Understanding and Recognition of Illness

General Information

Year 3 is framed around the understanding and recognition of illness. 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 core rotations; the first semester includes general practice and medicine, the second semester around surgery and women’s health and the third semester around child health, mental health and emergency medicine. The core rotations encompass the impact of psychosocial and cultural constructs on illness and exploring community and population health and healthcare. The experiential learning is permitted with a placement at a general practice and in the community. Students are based at the Bond University Clinical Education and Research Centre located in the Robina Hospital where they will work through a variety of authentic patient cases.  These cases will be facilitated by experienced clinicians in the Bond Virtual Hospital, an innovative, interactive mobile application delivering curriculum content 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.  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 evidenced-based health care, and development of research skills will equip students with skills in core evaluation and basic research techniques. The final semester of the year completes preparation for full immersion in the clinical learning environment in year 4.

  • Academic unit: Faculty of Health Sciences and Medicine
    Subject code: MEDI13-YR3
    Subject title: Understanding and Recognition of Illness
    Subject level: Undergraduate
    Semester/Year: January 2019
    Credit points:
  • Timetable: https://bond.edu.au/timetable
    Delivery mode: Standard
    Workload items:
    • Group Learning: x36 (Total hours: 108) - Bond Virtual Hospital (BVH) Case-based learning
    • Group Learning: x36 (Total hours: 83) - Facilitated Bond Virtual Hospital (BVH) Case-based learning
    • Lecture: x36 (Total hours: 164) - Lecture
    • Workshop: x36 (Total hours: 90) - Workshops and forums (Skills, Evidence-based medicine, pharmacology, Indigenous health, etc)
    • Clinical: x36 (Total hours: 12) - Clinical skills (procedural)
    • Clinical: x36 (Total hours: 60) - Clinical skills (communication, patient assessment)
    • Clinical: x36 (Total hours: 8) - Clinical skills (simulation)
    • Placement: x36 (Total hours: 42) - Placement
    • Personal Study Hours: x36 (Total hours: 617) - Recommended Study Hours
    • Personal Study Hours: x36 (Total hours: 616) - Recommended Study Hours
    Attendance and learning activities:
  • Prescribed resources:

    Books

    • Talley NJ, O'Connor S (2017). Clinical examination: a systematic guide to physical diagnosis. 8th, Sydney Elsevier Australia
    • Purtilo RB, Doherty RF (2016). Ethical Dimensions in the Health Professions. 6th, St Louis, USA Elsevier
    • Kumar V, Abbas AK, Aster JC, (2018). Robbins basic pathology. 10th, Philadelphia Saunders
    • Lee G, Bishop P (2016). Microbiology and Infection Control for Health Professionals. 6th, Pearson
    • Glasziou PP, Del Mar C, Salisbury J (2007). Evidence-based practice workbook. 2nd, Massachusetts Blackwelll Publishing
    • Chowdhury R. (2017). Radiology at a glance. 2nd, Newark USA John Wiley and sons

    Others

    • Therapeutic Guidelines.
    • Australian Medicines Handbook Australian Medicines Handbook.
    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
    Class recordings:

    The primary workload items for this subject will be recorded for the purpose of revision.

    These recordings are not a substitute for attending classes. Students are encouraged to attend all sessions as there may be instances where a session is not recorded due to the presence of a guest speaker, the inclusion of sensitive or protected content, or technical issues. Students are advised not to rely solely on these recordings for revision.

    See the Recording policy for further details.
Academic unit: Faculty of Health Sciences and Medicine
Subject code: MEDI13-YR3
Subject title: Understanding and Recognition of Illness
Subject level: Undergraduate
Semester/Year: January 2019
Credit points:

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.

