sydney.edu.au, Sydney Adventist Clinical School Amanda Burke, Amanda.burke@sydney.edu.au, Western Sydney Clinical School

Type	Description	Weight	Due	Length
Assignment	Interprofessional Communication Education Safety Module Peer-to-peer marking	0%	- Due date: 09 Sep 2020 at 23:59	n/a
Outcomes assessed:
Small test	Anatomy Competency Test 1 Laboratory assessment	0%	- Due date: 31 Jul 2020 at 09:00	30 minutes
Outcomes assessed:
Small test	Anatomy competency test 2 Laboratory assessment	0%	- Due date: 02 Oct 2020 at 09:00	30 minutes
Outcomes assessed:
Small test	Anatomy competency test 3 Laboratory assessment	0%	- Due date: 19 Nov 2020 at 09:00	30 minutes
Outcomes assessed:
Skills-based evaluation	Procedural Skills assessment 1 Procedural skills assessment 1	0%	- Due date: 20 Aug 2020 at 16:45	-
Outcomes assessed:
Skills-based evaluation	Mini-clinical examination 4 Clinical examination	0%	- Due date: 26 Aug 2020 at 23:00	-
Outcomes assessed:
Skills-based evaluation	Procedural skills assessment 3 Procedural skills assessment 2	0%	- Due date: 02 Oct 2020 at 17:00	-
Outcomes assessed:
Skills-based evaluation	Mini-clinical examination 6 Clinical skills assessment	0%	- Due date: 11 Nov 2020 at 23:59	n/a
Outcomes assessed:
Assignment	ELP reflective task 3 ELP 3 Mental Health First Aid Course	0%	- Due date: 18 Sep 2020 at 23:59	300 words
Outcomes assessed:
Assignment	ELP reflective task 4 ELP reflective statement	0%	- Due date: 01 Nov 2020 at 23:59	300 words
Outcomes assessed:
Assignment	IH Discussion Forum Reflection IH Reflective assessment	0%	- Due date: 06 Nov 2020 at 23:00	250 words
Outcomes assessed:
Final exam (Record+)	Knowledge and application test 4 Online written assessment	0%	Formal exam period Due date: 20 Nov 2020 at 23:59	3 hours
Outcomes assessed:
Skills-based evaluation	Multi-modal clinical assessment Multiple station clinical assessment	0%	Formal exam period Due date: 17 Nov 2020 at 23:59	60 minutes
Outcomes assessed:
Skills-based evaluation	Mini-clinical examination 5 Clinical skills assessment	0%	Mid-semester break Due date: 07 Oct 2020 at 23:59	n/a
Outcomes assessed:
Participation	PARTICIPATION Required attendance or participation	0%	Ongoing	Ongoing
Outcomes assessed:
Skills-based evaluation	Procedural skills assessment 2 Procedural skills assessment	0%	Week 03 Due date: 18 Sep 2020 at 23:59	n/a
Outcomes assessed:
In-semester test (Record+)	Knowledge and application test 3 Written assessment, online	0%	Week 04 Due date: 28 Aug 2020 at 23:59	1.5 hours
Outcomes assessed:
Assignment	Personal development plan Written task	0%	Week 07 Due date: 18 Sep 2020 at 23:59	1000 words
Outcomes assessed:
Skills-based evaluation	Procedural skills assessment 4 Procedural skills assessment	0%	Week 12 Due date: 30 Oct 2020 at 23:59	n/a
Outcomes assessed:
Tutorial quiz	Population health quizzes Quiz	0%	Weekly	15 minutes
Outcomes assessed:
Tutorial quiz	IRATs (prior to TBLs) Quiz	0%	Weekly	15 minutes
Outcomes assessed:
= group assignment ? = Type B final exam ? = Type B in-semester exam ?

Programmatic Assessment is used in the Sydney MD Program that involves a program of assessment, standard setting, attendance, professionalism and conduct, Learning Advisor meetings and opportunities for remediation.

