Unit Outlines: 'Foundations of Medicine 1 / 2'

School of Medicine,

Faculty of Health

CAM101 / CAM102
Foundations of Medicine 1 / 2

Unit Outline

Semesters 1 & 2
(2015 version)

CAM101 Unit Description: Foundations of Medicine 1

The MBBS curriculum uses the four domains from the 'Standards for Assessment and Accreditation of Primary Medical Programs by the Australian Medical Council 2012' as an organising principle: Science and Scholarship (the medical graduate as scientist and scholar), Clinical Practice (the medical graduate as practitioner), Health and Society (the medical graduate as a health advocate) and Professionalism and Leadership (the medical graduate as a professional and leader). CAM101 incorporates the University of Tasmania Graduate Quality Statement, and addresses the knowledge, skills and attitudes required of a medical graduate in Australia and New Zealand.

This foundations unit will give students a framework on which to base their undergraduate medical studies. This includes the structural and functional organisation of the human body, beginning with the study of cells, the classification and types of human tissues and their functions, and a general description and function of organ systems. This unit also explores the normal constitution and function of the integumentary system (skin) and an introduction to pathologies that primarily affect the skin and its derivatives, in addition to basic general pathological processes, e.g., inflammation and neoplasia. Students will learn and develop communication skills for medical practice, and become familiar with clinical diagnostic processes. Students will discuss the range of patient populations and explore meanings and determinants of health, and understand the role that a medical practitioner plays in the Australian health care system and the wider Australian community, including ethical considerations.  Students will learn how to practice self-care, and acquire and develop the skills needed to engage in an active learning environment, including scoping, locating, synthesizing, and managing information.

Pre & Co-requisites

• Admission to the undergraduate medical course
• A current St John Ambulance Workplace 2 – Senior First Aid Certificate or equivalent (e.g. Red Cross).  This certificate may be completed before admission to medicine (certificate must be current).  You must complete the certificate by the end of semester 1. A copy of your certificate must be presented to the unit administrators (External Liaison team). Without a current first aid certificate in semester 2, you will not be eligible to attend student placement program activities, which will result in failure to complete 'Other Unit Requirements' and thus an NS or NN result in Year 1 (see Assessment and Criteria for a pass in Year 1, below).

CAM101 Unit Learning Outcomes

On completion of this unit, you should be able to:

1. 1.     Describe the relationships between structure and function of biomolecules, cells, tissues, organs and organ systems; how cells and tissues interact to form organs and organ systems; and principles of homeostasis.
2. Describe the organisation and function of the immune system and its relevance to disease.
3. Describe in depth the structure and function of the skin and its derivatives.
4. Discuss infection control in the clinical environment, and demonstrate effective hand hygiene.
5. Describe the organisation of the microbial world, key characteristics of normal flora and medically important micro-organisms, principles of clinical specimen collection and culture, and the basic interpretation of microbiological laboratory reports.
6. Describe the basic pathological processes of acute and chronic inflammation; tissue injury and repair; cell death; and benign and malignant neoplasms.
7. Describe the aetiology, pathogenesis, macroscopic and microscopic pathological features, and clinical presentation of diseases affecting the integumentary system, including infectious disease and associated microbiology.
8. Describe the major events, mechanisms, and factors that affect embryonic and foetal development at an introductory level.
9. Develop, apply and create knowledge by scoping, locating, synthesizing and managing information effectively and efficiently.
10. Discuss the importance of communication in medical practice.
11. Demonstrate the ability to learn and work effectively as part of a team.
12. Describe the principles of interpersonal communication, and demonstrate the ability to communicate clearly by listening, sharing and responding.
13. Understand the scope of an accurate, organised and problem-focussed medical history.

10. Describe the principles of pharmacology at an introductory level, including pharmacokinetics (drug uptake, distribution, clearance, and half-life) and pharmacodynamics (cellular targets and mechanisms of drug action).

