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Year Long (Extended)
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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.
- 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.
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: 31 January 2024