Extended Clinical Practice and Research, C

Assurance of learning

Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.

At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.

Program Learning Outcomes (PLOs)

Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.

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Subject Learning Outcomes (SLOs)

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

1. Adapt communication skills to engage safely, effectively, and ethically with patients, families, carers, and other healthcare professionals, including fostering rapport, eliciting, and responding to needs or concerns whilst supporting health literacy.¿¿[Communication]
2. Elicit an accurate, structured medical history from the patient and, when relevant, from families and carers or other sources, including eco-biopsychosocial features. [Medical History]
3. Demonstrate competence in relevant and accurate physical and mental state examinations.¿[Physical examination]
4. Integrate and interpret findings from the history and examination of a patient to make an initial assessment, including a relevant differential diagnosis and a summary of the patient’s mental and physical health.¿[Clinical reasoning]
5. Demonstrate proficiency in recognising and managing acutely unwell and deteriorating patients, including in emergency situations.¿[Emergency care]
6. Demonstrate competence in the procedural skills required for internship.¿[Procedural skills]
7. Prescribe and, when relevant, administer medications and therapeutic agents (including fluid, electrolytes, blood products, and inhalational agents) safely, effectively, sustainably, and in line with quality and safety frameworks and clinical guidelines.¿[Therapeutics]
8. Select, justify, request, and interpret common investigations, with due regard to the pathological basis of disease and the efficacy, safety, and sustainability of these investigations.¿[Investigations]
9. Demonstrate responsible use of health technologies in the management and use of patient data and incorporate their use to inform, support and improve patient healthcare and digital health literacy, especially among groups who experience health inequities.¿[Digital Technologies]
10. Formulate an evidence-based management plan in consultation with the interprofessional team, including patients and families across a variety of clinical settings with consideration of eco-biopsychosocial aspects that may influence management at all stages of life.¿¿[Patient Management]
11. Record, transmit, and manage patient data accurately and confidentially. [Documentation]
12. Display ethical and professional behaviours, including integrity, compassion, self-awareness, empathy, discretion, and respect for all in all contexts.¿[Professional Behaviours]
13. Demonstrate effective interprofessional teamwork to optimise patient outcomes whilst respecting boundaries that define professional and therapeutic relationships.¿¿[Teamwork]
14. Apply principles of professional leadership, followership, teamwork, and mentoring by contributing to the support, assessment, feedback, and supervision of colleagues, doctors in training and students.¿[Leadership]
15. Integrate the principles and concepts of medical ethics and ethical frameworks in clinical decision-making and patient referral, including through appropriate use of digital technologies and handling of patient information.¿[Ethical behaviour]
16. Critically apply understanding of the legal responsibilities and boundaries of a medical practitioner across a range of professional and personal contexts.¿[Legal responsibilities]
17. Actively seek feedback and demonstrate critical reflection and lifelong learning behaviours to improve and enhance professionalism and clinical practice recognising complexity and uncertainty of the health service and limits of own expertise to ensure safe patient outcomes and healthcare environment.¿¿[Critical self-reflection]
18. Actively monitor and implement strategies to manage self-care and personal wellbeing in the context of professional, training, and personal demands.¿[Self-care]
19. Demonstrate culturally safe practice with ongoing critical reflection on their own knowledge, skills, attitudes, bias, practice behaviours, and power differentials to deliver safe, accessible, and responsive healthcare free of racism and discrimination. [Culturally safe practice]
20. Describe Aboriginal and/or Torres Strait Islander knowledges of social and emotional wellbeing, and models of healthcare, including community and eco-sociocultural strengths.¿[Striving for Aboriginal and Torres Strait Islander Health and wellbeing equity]
21. Recognise and critically reflect on historical, individual, and systemic challenges to Aboriginal and Torres Strait Islander peoples.¿[Barriers to Aboriginal and Torres Strait Islander Health and wellbeing equity]
22. Apply health advocacy skills by partnering with communities, patients, and their families and carers to define, highlight, and address health system issues, particularly health inequities and sustainability.¿[Health and wellbeing advocacy]
23. Critically apply evidence from behavioural science and population health research to protect and improve the health of all people. This includes health promotion, illness prevention, early detection, health maintenance, and chronic disease management.¿¿[Public Health]
24. Describe ecologically sustainable and equitable healthcare in the context of complex and diverse healthcare systems and settings. [Environmentally sustainable healthcare]
25. Describe global and planetary issues and determinants of health and disease, including their relevance to healthcare delivery in Australia and Aotearoa, New Zealand, the broader Western Pacific region, and in a globalised world. [Global and Planetary Health]
26. Apply and integrate knowledge of the foundational science, aetiology, pathology, clinical features, natural history, prognosis, and management of common and important conditions at all stages of life.¿[Foundational science]
27. Apply core medical and scientific knowledge to populations and health systems, including understanding how clinical decisions for individuals influence health equity and system sustainability in the context of diverse models and perspectives on health, wellbeing, and illness.¿[Population and health systems]
28. Critically appraise and apply evidence from medical and scientific literature in scholarly projects, formulate research questions and select appropriate study designs or scientific methods. [Research and scientific methods]
29. Comply with relevant quality and safety frameworks, legislation, and clinical guidelines, including health professionals’ responsibilities for quality assurance and quality improvement.¿[Quality and safety]