15. Understand how health, health equity and healthcare needs are affected by the social, economic, environmental, cultural and spiritual context of the lives of individuals, families, communities and populations.
16. Understand and describe the factors that contribute to the health and wellbeing of Aboriginal and Torres Strait Islander people, including history, spirituality and relationship to land, social and political determinants of health, epidemiology and health services.
17. Understand the differences in the health status of regional, rural and remote living Australians compared with those in urban and metropolitan areas.
18. Describe the Australian health care system including funding, planning and policies.
19. Experience and reflect on how the context of the health care setting influences clinical practice.
20. Outline the principles and practice of professionalism in medical practice.
21. Discuss the concept that ethical considerations are relevant to all aspects of health care delivery.
22. Explain and apply principles of reflective practice and self-directed learning.
23. Be aware of and apply principles of self-care.

CAM102 Unit Description: Foundations of Medicine 2

This second foundations unit introduces the normal structure and function as well as diseases of the musculoskeletal system. Clinical cases focus on the bones, joints, muscles, and neurovascular supply of the upper and lower limbs and back. Building upon clinical practice skills from CAM101, history and examination skills for the musculoskeletal and nervous system will be developed. CAM102 provides an introduction to medical research from laboratory bench to clinical practice, and research skills including data analysis and statistics. This unit also explores the biopsychosocial, ethical and legal frameworks and community context of the provision of health care in Australia, including issues related to birth and early infancy in a family context. In addition, skills and knowledge of self-care, professionalism, and reflective practice will be further developed.

CAM102 Unit Learning Outcomes

1. Describe the normal development and growth, macroscopic (gross anatomical) and microscopic (histological) structure and function (physiology) of the musculoskeletal system, and its interactions with other organ systems, particularly the nervous system.
2. Identify and describe the basic structure and function of the nervous system.
3. Describe metabolic and nutritional aspects of the musculoskeletal system in health and disease, balanced nutrition across the lifecycle, metabolic consequences of malnutrition (over and under), and diabetes.
4. Discuss the aetiology, pathogenesis, macroscopic and microscopic pathological features, laboratory and radiological diagnosis as appropriate, and clinical presentation of musculoskeletal and rheumatological diseases, as well as wound infections and common viral infections.
5. Describe the principles of antimicrobial and antiviral therapy, antibiotic classes, and their basic mechanisms of action, and antibiotic resistance.
6. Apply knowledge of anatomy and pathology to interpret radiological imaging modalities used in the assessment of the musculoskeletal system including fractures, joint pathology and bone tumours.
7. Demonstrate increasing skills in the ability to learn and work effectively as part of a team.
8. Apply knowledge of functional and surface anatomy to describe and perform clinical examination of the limbs and back using standardized musculoskeletal and neurological examination protocols.
9. Be aware of, describe and apply the principles of self-care and personal and professional development.
10. Recognise and explain the ethical dimensions of medical practice and the legal demands on the medical profession.
11. Recognise the holistic nature of professional commitment.
12. Demonstrate the acquisition of reflective practice through reflective writing.

7. Apply information and research skills to access, organise, present and analyse primary research articles related to a medical research topic through scientific writing and referencing.
8. Be aware of basic medical research paradigms and explain their use in medical research.
9. Apply and interpret descriptive and basic inferential statistics in medical research data sets and primary medical research articles.

11. Understand the scope of an organised and problem-focussed medical history, including family, occupational and lifestyle features.

13. Understand how health, health equity and healthcare needs are affected by the social, economic, environmental, cultural and spiritual context of the lives of individuals, families, communities and populations.
14. Understand and describe the factors that contribute to the health and wellbeing of Aboriginal and Torres Strait Islander people, including history, spirituality and relationship to land, social and political determinants of health, epidemiology and health services.
15. Understand the differences in the health status of regional, rural and remote living Australians compared with those in urban and metropolitan areas.
16. Develop and demonstrate an understanding of the health care issues related to birth and early infancy within a family context.
17. Describe the Australian health care system including funding, planning and policies.
18. Experience and reflect on how the context of the health care setting influences clinical practice.

