IMED5312 Integrated Medical Practice 2 Part B
- 18 points
Availability Location Mode Non-standard teaching period UWA (Perth) Multi-mode
- Parts A and B must be completed to fulfil the requirements of the year.
The Doctor of Medicine (MD) 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 3 of the MD course. This includes eight-week duration clinical placements in surgery and psychiatry, internal medicine, general practice and ophthalmology, paediatrics and child health, and womens' and infants' health. 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, emergency department attachments, 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, discuss challenges to professionalism in specified clinical disciplines, and reflect on professional behaviours in the clinical setting; display critical and insightful self-reflection of own personal values, wellbeing, personal difficulties and professional performance and implement effective management strategies when necessary; and comply with medicolegal responsibilities and recognise and discuss complex ethical and legal issues in medical practice; (2) outline the principles of health management including business planning, resource planning, healthcare reform and human resources; and work effectively in a team; explain the roles and boundaries of different health professions; and participate effectively in interprofessional teams; and compare the Australian and global health systems using economic methods; and explain the journey of the patient within the health system in specified disciplines; (3) discuss the role of the doctor in advocacy at an individual and organisational level in the delivery of health care; discuss how to provide culturally secure, comprehensive, multidisciplinary heath care and health services for Aboriginal people and communities; and display the ability to work in partnership with Aboriginal people; display a culturally secure clinical approach and discuss contributing factors and consequences of health inequalities; and explain health maintenance, promotion and disease prevention strategies with patients and colleagues; (4) integrate knowledge of the classification, epidemiology, aetiology, anatomy, pathophysiology, clinical and pathological manifestations, natural history, diagnostic principles and therapeutic principles with specified core medical conditions and presentations; perform an accurate, relevant and timely clinical assessment for the specified core presentations and for individual health status; and derive a prioritised and justifiable differential diagnosis or problem list; and plan a diagnostic strategy including selecting or performing and interpreting specified investigations; discuss the integration of scientific knowledge, clinical findings and patient preferences when formulating a management plan; and select and use therapies under supervision applying their evidence base to individual patients; 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 caring, compassionate and empathetic behaviours with patients/carers/families and communicate professionally, respectfully, courteously and effectively with patients, carers, families and other health professionals; and apply a quality framework to medical practice and display a commitment to continued improvement of clinical performance; (5) demonstrate critical self-reflection skills as both a teacher and learner and capacity for life-long learning; discuss and apply effective approaches to developing mentoring and support relationships; plan and implement patient education based on the principles of patient education and counselling; implement teaching sessions that are guided by the principles of effective teaching and learning; and seek and effectively respond to constructive feedback, provide constructive feedback to others, display effective self-assessment skills; and evaluate different assessment methods and strategies; and (6) apply research-based knowledge from medical sciences as the basis for clinical practice; apply EBP strategies and tools to specified core medical conditions and presentations and clinical practice; and use clinical information and support systems and resources in a relevant, effective and professional manner.
- Indicative assessments in this unit are as follows: (1) in-training assessment during the clinical attachments including case presentations, quizzes, workbooks, case discussions; (2) end-of-year written examinations; (3) professional behaviour assessment; (4) MD Portfolio assessment; and (5) objective clinical skills examination. 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 the clinical attachments including case presentations, quizzes, workbooks, case discussions, end-of-year written examinations, professional behaviour and attendance assessment, and portfolio assessment components.
Supplementary assessment is available for those students who obtain a mark of 45 to 49 inclusive in this unit, as per the MD progression rules.
- Unit Coordinator(s)
- Senior lecturer Joanne Somerville
- Unit rules
- IMED5311 Integrated Medical Practice 2 Part A
- Any one of the following Scholarly Activity units: AHEA5801 Aboriginal Health Research and Ethics, SRUR5341 Rural Specialisation—Research Unit 2, SRUR5342 Rural Specialisation—Service Learning Unit 2, SMED5341 Research Unit 2, SMED5342 Service Learning Unit 2, IMED5803 Introduction to Research in Health Professions Education
PUBH5749 Foundations of Public Health.
Approved quota: 180—the MD quota less students allocated to rural clinical school
- Contact hours
- 30-40 hours per week
- Students are required to achieve a pass in the combined written examination component of the unit mark, AND the objective clinical skills examination, AND the professional behaviour and participation component, AND the portfolio component, AND the in-training assessment 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.