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 “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.

Unit details and rules

Unit code	MDMP5512
Academic unit	Central Clinical School
Credit points	24
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

Coordinator	Rosa Howard, rosa.howard@sydney.edu.au
Tutor(s)	David Bowen, david.bowen@sydney.edu.au
	Stuart Lane, stuart.lane@sydney.edu.au
	Jane Young, jane.young@sydney.edu.au
	Rosa Howard, rosa.howard@sydney.edu.au
	Deborah O'Mara, deborah.omara@sydney.edu.au
	Todd Hardy, thar6109@sydney.edu.au
	Emily Hibbert, emily.hibbert@sydney.edu.au
	Emma Walke, emma.walke@sydney.edu.au
	Rebekah Ahmed, rebekah.ahmed@sydney.edu.au
	Shailendra Sawleshwarkar, shailendra.sawleshwarkar@sydney.edu.au
	Kirsten Black, kirsten.black@sydney.edu.au
	Kellie Charles, kellie.charles@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Interprofessional Communication Education Safety Module Peer-to-peer marking	0%	-	n/a
Outcomes assessed:
Small test	Anatomy and histology competency test 4 Laboratory assessment	0%	Formal exam period Due date: 02 Dec 2021 at 09:00	30 minutes
Outcomes assessed:
Skills-based evaluation	Multi-modal clinical assessment 2 Multiple station clinical assessment	0%	Formal exam period Due date: 09 Dec 2021 at 23:59	60 minutes
Outcomes assessed:
Participation	PARTICIPATION Required attendance or participation	0%	Ongoing	Ongoing
Outcomes assessed:
In-semester test (Record+)	Knowledge and application test 4 (Part 1) Online written assessment	0%	Please select a valid week from the list below Due date: 01 Dec 2021 at 09:00	1 hour
Outcomes assessed:
In-semester test (Record+)	Knowledge and application test 4 (Part 2) Online written assignment	0%	Please select a valid week from the list below Due date: 01 Dec 2021 at 13:00	1.5 hours
Outcomes assessed:
Assignment	ELP reflective task 4 ELP reflective statement	0%	Please select a valid week from the list below Due date: 15 Nov 2021 at 23:59	300 words
Outcomes assessed:
Skills-based evaluation	Mini-clinical examination 6 Clinical skills assessment	0%	STUVAC Due date: 19 Nov 2021 at 23:59	n/a
Outcomes assessed:
Skills-based evaluation	Mini-clinical examination 4 Clinical examination	0%	Week 03 Due date: 27 Aug 2021 at 23:00	-
Outcomes assessed:
In-semester test (Record+)	Knowledge and application test 3 Written assessment, online	0%	Week 04 Due date: 10 Sep 2021 at 09:00	2 hours
Outcomes assessed:
Small test	Anatomy and histology competency test 3 Laboratory assessment	0%	Week 05 Due date: 09 Sep 2021 at 09:00	30 minutes
Outcomes assessed:
Assignment	ELP reflective task 3 Group reflection task	0%	Week 06 Due date: 20 Sep 2021 at 23:00	300 words
Outcomes assessed:
Skills-based evaluation	Procedural skills assessment 2 Procedural skills assessment 2	0%	Week 08 Due date: 08 Oct 2021 at 23:00	-
Outcomes assessed:
Assignment	Personal development plan 2 Written task	0%	Week 08 Due date: 04 Oct 2021 at 23:00	1000 words
Outcomes assessed:
Skills-based evaluation	Mini-clinical examination 5 Clinical skills assessment	0%	Week 09 Due date: 15 Oct 2021 at 23:00	n/a
Outcomes assessed:
Skills-based evaluation	Procedural skills assessment 3 Procedural skills assessment	0%	Week 13 Due date: 12 Nov 2021 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 in-semester exam ? = Type B in-semester exam ? = Type B in-semester exam ?

Assessment summary

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 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.

