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 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 supported with a placement at a general practice and in the community.

Students 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 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 and take place 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 development of research skills will equip students with skills in core evaluation and basic research techniques.

  • 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 2022
    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: x12 (Total hours: 38.5) - 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: 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 policy.
  • Prescribed resources:

    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 2022
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 healthcare systems.
  5. Apply foundational knowledge of clinical pharmacology to rationalise drug choice in the management of common disease processes and prescribe safely and cost-effectively.
  6. Apply principles of evidence-based practice to the clinical setting, including the identification and critical appraisal of appropriate literature.
  7. Develop narrative literature review skills appropriate for writing the justification and introduction to a research paper or problem.
  8. Develop an understanding of research methodology to meet best practice, including how to avoid exposing research participants to potential harm for no scientific gain.
  9. Demonstrate effective communication with patients, their family/carers, and other members of the healthcare team in an Australian environment and a healthcare setting.
  10. Elicit an accurate, organised and problem-focused medical history, incorporating the principles of patient-centred care and the biopsychosocial approach.
  11. Perform a full and accurate physical examination, including a mental state examination, or an integrated examination.
  12. Document findings from patient assessment in a structured format which includes patient encounters, admission notes, progress notes, handover letters and referral letters.
  13. Present patients’ clinical findings, differential diagnoses and proposed further initial management to a senior doctor with an emphasis on integrated safety skills (handover, SBAR and closed loop communication).
  14. Demonstrate effective clinical reasoning, including the ability to generate a differential diagnosis for a presenting complaint.
  15. Choose, describe and interpret common investigations, including pathology and medical imaging results.
  16. Select and perform safely a range of common procedural skills, including intravenous cannulation, urinary catheter insertion, suturing, aseptic technique, and gowning and gloving.
  17. Demonstrate effective communication with patients about their care, including provision of information relevant to informed consent and end-of-life decision making.
  18. Engage in the principles of shared decision-making.
  19. Describe and demonstrate the practical approach to prescribing of common medications, and the resources used to support evidence based principles of the "quality use of medicines" in an environmentally sustainable way.
  20. 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 Basic Life Support (BLS) with a knowledge of Advanced Life Support (ALS).
  21. Demonstrate safety skills including infection control, graded assertiveness, open disclosure, adverse event reporting, effective clinical handover, and use of checklists, and clinical pathways.
  22. Discuss strategies for mitigation of errors at patient, practitioner, team and system level.
  23. Demonstrate respect for the psychological impact of acute and chronic illness and death on individuals, family and healthcare services.
  24. Integrate clinical skills previously developed and demonstrate synchronous practice of these skills in a virtual clinical encounter.
  25. Demonstrate respect for the fluid nature of gender, age, cultural, spiritual, and socioeconomic influences on health and healthcare delivery at individual and population levels.
  26. Recognise the importance of natural resource stewardship to ensure good health for future generations.
  27. Explain First Nations conceptions of health and illness, including social and emotional well-being with the current models of healthcare.
  28. Explain the concepts of paternalism, community control, racism, discrimination, power, privilege, and whiteness, and their impact on healthcare, patients, and families across cultures.
  29. Identify the various models of healthcare-specific to First Nations peoples.
  30. Explain the concept of medicalisation including the ecological impact and its role in social stigma and health economics as well as ecological impact.
  31. Discuss the strengths and weaknesses of disease models of addiction, as well as the clinical, financial, ecological and social burdens of addiction.
  32. Identify issues related to the financing and delivery of health services and their impact on medical decision-making, health economics and ecological footprint.
  33. Identify and describe common population health screening and health promotion and prevention initiatives.
  34. Apply scientific methodologies, including statistical analysis commonly used in clinical research, population health, and behavioural science.
  35. Explain the concept of palliative care, advanced care directives, and resuscitation plans.
  36. Recognise the importance of mental health and well-being including self-care in health professionals during clinical training, practice, and healthcare.
  37. Explain and observe the provision of care to all patients according to “Good Medical Practice: A Code of Conduct for Doctors in Australia” and “Good Medical Practice: A Guide for Doctors in New Zealand.
  38. Explain the principles and concepts of medical ethics including physician virtue and the ‘four principles’ of autonomy, beneficence, non-maleficence, and justice to healthcare scenarios.
  39. Explain the legal responsibilities of a medical practitioner across a range of professional and personal contexts.
  40. Identify the behaviours/characteristics of effective members of a diverse healthcare team, explaining the roles of healthcare professionals within the clinical setting.
  41. Identify, explain and begin to practice skills that enable the planned and active development of a career in a supportive environment.
  42. Demonstrate the active management of self-care in a supportive environment.
  43. Apply numeracy, effective literacy, oral communication skills, problem-solving, and critical thinking skills in the management of a simulated patient case load, inclusive of timely and accurate documentation.
  44. Demonstrate, in a supportive environment, self-awareness and self-management and the development of self-regulation of learning and practice.
  45. Evaluate one’s values, beliefs, strengths, and weaknesses through reflection, self-assessment, feedback, adapt and refine one's learning approaches and strategies according to the task.
  46. Explain and demonstrate, in a supportive environment, the interpersonal and communication skills necessary to be an effective member of diverse teams, such as collaboration, peer, interprofessional learning, constructive feedback, inclusivity, negotiation, conflict resolution, leadership, and followership.