Find your program

Subject Learning Outcomes (SLOs)

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

  1. Apply core medical and scientific knowledge to patients of all ages in the clinical setting.
  2. Apply underlying pathophysiological mechanisms to describe the aetiology, pathology, clinical features, natural history and prognosis of common and important clinical presentations.
  3. Describe the scientific basis underpinning common and important bedside, laboratory and medical imaging investigations.
  4. Identify core social and behavioural science principles as they apply to individual patients, populations and health care systems.
  5. Apply foundational knowledge of clinical pharmacology to justify drug choice in the management of common disease processes.
  6. Identify and describe common population health screening and prevention initiatives.
  7. Apply principles of evidence-based practice, including the identification and critical appraisal of appropriate literature, to the clinical setting.
  8. Identify and begin to apply additional legal responsibilities of a medical practitioner, including boundary keeping, human rights, abuse reporting, involuntary treatment orders, and conflict of interest management. Continue to apply good documentation practices and duty of care.
  9. Demonstrate the ability to assess suffering and quality of life in clinical cases.
  10. Demonstrate respect for the psychological impact of acute and chronic illness and death on individuals, family and healthcare services.
  11. Foster a duty of care while promoting social justice and resource stewardship.
  12. Demonstrate integrity, honesty, empathy, compassion and professionalism when interacting with patients, other professionals and society.
  13. Demonstrate respect for gender, cultural, spiritual, and socioeconomic influences on health and healthcare delivery at individual and population levels.
  14. Recognise and respect the doctor's authority and ethical duty to withhold/cease futile interventions.
  15. Recognise and respond to the need for self-care as a student and future doctor.
  16. Explain Indigenous conceptions of health and illness, including social and emotional well-being with the current models of healthcare.
  17. Explain the concepts of paternalism, community control, racism, and discrimination, and their impact on healthcare, patients, and families across cultures.
  18. Compare and contrast the various models of healthcare of Aboriginal and Torres Strait Islander patients.
  19. Explain the concept of medicalisation and its role in social stigma and health economics.
  20. Discuss the strengths and weaknesses of disease models of addiction, as well as the clinical, financial, and social burdens of addiction.
  21. Identify issues related to the financing and delivery of health services and their impact on medical decision-making and health economics.
  22. Demonstrate effective communication with patients, their family/carers, doctors and within the healthcare team.
  23. Elicit an accurate, organised and problem-focused medical history, including family and social, occupational, medication and lifestyle features, from the patient, and other sources.
  24. Perform a full and accurate physical examination, including a mental state examination, or a problem-focused examination as indicated.
  25. Document findings from patient assessment in a structured format.
  26. Present patients’ clinical findings, differential diagnoses and proposed further initial management to a senior doctor.
  27. Demonstrate effective clinical reasoning, including the ability to generate a differential diagnosis for a presenting complaint.
  28. Select and interpret common and important investigations, including pathology and medical imaging results.
  29. Select and perform safely a range of common procedural skills, including: Intravenous cannulation; urinary catheter insertion; suturing; and aseptic technique, gowning and gloving.
  30. Demonstrate effective communication with patients about their care, including provision of information relevant to informed consent and end of life decision making.
  31. Describe principles of shared decision-making.
  32. Describe principles of medication safety, and demonstrate basic skills in prescribing.
  33. Recognise and assess critically unwell patients who require immediate care. Perform common emergency and life support procedures, including caring for the unconscious patient and performing Cardiopulmonary Resuscitation (CPR).
  34. Demonstrate safety skills including infection control, graded assertiveness, adverse event reporting, effective clinical handover, and use of checklists and clinical pathways.
  35. Discuss strategies for mitigation of errors at patient, practitioner, team and system level.
  36. Continue to display, as appropriate, core elements of self-management, professionalism and ethical behaviour.
  37. Work as an effective member of a team including collaboration, leadership and learning with others.
  38. Evaluate one’s values, strengths and weaknesses through reflection, self-assessment, peer feedback and have awareness of one’s learning styles.
  39. Receive feedback positively and provide constructive feedback to peers and educators.
  40. Attend, be punctual, behave and dress appropriately with respect to academic studies at Bond University, including on placement.
  41. Recognise and adhere to codes and policies that define legal, ethical and professional responsibilities of a medical student and future doctor.

