Medical Program* Bachelor of Medical Studies, Doctor of Medicine

In the first two years (5 semesters) of the Bachelor of Medical Studies (BMedSt), learning and teaching occurs mainly in small group sessions comprised of interactive cases through case based learning, as well as clinical skills laboratories, simulation activities, community and clinical placements and a cultural immersion experience.

The program extensively uses a problem-based learning (PBL) approach, where each week introduces a clinical case around which the learning is integrated.

In the third year, students are located at the Bond University Clinical Education and Research Centre at Robina Hospital. This enables students to have a full additional year immersed in the clinical environment and acts as an excellent transition from the campus based learning to the full immersion in the workplace in the Bond Doctor of Medicine (MD) program. 

Year 1 is framed around the human lifecycle from conception to old age. Science and Scholarship Domain content commences with the molecular and cellular foundations of life and outlines the body’s systems. The focus is on introducing the structure and function of discrete organs, as well as homeostatic regulation. The Health and Society Domain introduces the psychological basis of normal human behaviour relevant to health at different age groups and each stage of life. Key concepts in population health are introduced, including health in remote regions and an exploration of the legacy of the socio-political history of Australia and the ongoing effects of colonisation and racism as well as how this affects the health and wellbeing of Australia’s First Nations Peoples. The Clinical Practice Domain includes gaining competency in procedural skills and the foundations of effective clinical practice which includes history taking and effective communication. These are explored through an introduction to conducting effective observations of both healthy and “ill” people utilising simulated patients. They are integrated into a clinical practice curriculum designed to promote awareness of the roles of the doctor and healthcare system, the impact of illness on the patient, their family, and society. The Professionalism & Leadership Domain introduces essential skills relating to professionalism and leadership, including interpersonal and communication skills required to be an effective team member, reflection, social awareness, and self-regulation. The core concepts of medical ethical principles and medico-legal aspects of health care such as the nature of physician virtue, social justice and medicine, fitness for practice, and negligence are explored. 

Year 2 is framed around a second cycle through the body systems. The emphasis on the relationships between normal structure and function continues and builds complexity by teaching body systems. Disease processes and microorganisms are introduced along with the mechanisms for 'restoring' normal function. A basic understanding of diagnostic investigations is introduced.

Broader aspects of health psychology, that underpin issues relating to chronic illness, health uncertainty, and predicting or modifying health behaviour are introduced. As the year progresses behavioural sciences content is deepened by exploring the variation in health outcomes by phenotype and in individuals, groups, and populations. This is informed by discussions and readings in epigenetics, biological underpinnings of behaviour, and social and cultural diversity as well as economic disparity. Health psychology continues to enhance this knowledge with cognitive and emotional relevance. Roles of First Nations health workers; the kinship care systems in the context of Australia’s past policies of forced removal of Indigenous children; and the inequities and challenges of providing care in remote communities are explored. Social, political, and economic factors associated with health care in remote communities, including inequities, will be discussed.

The foundation of knowledge and skills that define a competent practitioner continues with history taking and acknowledges emotional aspects of healthcare inherent to being a patient or family member or carer and therefore essential for practitioners to recognise. Specialist communication skills are introduced by teaching the SPIKES framework of breaking bad news. Physical examination is taught in conjunction with the body systems and acquisition of an array of related procedural skills.

Foundations of ethical principles are extended by increasing the emphasis on the medico-legal framework of healthcare. The students’ developing ethical framework is deliberately challenged by working through a series of moral dilemma conferences that are embedded in a small number of small group learning (SGL) sessions in each semester. A competency approach for the continuous development of personal and social skills, that underpin professionalism, is embedded within SGL. This supports the continued spiralled development of the essential skills that build professionalism and leadership such as critical thinking, reflection, and constructive insight involving other skills such as giving and receiving feedback. A range of learning techniques are used to support the transition phases of the students to be work-ready when graduating with strong, demonstrable, professional attributes and skillsets with placements in the community continuing to provide occupational context for healthcare systems.

Year 3 is framed around the understanding and recognition of illness to prepare students effectively for Phase 2. Learning builds on the experiences and foundation knowledge gained in years 1 and 2, with a focus on the knowledge and skills fundamental to the principles of diagnosis, interpretation of common investigations, clinical reasoning, and initial patient management. The year is structured around the core disciplines of surgery, women’s health, general practice, internal medicine, child health, mental health, and emergency medicine. These core blocks encompass the impact of eco-biopsychosocial and cultural constructs on illness and explore community and population health and healthcare. The experiential learning is supported with clinical exposure at a general practice and in the community.

Students will work through a variety of authentic patient cases via Bond Virtual Healthcare. These cases will be facilitated by experienced clinicians in the Bond Virtual Healthcare setting – a curriculum vehicle in a format that allows students to progress their learning in small groups supplemented with supportive feedback from a clinical tutor. Contemporary, simulation-based education activities prepare students for clinical practice on Bond Varsity Campus and at the Bond University Clinical Education and Research Centre located in the Robina Hospital. Professional development will continue to guide the development of competencies to effectively manage complex and stressful situations involving both individuals and groups. Students gain the necessary skills to be able to practise evidence based healthcare, and the development of research skills will equip students with skills in core evaluation and basic research techniques.