Marks in lower-stakes quizzes will not form part of the Student Progress Record but participation will be included as indicators of engagement.

A Year 1 Portfolio Advisory Group 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 Year 1 Portfolio Advisory Group 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 SMP Portfolio Advisory Group 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 Year 1/SMP Portfolio Advisory Group(s) 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

At the end of Semester 2, 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.

For more information see 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.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

Late submission policies will apply if the submitted assessment is not uploaded by the due-date.

Academic integrity

The Current Student website provides information on academic integrity 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 integrity breaches seriously.

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

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

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 endocrine, 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 endocrine, gastrointestinal, reproductive and neurological systems	Online class (5 hr)
	Basic and clinical sciences of endocrine, gastrointestinal, reproductive and neurological systems	Forum (5 hr)
	Basic and clinical sciences of endocrine, gastrointestinal, reproductive and neurological systems	Practical (6 hr)
	Clinical skills (history, examination, communication, procedural skills) of the endocrine, gastrointestinal, reproductive and neurological systems	Clinical practice (5 hr)
	Investigations and therapeutic treatment strategies for the diagnosis and management, respectively, of the endocrine, gastrointestinal, reproductive and neurological system	Forum (2 hr)
	Population health principles of the endocrine, gastrointestinal, reproductive and neurological systems	Forum (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.

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.