The assessments will be included in a Programmatic Assessment Portfolio that will be integrated across the 8 vertical themes:

1) Basic and Clinical Sciences

2) Clinical Skills

3) Diagnostics and Therapeutics

4) Population health

5) Indigenous Health

6) Ethics, Law and Professionalism

7) Inter-professional Learning and Teamwork

8) Research, Evidence and Informatics

The expected standard for each assessment must be met and will be outlined in the Year 1 Assessment Handbook 2020 on Canvas.

Decisions regarding the expected standard for each individual assessment will be based on a) a modified Cohen method of standard setting for knowledge-based assessments and b) competency levels defined by rubrics for written submissions and skill-based clinical assessment.

A Portfolio Committee will meet at least twice yearly to evaluate student performance in the programmatic assessment, based on:

Programmatic Assessment Portfolio
Learning Advisor reports
Attendance, professionalism and conduct reports (including late submissions and communication problems/ issues)

The Portfolio Committee will determine a Remediation Plan for students who have not met the expected standard. The Remediation Plan will include the expected standard to be achieved and due date for completion.

The Portfolio Committee will decide whether the requirements for both Units of Study have been met and eligibility for progression at the end of the Year after the completion of both MDMP5511- Medical General Knowledge 1 and MDMP5512- Medical General Knowledge 2.

The Portfolio Committee may require students who have not met the standard for any assessment or the requirements of their Remediation Plan to undertake further assessment. Their performance in this further assessment will be considered with all other information from the Programmatic Assessment Portfolio in making a decision about eligibility to pass the two Year 1 Units of Study and progress to Year 2.

Please Note: Supplementary assessments are NOT offered in the Sydney Medical Program.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

The Sydney Medical Program awards by grade only: the grade should be either Satisfied Requirements (SR) or Failed Requirements (FR).

For more information see sydney.edu.au/students/guide-to-grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Special consideration

If you experience short-term circumstances beyond your control, such as illness, injury or misadventure or if you have essential commitments which impact your preparation or performance in an assessment, you may be eligible for special consideration or special arrangements.

Academic integrity

The Current Student website provides information on academic honesty, academic dishonesty, and the resources available to all students.

The University expects students and staff to act ethically and honestly and will treat all allegations of academic dishonesty or plagiarism seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic dishonesty. If such matches indicate evidence of plagiarism or other forms of dishonesty, your teacher is required to report your work for further investigation.

Weekly schedule

WK	Topic	Learning activity
-	Inter-professional learning and teamwork activity on system-based healthcare	Workshop (3 hr)
Multiple weeks	Ecology and prevention strategies relating to the renal, gastrointestinal, reproductive and neurological diseases in Aboriginal and Torres Strait Islander communities	Forum (2 hr)
Ongoing	Ethics, law and professional aspects of the medical practice	Forum (3 hr)
Weekly	Basic and clinical sciences of renal, gastrointestinal, reproductive and neurological systems	Online class (5 hr)
	Basic and clinical sciences of renal, gastrointestinal, reproductive and neurological systems	Seminar (5 hr)
	Basic and clinical sciences of renal, gastrointestinal, reproductive and neurological systems	Practical (6 hr)
	Clinical skills (history, examination, communication, procedural skills) of the renal, gastrointestinal, reproductive and neurological systems	Clinical practice (5 hr)
	Investigations and therapeutic treatment strategies for the diagnosis and management, respectively, of the renal, gastrointestinal, reproductive and neurological system	Seminar (2 hr)
	Population health principles of the renal, gastrointestinal, reproductive and neurological systems	Seminar (3 hr)

Attendance and class requirements

Attendance requirements will be monitored and tracked in the integrated portfolio-based assessment. All attendance requirements are described in the Faculty of Medicine and Health Attendance Provisions (2019). Please check the Canvas site for this unit for a copy of the provisions document. As per Clause 5 of the Progression Rules in the MD Regulations 2020, candidates who do not meet the attendance requirements of each year will need an approval from the Director of Sydney Medical Program and/or the relevant Portfolio Committee to continue their candidature.

