General Information
This subject is undertaken within the healthcare environment through a series of clinical placements. These placements are supplemented by on-site structured educational sessions and are supported with learning sessions delivered by the Medical Program. Throughout this subject, students will gain a broader and deeper understanding of evidence-based medicine through the application of their clinical reasoning, diagnostic, and management skills. Students will work as part of a healthcare team demonstrating professional and ethical practice. During this subject, students will complete a range of research and clinically focussed activities to build an MD e-Portfolio. These activities are intended to build and reflect evidence of students’ capacity to understand and apply the scientific approaches of inquiry in medicine and related healthcare fields and utilise research evidence in their clinical practice. The e-Portfolio is a points accrual system and requires successful completion of core and elective activities.
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Details
Academic unit: Faculty of Health Sciences and Medicine Subject code: MEDI71-401 Subject title: Core Clinical Practice A Subject level: Postgraduate Semester/Year: May 2023 Credit points: 60.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Situated Workload items: - Placement: x14 (Total hours: 539) - Placement
- Research Activity: x14 (Total hours: 181) - MD Component
Attendance and learning activities: 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 1-3), Clinical Practice Domain (learning outcomes 4-11), Health and Society Domain (learning outcomes 12-15), and Professionalism and Leadership Domain (learning outcomes 16-21) -
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 Learning Management System at Bond University and is used to provide access to subject materials, class 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: | MEDI71-401 |
| Subject title: | Core Clinical Practice A |
| Subject level: | Postgraduate |
| Semester/Year: | May 2023 |
| Credit points: | 60.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Situated |
| Workload items: |
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| Attendance and learning activities: | 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 1-3), Clinical Practice Domain (learning outcomes 4-11), Health and Society Domain (learning outcomes 12-15), and Professionalism and Leadership Domain (learning outcomes 16-21) |
| 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 Learning Management System at Bond University and is used to provide access to subject materials, class 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. |
Enrolment requirements
| Requisites: |
Nil |
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| 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.
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| Restrictions: |
Managed by the Faculty |
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 current medical and scientific knowledge to individual patients, populations, and health systems.
- Apply evidence based and environmentally sustainable healthcare practices in patient care and research methodology.
- Apply project management and/or communication skills to complete an evidence based and professionally focussed project, including its dissemination.
- Demonstrate cognitive, technical, and interpretive skills in undertaking an accurate, detailed system-focussed history from a range of patients within a variety of clinical settings.
- Perform an accurate and complete physical examination on any body system including a mental state examination.
- Use knowledge of common conditions, patient history, physical examination findings, and clinical data, to undertake clinical reasoning and formulate probable and differential diagnoses.
- Recognise and assess deteriorating and critically unwell patients who require immediate care and perform common emergency and life support procedures.
- Safely perform a range of common procedures.
- Safely prescribe by applying the principles of "quality use of medicines" in an environmentally sustainable way.
- Select and justify common investigations, with regard to the pathological basis of disease, utility, safety, cost-effectiveness, and sustainability, and interpret their results.
- Formulate an initial management plan in consultation with patients, family, and carers across a variety of clinical settings with consideration of psychosocial, environmental, and cultural aspects that may influence management.
- Apply evidence from behavioural science and population health research, and integrate prevention, early detection, health maintenance, and chronic disease management into clinical practice.
- Recognise and critically reflect on the diversity of populations regarding health issues applicable to the relevant unique historical, social, and cultural contexts in the clinical and community settings including First Nations peoples.
- Recognise and understand the complex interactions between the healthcare systems and environment, as well as the doctor and patient, whilst reflecting on power and privilege, to understand the role of these to ensure a culturally responsive and safe working context.
- Communicate successfully in all roles, including health advocacy, education, assessment, appraisal, and with the First Nations peoples.
- Contribute to teams providing care to 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”.
- Explain and apply the principles and concepts of medical ethics including physician virtue and the ‘four principles’ of autonomy, beneficence, non-maleficence, and justice in the context of team-based patient care.
- Apply the legal responsibilities of a medical practitioner across a range of professional and personal contexts in the practice of team-based patient care.
- Evaluate the performance of self and others as self-regulated and effective members of a diverse healthcare team in the management of a case load, respecting the roles of all healthcare professionals within the clinical setting and community settings, demonstrating professional foundation and essential skills.
- Demonstrate, and role model for junior medical students, skills to support the planned and active development of a career.