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

Alignment with Competency standards

Outcomes	Competency standards
	Australian Medical Council's Graduate Outcome Statements - 1. Domain 1- Science and Scholarship: the medical graduate as a scientist and scholar. On entry to professional practice, Australian and New Zealand graduates are able to: 1.1. Demonstrate an understanding of established and evolving biological, clinical, epidemiological, social, and behavioural sciences 1.2. Apply core medical and scientific knowledge to individual patients, populations and heath systems
	Australian Medical Council's Graduate Outcome Statements - 1. Domain 1- Science and Scholarship: the medical graduate as a scientist and scholar. On entry to professional practice, Australian and New Zealand graduates are able to: 1.1. Demonstrate an understanding of established and evolving biological, clinical, epidemiological, social, and behavioural sciences 1.3. Describe the aetiology, pathology, clinical features, natural history and prognosis of common and important presentations at all stages of life
	Australian Medical Council's Graduate Outcome Statements - 2. Domain 2- Clinical Practice: the medical graduate as practicioner. On entry to professional practice, Australian and New Zealand graduates are able to: 2.10. Integrate prevention, early detection, health maintenance and chronic condition management where relevant into clinical practice 3. Domain 3- Health and Society: the medical graduate as a health advocate On entry to professional practice, Australian and New Zealand graduates are able to: 3.3. Communicate effectively in wider roles including health advocacy, teaching, assessing and appraising 3.5. Explain and evaluate common population heath screening and prevention approaches, including the use of technology for surveillance and monitoring of the health status of populations. Explain environmental and lifestyle health risks and advocate for healthy lifestyle choices 3.6. Describe a systems approach to improving the quality and safety of health care 3.7. Understand and describe the roles and relationships between health agencies and services, and explain the principles of efficient and eqitable allocaiton of finite resources, to meet individual community and national health needs
	Australian Medical Council's Graduate Outcome Statements - 1. Domain 1- Science and Scholarship: the medical graduate as a scientist and scholar. On entry to professional practice, Australian and New Zealand graduates are able to: 1.1. Demonstrate an understanding of established and evolving biological, clinical, epidemiological, social, and behavioural sciences 1.4. Access, critically appraise, interpret and apply evidence from the medical and scientific literature 1.6. Demonstrate a commitment to excellence, evidence based practice and the generation of new scientific knowledge
	Australian Medical Council's Graduate Outcome Statements - 2. Domain 2- Clinical Practice: the medical graduate as practicioner. On entry to professional practice, Australian and New Zealand graduates are able to: 2.2. Elicit an accurate, organised and problem-focussed medical history, including family and social occupational and lifestyle features, from the patient, and other sources 2.3. Perform a full and accurate physical examination, including a mental state examination, or a problem-focused examination as indicated 2.6. Select and perform, safely a range of common procedural skills
	Australian Medical Council's Graduate Outcome Statements - 2. Domain 2- Clinical Practice: the medical graduate as practicioner. On entry to professional practice, Australian and New Zealand graduates are able to: 2.4. Integrate and interpret findings from the history and examination, to arrive at an initial assessment including a relevant differential diagnosis. Discriminate between possible differential diagnoses, justify the decisions taken and describe the processes for evaluating these 2.5. Select and justfy common investigations, with regard to the pathological basis of disease, utility, safety and cost effectiveness, and interpret their results
	Australian Medical Council's Graduate Outcome Statements - 2. Domain 2- Clinical Practice: the medical graduate as practicioner. On entry to professional practice, Australian and New Zealand graduates are able to: 2.2. Elicit an accurate, organised and problem-focussed medical history, including family and social occupational and lifestyle features, from the patient, and other sources 2.3. Perform a full and accurate physical examination, including a mental state examination, or a problem-focused examination as indicated 2.4. Integrate and interpret findings from the history and examination, to arrive at an initial assessment including a relevant differential diagnosis. Discriminate between possible differential diagnoses, justify the decisions taken and describe the processes for evaluating these 2.5. Select and justfy common investigations, with regard to the pathological basis of disease, utility, safety and cost effectiveness, and interpret their results 2.6. Select and perform, safely a range of common procedural skills
