General Information
This subject is undertaken within the healthcare environment through a series of clinical placements that provide learning in local, interstate, and international healthcare settings, with opportunities for elective placements or a Capstone experience. This will enable students to extend their knowledge and clinical reasoning, and management skills in the treatment of patients with undifferentiated diagnoses and common conditions. Students further develop skills in multidisciplinary teamwork, organisation, and planning of care, to prepare them for entry into the internship training program once graduated. Students will continue to collect evidence for their MD e-Portfolio, complete their MD Project, and present at an annual Faculty MD Conference.
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Details
Academic unit: Faculty of Health Sciences and Medicine Subject code: MEDI72-503 Subject title: Extended Clinical Practice and Research, C Subject level: Postgraduate Semester/Year: September 2023 Credit points: 60.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Situated Workload items: - Placement: x11 (Total hours: 440) - Placement
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
| Academic unit: | Faculty of Health Sciences and Medicine |
|---|---|
| Subject code: | MEDI72-503 |
| Subject title: | Extended Clinical Practice and Research, C |
| Subject level: | Postgraduate |
| Semester/Year: | September 2023 |
| Credit points: | 60.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Situated |
| Workload items: |
|
| 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 |
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. MEDI72-502 Extended Clinical Practice and Research, B |
| 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.
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 Workplace Performance Report^ Clinical Placement 11, including required competency and workplace-based assessments (WBA) C Week 4 1,2,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21 Workplace Performance Report^ Procedural Skills - evidenced completion of required procedures, conducted on patients under guided observation, across Phase 2/MD C Week 9 8 Workplace Performance Report^ Clinical Placement 12, including required competency and workplace-based assessments (WBA) C Week 11 1,2,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21 Portfolio^ 100 points of assessment activity in the MD Portfolio C Progressive 3 - ^ Students must pass this assessment to pass the subject
- * 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 MEDI72-503 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 |
|---|---|---|---|---|
| Workplace Performance Report^ | Clinical Placement 11, including required competency and workplace-based assessments (WBA) | C | Week 4 | 1,2,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21 |
| Workplace Performance Report^ | Procedural Skills - evidenced completion of required procedures, conducted on patients under guided observation, across Phase 2/MD | C | Week 9 | 8 |
| Workplace Performance Report^ | Clinical Placement 12, including required competency and workplace-based assessments (WBA) | C | Week 11 | 1,2,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21 |
| Portfolio^ | 100 points of assessment activity in the MD Portfolio | C | Progressive | 3 |
- ^ Students must pass this assessment to pass the subject
- * 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 MEDI72-503 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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Critical Care and Orthopaedics (CCO)
Students will observe and participate in teams providing anaesthetic services, orthopaedics, and intensive care. Students will gain a greater understanding of all the stages of anaesthesia including patient assessment, preparation, clinical care, and monitoring during anaesthesia and aftercare of the surgical patient. Intensive care provides opportunities to be part of teams that look after complex patients and their relatives in an emotionally charged environment. During orthopaedics, students will gain greater knowledge of the assessment and surgical management of joint and bone conditions.
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Emergency Medicine
The Emergency Medicine Rotation combines elements of all subspecialties while focussing on 1) Recognition and resuscitation of the acutely unwell patient, 2) Assessment and management of the undifferentiated patient 3) Effective communication and facilitation of patient care. Students will be rostered in shifts to work closely with Emergency Department teams.
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General Practice
Students will be allocated to a general practice clinic where they will gain a deep understanding of primary care and community medicine. Students will be part of a practice that provides acute care for undifferentiated conditions and continuing care of long term medical conditions.
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Elective x 2
Electives provide an opportunity for students to organise their own clinical placement anywhere in Australia or abroad (if travel restrictions permit). It provides students an opportunity to experience care delivery in a different location or context and allows flexibility for students to develop an interest in a particular medical field. Some students will complete a Capstone Placement instead of an elective placement.
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Capstone Placement
Students may be eligible to complete a domestic or international Capstone experience. This provides students with an opportunity for the practical application of clinical and research skills in a remote, indigenous, or global health setting and develops an appreciation for the delivery of medicine in resource-poor locations. Students unable to attend Capstone Placements because of travel restrictions may complete equivalent subjects coordinated by the Bond Master of Healthcare Innovations.
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Selective
Students will select a clinical service with one of Bond's placement providers to gain an in-depth experience in a speciality or subspeciality.
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MD-Long
Students will continue to work on their MD project, complete activities and collect evidence for their MD e-Portfolio. Students will present at the annual Faculty MD Conference.