IMED4221 Integrated Medical Practice 1

18 points
(see Timetable)
Non-standard teaching periodUWA (Perth)Multi-mode
The Doctor of Medicine course is based around six themes of professional, leader, advocate, clinician, educator and scholar. This unit provides teaching in all of these themes within the clinical attachments and related teaching in Year 2, Semester 2 of the course. This includes clinical placements in surgery, psychiatry, internal medicine and geriatrics/rheumatology. A longitudinal attachment in general practice occurs in parallel with the other clinical rotations. Students undertake clinical care of patients under the supervision of experienced clinicians in a real clinical environment including ward rounds, operating theatre experience, outpatient clinics, community practices and other clinical encounters. Students engage in small group learning sessions to discuss evidence-based practice in related clinical disciplines in hospital and community health contexts. Students are expected to apply the knowledge, skills and professional attitudes gained in context within these clinical rotations.
Students are able to (1) display professional behaviour in the educational and clinical settings, outline some challenges to professionalism, and reflect on own and others' professional behaviours; demonstrate objective self-­? reflection and insight to recognise effects of own personal values, well-­?being and difficulties on professional performance and access support services when necessary; and comply with medicolegal responsibilities and recognise and discuss common ethical and legal issues in medical practice; (2) outline the requirements of team leadership, followership and the shared leadership model of care; and display team skills; respect, value and utilise the expertise, opinions and skills of other health professionals and participate in interprofessional teams; and explain the roles and functioning of hospital and community health care settings and staff; and outline career pathways in medicine; (3) outline the role of the doctor and priority issues in supporting and advocating for individual patients, the local community and society; display the ability to obtain and record a culturally secure, accurate and comprehensive history, physical examination and diagnostic plan with Aboriginal patients; and discuss some Aboriginal health issues; and display a culturally secure clinical approach and explain contributing factors and consequences of health inequalities; (4) outline health maintenance, promotion and disease prevention strategies with patients and colleagues; discuss the classification, epidemiology, aetiology, anatomy, pathophysiology, clinical and pathological manifestations, natural history, diagnostic principles and therapeutic principles for specified core medical conditions; perform an accurate, systematic and timely clinical assessment for the specified core presentations and derive a relevant differential diagnosis or problem list; and select or perform and interpret specified investigations under direct supervision; outline the management principles for the specified core medical conditions; and perform specified procedural skills under direct supervision; assess and respect the patient's values, preferences, context, and perspectives, and explain the effects of these on shared decision-­?making, diagnosis and management; display professional, concise and accurate oral, written and electronic clinical communication skills with colleagues and respectful, courteous and effective communication with patients/carers/families; and explain elements of the quality care and clinical audit processes in hospital and community settings and their role in improving health outcomes; (5) explain and apply principles of life-long 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 discuss the importance and effects of role-modeling; assess patient understanding of their health and health problems and effectively respond to questions from patients/carers/families; demonstrate skills to facilitate teaching and learning in one to one, small and large group sessions, including clinical teaching with patients; and display effective self-­?assessment skills, seek and effectively respond to constructive feedback, and provide constructive feedback to others; and (6) apply knowledge of research and biostatistical methods to inform clinical learning; apply evidence-based-practice strategies and tools to specified core medical conditions and presentations; and use clinical information and support systems and resources in a relevant, effective and professional manner.
Typically this unit is assessed in the following ways: (1) in-training assessment during clinical attachments, including assignments, workbooks, structured clinical assessments, case presentations; (2) end-of-semester written examination; (3) end-of-semester OSCE; and (4) professional behaviour and attendance assessment (PBA). 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 in-training assessment during clinical attachments, including assignments, workbooks, structured clinical assessments, case presentations, end-of-semester written examination, end-of-semester OSCE, and professional behaviour and attendance assessment (PBA) components.

Supplementary assessment is available for those students who obtain a mark of 40 to 49 inclusive in this unit.
Unit Coordinator(s)
Associate Professor Marina Wallace
Unit rules
IMED4211 Systems-based Learning 2 needs to be passed
have supplementary assessment granted prior to commencement of this unit.
An MD Scholarly activity unit to be chosen during first semester will be an essential corequisite for this unit.
Approved quota: 240—domestic (210) and international (30)
Students are required to achieve a pass in the combined written examination component of the unit mark, AND a pass in the end-of-semester OSCE component, AND a pass the in-training assessment component, AND the professional behaviour and attendance 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.