General Information
Year 1 is framed around the human lifecycle from conception to old age. Students will work through a variety of authentic patient cases via small group learning, which will integrate the learning from across the domains of Clinical Practice, Professionalism and Leadership, Health and Society and Science and Scholarship. 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 and Leadership Domain introduces essential skills relating to professionalism and leadership, including interpersonal and communication skills required to be an effective collaborator and team member. The core concepts of medical ethical principles and medico-legal aspects of healthcare, such as the nature of physician virtue, social justice and medicine, fitness for practice, and negligence, are explored.
The Science and Scholarship Domain content commences with the molecular and cellular foundations of life and outlines the body’s systems. The focus is on the structure and function of cells, tissues, and organs, as well as the body’s homeostatic regulation. Disease processes are introduced along with mechanisms for 'restoring' normal function. The Australian healthcare system is explored, and diverse population settings are considered. Core elements of the scientific method support the development of scholarly opinion. Fundamental principles of patient quality and safety are presented.
Students will have the opportunity to explore diverse strengths and attributes of non-medical peers, encouraging interdisciplinary collaboration aimed to develop graduate attributes through participation within Bond University’s Undergraduate Core curriculum. This initiative also facilitates the connection of medical students with training and support services to enhance academic, digital, and life skills, as well as employability. Furthermore, it includes preparation for collaborative engagement with multidisciplinary teams during future placements and workplace rotations. Participating in Core subjects prepares medical students for the requisite knowledge, skills, and practical application necessary for Years 2 and 3, such as clinical reasoning, healthcare communication, narrative literature review, evidence-based medicine, interprofessional education, competency assessments, and the facilitation of student-led tutorials.
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Details
Academic unit: Faculty of Health Sciences and Medicine Subject code: MEDI11-102 Subject title: Health and Wellbeing Across the Generations Part B Subject level: Undergraduate Semester/Year: January 2025 Credit points: 50.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: Attendance and learning activities: There are compulsory attendance requirements for this subject. Students can fail this subject if they do not meet the attendance requirements. Consult your subject iLearn site for the detailed attendance procedure. -
Resources
Prescribed resources: No Prescribed resources.
After enrolment, students can check the Books and Tools area in iLearn for the full Resource List.iLearn@Bond & Email: iLearn@Bond is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Faculty of Health Sciences and Medicine |
|---|---|
| Subject code: | MEDI11-102 |
| Subject title: | Health and Wellbeing Across the Generations Part B |
| Subject level: | Undergraduate |
| Semester/Year: | January 2025 |
| Credit points: | 50.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: | |
| Attendance and learning activities: | There are compulsory attendance requirements for this subject. Students can fail this subject if they do not meet the attendance requirements. Consult your subject iLearn site for the detailed attendance procedure. |
| Prescribed resources: | No Prescribed resources. After enrolment, students can check the Books and Tools area in iLearn for the full Resource List. |
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the online learning environment at Bond University and is used to provide access to subject materials, lecture recordings and detailed subject information regarding the subject curriculum, assessment and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
|
| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Apply appropriate micro skills in sensitive, person-centred communication, promoting rapport, and eliciting needs, concerns and preferences with simulated patients representing diverse backgrounds. [Communication]
- Sensitively screen for, and explain the importance of Aboriginal and/or Torres Strait Islander identity with patients in safe learning environments. [Communication]
- List and describe the components of the medical interview and demonstrate effective patient-centred history-taking using the eco-biopsychosocial approach. [History Taking]
- Demonstrate foundational skills for physical examination. [Physical Examination]
- Summarise patient information in a structured way, using appropriate medical terminology and highlighting important aspects to support a safe diagnostic approach. [Clinical Reasoning]