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 24 credit point unit, this equates to roughly 480-600 hours of student effort in total.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University’s graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

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 renal, 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 renal, 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 renal, gastrointestinal, reproductive and neurological systems to identify significant abnormalities in results and describe principles of management
LO7. perform basic clinical procedures relevant to the renal, 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 renal, 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 renal, 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.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Closing the loop

This is the first year of the new MD program. Changes in the weekly structure and content delivery have been the major changes to the program and are based on previous MD student cohort’s feedback in the Block University Student Surveys (USS), student feedback sessions and end of year survey and also changes in medical education globally. We have also split foundation years 1 and 2 in the previous program into a foundational year where all systems are taught and then clinical extension will be delivered in a clinical immersion year predominantly taught in the clinical schools. We have moved to the “flipped” model for the new MD program which will require students to prepare by watching 50% content online in small 10-15min videos before attending and participating in a variety of interactive forums, workshops and practical sessions to review, extend and integrate your knowledge in the relevant themes. Early clinical skills training remains integral to the program and will be integrated with the disease focus on the week. The team-based learning session will be the capstone of the week and allow students integrate all of the content and skills acquired during the week to work through in small teams on authentic cases. These sessions are facilitated by clinical and scientific experts in the relevant fields.

Additional information

Special consideration: A special consideration application can be made for short-term circumstances beyond a student’s control, such as acute illness, injury or misadventure, which affect preparation or performance in an assessment.
Assessment grading: At the end of Semester 1, students will receive a grade of UC – Unit of study continuing, which will be finalised at the end of the year where students will receive one of the following grades for both year 1 units of study; Satisfied requirements (SR), Failed requirements no mark (FR) or another non-completion grade as per Schedule 1 of the Coursework Policy 2014.
Educational integrity: While the University is aware that the vast majority of students and staff act ethically and honestly, it is opposed to and will not tolerate academic dishonesty or plagiarism and will treat all allegations of dishonesty seriously.
All written assignments submitted in this unit of study will be submitted to the similarity detecting software program known as Turnitin. Turnitin searches for matches between text in a student’s written assessment task and text sourced from the Internet, published works and assignments that have previously been submitted to Turnitin. If such matches indicate evidence of plagiarism the student’s work will be reported for further investigation.
Further information on academic honesty and the resources available to all students can be found on the Academic Integrity page of the current students’ website: sydney.edu.au/educational-integrity

Site visit guidelines

Clinical training is a compulsory aspect of this course. Clinical skills will be taught weekly at the Clinical Schools and attendance is compulsory. All guidelines for these weekly activities will be according to Clinical School regulations.

Work, health and safety

Students will be required to provide a current approved First Aid Certificate and meet Clinical Compliance requirements.

First Aid qualification (details are outlined in the Admissions Guide)
NSW Ministry of Health Compliance Checking
NSW Working with Children Check (WWCC)

Please also review the document “Inherent Requirements for Courses in Medicine” available on Canvas.

Key dates
Key dates through the academic year, including teaching periods, census, payment deadlines and exams.
Student administration
Enrolment, course planning, fees, graduation, support services, student IT
Expectations of student conduct
Code of Conduct for Students, Conditions of Enrollment, University Privacy Statement, Academic Integrity
Academic appeals
Academic appeals process, special consideration, rules and guidelines, advice and support
Learning and teaching policy
Policy register, policy search
Financial support
Scholarships, interest free loans, bursaries, money management
Study resources
Learning Centre, faculty and school programs, Library, online resources
Health and support
Student Centre, counselling & psychological services, University Health Service, general health and wellbeing

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Details

Enrolment rules

Teaching staff and contact details

Assessment

Assessment criteria

Late submission

Special consideration

Academic integrity

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Graduate qualities

Outcome map

Closing the loop

Additional information

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

MDMP5512: Medical General Foundation Knowledge 2

Overview

Details

Enrolment rules

Teaching staff and contact details

Assessment

Assessment criteria

Late submission

Special consideration

Academic integrity

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Graduate qualities

Outcome map

Closing the loop

Additional information

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect