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Principles of Clinical Practice 2 (MEDS90004)
Graduate courseworkPoints: 93.75On Campus (Parkville)
Please refer to the return to campus page for more information on these delivery modes and students who can enrol in each mode based on their location.
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
Year Long (Extended)
Overview
Availability | Year Long (Extended) |
---|---|
Fees | Look up fees |
The overall aim of Principles of Clinical Practice 2 is to further develop key clinical skills in a full-time clinical environment. The subject will be delivered in four terms of nine weeks. In the Foundation term students will consolidate their medical interviewing and physical examination skills in the context of the hospital and community environment. In the Medicine term students will focus on the student becoming part of hospital based medical teams to help them develop their diagnostic and therapeutic skills in the context of patients presenting with acute medical problems. In the Surgical term students will focus on the diagnostic and therapeutic issues of patients with acute and chronic surgical problems. Students will also learn the principles and basic practice of anaesthetics. In the Ambulatory Care term students will focus their attention on patients with chronic diseases followed in an ambulatory setting.
Intended learning outcomes
On completion of this subject, students should be able to:
As a scientist & scholar:
- 1.1 Theme: Clinician Scientist (Knowledge) Apply the biomedical sciences knowledge including determinants of health to explain the underlying mechanisms of patient presentation and recommendations for initial management (in adult populations).
- 1.2 Theme: Clinician Researcher (Knowledge) Apply the key principles of generating new knowledge and for practising evidence-based medicine, including research question formulation, study design, literature searching, and the translation of research findings to patient presentations.
- 1.3 Theme: Clinician Scientist (Skill) Incorporate essential biomedical sciences knowledge in proposing a scientifically supported differential diagnosis, a rationale for the principal diagnosis and an initial management plan.
- Theme: Clinician Researcher (Skill) Analyse and apply a variety of resources to determine the effectiveness, efficiency and appropriateness of current health care practices.
As a practitioner:
- Theme: Patient Assessment (Knowledge) Integrate knowledge of biomedical sciences, patient focused care and determinants of health, to tailor frameworks for patient assessment in different contexts.
- Theme: Patient Assessment (Skill) Perform a patient focused medical assessment of an adult patient, demonstrating appropriate adaptations for differing psychosocial, cultural and care contexts, utilising biomedical and clinical knowledge to interpret findings.
- Theme: Clinical Reasoning (Skill) Present a synthesis of information obtained, in collaboration with the patient, from interview, examination and preliminary investigations to provide a coherent differential diagnosis and a proposal for initial management, considering patient preferences.
- Theme: Clinical Reasoning (Knowledge) Synthesize biomedical and clinical knowledge with findings from medical history, physical examination and investigations, to suggest and prioritize likely differential diagnoses and initial management plan.
- Theme: Partnership with Patient (Knowledge) Describe the importance of clear communication, and of information being tailored to individual patient circumstances and preferences.
- Theme: Partnership with Patient (Skill) Demonstrate clear communication with patients, including providing information that is tailored to individual patient circumstances and preferences.
As a health advocate:
- Theme: Determinants of health (Knowledge) Differentiate the diverse systemic, social and individual factors that contribute to health status and health inequities within adult patient populations and clinical patient encounters.
- Theme: Determinants of health (Skill) Advocate for better health outcomes with individual patients, or patient groups, by application of the principles of equity and diversity within their health experiences.
- Theme: First Nations Health (Knowledge) Examine the impact on the current health status and well-being of First Nations peoples in relation to health service access and delivery models in secondary healthcare settings, with recognition of historical and ongoing influences, including government policies.
- Theme: First Nations Health (Skill) Perform culturally safe and appropriate clinical assessments with adult First Nations patients and families, utilising health models and approaches, in tandem with appropriate clinical models, in order to support First Nations health advancement.
- Theme: Health Care System (Knowledge) Examine the complexity of coordination and continuity of care that contribute to a culture of safety and improvement in the Australian health care system.
- Theme: Health Care System (Skill) Demonstrate a structured approach to improving key elements of patient safety by contributing to system improvement activities within the hospital setting.
As a professional & leader:
- Theme: Professional Practice (Knowledge) Apply the core ethical, legal and moral principles for professional practice to clinical scenarios and experiences, and discuss factors such as personal behaviours, interactions with others, systems and practices that impact on outcomes.
- Theme: Professional Practice (Skill) Display professional behaviour encompassing reliability, respectful and honest communication and interactions with others, willingness to accept and respond to feedback, and personal behaviours, such as confidentiality, honesty, integrity, appearance, respecting privileges, codes of conduct and scopes of practice.
- Theme: Collaborative Practice (Knowledge) Describe health care team members' roles and responsibilities in producing better patient outcomes, and the unique contributions of other health care professionals.
- Theme: Collaborative Practice (Skill) Engage in collaborative practice within health teams and learning groups.
- Theme: Reflective Practice (Skill) Actively participate in formal, and seek out informal, opportunities for assessment of knowledge and skills, engaging in regular, constructive feedback processes about performance with the intention of promoting learning and ongoing improvement.
Applications
- Behave professionally as a student and representative of the Melbourne Medical School, including being honest, empathic and reliable, maintaining transparent and respectful interactions with others, proactively seeking and constructively responding to feedback, and personal behaviours, such as confidentiality, honesty, integrity, appearance, respecting privileges and codes of conduct.
- Maintain safety of self and others in all interactions as a student of the Melbourne Medical School, recognising and working within the scope of practice for a second-year medical student.
- Demonstrate commitment to problem solving, engaging with assessment feedback and lifelong learning, reflecting the flexible and adaptive skills required to provide health care to future generations.
- Utilise understanding of the bioscience principles underpinning health and disease to enable effective communication and consultation with the patient, their family and care-givers and other health professionals.
- Behave professionally in a culturally proficient way, including demonstrating cultural safety and responsiveness and upholding ethical principles in their clinical encounters.
- Advocate for the advancement of the health and well-being of Australia's First Nations' peoples.
- Display self-regulation and respond to adversity, change and personal health challenges (emotional, physical and psychological) in a proactive manner.
- Work effectively and respectfully in group settings with fellow health professional students and staff.
Generic skills
Extensive knowledge of a particular professional area, including relevant professional knowledge and skills, and informed respect for the principles, disciplines, values and ethics of a chosen profession:
- Highly developed cognitive, analytic and problem solving skills
- Capacity for independent critical thought, rational inquiry and self-directed learning
- Ability and self-confidence to comprehend complex concepts to express them lucidly, whether orally or in writing, and to confront unfamiliar problems
- Leadership capacity, including a willingness to engage in constructive public discourse, to accept social and civic responsibilities
- Ability and confidence to participate effectively in collaborative learning as a team-member, while respecting individual differences
- Ability to plan work and to use time effectively
Last updated: 3 November 2022
Eligibility and requirements
Prerequisites
All of
Code | Name | Teaching period | Credit Points |
---|---|---|---|
MEDS90001 | Foundations of Biomedical Science | No longer available | |
MEDS90002 | Principles of Clinical Practice 1 | No longer available |
OR
All of
Code | Name | Teaching period | Credit Points |
---|---|---|---|
MEDS90031 | Foundations for Clinical Practice | Year Long (Extended) (Dual-Delivery - Parkville) |
93.75 |
MEDS90032 | Principles of Clinical Practice 1 | Semester 2 (Extended) (Dual-Delivery - Parkville) |
50 |
Corequisites
None
Non-allowed subjects
None
Inherent requirements (core participation requirements)
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
Last updated: 3 November 2022
Assessment
Description | Timing | Percentage |
---|---|---|
Cumulative Achievement Test 5 (60 MCQ)
| End of Foundation term | 0% |
Cumulative Achievement Test 6 (90 MCQ/EMQ) end of year
| During the examination period | N/A |
Progress Test 1 (90 MCQ)
| End of rotating term 2 | N/A |
Short Answer Question (SAQ) exam - end of year
| During the examination period | N/A |
Multiple station Objective Structured Clinical Examinations
| End of rotating term 1 | 0% |
Multiple station Objective Structured Clinical Examinations - end of year
| During the examination period | N/A |
Mini Clinical Encounters [ 2 x rotating term 1, 3 x rotating term 2, 3 x (as physical examination competency assessments) rotating term 3 ]
| Throughout the semester | 0% |
Long case presentation- Rotating Term 1
| End of Rotating Term 1 | 0% |
Long case presentation - Rotating Term 2
| End of Rotating Term 2 | 0% |
Long Case presentation - End of year
| End of semester | 0% |
Portfolio of assessment tasks.
| Throughout the semester | N/A |
Attendance - tutorials Hurdle requirement: 75% attendance at lectures, tutorials and practical classes | Throughout the semester | N/A |
Attendance - clinical Hurdle requirement: 100% attendance at clinical placements and field visits | Throughout the semester | N/A |
PROFESSIONAL BEHAVIOUR HURDLE Hurdle requirement: Satisfactory standard in professional behaviour, as demonstrated by observed Professional Behaviour Assessment, Situational Judgement tests and satisfactory completion of the Academic Integrity Quiz. | Throughout the semester | N/A |
Rural Health Module
| End of term | N/A |
CLINICAL ASSESSMENT HURDLE Hurdle requirement: Students must successfully complete their final long case, their 3 physical examination assessments and their end of year 2 station OSCE (the total cut score on the 2 station end of year OSCE). Students who do not successfully complete their long case or physical examination assessment will have another opportunity to complete these assessments at their own clinical school site during RT3/intercession. If students do not successfully complete their subsequent long case or physical examination assessment, &/or do not reach the cut score in their end of year 2-station OSCE, their previous clinical examination performance, (including previous CEX assessments, rotating term 1 OSCE results, and past performance - ie. year 1 clinical assessment results) will be considered in order for the BoE to make a determination on whether they will be considered ready to progress or whether they may be offered further assessment (in order to in order to provide an additional opportunity for them to demonstrate their readiness to progress). | N/A |
Last updated: 3 November 2022
Dates & times
- Year Long (Extended)
Principal coordinator Lisa Cheshire Mode of delivery On Campus (Parkville) Contact hours 360 hours of formal teaching comprised of problem or topic orientated classroom-based tutorials, structured professional and procedural skills sessions and bedside tutorials. Students will also participate in clinical activities such as ward rounds, outpatient clinics, operating theatre sessions and team meetings as well as independently clerking patients on medical and surgical wards. Estimated non-contact time commitment: an average of at least 30 hours per week. Total time commitment 1,440 hours Teaching period 1 February 2021 to 5 November 2021 Last self-enrol date 12 February 2021 Census date 31 May 2021 Last date to withdraw without fail 24 September 2021 Assessment period ends 19 November 2021 Year Long (Extended) contact information
Time commitment details
40 hrs per week for 36 weeks.
Last updated: 3 November 2022
Further information
- Texts
Prescribed texts
Students will be advised about prescribed texts in the Subject Guide on MD Connect.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Doctor of Medicine
Last updated: 3 November 2022