Graduate Quality Statement

Successful completion of CAM101 and CAM102 supports your development of course learning outcomes, which describe what a graduate of a course knows, understands and is able to do. Course learning outcomes are developed with reference to national discipline standards, Australian Qualifications Framework (AQF), professional accreditation requirements and the University of Tasmania's Graduate Quality Statement.

On completion of the MBBS program, a School of Medicine (SoM) MBBS graduate should possess an appropriate foundation of knowledge, skills and attitudes so that they are well prepared to practice safely and effectively as an intern and subsequently undertake further training, as articulated in the Australian Medical Council's Graduate Outcome Statements, on pages 2-4 of 'Standards for Assessment and Accreditation of Primary Medical Programs by the Australian Medical Council 2012'.

The University of Tasmania experience unlocks the potential of individuals. Our graduates are equipped and inspired to shape and respond to the opportunities and challenges of the future as accomplished communicators, highly regarded professionals and culturally competent citizens in local, national, and global society. University of Tasmania graduates acquire subject and multidisciplinary knowledge and skills and develop creative and critical literacies and skills of inquiry. Our graduates recognise and critically evaluate issues of social responsibility, ethical conduct and sustainability. Through respect for diversity and by working in individual and collaborative ways, our graduates reflect the values of the University of Tasmania.

Alternations to the Units as a Result of Student Feedback

In response to MBBS student feedback about excessive face-to-face contact hours, particularly lectures, a review of the MBBS curriculum was undertaken, resulting in a reduction in lectures by approximately 20% in both CAM101 and CAM102, along with a similar reduction in practicals and tutorials in CAM102, which will allow students more time for self-directed learning, an important life-long learning skill.

LEARNING RESOURCES(texts / reading material)

Texts that are used beginning in semester 2 are indicated by [semester 2] at the end of the citation; others are [full year].  Electronic versions of texts may be available, but be aware of any time limits for access set by the publisher. Almost all of these texts will also be used in years 2, 3, and beyond. Prior to purchasing texts, you should wait to hear from lecturers in the related curriculum areas to discuss the level of need for the text/s in their area.

Required textbooks

• Antibiotic Expert Group 2014, Therapeutic guidelines: antibiotic, version 15, Therapeutic Guidelines Limited Melbourne.  [semester 2. May be purchased through http://www.tg.org.au/ at a student discount.]
• Breen, KJ, Cordner, S, Thomson, C & Plueckhahn, V 2010, Good medical practice: professionalism, ethics and law, Cambridge University Press, Cambridge. [full year]
• Hansen, JT 2002, Essential anatomy dissector: following Grant's method, 2nd edn, Lippincott Williams & Wilkins, Philadelphia, PA. [semester 2]
• Kumar, V, Abbas, AK, Fausto, N, & Aster, JC 2014, Robbins and Cotran pathologic basis of disease, 9th edn, Saunders/Elsevier, Philadelphia, PA. [full year]
• Marieb, EN & Hoehn, K 2013, Human anatomy & physiology, 9th edn, Pearson Education, Inc., Boston, MA. [full year]
• Mescher, AL 2013, Junqueira's basic histology text and atlas 13th edn, McGraw Hill Medical,  New York. [full year; Electronic version available]
• Peakman, M & Vergani, D 2009, Basic and clinical immunology, Churchill Livingstone, Edinburgh. [full year]
• Talley, NJ & O'Connor, S 2013, Clinical examination: a systematic guide to physical diagnosis, 7th edn, Churchill Livingstone Elsevier, Chatswood, NSW.  [full year]