	Australian Medical Council's Graduate Outcome Statements - 2.14. Place the needs and sfety of patients at the centre of the care process. Demonstrate safety skills including infection control, graded assertiveness, adverse event reportng and effective clinical handover 2.8. Elicit patients' questions and their views, concerns and preferences, promote rapport, and ensure patients' full understanding of their problem(s). Involve patients in decision-making and planning their treatment, including communicating risk and benefits of management options 2.9. Provide information to patients, and family/carers where relevant, to enable them to make a fully informed choice among various diagnostic, therapeutic and management options 3.6. Describe a systems approach to improving the quality and safety of health care 4.4. Explain the main principles of ethical practice and apply these to learning scenarios in clinical practice. Communicate effectively about ethical issues with patients, family and other health care professionals
	Australian Medical Council's Graduate Outcome Statements - 2.15. Retrieve, interpret and record information effectively in clinical data systems (both paper and electronic) 2.7. Make clinical judgements and decisions based on the available evidence. Identify and justify relevant management options alone or in conjunction with colleagues, according to level of training and experience
	Australian Medical Council's Graduate Outcome Statements - 3. Domain 3- Health and Society: the medical graduate as a health advocate On entry to professional practice, Australian and New Zealand graduates are able to: 3.2. Explain factors that contribute to the health, illness, disease and success of treatment of populations, including issues relating to health inequities and inequalities, diversity of cultural, spiritual and community values, and socio-economic and physical environment factors
	Australian Medical Council's Graduate Outcome Statements - 2.10. Integrate prevention, early detection, health maintenance and chronic condition management where relevant into clinical practice 2.15. Retrieve, interpret and record information effectively in clinical data systems (both paper and electronic) 3. Domain 3- Health and Society: the medical graduate as a health advocate On entry to professional practice, Australian and New Zealand graduates are able to: 3.5. Explain and evaluate common population heath screening and prevention approaches, including the use of technology for surveillance and monitoring of the health status of populations. Explain environmental and lifestyle health risks and advocate for healthy lifestyle choices
	Australian Medical Council's Graduate Outcome Statements - 2. Domain 2- Clinical Practice: the medical graduate as practicioner. On entry to professional practice, Australian and New Zealand graduates are able to: 2.10. Integrate prevention, early detection, health maintenance and chronic condition management where relevant into clinical practice 2.5. Select and justfy common investigations, with regard to the pathological basis of disease, utility, safety and cost effectiveness, and interpret their results
	Australian Medical Council's Graduate Outcome Statements - 3. Domain 3- Health and Society: the medical graduate as a health advocate On entry to professional practice, Australian and New Zealand graduates are able to: 3.3. Communicate effectively in wider roles including health advocacy, teaching, assessing and appraising 3.5. Explain and evaluate common population heath screening and prevention approaches, including the use of technology for surveillance and monitoring of the health status of populations. Explain environmental and lifestyle health risks and advocate for healthy lifestyle choices 3.7. Understand and describe the roles and relationships between health agencies and services, and explain the principles of efficient and eqitable allocaiton of finite resources, to meet individual community and national health needs
	Australian Medical Council's Graduate Outcome Statements - 3. Domain 3- Health and Society: the medical graduate as a health advocate On entry to professional practice, Australian and New Zealand graduates are able to: 3.4. Understand and describe the factors that contribute to the health and wellbeing of Aboriginal and Torres Strait Islander peoples and/or Maori, including history, spirituality and relationship to land, diversity of cultures and communities, epidemiology, social and political determinants of heath and heath experiences. Demonstrate effective and culturally competent communication and care for Aborginal and Torres Strait Islander peoples and/or Maori 3.8. Describe the attributes of the national systems of health care including those that pertain to the health care of Aboriginal and Torres Strait Islander peoples and/or Maori 4.2. Demonstrate professional values including commitment to high quality clinical standards, compassion, empathy and respect for all patients. Demonstrate the qualities of integrity, honesty, leadership and partnership to patients, the profession and society.
