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MEDI2013 Professional Practice 3
Updated: 23 April 2010
| Credit Points |
12
|
| Offering |
| Responsible Campus |
Teaching Period |
Mode of Study |
Online Level |
| Armidale |
JMP Semester 2 |
On Campus |
D - Comp/internet essential |
|
| Intensive School(s) |
None
|
| Supervised Exam |
There is a UNE Supervised Examination held at the end of the teaching period in which you are enrolled.
|
| Pre-requisites |
MEDI1011 and MEDI1012 and MEDI1013 and MEDI1014 and MED1015
|
| Co-requisites |
None
|
| Restrictions |
None
|
| Notes |
None |
| Combined Units |
None
|
| Coordinator(s) |
Hans Dahl
(hdahl@une.edu.au)
|
| Unit Description |
Continues from MEDI1014 and MEDI2011, ensuring that students further develop the skills and knowledge required to deal with patients who have problems of the nervous and endocrine systems.
|
Recommended Material
Optional
|
Text(s):
Note: Recommended material is held in the University Library - purchase is optional
- Clinical Examination: A Systematic Guide to Physical Diagnosis
ISBN: 9780729539050
Talley, N.J. and O'Connor, S.,
Elsevier Australia
6th ed.
2009
Text refers to:
JMP Semester 2
,
On Campus
|
| Disclaimer |
Unit information may be subject to change prior to commencement of the teaching period.
|
| Assessment |
| Title |
Exam Length |
Weight |
Mode |
No. Words |
| Assignment 1 |
|
|
|
|
| Assessment Notes |
| Health Law and Ethics Video Task |
|
| Report |
|
|
|
|
| Assessment Notes |
| Neurology Case Report |
|
| Report 2 |
|
|
|
|
| Assessment Notes |
| Psychiatry Case Report |
|
| Tutorial |
|
|
|
|
| Assessment Notes |
| Attendance and participation in PBL tutorials |
|
| Tutorial |
|
|
|
|
| Assessment Notes |
| Certification of attendance at Clinical tutorials and skills labs for Endocrinology, Neurology and Psychiatry |
|
|
| Final Examination |
3 hrs
|
|
|
|
| Assessment Notes |
| MCQs |
|
|
| Final Examination |
3 hrs
|
|
|
|
| Assessment Notes |
| Clinical OSCAs |
|
|
| Learning Outcomes (LO) |
Upon completion of this unit, students will be able to:
-
demonstrate the ability to communicate appropriately with patients, health professionals and the public;
-
demonstrate an appropriate professional attitude as a medical student, recognising that the primary professional responsibility is to the health interest of the patient;
-
demonstrate the skills required for taking a limited, problem-focussed, structured medical history in relation to the nervous and endocrine systems;
-
perform an accurate, limited physical examination of the nervous and endocrine systems;
-
describe and evaluate relevant common diagnostic procedures of the nervous and endocrine systems;
-
participate in common procedures that are appropriate, and practical forms of treatment in relation to the nervous and endocrine systems;
-
recognise key features of the history and communicate these to other health care professionals;
-
distinguish and apply relevant ethical principles and basic legal responsibilities in the areas of nervous and endocrine medicine;
-
demonstrate initial understanding of the management of common conditions of the nervous and endocrine systems including the use of appropriate pharmacological, physical, nutritional, psychological and unorthodox therapies;
-
demonstrate understanding of the principles of epidemiology and public health as applied to problems of the nervous and endocrine systems;
-
know how to interact safely with patients and professionals in the health care system, with due regard for hospital and system safety and OH&S standards;
-
understand the role that community organisations can play in contributing to the health care systems in NSW.
|
| Graduate Attributes (GA) |
|
Attribute |
Taught |
Assessed |
Practised |
| 1 |
Knowledge of a Discipline
Knowledge of the Discipline is embedded throughout
|
|
|
|
| 2 |
Communication Skills
BMed is a Problem Based Learning curriculum with communication skills at its core
|
|
|
|
| 4 |
Information Literacy
The nature of PBL embeds ITC skills throughout learning
|
|
|
|
| 5 |
Life-Long Learning
Included as an element of Professional Practice and includes Medical Science
|
|
|
|
| 6 |
Problem Solving
Curriculum design is PBL
|
|
|
|
| 7 |
Social Responsibility
Embedded in Clinical training
|
|
|
|
| 8 |
Team Work
Embedded in PBL curriculum design
|
|
|
|
|