From 2023 most subjects will be taught on campus only with flexible options limited to a select number of postgraduate programs and individual subjects.
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Semester 2 (Extended)
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This capstone subject draws together students’ learning in the context of contemporary health care delivery and prepares students for their next phases of medical training (prevocational and vocational). This will be achieved in three 4-week clinical placements and two weeks of face-to-face teaching and learning, as well as a series of small-group tutorials and online learning sessions.
1. ‘Preparation for Practice’ connects students’ prior learning throughout the MD program to the delivery of safe and effective practice. This will be achieved with a variety of approaches including simulation, small group tutorials and practical sessions. Some of the ‘Preparation for Practice’ content will occur during the allocated fortnight of face-to-face teaching, with the rest to take place as online learning sessions or tutorials throughout the remainder of Transition to Practice.
2. Students will rotate through three 4-week clinical placement terms:
a. Two ‘Trainee Intern’ terms provide students with opportunities to rehearse the role of an intern in a hospital-based medical or surgical unit. Students will be supported to reflect on their experiences within this term to allow a smooth and less stressful transition to internship.
b. A ‘Trainee Intern Selective’ term allows students to select a specific medical discipline for more in-depth experience working with an individual clinician or medical team.
The subject culminates in a leadership course at the end of their final rotation.
Intended learning outcomes
In line with the graduate attributes of the Doctor of Medicine, by the end of the subject students should have developed the following objectives under these domains:
As a scholar and scientist
- Theme: Clinician Scientist (Knowledge) Apply biomedical sciences knowledge including determinants of health to explain the underlying mechanisms of patient presentation and response to care, and rationale for ongoing management
- Theme: Clinician Scientist (Skills) Propose a scientifically supported rationale for the entire patient course, including presentation, differential diagnosis, management and response to care across the age spectrum
- Theme: Clinician Researcher (Skills) Apply the key principles of evidence-based medicine to clinical judgements and collaborative decision making, recognising the individual patient and the heath system and community context.
As a medical practitioner
- Theme: Patient Assessment (Knowledge) Integrate knowledge of biomedical sciences, illness trajectories, patient focused care and determinants of health, to develop a focused patient assessment and investigation plan.
- Theme: Patient Assessment (Skills) Select and perform initial and ongoing assessment of patients, including information gathering, involving carers/ informants where relevant, focused physical examination and appropriate investigations, demonstrating adaptations for differing physiological, psychosocial, cultural and care contexts.
- Theme: Clinical Reasoning (Knowledge) Synthesize ongoing clinical assessment findings with appropriate adaptations for psychosocial, cultural and care contexts, to develop and refine the differential diagnoses, the likely diagnosis, and tailor the preliminary management plan.
- Theme: Clinical Reasoning (Skills) Organise and communicate to patient, and all members of the healthcare team, clinical assessment findings with appropriate adaptations for psychosocial, cultural and care contexts, to develop a differential diagnosis, refine the likely dignoses and contribute to care planning.
- Theme: Partnership with patient (Knowledge) Appraisal of patient and families to preferences and priorities in order to develop shared and acceptable treatment goals while ensuring patient agency for self-care and management.
- Theme: Partnership with patient (Skills) Work with health care team members, patients and their families to develop mutually acceptable health maintenance, health promotion and disease prevention, management and advance care plans and communicate these plans clearly and appropriately through admission, referral, discharge and medicolegal processes.
As a health advocate
- Theme: Determinants of health (Knowledge) Explain how diverse global, systemic, social and individual factors contribute to health status and health inequities within patient populations.
- Theme: Determinants of health (Skills) Advocate for better local and global 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) Critically analyse the Australian healthcare system's impact on First Nations peoples' clinical presentations, service delivery and health advancement, and develop strategies for addressing inequities at an individual, family and community level.
- Theme: First Nations Health (Skills) Apply nuanced findings from a culturally safe and appropriate patient-focused assessments, in combination with appropriately cited evidence, to advocate and advance First Nations healthcare.
- Theme: Health Care Systems (Knowledge) Demonstrate an understanding of the system strengths and failures in the coordination and continuity of care that contribute to a culture of safety and improvement in the Australian health care system.
- Theme: Health Care Systems (Skills) Demonstrate a structured approach to improving key elements of patient safety by actively engaging in, complying with and contributing to system improvement activities within hospital and community settings.
As a health professional and leader
- Theme: Professional Practice (Knowledge) Apply the core ethical, legal and moral principles for professional practice to teaching and learning activities, clinical scenarios and experiences, and critically appraise factors such as personal behaviours, interactions with others, systems and practices that impact on outcomes for self, patients and colleagues.
- Theme: Professional Practice (Skills) 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 and challenging privileges, modelling codes of conduct, identifying scopes of practice; together with demonstrating safe health behaviours necessary for supporting the physical and mental well being of self, patients and colleagues.
- Theme: Collaborative Practice (Knowledge) Propose opportunities to seek the unique contributions of other health care professionals as indicated, recognising own scope of practice, and respecting other health care team members', roles and responsibilities in producing better patient outcomes.
- Theme: Collaborative Practice (Skills) Apply leadership and teamwork principles that support collaborative intra- and interprofessional practice in the clinical setting(including within and between different health services).
- Theme: Reflective Practice (Knowledge) Articulate the principles and value of reflective practice for clinical practice and professional development, being aware of one's limitations, for performance improvement.
- Theme: Reflective Practice (Skills) Demonstrate engagement in feedback, assessment and continuing professional development opportunities in order to develop learning plans to address personal strengths and goals.
• A relationship with self that allows professional skills in well organised, reflective and appropriate practice to be complemented by the personal attributes of a compassionate, self aware practitioner
• A relationship with knowledge that allows comprehensive, evidence-based and contemporary best practice
• A relationship with patients that allows respectful, mindful, safe and patient-centred practice
• A relationship with the medical profession that promotes the highest standards of ethical practice and a lifelong commitment to continuing professional development
• A relationship with systems of health care that uses teamwork and leadership to ensure high quality, safe and efficient practice
• A relationship with society that allows practice aimed to address issues of health inequity, health illiteracy and disadvantage at a local and global level
Last updated: 12 November 2022