	Australian Medical Council's Graduate Outcome Statements - 3. Domain 3- Health and Society: the medical graduate as a health advocate On entry to professional practice, Australian and New Zealand graduates are able to: 3.4. Understand and describe the factors that contribute to the health and wellbeing of Aboriginal and Torres Strait Islander peoples and/or Maori, including history, spirituality and relationship to land, diversity of cultures and communities, epidemiology, social and political determinants of heath and heath experiences. Demonstrate effective and culturally competent communication and care for Aborginal and Torres Strait Islander peoples and/or Maori 3.8. Describe the attributes of the national systems of health care including those that pertain to the health care of Aboriginal and Torres Strait Islander peoples and/or Maori 4.2. Demonstrate professional values including commitment to high quality clinical standards, compassion, empathy and respect for all patients. Demonstrate the qualities of integrity, honesty, leadership and partnership to patients, the profession and society.
	Australian Medical Council's Graduate Outcome Statements - 3.2. Explain factors that contribute to the health, illness, disease and success of treatment of populations, including issues relating to health inequities and inequalities, diversity of cultural, spiritual and community values, and socio-economic and physical environment factors 3.4. Understand and describe the factors that contribute to the health and wellbeing of Aboriginal and Torres Strait Islander peoples and/or Maori, including history, spirituality and relationship to land, diversity of cultures and communities, epidemiology, social and political determinants of heath and heath experiences. Demonstrate effective and culturally competent communication and care for Aborginal and Torres Strait Islander peoples and/or Maori 3.7. Understand and describe the roles and relationships between health agencies and services, and explain the principles of efficient and eqitable allocaiton of finite resources, to meet individual community and national health needs 4. Domain 4- Professionalism and Leadership: the medical graduate as a professional leader On entry to professional practice, Australian and New Zealand graduates are able to: 4.2. Demonstrate professional values including commitment to high quality clinical standards, compassion, empathy and respect for all patients. Demonstrate the qualities of integrity, honesty, leadership and partnership to patients, the profession and society. 4.4. Explain the main principles of ethical practice and apply these to learning scenarios in clinical practice. Communicate effectively about ethical issues with patients, family and other health care professionals
	Australian Medical Council's Graduate Outcome Statements - 4. Domain 4- Professionalism and Leadership: the medical graduate as a professional leader On entry to professional practice, Australian and New Zealand graduates are able to: 4.1. Provide care to all patients according to "Good Medical Practice: A Code of Conduct for Doctors in Australia" and "Good Medical Practice: A Guide for Doctors" in New Zealand 4.4. Explain the main principles of ethical practice and apply these to learning scenarios in clinical practice. Communicate effectively about ethical issues with patients, family and other health care professionals
	Australian Medical Council's Graduate Outcome Statements - 1. Domain 1- Science and Scholarship: the medical graduate as a scientist and scholar. On entry to professional practice, Australian and New Zealand graduates are able to: 1.1. Demonstrate an understanding of established and evolving biological, clinical, epidemiological, social, and behavioural sciences 1.2. Apply core medical and scientific knowledge to individual patients, populations and heath systems
	Australian Medical Council's Graduate Outcome Statements - 1. Domain 1- Science and Scholarship: the medical graduate as a scientist and scholar. On entry to professional practice, Australian and New Zealand graduates are able to: 1.1. Demonstrate an understanding of established and evolving biological, clinical, epidemiological, social, and behavioural sciences 1.2. Apply core medical and scientific knowledge to individual patients, populations and heath systems 2.11. Prescribe medications safely, effectively and economically using objective evidence. Safely administer other therapeutic agents including fluid, electrolytes, blood products and selected inhalational agents
	Australian Medical Council's Graduate Outcome Statements - 4.2. Demonstrate professional values including commitment to high quality clinical standards, compassion, empathy and respect for all patients. Demonstrate the qualities of integrity, honesty, leadership and partnership to patients, the profession and society. 4.4. Explain the main principles of ethical practice and apply these to learning scenarios in clinical practice. Communicate effectively about ethical issues with patients, family and other health care professionals 4.6. Identify the boundaries that define professional and therapeutic relationships and demonstrate respect for these in clinical practice 4.8. Describe and respect the roles and expertise of other health care profesionals and demonstrate ability to learn and work effectively as a member of an inter-professional team or other professional group