Optional textbooks

• Beauchamp, TL & Childress, JF 2008, Principles of biomedical ethics, 6th edn, Oxford University Press.  [full year]
• Begg, JD 2005, Accident and emergency X-rays made easy, Churchill Livingstone Elsevier, Edinburgh. [semester 2]
• Blake, J, Munoz, K & Volpe, S 2010, Nutrition: from science to you, Benjamin Cummings, San Francisco, CA. [full year]
• Bryant, B, Knights, K & Salerno, E 2011, Pharmacology for health professionals, 3rd edn, Elsevier, Marrickville, NSW. [full year]
• Colledge, NR, Walker, BR & Ralston, SH 2010, Davidson's principles & practice of medicine, 21st edn, Churchill Livingstone Elsevier, Edinburgh. [semester 2]
• Devlin, T 2010, Textbook of biochemistry with clinical correlations, 7th edn, Wiley, Hoboken, NJ. [full year]
• Drake, RL, Vogl, W, & Mitchell, AWM 2010, Gray's anatomy for students, 2nd edn,  Churchill Livingstone Elsevier, Philadelphia, PA.  [semester 2; choose one textbook of anatomy: Drake et al or Moore et al]
• Gilroy, AM, MacPherson, BR & Ross, LM 2012, Atlas of anatomy, 2nd edn Thieme Medical Publishers, Inc, New York. [semester 2; (choose one atlas of anatomy: Gilroy et al, or Netter, or Rohen et al]
• Hope, R, Savulescu, J & Hendrick, J 2008, Medical ethics and the law core curriculum, 2nd edn, Churchill Livingstone Elsevier, Edinburgh. [full year]
• Lloyd, M & Bor, R 2009, Communication skills for medicine, 3rd edn, Churchill Livingstone, Edinburgh. [full year]
• Moore, KL, Dalley, AF & Agur, AMR 2014, Clinically Oriented Anatomy, 7th edn, Wolters Kluwer Health / Lippincott Williams & Wilkins, Baltimore, MD.  [semester 2; choose one textbook of anatomy: Drake et al or Moore et al]
• Murray, P, Rosenthal, K & Pfaller, M 2009, Medical microbiology, 7th edn, Mosby/Elsevier, Philadelphia, PA. [full year]
• Netter, FH 2011, Atlas of human anatomy, 5th edn, Saunders Elsevier, Philadelphia, PA. [semester 2; choose one atlas of anatomy: Gilroy et al, or Netter, or Rohen et al]
• Rang, H, Dale, M, Ritter, J & Flower, R 2012, Pharmacology, 7th edn, Churchill Livingstone Elsevier, Philadelphia, PA. [full year]
• Rohen, JW, Yokochi, C & Lutjen-Drecoll. E 2010, Color atlas of anatomy: a photographic study of the human body, 7th edn, Wolters Kluwer Health / Lippincott Williams & Wilkins, Baltimore, MD. [semester 2; choose one atlas of anatomy: Gilroy et al, or Netter, or Rohen et al]
• Ross, M & Pawlina, W 2011, Histology:  a text and atlas with correlated cell and molecular biology, 6th edn, Lippincott Williams & Wilkins, Baltimore, MD. [full year]
• Rubin, R & Strayer, D (eds) 2008, Rubin's pathology: clinicopathologic foundations of medicine, 5th edn, Lippincott Williams & Wilkins, Philadelphia, PA. [full year]
• Sadler, T 2010, Langman's medical embryology, 11th edn, Lippincott, Williams & Wilkins, Baltimore, MD. [full year]
• Silverman, J, Kurtz, S & Draper, J 2005, Skills for communicating with patients, 2nd edn, Radcliffe Publishing, Oxford. [full year]
• Weir, J, Abrahams, P, Spratt, J & Salkowski, L 2011, Imaging atlas of human anatomy, 4th edn, Mosby Elsevier, Philadelphia, PA. [full year]

Other resources required

Students are required to have a dissection kit at the beginning of CAM102. It should contain forceps (serrated, blunt tips), scissors (curved ends, blunt-blunt tips), and a #4 scalpel handle.  Disposable scalpel blades (#21- #24 blades recommended) are also needed.  The kit and blades are available from Better Life Co, 83 Brisbane St, Hobart, 6234 5144, www.betterlifeco.com.au .

