Medicine

Bachelor of Medicine/Bachelor of Surgery

MED400 Preparation for Internship
The unit comprises 44 weeks which includes:

  • Orientation
  • Four 8-week clinical rotations in:
    • Medicine (General, Geriatric & Palliative Medicine)
    • Surgery & Rural General Practice/Options
    • Critical Care (Anaesthetics, Emergency Medicine & Intensive Care)
    • Psychiatry, ENT & Musculoskeletal
  • Workshop weeks
  • A 4-week elective
  • Exam periods

MED400 consists of a formal lecture program (Back-to-Base) in which four lectures per week on a variety of clinical topics, are given by practising clinicians. The practical aspects of MED400 are provided through the patient centred clinical rotations which provide direct contact with patients. You are expected to learn from each patient you encounter and should be involved in every aspect of a patient’s care.

On successful completion of the unit, students will be eligible to graduate.

MED401 Honours Research Project
In the fourth year of the medical course, eligible students can elect to enrol in MED401 in addition to MED400. This would allow them to graduate with a MBBS (Hons). All students enrolled in the MBBS (Hons) must complete a research component leading to the production of an assessable outcome, normally a written thesis, which demonstrates sustained, high academic achievement.


Doctor of Medicine

MEDI6100 Foundations of a Medical Vocation
The focus of teaching and learning in this year-long unit is to facilitate knowledge of normal structure and function and the homeostatic response to physiological challenges. The first year curriculum is integrated across four domains of learning: Basic Clinical Sciences, Communication and Clinical Practice, Population and Preventive Health, Personal and Professional Development. The year comprises a core communications skills block, introducing patient-centred interviewing, progressing to organised, medical history taking and examination skills with a range of simulated cases. Critical thinking, systematic interpretive inquiry and evidence based medicine, across local urban, rural and global population contexts are introduced, in congruence with professionalism, ethics, reflective practice, personal health and well-being. The core instructional method is Problem-Based Learning (PBL), utilising clinical, real life clinical case scenarios to actively engage students in constructive, collaborative, contextual learning in small group settings. The PBL program is supported by practical sessions, lectures, tutorials, clinical debriefing, site-visits and self-directed learning. The students will participate in journal clubs to enhance their preparation for research.

MEDI6102 Parents and their Young Children - Developmental Considerations
Pre-requisite: MEDI6101 Introduction to Perinatal and Infant Mental Health
This unit centres on the development of toddlers and pre-schoolers, and of adults as they establish themselves as parents. A particular focus is placed on attachment relationships, including relationships between professionals and those families and individuals with whom they work. Students learn about these relationships and will gain an understanding of how humans develop as individuals, and as social beings. They will participate in activities around toddlerhood, pre-schooler development, and parental mental health across the transition to parenthood. Students will also observe of a toddler or pre-schooler in the home environment, and a toddler or pre-schooler in the day care or school environment.

MEDI6200 Foundations of Clinical Practice
Pre-requisite: MEDI6100 Foundations of a Medical Vocation
The second year of the MD program builds on learning in first year with further development of normal structure and function, but with the emphasis changing to the range of pathological processes which impact on the human body, and the body's response to those processes. The four domains of learning continue with greater emphasis on clinical history taking and examination with integration of the basic clinical sciences, population and preventive health and personal and professional development. The PBL approach continues to provide the basic teaching strategy for learning about the major organ systems in the body. As well as the teaching strategies used in first year, the PBL problems are supported by experiential opportunities in general practices, aged care placements and theatre observation. Additionally students participate in Aboriginal health, rural and remote placements. Small group work continues in the acquisition of skills in systematic investigation involving literature searching, critical analysis, problem solving, professional communication, team work, and reflective practice. All of these elements are capstone and professionally focused in nature.

MEDI6300 Clinical Apprenticeships
Pre-requisites: MEDI6100 Foundations of a Medical Vocation, MEDI6200 Foundations of Clinical Practice
Co-requisite: MEDI6302 Systematic Research Inquiry

In MEDI6300, students begin their clinical apprenticeship whereby they apply their clinico-pathological knowledge, history taking, examination skills and knowledge of principles of applied research in the clinical setting. Students undertake a series of clinical rotations (medicine & medical specialties; surgery and surgical specialties, including ophthalmology; general practice, paediatrics and women’s and neonatal health) in hospital and community settings. The emphasis is on students gaining real clinical experience, participating in patient care and understanding how health care teams work. The four domains (Basic Clinical Sciences, Communication and Clinical Practice, Population and Preventive Health and Personal & Professional Development) are fully integrated into the clinical rotations curriculum and experiential learning is supplemented by a series of weekly ‘back-to-base’ teaching and learning activities where students explore a range of common and serious clinical problems. Under the guidance of clinical experts, students attend clinical debriefing sessions where they have the opportunity to reflect on their professional development as a practising clinician.

MEDI6301 Clinical Apprenticeships in a Rural Setting
Pre-requisites: MEDI6100 Foundations of a Medical Vocation, MEDI6200 Foundations of Clinical Practice
Co-requisites: MEDI6302 Systematic Research Inquiry

This unit brings together students from The University of Notre Dame Australia and The University of Western Australia to complete their third year of the Doctor of Medicine in the Rural Clinical School of Western Australia. Students will learn and work together in a range of clinical sites across Western Australia to address a broad-based curriculum which has primary care and rural health as its focus. During the course of the year, students will be exposed to key discipline areas including general practice, surgery, internal medicine, obstetrics and gynaecology, paediatrics, psychiatry and ophthalmology. The integrated teaching and learning that forms the basis of primary care means that the proportion of time spent in each area will differ considerably from urban practice. Aboriginal health and personal and professional development are core to the practice of clinical medicine in rural and remote Western Australia, and are embedded in learning experiences throughout the entire year.

MEDI6302 Systematic Research Inquiry
Pre-requisites: MEDI6100 Foundations of a Medical Vocation, MEDI6200 Foundations of Clinical Practice
Co-requisites: MED6300 Clinical Apprenticeships or MEDI6301 Clinical Apprenticeships in a Rural Setting

This Unit provides students with the opportunity to construct a formal research proposal. Equipped with the skills acquired from pre-requisite units, students will be guided by a discipline expert and peers in the development of a research question specific to their selected area. Using an available granting body proforma, they will develop and provide an oral defence of a research plan that includes: a lay summary, abstract, background literature summary, research aims, an hypothesis and a detailed description of methodology (participant selection, power analysis, proposed statistical analysis), predicted outcomes, an interpretation of the possible results, project budget, timeline and an evaluation of the ethical issues that require consideration and accommodation. In completing this task, students will compile and report information using high level scientific communications skills. They will demonstrate the ability to formulate new ideas based on critical analysis of published information and clinical observations. They will present and defend the use of the research design and associated analytic techniques in light of relevance, cost effectiveness and ethical practice. Students will also be required to discuss how possible results could be interpreted in the context of published material with a view to formulating and disseminating new ideas.

MEDI6400 Preparing for Internship
Pre-requisites: MEDI6100 Foundations of a Medical Vocation, MEDI6200 Foundations of Clinical Practice, MEDI6300 Clinical Apprenticeships or MEDI6301 Clinical Apprenticeships in a Rural Setting, MEDI6302 Systematic Research Inquiry
The final year of the MD has a continuing emphasis on clinical skills, communication and discipline specific expertise, but with an emphasis on further developing decision-making skills and work readiness. Students will advance their capacity to develop differential diagnoses based upon clinical findings, formulate rational investigation plans and develop proficiency in formulating patient management and treatment plans. There is also a continuing emphasis on working in interprofessional teams. This will occur through clinical placements in general medicine (including geriatric and palliative medicine), psychiatry, critical care (including anaesthetics, emergency medicine and intensive care), surgery, ENT and musculoskeletal. Students will be required to complete a four-week rural rotation and will also have access to selective rotations. Experiential learning in the hospital and community setting will be supplemented by back-to-base teaching and learning activities and clinical debriefing tutorials. Students will also complete and report on an Evidence Based Practice Project in the form of a hospital based clinical audit. After the end-of-year examinations, students undertake and report on a four-week elective experience that is designed to extend learning in an area of medicine that is of particular interest to them.


Health Professional Education Units

ED5115 Designing Curriculum for Effective Learning

ED5117 Principles and Practices of Assessment and Evaluation

ED5121 Introduction to Learning and Teaching in Health Professional Education
This unit aims to provide participants with opportunities to explore and apply a core set of knowledge, skills and attributes necessary for quality teaching and learning in the health professions. The unit firstly acknowledges the uniqueness of educating in the health professions. The health professions are interdisciplinary in nature and have complex regulatory, ethical and legal frameworks with which to comply. Further, the health professions call for specific pedagogical approaches (e.g. problem- and case-based learning), and need to embed certain types of knowledge and skills into teaching practices across the curricula (e.g. clinical reasoning). The unit then moves on to applying these understandings to individual teaching roles through the development of a personal teaching philosophy, and related instructional strategies covering cognitive, affective and psychomotor domains. Finally, the unit looks at how health educators should build reflection in to their practice through the development of an individualised quality assurance framework. No pre-requisite or co-requisite units are required.

ED5122 Assessing Competence in Health Professional Education
This unit aims to provide participants with an opportunity to explore the theoretical rationale for assessing the multiple dimensions of competence in the variety of contexts that characterise the health professions. Developing valid and reliable assessment practices is critical both from an educative and credentialing perspective. This unit unpacks the complexity of formative and summative assessment in health professional education, taking account of knowledge, skills and attitudinal domains. It also discusses the important role of psychometrics in increasing the reliability, validity and overall integrity of assessment programs. Participants are encouraged to critically analyse and synthesise best practice assessment techniques in health professional education, seeking authentic assessment solutions to apply to their own teaching practice. No pre-requisite or co-requisite units are required.

ED5123 Teaching Clinical Reasoning
This unit will explore theories and models related to clinical reasoning & decision-making in the medical, nursing and allied health literature. Students will be introduced to a range of strategies to facilitate the development of clinical reasoning practices. They will be given opportunities to plan and implement clinical reasoning strategies in the context of their own educational environments.

ED5124 Best Practice in Clinical Supervision in Health Professional Education
This unit considers the specific challenges of teaching and learning in clinical settings. By linking contemporary educational approaches to the clinical environment (e.g. setting learning objectives, acknowledging students prior understandings, activating a student-centred approach to teaching and learning, providing critical feedback), participants can situate themselves within a framework for best practice in clinical supervision. The unit also investigates the principles that underpin effective mentoring and role-modelling, and examines how these principles can be linked to the clinical context.

ET502 Ethical Issues in Professional Life

RM5010A Research Methods

RM5110 Contemporary Issues in Health Professional Education
This unit aims to acquaint participants with some critical issues facing health professional educators in the Twenty First Century. Established principles pertaining to leading organisational and systemic change are first discussed, before the unit moves into specifc contemporary issues including: the tension between competency- and outcomes-based approaches to health education; issues around the scarcity of clinical placements and the need to seek alternative approaches to clinical skills development (e.g. Simulated Learning Environments); current trends towards inter-professional health and what this might mean for health professional education; the application of information and communications technologies (ICT) to the provision and support of health services (e.g. e-health and tele-health) and subsequent implications for educators; and educational implications of moves to reduce disparities across populations and manage global threats that transcend national borders (global health). No pre-requisite or co-requisite units are required.

RSCH7003 Developing a Research Proposal

SR7903 Supervised Research – Education


Graduate Certificate in Perinatal and Infant Mental Health

MEDI6101 Introduction to Perinatal and Infant Mental Health
This unit provides an introduction to the field of study, integrating information about maternal and infant mental health. Dominant theoretical approaches are presented and considered together with information about infant development and pregnancy. Risk factors for mental health problems are presented for discussion and reflection, and information is provided about common disorders and treatment approaches. In addition, basic skills relating to building and presenting an argument, accessing and using professional literature, making an observational record, creating documents to professional standards, and managing one’s self under pressure will be covered.

MEDI6103 Infant Observation A
Students will observe the everyday life of a baby in his/her family environment to learn about the emotional, social, and physical development of infants. Watching a new human being as he or she encounters new people, relationships and all the other things that make up the world is a unique experience, and one that deepens the student’s understanding of human life. Students visit the family for an hour at least 18 times during the course of this unit, making a detailed record after each visit. This record is later discussed in regular small group supervision allowing non-judgemental reflection on the feelings and needs of infant and parent, and of students’ own responses to the parent and baby.

MEDI6104 Infant Observation B
Pre-requisite: MEDI6103 Infant Observation A
Students will observe the everyday life of a baby in his/her family environment to learn about the emotional, social, and physical development of infants. Watching a new human being as he or she encounters new people, relationships and all the other things that make up the world is a unique experience, and one that deepens the student’s understanding of human life. Students visit the family for an hour approximately 18 times during the course of this unit, making a detailed record after each visit. This record is later discussed in regular small group supervision allowing non-judgemental reflection on the feelings and needs of infant and parent, and of students’ own responses to the parent and baby.