- Demonstrate, and role model for junior medical students, the active management of self-care in a clinical environment as part of a clinical team managing patients.
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 (Open) MEDI71-401 Progress Test 1 C Final Examination Period 1, 2, 4, 6, 7, 9, 10, 11, 12, 13, 14, 17, 18 Workplace Performance Report Clinical Placement 1, including required competency and Workplace based Assessment (WBA) C Week 6 1, 2, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21 Workplace Performance Report Clinical Placement 2, including required competency and Workplace-based Assessments (WBA) C Week 13 1, 2, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21 Portfolio MD e-Portfolio C Ongoing 3 - * 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 in MEDI71-401 is a competency-based, ungraded pass designed to promote the progressive development of core clinical skills and medical knowledge in an authentic and active learning environment.
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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 (Open) | MEDI71-401 Progress Test 1 | C | Final Examination Period | 1, 2, 4, 6, 7, 9, 10, 11, 12, 13, 14, 17, 18 |
| Workplace Performance Report | Clinical Placement 1, including required competency and Workplace based Assessment (WBA) | C | Week 6 | 1, 2, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21 |
| Workplace Performance Report | Clinical Placement 2, including required competency and Workplace-based Assessments (WBA) | C | Week 13 | 1, 2, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18, 19, 20, 21 |
| Portfolio | MD e-Portfolio | C | Ongoing | 3 |
- * 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 in MEDI71-401 is a competency-based, ungraded pass designed to promote the progressive development of core clinical skills and medical knowledge in an authentic and active learning environment.
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
BOE are not able to make a progression decision unless all required WBA are submitted by the due date. BOE may award an INC (incomplete - awaiting student action) or Z (result not finalised). Refer to 2023 Medical Program Rules of Assessment and Progression
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
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 1-3), Clinical Practice Domain (learning outcomes 4-11), Health and Society Domain (learning outcomes 12-15), and Professionalism and Leadership Domain (learning outcomes 16-21).
Subject curriculum
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Medicine
Students see patients whose clinical problem requires non-operative management. This rotation will allow students to further their medical history taking and examination skills. Students will build on their existing knowledge of general medicine and the numerous medical subspecialties. Learning will take place in a variety of environments, including inpatient and outpatient settings.
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Surgery
The aim of the surgical rotation is to provide students with an opportunity to gain skills and knowledge in the evaluation, investigation, and management of common acute and elective surgical illnesses. Students will build on their existing learning, seeing patients in the preoperative, operative, and postoperative settings. In addition to general surgery, students will also gain an appreciation of the various surgical subspecialties.
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Child Health
The child health (paediatric rotation) encompasses medical, surgical, subspecialty, and community medicine. It aims to allow students to gain skills, knowledge, and clinical reasoning expertise in the care of neonates, infants, children, and adolescents.
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Women's Health
The goal of the women’s health rotation is to provide students with an overview of the common health issues that affect women at all stages of their lives. The students will see patients in a variety of clinical settings including (but not limited to) antenatal clinics, outpatient clinics, labour and inpatient wards, and the operating theatre.
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Mental Health
The mental health rotation will provide opportunities for the student to learn about the management of common psychiatric illnesses and care for patients in extremis. The rotation will occur in a variety of environments allowing students to gain an appreciation of the various settings and specialties involved with the care of a mental health patient.
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Community/Specialty
The community placement is a workplace-based immersion across clinical and community sites. Students will complete relevant workplace-based assessments during their placement and conduct a project based on their community placement site needs.
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COVID Elective
The COVID-Elective is a remote learning elective that students who are unable to complete a clinical placement can be directed to take a maximum of once during their MD program. It is designed to provide a structured learning experience for students whose program is interrupted by the COVID-19 pandemic. The COVID-Elective may be offered to students when there are insufficient clinical placements available. It may also be offered when a student encounters difficulty because of health or other personal reasons that will be considered by the Dean of the Medical program or their delegate on a case-by-case basis.
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MD-Long
Students will complete a range of research and clinically focussed activities to build their MD e-Portfolio. These activities are intended to reflect evidence of students' capacity to understand and apply the scientific approaches of inquiry in medicine and related healthcare fields and utilise research evidence in their clinical practice. The e-Portfolio is a points accrual system and requires successful completion of core and elective activities. Students will commence preliminary work on a MD project where they will choose a Research, Professional, or Capstone experience.