Australian Medical Council's Graduate Outcome Statements -

Competency code	Taught, Practiced or Assessed	Competency standard
1.1		Demonstrate an understanding of established and evolving biological, clinical, epidemiological, social, and behavioural sciences
1.2		Apply core medical and scientific knowledge to individual patients, populations and heath systems
1.3		Describe the aetiology, pathology, clinical features, natural history and prognosis of common and important presentations at all stages of life
1.4		Access, critically appraise, interpret and apply evidence from the medical and scientific literature
2.1		Demonstrate by listening, sharing and responding, the ability to communicate clearly, sensitively and effectively with patients, their family/carers, doctors and other health professionals
2.10		Integrate prevention, early detection, health maintenance and chronic condition management where relevant into clinical practice
2.11		Prescribe medications safely, effectively and economically using objective evidence. Safely administer other therapeutic agents including fluid, electrolytes, blood products and selected inhalational agents
2.12		Recognise and assess deteriorating and critically unwell patients who require immediate care. Perform common emergency and life support procedures, including caring for the unconscious patient and performing CPR
2.14		Place the needs and sfety of patients at the centre of the care process. Demonstrate safety skills including infection control, graded assertiveness, adverse event reportng and effective clinical handover
2.15		Retrieve, interpret and record information effectively in clinical data systems (both paper and electronic)
2.2		Elicit an accurate, organised and problem-focussed medical history, including family and social occupational and lifestyle features, from the patient, and other sources
2.3		Perform a full and accurate physical examination, including a mental state examination, or a problem-focused examination as indicated
2.4		Integrate and interpret findings from the history and examination, to arrive at an initial assessment including a relevant differential diagnosis. Discriminate between possible differential diagnoses, justify the decisions taken and describe the processes for evaluating these
2.5		Select and justfy common investigations, with regard to the pathological basis of disease, utility, safety and cost effectiveness, and interpret their results
2.6		Select and perform, safely a range of common procedural skills
2.7		Make clinical judgements and decisions based on the available evidence. Identify and justify relevant management options alone or in conjunction with colleagues, according to level of training and experience
2.9		Provide information to patients, and family/carers where relevant, to enable them to make a fully informed choice among various diagnostic, therapeutic and management options
3.1		Accept responsibility to protect and advance the health and wellbeing of individuals, communities and populations
3.2		Explain factors that contribute to the health, illness, disease and success of treatment of populations, including issues relating to health inequities and inequalities, diversity of cultural, spiritual and community values, and socio-economic and physical environment factors
3.3		Communicate effectively in wider roles including health advocacy, teaching, assessing and appraising
3.4		Understand and describe the factors that contribute to the health and wellbeing of Aboriginal and Torres Strait Islander peoples and/or Maori, including history, spirituality and relationship to land, diversity of cultures and communities, epidemiology, social and political determinants of heath and heath experiences. Demonstrate effective and culturally competent communication and care for Aborginal and Torres Strait Islander peoples and/or Maori
3.5		Explain and evaluate common population heath screening and prevention approaches, including the use of technology for surveillance and monitoring of the health status of populations. Explain environmental and lifestyle health risks and advocate for healthy lifestyle choices
3.6		Describe a systems approach to improving the quality and safety of health care
3.7		Understand and describe the roles and relationships between health agencies and services, and explain the principles of efficient and eqitable allocaiton of finite resources, to meet individual community and national health needs
3.8		Describe the attributes of the national systems of health care including those that pertain to the health care of Aboriginal and Torres Strait Islander peoples and/or Maori
3.9		Demonstrate an understanding of global health issues and determinants of health and disease including their relevance to health care delivery in Australia and New Zelanad and the broader Western Pacific region
4.1		Provide care to all patients according to "Good Medical Practice: A Code of Conduct for Doctors in Australia" and "Good Medical Practice: A Guide for Doctors" in New Zealand
4.10		Describe and apply the fundamental legal responsibilities of health professionals especially those relating to ability to complete relevant certificates and documents, informed consent, duty of care to patients and colleagues, privacy, confidentiality, mandatory reporting and notification. Demonstrate awareness of financial and other conflicts of interest
4.2		Demonstrate professional values including commitment to high quality clinical standards, compassion, empathy and respect for all patients. Demonstrate the qualities of integrity, honesty, leadership and partnership to patients, the profession and society.
4.3		Describe the principles and practice of professionalism and leadership in health care
4.4		Explain the main principles of ethical practice and apply these to learning scenarios in clinical practice. Communicate effectively about ethical issues with patients, family and other health care professionals
4.5		Demonstrate awareness of factors that affect doctors' health and wellbeing, including fatigue, stress management and infection control, to mitigate health risks of professional practice. Recognise their own health needs, when to consult and follow advice of a health professional and identify risks posed to patients by their own health
4.6		Identify the boundaries that define professional and therapeutic relationships and demonstrate respect for these in clinical practice
4.7		Demonstrate awareness of and explain the options avaialble when personal values or beliefs may influence patient care, including the obligation to refer to another practitioner
4.8		Describe and respect the roles and expertise of other health care profesionals and demonstrate ability to learn and work effectively as a member of an inter-professional team or other professional group
4.9		Self-evaluate their own professional practice; demonstrate lifelong learning behaviours and fundamental skills in educating colleagues. Recognise the limits of their own expertise and involve other professionals as needed to contribute to patient care

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

The weekly structure and content delivery have been revised with major changes to the program 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. In year 1, the foundational year, all systems are taught and then clinical extension will be delivered in clinical immersion predominantly taught in the clinical schools. The program has a “flipped” model which 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 is the capstone of the week and allows 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.
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.

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

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

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

Semester 2, 2021 [Normal day] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Site visit guidelines

Work, health and safety

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect