Challenges to Health Part A

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.

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Subject Learning Outcomes (SLOs)

On successful completion of this subject the learner will be able to:

1. Demonstrate sensitivity to cultural, gender, age, and all forms of diversity in communication with simulated participants in increasingly complex patient presentations and adapting to various clinical settings. [Communication]
2. Reflect on Aboriginal and/or Torres Strait Islander knowledges of wellbeing and healthcare models to sensitively screen for Aboriginal and/or Torres Strait Islander identity with patients in safe learning environments. [Communication]
3. Demonstrate effective patient-centred history-taking using the eco-biopsychosocial approach related to specific body systems. [History Taking]
4. Demonstrate an effective patient-centred physical examination of a relevant body system. [Physical Examination]
5. Apply foundational knowledge and rationale to the interpretation of clinical features using a safe diagnostic approach. [Clinical Reasoning]
6. Recognise and explain vital sign parameters, conscious levels and mental state, that indicate a deteriorating or critically unwell patient who needs immediate care. [Emergency Care]
7. Demonstrate competency in performing a range of procedural skills and investigations using aseptic techniques. [Procedural Skills]
8. Demonstrate principles and safe administration of parenteral treatments. [Administration therapeutics]
9. Evaluate physiological and adverse effects as an extension of drug pharmacology and their implications. [Therapeutics]
10. Identify the principles of digital health informatics and practice appropriate use of digital technologies in healthcare resources. [Digital Technologies]
11. Identify and describe foundations of effective patient management across different body systems. [Patient Management]
12. Record information in real or simulated contexts using observation and listening skills, and report recorded information accurately in both oral and written formats. [Documentation]
13. Describe and apply the broad principles of the “Medical Program Charter” as they influence diagnosis, management and care of patients, their families and communities in the context of multidisciplinary, patient-centred care. [Professional behaviour]
14. Demonstrate, in a supportive environment, the interpersonal and communication skills necessary to be an effective collaborator and member in diverse teams. [Teamwork]
15. Identify and describe the breadth of roles of healthcare professionals. [Professional Identity]
16. Explain the core attributes of leadership in healthcare. [Leadership]
17. Identify and describe the broad principles and concepts of medical ethics. [Ethical behaviours]
18. Identify and describe the legal responsibilities of a medical practitioner across a range of professional and personal contexts. [Legal Responsibilities]
19. Identify and explain demonstrate one’s values, beliefs, strengths and weaknesses through reflection, self-assessment and feedback, supporting self-development and learning. [Critical Self-reflection for Healthcare Views]
20. Describe the skills that enable planning and active development of their medical career/s. [Critical Self-reflection for career development]
21. Identify and explain factors that impact personal wellness, health and wellbeing and practice action orientated selfcare strategies in a supported environment. [Selfcare]
22. Describe their own and acknowledge others’ cultural identity, worldviews, values and critically reflect upon the implications for future practice in healthcare. [Culturally safe practice]
23. Describe Aboriginal and/or Torres Strait Islander principles of health and wellbeing and explore co-designed and community-based models of care in the context of Australian healthcare service delivery. [Striving for Aboriginal and Torres Strait Islander Health and wellbeing equity]
24. Explore and explain the impact of historic and current events, and how they perpetuate health inequity for Aboriginal and/or Torres Strait Islander people at an individual, community and systemic level. [Barriers to Aboriginal and Torres Strait Islander Health and wellbeing equity]
25. Describe the roles and responsibilities of medical professionals at a community level: and Identify opportunities to advocate for public health and equitable access to quality and environmentally sustainable healthcare. [Health and wellbeing advocacy]
26. Describe and evaluate common health statistical and epidemiological concepts in the context of population health screening and monitoring the health status of populations. [Public Health/epidemiology]
27. Apply behavioural and social science concepts, and principles of health promotion to analyse their influence on the health and wellbeing of individuals and populations. [Public Health]
28. Explore how different activities in the delivery of healthcare contribute to the triple planetary crisis. [Environmentally sustainable healthcare]
29. Define and apply the core concepts of planetary health, particularly as they relate to justice and equity. [Global and Planetary Health]
30. Apply knowledge of molecules, cells and tissues to explain how key structures of discrete organs and organ systems contribute to function. [Molecular physiology]
31. Describe the key events in the development of major body systems during embryogenesis and explain how deviations from these processes lead to common congenital disorders and malformations. [Embryology]
32. Describe and identify the structures of organs, including their anatomical relations, vascularisation, innervation, and lymphatics. [Anatomy]
33. Interpret anatomical structures from a variety of modes of representation and apply this understanding to common clinical scenarios. [Applied anatomy]
34. Explain how the discrete functions and regulatory processes of organs and organ systems are integrated to maintain body function and maintain homeostasis. [Physiology]
35. Examine the major pathological and pathophysiological processes that contribute to dysfunction; and explain the compensatory mechanisms, that attempt to maintain homeostasis. [Pathology]
36. Explain how the scientific basis of diagnostic testing enables the identification of normal and/or abnormal structure and function and utilise principles to rationally select and interpret investigations in a clinical context. [Investigations]
37. Explain the pharmacodynamic and pharmacokinetic properties of the common classes of pharmacological agents and implications for concomitant use. [Pharmacology]
38. Apply principles of person-centred care within health system structures across diverse population settings. [Populations and health systems]
39. Define and apply the core elements of the scientific method to appraise both quantitative and qualitative evidence. [Scientific method]
40. Identify quality and safety frameworks, legislation, and clinical guidelines that support patient quality, safety, and risk mitigation. [Quality and safety]
41. Identify foundations of quality improvement within healthcare. [Quality improvement]