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.

  • Type Task % Timing* Outcomes assessed
    Computer-Aided Examination (Closed) End of Semester 8 30.00% Final Examination Period 1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21,30,31,32,33,34,35,40,41
    Computer-Aided Examination (Closed) End of Semester 8 Video communication exam 10.00% Final Examination Period 8,9,10,11,12,13,14,15,16,17,18,19,20,21,22,23,25,26,27,28,30,31,32,33,35,40,41
    Computer-Aided Examination (Closed) End of Semester 7 15.00% Final Examination Period 1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21,31,32,33,35,40,41
    Computer-Aided Examination (Closed) End of Semester 6 15.00% Final Examination Period 1,2,3,4,5,6,7,8,11,14,15,16,17,18,19,21,30,31,32,40,41
    Written Report Semester 7 EBM Case Presentation C Week 3 7
    Literature Review Semester 8 Literature Review C Week 5 7,11,41
    Written Report Semester 8 Case presentation and documentation C Week 7 8,25,26,27,28,32,37,38,39
    Workplace Performance Report Semester 6 GP Placement In-training Assessment (ITA) C Week 10 22,25,26,27,28,35,36,37,38,39,40,41
    *In-Class Quiz - Individual Semester 6: End of GP Block Assessment C Week 12 1,2,3,4,5,28,31,32,35
    OSCE End of Semester 8 8 Stations 15.00% Week 14* 22,23,24,25,26,27,28,30,31,32,34,35,36,40,41
    OSCE End of Semester 7 8 Stations 15.00% Week 14* 22,23,24,25,26,27,28,30,31,32,33,34,35,36,40,41
    *Procedural Skills Test Semester 6, Semester 7 and Semester 8 C Progressive 29,36,40,41
    • * 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.

Type Task % Timing* Outcomes assessed
Computer-Aided Examination (Closed) End of Semester 8 30.00% Final Examination Period 1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21,30,31,32,33,34,35,40,41
Computer-Aided Examination (Closed) End of Semester 8 Video communication exam 10.00% Final Examination Period 8,9,10,11,12,13,14,15,16,17,18,19,20,21,22,23,25,26,27,28,30,31,32,33,35,40,41
Computer-Aided Examination (Closed) End of Semester 7 15.00% Final Examination Period 1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21,31,32,33,35,40,41
Computer-Aided Examination (Closed) End of Semester 6 15.00% Final Examination Period 1,2,3,4,5,6,7,8,11,14,15,16,17,18,19,21,30,31,32,40,41
Written Report Semester 7 EBM Case Presentation C Week 3 7
Literature Review Semester 8 Literature Review C Week 5 7,11,41
Written Report Semester 8 Case presentation and documentation C Week 7 8,25,26,27,28,32,37,38,39
Workplace Performance Report Semester 6 GP Placement In-training Assessment (ITA) C Week 10 22,25,26,27,28,35,36,37,38,39,40,41
*In-Class Quiz - Individual Semester 6: End of GP Block Assessment C Week 12 1,2,3,4,5,28,31,32,35
OSCE End of Semester 8 8 Stations 15.00% Week 14* 22,23,24,25,26,27,28,30,31,32,34,35,36,40,41
OSCE End of Semester 7 8 Stations 15.00% Week 14* 22,23,24,25,26,27,28,30,31,32,33,34,35,36,40,41
*Procedural Skills Test Semester 6, Semester 7 and Semester 8 C Progressive 29,36,40,41
  • * 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.

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

The Australian Medical Council's Graduate Outcome Statements are organised into four domains. Within this subject, the thematic framework mapped to the learning outcomes are: Scientists and Scholar Theme (learning outcomes 1-7), Health Advocate and Professional Theme (learning outcomes 8-21), and Practitioner Theme (learning outcomes 22-35). Core attributes are reflected in learning outcomes 36-41.

Subject curriculum

Approved on: Nov 2, 2018. Edition: 1.1
Last updated: Oct 10, 2022