IMED4211 Systems-based Learning 2

24 points
(see Timetable)
Non-standard teaching periodUWA (Perth)Face to face
The Doctor of Medicine course is based around six themes of Professional, Leader, Advocate, Clinician, Educator and Scholar. The content for this unit includes detailed anatomical, physiological, pathological and pharmacological knowledge of human nutrition, gastrointestinal system, renal system, endocrine system, reproductive systems, human growth, development and ageing, and learning of integration of all human body systems.

Students also expand their knowledge of applied medical sciences of epidemiological, social, and behavioural sciences, including clinical and procedural skills within medical practice. Epidemiology, medical research and evidence-based practice are taught in further detail related to the clinical blocks described above, along with the main issues in social determinants of health, global health, mental health, healthcare systems and health economics. Students have opportunities to further develop their information literacy skills as applied to medicine. Teaching of professional aspects of medical practice include professional behaviours, medical law and ethics, leadership and teamwork, collaborative practice, educational theory and practice, diversity within medicine, and Aboriginal health.
Students are able to (1) display professional behaviour in the educational and clinical settings, outline some challenges to professionalism, demonstrate objective self-reflection and insight to recognise their own personal values, well-being and difficulties and access support services when necessary, comply with medicolegal responsibilities and discuss some ethicolegal issues in the doctor-patient relationship; (2) explain leadership styles, team structures, group dynamics and their effects on team function; work effectively in a learning group; outline the purpose, structure, approach, roles and responsibilities within inter-professional clinical teams; explain priorities of healthcare reform in developed and developing health systems, and demonstrate knowledge of cost-effective and sustainable health care; (3) outline instances of general and specific advocacy by medical professionals; explain some strategies to best meet the health and healthcare needs of Aboriginal people and communities; explain some causes and consequences of health inequalities in specific groups and across populations locally and globally; and outline some elements of cultural security for patients of diverse backgrounds; and discuss strategies for health maintenance, promotion, screening and disease prevention for specified organ system medical conditions; (4) discuss clinically relevant normal and abnormal human structure, function, behaviour and development for specified organ systems, and explain the classification, epidemiology, aetiology, anatomy, pathophysiology, common clinical and pathological manifestations, natural history, diagnostic principles and therapeutic principles for specified organ system medical conditions; perform systematic problem-focused history-taking and physical examination; explain the diagnostic role of some investigations for specified organ systems; discuss the principles of clinical reasoning and decision making; explain the use of therapies for specified organ system medical conditions; perform specified emergency skills; explain the influence of behaviour, lifestyle, environment, psychological, cultural and spiritual factors on human behaviours, relationships, health, diseases and suffering; outline the benefits of shared decision-making with patients; display professional, concise and accurate oral, written and electronic biomedical communication skills; and outline the importance of quality care systems and clinical audits in preventing medical error and improving health outcomes; (5) explain principles of learning, identify personal learning needs, implement and evaluate a personal learning plan and effectively use appropriate educational resources; apply effective approaches to mentoring relationships from the mentee perspective and outline the importance of role modelling; effectively respond to common questions from patients; apply adult learning educational strategies and prepare effective teaching and learning materials; seek and effectively respond to constructive feedback and provide constructive feedback to others; and recommend changes contributing to curriculum effectiveness; and (6) discuss the strengths, weakness, ethical considerations and application of common research designs and demonstrate basic competency in statistical analysis using selected software; use an evidence-­based approach to critically evaluate scientific literature of specified organ system medical conditions; and use reliable, efficient and authoritative sources of medical information to support learning.
Typically this unit is assessed in the following ways: (1) written examinations; (2) clinical skills assessments; (3) assignments; (4) professional behaviour and attendance assessment (PBA); and (5) portfolio assessment. Further information is available in the unit outline.

To pass this unit, a student must: (a) achieve an overall mark of 50 per cent or higher for the unit; and (b) achieve the requisite requirements(s) or a mark of 50 per cent or greater, whichever is higher and specified in the unit outline, for the written examinations, professional behaviour and attendance assessment (PBA), and portfolio assessment components.

Supplementary assessment is available in this unit for those
students who obtain a mark of at least 45 overall provided they have (i) also obtained a mark of at least 45 in a specified
component (barrier component) of the unit; and (ii) passed the Professional Behaviour Assessment.
Unit Coordinator(s)
Dr Narelle Kealley
Unit rules
IMED4121 Systems-based Learning 1
Approved quota: 240—domestic (210) and international (30)
Unit Outline
While each written examination does not constitute a barrier, students are required to achieve a pass in the combined written examination component of the unit mark, AND the professional behaviour and attendance component, AND the portfolio component to pass the unit.
  • The availability of units in Semester 1, 2, etc. was correct at the time of publication but may be subject to change.
  • All students are responsible for identifying when they need assistance to improve their academic learning, research, English language and numeracy skills; seeking out the services and resources available to help them; and applying what they learn. Students are encouraged to register for free online support through GETSmart; to help themselves to the extensive range of resources on UWA's STUDYSmarter website; and to participate in WRITESmart and (ma+hs)Smart drop-ins and workshops.
  • Books and other material wherever listed may be subject to change. Book lists relating to 'Preliminary reading', 'Recommended reading' and 'Textbooks' are, in most cases, available at the University Co-operative Bookshop (from early January) and appropriate administrative offices for students to consult. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.