Electronic resources required – My Learning Online (MyLO)

The major electronic resource for learning is MyLO.  It is expected that students will have regular (daily) access to appropriate computing and online (internet) facilities. You should check your university email account and the CAM101/102 MyLO site daily for communications from university staff. Important information regarding examinations and assessment tasks may be posted on MyLO or sent by email.  You must use your university email address, not your private email accounts, when communicating with staff via email.

MyLO is used to provide learning resources (weekly unit detail, timetables, CBL cases and tasks, lecture and tutorial notes, self-directed learning activities, practical worksheets or notes, selected readings, web links, assessment items and information, etc.), dropboxes for assignment submission, and to engage students in activities such as formative and summative assessments, discussion postings and surveys.

To find out more about the features and functions of MyLO, and to practice using them, visit the Getting Started in MyLO unit.  For access to information about MyLO and a range of step-by-step guides in pdf, word and video format, visit the MyLO Student Support page on the University website.  If something is not working as it should, contact the Service Desk (Service.Desk@utas.edu.au, phone 6226 1818), or Request IT Help Online.

Computers are available at the Clinical School including the library, and the Medical Sciences Precinct including Hollydene House. There is also access to the wireless network throughout the Medical Sciences Precinct.

Should students choose to use their own or purchase new hardware and software, it is advisable to consult the following websites to determine requirements for accessing MyLO: www.utas.edu.au/service-desk/.

Please note: The provision of material, such as outlines, notes, and/or powerpoint slides, relating to the various teaching and learning sessions, such as seminars, lectures, and tutorials, is at the discretion of the individual presenter (lecturer, tutor) of the session.

Course materials may be presented in hard copy and/or online on MyLO. Where there exists similar material in hard copy and online, the online MyLO version will have primacy.

Details of the Teaching Arrangements

You must access the weekly timetables on MyLO for the details of each week's specific learning activities.

Note that the timetable varies from week to week, and on occasion lectures or other learning activities have to be rescheduled. You should try to keep Monday-to-Friday 8:00am-5:00pm available for university learning (which may occur at the Sandy Bay campus or external sites, in addition to the Medical Science Precinct), when scheduling your employment and other commitments.

During semester 2, you will be required to attend and engage in the Student Placement Program, including the Community Partnership Program (Community Health Visits) and Kids and Families Program.  You will receive details about these visits during the semesters, and information is available in the Year 1-3 Student Orientation Handbook. Some visits may be scheduled out of standard hours including on weekends.

A significant amount of self-directed learning (SDL) is required in this course and students should take advantage of any free time for this during each week.  Specific SDL activities that need to be completed before a face-to-face learning session will be listed in the weekly timetables.

CAM101 - First Semester

In this integrated unit the learning and teaching is built around weekly cases introduced during small group sessions on Monday mornings. During these sessions the cases are explored and student case tasks are allocated.  There is a wide range of lectures during the week, some of which relate closely to the case whilst others provide foundation information relating to all domains.  Practicals and skills seminars will be held regularly. The week culminates with further small group sessions in which students present the allocated case tasks, the cases are further discussed and the knowledge gained during the week is shared.

CAM101 Weekly Cases

CAM102 - Second Semester

The Regional Communities Program will occur Monday to Friday of week 8, 7-11 September 2015.  You will be based at Camp Clayton on the Northwest coast where you will spend the week visiting regional hospitals and rural locations in Tasmania.  Further details will be provided during semester prior to week 8.

CAM102 Weekly Cases

Student Placement Program

Professional Experience Placement Requirements

All students enrolling in Faculty of Health programs that include a professional experience placement component, laboratory and/or field activity are required to establish and maintain their capacity to practice safely via Safety in Practice Requirements compliance documentation.

The Faculty, in accordance with Safety in Practice Compliance and Risk Assessment Procedure, assesses student compliance with Safety in Practice Requirements, which include:

• national criminal history;
• medical, physical and psychological capacity to safely undertake the Faculty of Health Mandatory Functional Requirements; and
• infectious disease and immunisation status.

National criminal history and medical, physical and psychological disclosures, which are subsequently risk assessed for student capacity to practice safely, may inhibit student eligibility to participate in courses. Risk assessment must therefore be completed prior to enrolment census date.