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) MEDI13-303: Students conduct Computer-based examination/s using BYOD 20.00% Final Examination Period 1, 2, 3, 4, 5, 6, 8, 12, 14, 15, 17, 18, 19, 20, 22, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 38, 39, 40
    Computer-Aided Examination (Closed) MEDI13-302: Students conduct Computer-based examination/s using BYOD 20.00% Final Examination Period 1, 2, 3, 4, 5, 6, 8, 12, 14, 15, 17, 18, 19, 20, 22, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 38, 39, 40
    Computer-Aided Examination (Closed) MEDI13-301: Students conduct Computer-based examination/s using their own iPad or laptop, known as Bring Your Own Device (BYOD). 20.00% Final Examination Period 1, 2, 3, 4, 5, 6, 8, 12, 14, 15, 17, 18, 19, 20, 22, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 38, 39, 40
    *Portfolio Artefact^ MEDI13-302: Literature Review contributes 10 points towards MD Portfolio of Assessment Activities C Week 3 6, 7, 8
    *Online Discussion^ MEDI13-303: Medication Adherence. Clinical activity to explore the burden of adhering to long-term medication. C Week 8 9, 10, 19, 22, 26, 30, 31, 32
    Skills Assignment^ MEDI13-301 Survival Analysis using SPSS statistical software C Week 8 6, 8
    Presentation^ MEDI13-301: EBM Critical Appraisal and Case Presentation contributes 5 points to MD Portfolio of Assessment Activities. C Week 9 6, 8
    *Online Activity^ MEDI13-302: Blood Safe e-Learning. Online e-Learning program to develop knowledge of blood and blood components. C Week 10 2, 3, 15
    Assignment§^ MEDI13-301: Small Group Learning Ethics assignment. C Week 11 38, 43, 44, 45, 46
    Workplace Performance Report^ MEDI13-302 GP Placement In-training Assessment (ITA) evaluating overall competency of performance on placement C Week 11 9, 12, 13, 14, 15, 17, 18, 20, 21, 22, 23, 25, 26, 32, 33, 34, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46
    OSCE MEDI13-303: Objective Standardised Clinical Examination 25.00% Week 14* 1, 9, 10, 11, 13, 14, 15, 17, 18, 19, 24, 45
    OSCE MEDI13-301: Objective Standardised Clinical Examination 15.00% Week 14* 1, 9, 10, 11, 12, 13, 14, 15, 17, 18, 19, 24, 45
    *Procedural Skills Test^ MEDI13-303: Evaluation of competency in conducting an Intravenous Cannulation C Progressive 16
    *Procedural Skills Test^ MEDI13-302: Evaluation of competency in conducting an indwelling Catheter C Progressive 16
    Learning Log^ MEDI13-301 MEDI13-302 MEDI13-303 Students will conduct two ward visits at Robina Hospital site per semester and are required to document patient cases C Progressive 12
    *Portfolio Artefact^ MEDI13-303: Two Online Research Modules contribute 10 points towards MD portfolio of Assessment Activities. C Progressive 8
    • ^ Students must pass this assessment to pass the subject
    • § Indicates group/teamwork-based assessment
    • * 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.

