Subjects taught in 2022 will be in one of three delivery modes: Dual-Delivery, Online or On Campus.
From 2023 most subjects will be taught on campus only with flexible options limited to a select number of postgraduate programs and individual subjects.
To learn more, visit COVID-19 course and subject delivery.
Year Long (Extended)
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Due to the impact of COVID-19, this subject is being undertaken by the Doctor of Medicine Year 3 cohorts in 2020, 2021, and 2022, in lieu of MEDS90020 Principles of Clinical Practice 3.
The aim of Principles of Clinical Practice 3A is to build on the foundation provided by the Principles of Clinical Practice 2 to further develop key clinical learning across all age groups, and in diverse and complex patient groups. The subject will include core knowledge and clinical learning in women’s health, children and adolescent health, mental health, general practice and aged care. First Nations Health and Professional Practice teaching and learning are integrated across the year.
Intended learning outcomes
On completion of this subject, building upon the knowledge and skills gained in the subject, Principles of Clinical Practice 3A, students should be able to:
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 recommendations for initial management across the age spectrum
- Theme: Clinician Scientist (Skills) Incorporate essential biomedical sciences knowledge in proposing a scientifically supported differential diagnosis with rationale for the principal diagnosis, and an initial management plan across the age spectrum
- 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 specialty patient presentations
- Theme: Clinician Researcher(Skills) Analyse and apply a variety of resources to determine the effectiveness, efficiency and appropriateness of current health care practices in speciality health disciplines
As a medical 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, specialties and age groups
- Theme: Patient Assessment(Skills) Perform an assessment of a patient (or informant) across all ages and specialties, including history and examination, demonstrating appropriate adaptations for differing psychosocial, cultural and care contexts, utilising biomedical and clinical knowledge to synthesise findings
- Theme: Clinical Reasoning(Knowledge) Synthesize clinical assessment findings with appropriate adaptations for psychosocial, cultural and care contexts, to develop the differential diagnoses, likely diagnosis, an initial management plan and to guide common chronic disease management
- Theme: Clinical Reasoning(Skills) Present a synthesis of information obtained from clinical assessment findings, collateral information and preliminary investigations to provide a coherent differential diagnosis and a proposal for a management, considering the patient, or their substitute decision maker, preferences
- Theme: Partnership with patient(Knowledge) Describe the importance of clear communication with patients and their families and carers, that encompasses shared decision making and tailoring management to their individual preferences and circumstances in a speciality health context
- Theme: Partnership with patient(Skills) Demonstrate clear communication with patients and their families and carers, that encompasses shared decision making and tailoring management to their individual preferences and circumstances in a specialty health care context.
As a health advocate:
- Theme: Determinants of health(Knowledge) Differentiate the diverse global, systemic, social and individual factors that contribute to health status and health inequities within speciality health patient populations
- Theme: Determinants of health(Skills) Advocate for better health outcomes with individual patients and families in speciality patient groups, by application of the principles of equity and diversity within their health experiences with an emphasis on continuity of care
- Theme: First Nations Health(Knowledge) Appraise both community-controlled health organisations and mainstream health services, recognising the role cultural strengths, as well as biases and white privilege play in maintaining First Nations health rights and contributing to health advancement for First Nations' peoples
- Theme: First Nations Health(Skills) Perform culturally safe and appropriate clinical assessments with all First Nations' patients and families, and contribute collaboratively to initial management, utilising health models and approaches in tandem with appropriate clinical models, in order to support First Nations health advancement
- Theme: Health Care Systems(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 for speciality health patient groups
- Theme: Health Care Systems(Skills) Demonstrate a structured approach to improving key elements of patient safety by contributing to system improvement activities within hospital, speciality health, residential care and community settings
As a health professional:
- Theme: Professional Practice(Knowledge) Apply the core ethical, legal and moral principles for professional practice to teaching and learning activities, clinical and interprofessional 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, and 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) Appraise the function and purpose of interprofessional healthcare teams and their unique roles and responsibilities in producing better patient outcomes in specialty health care contexts
- Theme: Collaborative Practice(Skills) Participate in intra- and interprofessional healthcare teams within hospital, speciality health, residential care, community and educational settings
- Theme: Reflective Practice(Knowledge) Articulate the principles and value of reflective practice for clinical practice and professional development by being aware of one's limitations and developing learning plans, based on feedback received, for performance improvement
- Theme: Reflective Practice(Skills) 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
- 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 as a student and representative of the Melbourne Medical School, including being honest, empathic, reliable, maintaining transparent and respectful interactions with others, proactively seeking and constructively responding to feedback, and exhibiting personal behaviours, such as confidentiality, honesty, integrity, appearance, and respecting privileges and codes of conduct
- 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 Nation's 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
- 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 third-year medical student
- Demonstrate commitment to problem solving, engaging with assessment feedback and to lifelong learning, reflecting the flexible and adaptive skills required to provide health care to future generations
Last updated: 1 February 2022