Newly enrolled students must complete and submit the Safety in Practice Requirements documentation to the Program PEP Administrator by:

• week two of semester one; or
• in case of late enrolment, prior to beginning study.

The exception is the Immunisation Record Form/Card, which must be completed(with HepB vaccination begun) and submitted by HECS census date of semester 1 (Friday of week 4).

Community Partnership Program (Community Health Visits), hospital visits and Kids and Families Program. These programs require students to engage in clinical and community experiences outside the usual university learning environment.  A Community Partnership Program (CPP) site visit will occur on an afternoon during semester 2.  Signup sheets will be on MyLO.  The Kids and Families Program (KFP) visits are scheduled on selected Friday afternoons in semester 2; but these may need to be rearranged for evenings and/or weekends to accommodate the needs of the volunteer families.

In semester 2, students will visit the Royal Hobart Hospital, and during the Regional Communities Program (Rural Week) students will visit hospitals in the north of the state.

In order to commence workplace learning outside of the University of Tasmania, including hospital visits, CPP, and KFP, students are required to comply with the University Workplace Learning Placements Policy and Faculty of Health Safety in Practice Requirements. Students who do not comply with University policy or do not adhere to relevant guidelines and procedures may not be placed or will be removed from placements and therefore risk not being able to complete the MBBS course. Students who have not complied or are unsure of the policies, guidelines and procedures should seek guidance from the External Liaison Administration Team (teamleaderel.med@utas.edu.au)

Students are expected at all times to abide by the principles of infection control and public health measures to minimise transmission of infection. For more information see the Year 1-3 Student Orientation Handbook, http://www.dhhs.tas.gov.au/publichealth/flu_and_you2

and http://www.dhhs.tas.gov.au/publichealth/about_us

Students are expected to exclude themselves from community visits when there is an increased potential for transmission of infections. The criteria for self-exclusion are published on MyLO in the documentation for Kids and Families Program and Community visits.

Programs requiring contact with members of the community (and any related assessment) are subject to change as required by Public Health measures.

See the Bachelor of Medicine, Bachelor of Surgery Program Year 1-3 Student Handbook 2015 (available on CAM101-102 MyLO in the Student Resources folder) and the Faculty of Health: Professional Experience Placements for important information about the following:

• National Registration of Students in the Health Professions (Australian Health Practitioner Regulation Agency - AHPRA)

• Faculty of Health – Code of Conduct

• Safety in Practice

• Infectious Diseases and Exposure to Body Fluids

Work Health & Safety (WHS)

The University is committed to providing a safe and secure teaching and learning environment. In addition to specific requirements of MBBS year 1 you should refer to the UTAS Work Health & Safety website and specific WHS Policies & Standards.

Laboratories. You must follow the rules and WHS requirements for each of the laboratories that you attend, and there are particular rules and safety procedures in the Dissection Laboratory and at the microbiology practicals. You are required to submit a new Laboratory Medical Disclosure Form if your health status has changed.

Expectations and Learning Strategies

Expectations

The University is committed to high standards of professional conduct in all activities, and holds its commitment and responsibilities to its students as being of paramount importance. Likewise, it holds expectations about the responsibilities students have as they pursue their studies within the special environment the University offers.

The University's Code of Conduct for Teaching and Learning states:

Students are expected to participate actively and positively in the teaching/learning environment. They must attend classes when and as required, strive to maintain steady progress within the subject or unit framework, comply with workload expectations, and submit required work on time.

Learning strategies

The Year 1 teaching program employs a broad range of learning strategies to achieve the Unit Learning Outcomes, including lectures, seminars, tutorials, practicals, group and collaborative activities, case-based learning and self-directed learning.

Some lectures or tutorials may be delivered via videoconferencing. To enable you to get the most out of a videoconference please refer to the Videoconferencing guide.

If you need assistance in your studies please contact your tutor, lecturer, unit coordinator, Student Adviser or see the Student Learning website.