- Recognise vital sign parameters and conscious levels that indicate a deteriorating and critically unwell patient who needs immediate care and demonstrate competence in Basic Life Support. [Emergency care]
- Demonstrate competency in performing foundational procedural skills using aseptic techniques. [Procedural skills]
- Identify and define digital capability and citizenship and practice appropriate use of digital technologies in the context of healthcare. [Digital technologies]
- Identify and describe foundations of effective patient management across the life course. [Patient Management]
- Identify and describe ethical and legal principles required for accurate and confidential documentation. [Documentation]
- Briefly describe the broad principles relating to the responsibilities and opportunities of being a medical student in the Bond University medical program, as outlined in the “Medical Program Charter”. [Professional behaviour]
- Identify and describe the interpersonal and communication skills necessary to be an effective member in diverse teams. [Teamwork]
- Describe the major roles of healthcare professionals, in terms of ethical and professional behaviours. [Professional Identity]
- Identify and describe the core attributes of leadership in broad settings, including healthcare. [Leadership]
- Describe the broad principles and concepts of medical ethics. [Ethical behaviours]
- Identify the broad principles of the legal responsibilities of a medical practitioner across a range of professional and personal contexts. [Legal Responsibilities]
- Identify and describe one’s values, beliefs, strengths and weaknesses through reflection, self-assessment, and feedback. [Critical Self-reflection]
- Describe and apply factors that support personal wellness, self-management, health and wellbeing. [Selfcare]
- Identify and critically reflect on their own and others’ cultural identity, worldviews, and values. [Culturally safe practice]
- Describe Aboriginal and/or Torres Strait Islander principles of health and wellbeing and explore the models of care in the context of Australian healthcare service delivery within the community. [Striving for Aboriginal and Torres Strait Islander Health and wellbeing equity]
- Identify historic and current events that impact the health and wellbeing of Aboriginal and Torres Strait Islander communities. [Barriers to Aboriginal and Torres Strait Islander Health and wellbeing equity]
- Describe the interconnections between health and wellbeing, social determinants of health, and a stable climate and diverse ecosystems. [Health and wellbeing advocacy]
- Identify and interpret common population health statistical and epidemiological concepts in the context of population health screening and monitoring the health status of populations. [Public Health/epidemiology]
- Describe behavioural and social science concepts, and the range and scope of health promotion programs, and describe their influence on the health and wellbeing of individuals and populations. [Public Health]
- Describe the ecological footprint of the Australian healthcare system. [Environmentally sustainable healthcare]
- Define the core concepts of Planetary Health. [Global and Planetary Health]
- Explain the fundamental biochemical/metabolic and molecular processes that take place within cells. [Biochemistry and molecular biology]
- Identify the key structures and functions of the cells of the human body [Cell biology]
- Describe the key structures and functions of the major tissue types of the human body, their contributions to the maintenance of homeostasis, and describe the key stages of early embryo development that give rise to the primordial tissue. [Tissue biology]
- Explain the organisation of the human body in terms of systems, cavities, and anatomical regions, and identify the organs/structures located in each. [Anatomy]
- Explain the key functions of the human body systems including their contributions to the maintenance of homeostasis. [Physiology]
- Explain the genetic basis of inheritance and identify the mechanisms that result in common disorders and diseases of inheritance. [Genetics]
- Name the major classes of microorganisms and describe the mechanisms by which they contribute to health and disease. [Microbiology]
- Describe the foundational concepts within pathophysiology and explain compensatory mechanisms that attempt to maintain homeostasis in response to abnormal processes. [Pathology]
- Describe the scientific basis of routine investigations and the principles that enable the identification of normal structure and function. [Investigations]
- Describe basic nomenclature, pharmacodynamic and pharmacokinetic principles of drugs. [Pharmacology]
- Describe different structures within the Australian healthcare system and application of person-centred care in diverse population settings. [Population and health systems]
- Define and apply the core elements of the scientific method that informs the development of scholarly opinion. [Scientific method]
