MEDI12-203: Challenges to Health Part C

Year 2 is framed around a second cycle through the body systems. The emphasis on the relationships between normal structure and function continues and builds complexity by teaching body systems. Students will work through a variety of authentic patient cases via small group learning. The pathophysiology of core conditions is delivered in organ-system blocks. A basic understanding of diagnostic investigations is introduced. Health system structures across diverse population settings are further explored. Core elements of the scientific method are applied to appraise quantitative and qualitative evidence. Quality and safety frameworks, legislation, and clinical guidelines that support patient quality and safety are identified. Broader aspects of health psychology that underpin issues relating to chronic illness, health uncertainty, and predicting or modifying health behaviours are introduced. As the year progresses, behavioural sciences content is deepened by exploring the variation in health outcomes by phenotype and in individuals, groups, and populations. This is informed by learning in epigenetics, biological underpinnings of behaviour, and social and cultural diversity, as well as economic disparity. Health psychology continues to enhance this knowledge with cognitive and emotional relevance. Roles of First Nations health workers, the kinship care systems in the context of Australia’s past policies, and the inequities and challenges of providing care in remote communities are explored. Social, political, and economic factors associated with healthcare in remote communities, including inequities, will be discussed. The foundation of knowledge and skills that define a competent practitioner continues with history taking and acknowledges emotional aspects of healthcare inherent to being a patient, family member or carer and, therefore, essential for practitioners to recognise. Specialist communication skills are introduced by teaching the SPIKES framework of breaking bad news. Physical examination is taught in conjunction with the study of the body systems and the acquisition of an array of related procedural skills. Foundations of ethical principles are extended by increasing the emphasis on the medico-legal framework of healthcare. The students’ ethical framework is further developed through the introduction of an ethics toolkit with application to clinical ethics cases. A competency approach for the continuous development of personal and social skills that underpin professionalism is embedded within small-group learning. This supports the continued spiralled development of the essential skills that build professionalism and leadership, such as critical thinking, reflection, and constructive insight involving other skills, such as giving and receiving feedback. A range of learning techniques is used to support the transition phases of the students to be work-ready when graduating with strong, demonstratable, professional attributes and skillsets, with placements in the community continuing to provide occupational context for healthcare systems.