Attendance, Performance & Conduct Requirements

Attendance

Attendance is expected at all learning sessions and may be monitored electronically or with sign-in sheets. During case-based learning (CBL) and clinical practice sessions, as well as all other tutorials and practicals, all students are expected to prepare, and actively and positively participate in the discussions and learning activities.  Expected absences from CBL and clinical practice sessions should be notified to the relevant tutor or CBL or clinical practice coordinator.

Extended absences from university of a week or more must be brought to the attention of the associate unit coordinator. In the event of sickness a medical certificate from a non-relative is required.

Attendance at 100% of the Cultural Awareness workshop and the Regional Communities Program (RCP) is required– see 'Other Unit Requirements' under Assessment, below.

Any request for exemption from the RCP would need to be sought from the Dean of Medicine in a timely manner and if granted will incur a separate program and assessment.

Students are expected to attempt all formative and summative assessment tasks.  See Assessment section below for details.

General and Professional Conduct

Students are expected to be respectful towards other people, the School and University property.  In addition, when students participate in learning activities that involve interaction with members of the public, health clients or patients, they are expected to uphold appropriate professional standards of conduct as outlined in the 'Faculty of Health PEP Code of Professional and Ethical Conduct' available at the Faculty of Health: Professional Experience Placements Guidelines and Procedures.

The professional behaviour of all students in year 1 will be formatively assessed during CBL tutorials using a structured checklist and according to set criteria (attendance, punctuality, preparation and organisation, participation and respect for peers, tutors and clinical material). It is expected that the great majority of students will demonstrate satisfactory behaviour most of the time. Occasional lapses are not the problem, but rather, behaviour that is persistently unprofessional. Students whose professional behaviour is graded as unsatisfactory during the semester will be referred for interview and remediation as required.

Consequences

A student who fails to comply with the above conduct requirements may be excluded from the end of semester examinations and may consequently fail year 1. The University has provisions for dealing with general misconduct by students. Further information can be found in Ordinance No. 9: Student Discipline Part 2 – General Misconduct at University Council Ordinances.

Assessment

Assessment Formats

A variety of assessment formats may be used, including:

• Multiple Choice Questions (MCQ)
• Extended Matching Questions (EMQ)
• Short Answer Questions (SAQ)
• Essay questions (EQ)
• Applied Questions, which are usually in the form of SAQ, but may also include MCQ, EMQ, and/or EQ
• Clinical skills competency assessments
• Written assignments
• Reflective essays
• Academic essays
• Online discussion forums
• Presentations
• Portfolio
• Checklist reports of professional behaviour

Remediation

Students having difficulty with course requirements such as attendance, presentations, assignments, and/or less than optimal performance on formative and summative exams should make contact with the relevant academic and/or student support services staff. Remediation may be offered on a case-by-case basis under the direction of the Unit Coordinators, in conjunction with relevant academic and student support services staff.

Formative Assessment

Formative assessment tasks will be undertaken throughout the year to guide student learning, provide feedback and opportunities for students to experience assessment approaches prior to undertaking summative assessment.

Formative assessment tasks will be ongoing components and may include formally structured activities and MyLO tasks that can be completed in a self-directed manner. Formative assessments do not count towards your final mark.

Summative Assessment

Summative assessment will be undertaken both continuously during the unit and during the end of semester formal examination period. Results from CAM101 will be carried over and combined with CAM102 results into a final mark for year 1.

Students repeating year 1 must complete all assessment tasks, and are not exempt from attendance and participation requirements.

CAM101 Formative Assessment Tasks

CAM101 Summative Assessment Tasks and Their Weightings: Summary

For determination of your final mark in the year, along with CAM102 Summative Assessment Tasks and the Criteria for a Pass.

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Attribution information
Title:	Internationalisation of Curriculum for MBBS - Open Version
Source:	https://www.utas.edu.au/health/resources/open-resources/resources/courses/medicine/unit-outlines-foundations-of-medicine-1-2
Authors:	Dr Dwight Assenheimer & Dr Derek Choi-Lundberg