- Describe fundamental principles of patient quality and safety at individual and system levels. [Quality and safety]
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Computer-Aided Examination (Closed) MEDI11-102 Exam 44.00% Final Examination Period 3,6,8,9,10,11,13,15,16,20,21,22,23,24,25,26,27,28,29,30,31,32,33,34,35,36,37,38,39 Computer-aided Test (Closed) CORE Mid-semester test 4.00% Week 6 15,38 Computer-aided Test (Closed) MEDI11-102 Mid Semester Test 7.00% Week 7 3,6,8,10,11,15,16,20,21,22,23,24,25,26,27,28,29,30,31,32,33,34,35,36,37,38,39 Assignment^ Basic research skills C Week 8 23,38 Essay CORE Essay 5.00% Week 8 1,15,16,38 Written Report First Nations Narrative Reflection 14.00% Week 10 2,17,18,19,20,21,22,23,24,26 Performance Test History-taking CPA 18.00% Week 12 1,2,3,5 Performance Test^ Vital Signs/Wound management C Progressive 4,6,7 Portfolio^ CPD Portfolio including Essential Skills II C Progressive 8,10,11,12,13,14,17,18 Student Engagement CORE tutorial engagement 3.00% Progressive 11,12 Completion of Experience^ MEDI11-102 Community Placement or Volunteering C Progressive 11,12,13,15,17,19,22,24,37,39 Written Report CORE Reflective Journal 5.00% Progressive 15,17,19,38 - ^ Students must pass this assessment to pass the subject
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Computer-Aided Examination (Closed) | MEDI11-102 Exam | 44.00% | Final Examination Period | 3,6,8,9,10,11,13,15,16,20,21,22,23,24,25,26,27,28,29,30,31,32,33,34,35,36,37,38,39 |
| Computer-aided Test (Closed) | CORE Mid-semester test | 4.00% | Week 6 | 15,38 |
| Computer-aided Test (Closed) | MEDI11-102 Mid Semester Test | 7.00% | Week 7 | 3,6,8,10,11,15,16,20,21,22,23,24,25,26,27,28,29,30,31,32,33,34,35,36,37,38,39 |
| Assignment^ | Basic research skills | C | Week 8 | 23,38 |
| Essay | CORE Essay | 5.00% | Week 8 | 1,15,16,38 |
| Written Report | First Nations Narrative Reflection | 14.00% | Week 10 | 2,17,18,19,20,21,22,23,24,26 |
| Performance Test | History-taking CPA | 18.00% | Week 12 | 1,2,3,5 |
| Performance Test^ | Vital Signs/Wound management | C | Progressive | 4,6,7 |
| Portfolio^ | CPD Portfolio including Essential Skills II | C | Progressive | 8,10,11,12,13,14,17,18 |
| Student Engagement | CORE tutorial engagement | 3.00% | Progressive | 11,12 |
| Completion of Experience^ | MEDI11-102 Community Placement or Volunteering | C | Progressive | 11,12,13,15,17,19,22,24,37,39 |
| Written Report | CORE Reflective Journal | 5.00% | Progressive | 15,17,19,38 |
- ^ Students must pass this assessment to pass the subject
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Academic Integrity
University’s Academic Integrity Policy defines plagiarism as the act of misrepresenting as one’s own original work: another’s ideas, interpretations, words, or creative works; and/or one’s own previous ideas, interpretations, words, or creative work without acknowledging that it was used previously (i.e., self-plagiarism). The University considers the act of plagiarising to be a breach of the Student Conduct Code and, therefore, subject to the Discipline Regulations which provide for a range of penalties including the reduction of marks or grades, fines and suspension from the University.
Bond University utilises Originality Reporting software to inform academic integrity.Feedback on assessment
Feedback on assessment will be provided to students within two weeks of the assessment submission due date, as per the Assessment Policy.
Accessibility and Inclusion Support
If you have a disability, illness, injury or health condition that impacts your capacity to complete studies, exams or assessment tasks, it is important you let us know your special requirements, early in the semester. Students will need to make an application for support and submit it with recent, comprehensive documentation at an appointment with a Disability Officer. Students with a disability are encouraged to contact the Disability Office at the earliest possible time, to meet staff and learn about the services available to meet your specific needs. Please note that late notification or failure to disclose your disability can be to your disadvantage as the University cannot guarantee support under such circumstances.
Additional subject information
Year 1 The Australian Medical Council's Graduate Outcome Statements are organised into four domains. Within this Subject, the framework mapped to the learning outcomes (LOs)are: Clinical Practice Domain (LOs 1-10), Professionalism and Leadership Domain (LOs 11-18), Health and Society Domain (LOs 19-26) and Science and Scholarship Domain (LOs 27-39) 1. Clinical Practice: The medical graduate as a practitioner (CP) 2. Professionalism and Leadership: The medical graduate as a professional and leader (PL) 3. Health and Society: The medical graduate as a health and wellbeing advocate (HS) 4. Science and Scholarship: The medical graduate as scientist and scholar (SS)
Subject curriculum
A detailed curriculum has not been published for this subject.