Understanding and Recognition of Illness 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 culture, gender, age, and all forms of diversity to promote and protect health and wellbeing and apply patient safety tools when communicating with patients and through effective team and interprofessional communication. [Communication]
2. Reflect on Aboriginal and/or Torres Strait Islander knowledges of wellbeing and healthcare models to sensitively discuss Aboriginal and/or Torres Strait Islander identity with patients in safe learning environments. [Communication]
3. Elicit a patient-centred, accurate, organised and problem-focused medical history using the eco-biopsychosocial approach. [History Taking]
4. Perform a patient-centred, targeted physical examination relevant to the presenting problem. [Physical Examination]
5. Apply foundational knowledge and clinical reasoning skills to the acquisition and interpretation of findings during a patient encounter using a safe diagnostic approach. [Clinical Reasoning]
6. Recognise, communicate critical information, and escalate care for patients at all life stages who are deteriorating or critically unwell in simulated environments. [Emergency Care]
7. Select and perform safely a range of common procedural skills. [Procedural Skills]
8. Demonstrate the use of evidence-based principles and resources when prescribing common medications safely, appropriately, effectively, sustainably and in line with quality and safety frameworks. [Therapeutics]
9. Demonstrate safe application of principles of parenteral and enteral administration of medications and other therapeutic agents. [Administration Therapeutics]
10. Develop a justified rationale to select and request investigations relating to the patient encounter to assist in formulating a differential diagnosis. [Investigations]
11. Apply clinical reasoning to interpret results of common diagnostic investigations, integrating knowledge of disease pathology with considerations of efficacy, safety, and sustainability to inform patient care decisions. [Investigation interpretation]
12. Apply digital capability and citizenship to digital health informatics and demonstrate appropriate use of healthcare technologies. [Digital Technologies]
13. Demonstrate and apply safe and effective individualised patient management for common and important clinical conditions. [Patient Management]
14. Apply principles of quality care for patients at the end of their lives. [Palliative care]
15. Document concise and comprehensive information related to patient assessment and management in an accurate and structured format applying an ethical lens. [Documentation]
16. Demonstrate and apply the principles of the “Medical Program Charter” in interactions with peers, educators, simulated patients, and patients and families, evidencing the ability to reflect and analyse the importance of professional behaviours in patient care. [Professional behaviour]
17. Demonstrate and apply the interpersonal and communication skills necessary to be an effective collaborator and member in diverse teams [Teamwork]
18. Identify the behaviours/characteristics of effective members of a diverse healthcare team, explaining the roles of healthcare professionals. [Professional Identity]
19. Demonstrate and apply the core attributes of leadership in healthcare. [Leadership]
20. Demonstrate and apply the principles and concepts of medical ethics to real-world ethical dilemmas. [Ethical Behaviour]
21. Demonstrate and apply the legal responsibilities of a medical practitioner across a range of professional and personal contexts. [Legal Responsibilities]
22. Evaluate epistemologies and axiologies that underpin the collective values, beliefs, strengths and weaknesses of different worldviews, and the impact of difference on healthcare meaning-making for self and others. [Critical Self-Reflection for Healthcare Views]
23. Apply skills that enable the planned and active development of a medical career in a supportive environment. [Critical Self-Reflection for career development]
24. Demonstrate and apply active management of selfcare in a supportive environment and begin to describe how selfcare can impact on patient care, organisational dynamics, and errors in medical practice. [Selfcare]
25. Demonstrate responsiveness of and advocate for inclusive healthcare delivery that accommodates the eco-biopsychosocial determinants of health at individual and population levels. [Culturally safe practice]
26. Analyse the extent to which the Australian healthcare system meets the needs of Aboriginal and/or Torres Strait Islander people and communities in the context of Aboriginal and/or Torres Strait Islander principles of health and wellbeing. [Aboriginal and Torres Strait Islander Health and wellbeing equity]
27. Recognise the importance of and identify opportunities to advocate for individuals and population groups to support public health and promote equitable access to quality and environmentally sustainable healthcare. [Health and wellbeing advocacy]
28. Apply scientific methodologies, including statistical analysis commonly used in clinical research, population health, and behavioural science. [Public Health/epidemiology]
29. Apply an understanding of models of health behaviour, eco-biopsychosocial determinants of health, and effective health promotion approaches to analyse influences upon and identify approaches to promote the wellbeing of individuals and populations. [Public Health]
30. Advocate for environmentally sustainable healthcare delivery to protect ecosystem and health and wellbeing. [Environmentally sustainable healthcare]
31. Apply knowledge relating to the impacts of a changing climate, biodiversity loss and pollution in all of its forms on individual and population health and wellbeing. [Global and Planetary Health]
32. Apply core medical and scientific knowledge to patients of all ages in the clinical setting.¿ [Applied science]
33. Apply underlying pathophysiological mechanisms to describe the aetiology, pathology, clinical features, natural history, and prognosis of common and important clinical presentations.¿ [Pathology]
34. Describe the scientific basis underpinning common and important bedside, laboratory and medical imaging investigations.¿ [Investigations]
35. Identify core social and behavioural science principles as they apply to health equity and system sustainability for individual patients, populations, and healthcare systems.¿ [Populations and health systems]
36. Apply principles of evidence-based practice to person-centred clinical decision making in a range of Australian healthcare settings. [Evidence-based practice]
37. Describe and apply research methodology and literature review skills appropriate for writing the justification and introduction to a research paper or problem.¿ [Research skills]
38. Demonstrate and apply quality and safety frameworks, legislation, and clinical guidelines that support patient quality, safety, and risk mitigation. [Quality and safety]
39. Describe a systems approach to quality improvement within healthcare. [Quality improvement]