IMED3112 Integrated Medical Systems 2
- 24 points
Availability Location Mode First year of offer Not available in 2020 UWA (Perth) Face to face
- Details for undergraduate courses
- Level 3 core unit in the Medicine specialisation in the Integrated Medical Sciences and Clinical Practice major sequence
- In this unit, science, clinical and professional content will be presented longitudinally, built around the core clinical conditions and presentations.
Students cover the foundational concepts of the biomedical sciences of anatomy, physiology, biochemistry, genetics, immunology, haematology, microbiology, anatomical pathology and pharmacology. Case-based learning built around the core conditions and presentations will illustrate clinically relevant aspects of bioscience and introduce principles of clinical reasoning. Communication skills and the clinical skills of medical history-taking and physical examination are introduced in a structured manner, allowing development of professional behaviours and understanding of the patient perspective and of patient-centred care. The concepts of epidemiology, medical research and evidence-based practice are introduced along with the opportunity to discuss the main issues in social determinants of health, global health, mental health, healthcare systems and health economics. Students have opportunities to develop their information literacy skills as applied to medicine. Introduction to professional aspects of medical practice includes professional behaviours, medical law and ethics, leadership and teamwork, collaborative practice, educational theory and practice, diversity within medicine, and Aboriginal health.
Students must abide by the Professional Behaviour Procedure set in out in the Workplace-based placements.
The content and pedagogy of this unit is designed to meet and deliver toward AMC standards and to meet the conversion requirement.
- Students are able to (1) display professional behaviour in the educational and clinical settings and outline some challenges to professionalism; demonstrate objective self- reflection and insight to recognise own personal values, well-being and difficulties and access support services when necessary; comply with medicolegal responsibilities and outline some ethicolegal issues in the doctor-patient relationship; (2) outline different leadership styles, team structures, group dynamics and their effects on team function; and work effectively in a learning group; outline the clinical roles of health professionals and some health teams; outline priorities of health care in developed and developing health systems and outline health policy development, and demonstrate knowledge of cost-effective and sustainable health care.; (3) explain current health and health care issues for Aboriginal people and communities, and explain some strategies to best meet the health and health care needs of Aboriginal people and communities; (4) outline instances of general and specific advocacy by medical professionals; outline some causes and consequences of health inequalities in specific groups and across populations locally and globally; and explain the principles of health maintenance, promotion, screening and disease prevention for specified organ system medical conditions; (5) 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; (6) perform systematic problem-focussed history-taking and physical examination, explain the diagnostic role of some investigations for specified organ systems, and discuss the principles of clinical reasoning and decision-making; (7) explain generic principles of patient management including pharmacological and non-pharmacological therapies, and explain the use of therapies for specified organ system medical conditions, and perform specified procedural skills; (8) explain the influence of behaviour, lifestyle, environment, psychological, cultural and spiritual factors on human behaviours, relationships, health, diseases and suffering and 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; (9) 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?modeling; explain principles of patient education and counseling; apply adult learning educational strategies and prepare effective teaching and learning materials; and seek and effectively respond to constructive feedback and provide constructive feedback to others; and recommend changes contributing ot curriculum effectiveness; and (10) explain the strengths, weakness and application of common research designs and some biostatistical concepts, 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.
- Indicative assessments in this unit are as follows: (1) end of semester assessment; (2) clinical skills assessment; (3) assignments; (4) in-semester assessments; and (5) professional behaviour and attendance 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 end of semester assessment and professional behaviour and attendance assessment components.
Students with a mark between 45 and 49 overall in the unit may be offered a supplementary assessment;
Students with a mark between 45 and 49 for the end of semester assessment may be offered a supplementary assessment;
Students who fail the professionalism component will be offered to a professionalism supplementary assessment.
- Unit rules
- IMED3111 Integrated Medical Systems 1.
Approved quota: 240—210 domestic and 30 international; maximum 167 from the Major in Integrated Medical Sciences and Clinical Practice (MJD-IMSCP)
- Contact hours
- Approximately 24 hours per week, including, lectures 6-8 hrs, seminars 4 hrs, clinical skills workshops 2 hrs, Team Based Learning workshops 2 hrs, Pathology elearning and bottles tutorials 2 hrs, labs 2 hrs, online learning 4 hrs.
- 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 via the Booktopia Textbook Finder, which has the functionality to search by course code, course, ISBN and title, and may also be posted or available at the appropriate school's administrative offices. Where texts are listed in the unit description above, an asterisk (*) indicates that the book is available in paperback.