    Pass requirement

    Please refer to iLearn/Medical Program Community/Medical Program Rules of Assessment and Progression

  • 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) MEDI13-303: Students conduct Computer-based examination/s using BYOD 20.00% Final Examination Period 1, 2, 3, 4, 5, 6, 8, 12, 14, 15, 17, 18, 19, 20, 22, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 38, 39, 40
Computer-Aided Examination (Closed) MEDI13-302: Students conduct Computer-based examination/s using BYOD 20.00% Final Examination Period 1, 2, 3, 4, 5, 6, 8, 12, 14, 15, 17, 18, 19, 20, 22, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 38, 39, 40
Computer-Aided Examination (Closed) MEDI13-301: Students conduct Computer-based examination/s using their own iPad or laptop, known as Bring Your Own Device (BYOD). 20.00% Final Examination Period 1, 2, 3, 4, 5, 6, 8, 12, 14, 15, 17, 18, 19, 20, 22, 25, 26, 27, 28, 29, 30, 31, 32, 33, 34, 35, 36, 38, 39, 40
*Portfolio Artefact^ MEDI13-302: Literature Review contributes 10 points towards MD Portfolio of Assessment Activities C Week 3 6, 7, 8
*Online Discussion^ MEDI13-303: Medication Adherence. Clinical activity to explore the burden of adhering to long-term medication. C Week 8 9, 10, 19, 22, 26, 30, 31, 32
Skills Assignment^ MEDI13-301 Survival Analysis using SPSS statistical software C Week 8 6, 8
Presentation^ MEDI13-301: EBM Critical Appraisal and Case Presentation contributes 5 points to MD Portfolio of Assessment Activities. C Week 9 6, 8
*Online Activity^ MEDI13-302: Blood Safe e-Learning. Online e-Learning program to develop knowledge of blood and blood components. C Week 10 2, 3, 15
Assignment§^ MEDI13-301: Small Group Learning Ethics assignment. C Week 11 38, 43, 44, 45, 46
Workplace Performance Report^ MEDI13-302 GP Placement In-training Assessment (ITA) evaluating overall competency of performance on placement C Week 11 9, 12, 13, 14, 15, 17, 18, 20, 21, 22, 23, 25, 26, 32, 33, 34, 37, 38, 39, 40, 41, 42, 43, 44, 45, 46
OSCE MEDI13-303: Objective Standardised Clinical Examination 25.00% Week 14* 1, 9, 10, 11, 13, 14, 15, 17, 18, 19, 24, 45
OSCE MEDI13-301: Objective Standardised Clinical Examination 15.00% Week 14* 1, 9, 10, 11, 12, 13, 14, 15, 17, 18, 19, 24, 45
*Procedural Skills Test^ MEDI13-303: Evaluation of competency in conducting an Intravenous Cannulation C Progressive 16
*Procedural Skills Test^ MEDI13-302: Evaluation of competency in conducting an indwelling Catheter C Progressive 16
Learning Log^ MEDI13-301 MEDI13-302 MEDI13-303 Students will conduct two ward visits at Robina Hospital site per semester and are required to document patient cases C Progressive 12
*Portfolio Artefact^ MEDI13-303: Two Online Research Modules contribute 10 points towards MD portfolio of Assessment Activities. C Progressive 8
  • ^ Students must pass this assessment to pass the subject
  • § Indicates group/teamwork-based assessment
  • * 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.

Pass requirement

Please refer to iLearn/Medical Program Community/Medical Program Rules of Assessment and Progression

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 framework mapped to the learning outcomes are: Science and Scholarship Domain (learning outcomes 1-8), Clinical Practice Domain (learning outcomes 9-24), Health and Society Domain (learning outcomes 25-36), and Professionalism and Leadership Domain (learning outcomes 37-46).

Subject curriculum

Approved on: Dec 22, 2021. Edition: 5.2
Last updated: Oct 10, 2022