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 2025 Credit points: 60.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Situated Workload items: - Research Activity: x14 (Total hours: 181) - Research Activity
- Work-based Training: x14 (Total hours: 539) - Work-based Training
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 (LOs) are Clinical Practice: The medical graduate as practitioner (CP) (LOs 1-11), Professionalism and Leadership: The medical graduate as a professional and leader (PL) (LOs 12-18), Health and Society: The medical graduate as a health and wellbeing advocate (HS) (LOs 19-25) Science and Scholarship: The medical graduate as scientist and scholar (SS) (LOs 33-40). -
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 majority of this subject's classes will not be recorded due to one of the reasons outlined in the Recording policy.
Students are encouraged to attend all sessions as these recordings will not be available for revision purposes.
For further information please contact the subject coordinator.
| 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 2025 |
| 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 (LOs) are Clinical Practice: The medical graduate as practitioner (CP) (LOs 1-11), Professionalism and Leadership: The medical graduate as a professional and leader (PL) (LOs 12-18), Health and Society: The medical graduate as a health and wellbeing advocate (HS) (LOs 19-25) Science and Scholarship: The medical graduate as scientist and scholar (SS) (LOs 33-40). |
| 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 majority of this subject's classes will not be recorded due to one of the reasons outlined in the Recording policy. Students are encouraged to attend all sessions as these recordings will not be available for revision purposes. For further information please contact the subject coordinator. |
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:
- 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]
- 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]
- Demonstrate competence in relevant and accurate physical and mental state examinations.¿[Physical examination]
- 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]
- Demonstrate proficiency in recognising and managing acutely unwell and deteriorating patients, including in emergency situations.¿[Emergency care]
- Demonstrate competence in the procedural skills required for internship.¿[Procedural skills]
- 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]
- 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]
- 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]
- 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]
- Record, transmit, and manage patient data accurately and confidentially. [Documentation]
- Display ethical and professional behaviours, including integrity, compassion, self-awareness, empathy, discretion, and respect for all in all contexts.¿[Professional Behaviours]
- Demonstrate effective interprofessional teamwork to optimise patient outcomes whilst respecting boundaries that define professional and therapeutic relationships.¿¿[Teamwork]
- 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]
- 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]
- Critically apply understanding of the legal responsibilities and boundaries of a medical practitioner across a range of professional and personal contexts.¿[Legal responsibilities]
- 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]
- Actively monitor and implement strategies to manage self-care and personal wellbeing in the context of professional, training, and personal demands.¿[Self-care]
- 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]
- 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]
- 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]
- 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]
- 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]
- Describe ecologically sustainable and equitable healthcare in the context of complex and diverse healthcare systems and settings. [Environmentally sustainable healthcare]
- 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]
- 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]
- 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]
- 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]
- Comply with relevant quality and safety frameworks, legislation, and clinical guidelines, including health professionals’ responsibilities for quality assurance and quality improvement.¿[Quality and safety]
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 1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21,22,23,24,25,26,27,28,29 Workplace Performance Report^ Clinical Placement 12, including required competency and workplace-based assessments (WBA) ITA and procedural skills due Wk9 C Week 9 1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21,22,23,24,25,26,27,28,29 Workplace Performance Report^ Procedural Skills - evidenced completion of required procedures, conducted on patients under guided observation, across Phase 2/MD C Week 9 6 Portfolio^ 100 points of assessment activity in the MD Portfolio C Week 11 28 - ^ 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 | 1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21,22,23,24,25,26,27,28,29 |
| Workplace Performance Report^ | Clinical Placement 12, including required competency and workplace-based assessments (WBA) ITA and procedural skills due Wk9 | C | Week 9 | 1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21,22,23,24,25,26,27,28,29 |
| Workplace Performance Report^ | Procedural Skills - evidenced completion of required procedures, conducted on patients under guided observation, across Phase 2/MD | C | Week 9 | 6 |
| Portfolio^ | 100 points of assessment activity in the MD Portfolio | C | Week 11 | 28 |
- ^ 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.
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.