BMed MD PROGRAM PROPOSAL
Background
The current Medicine program is a 6 year undergraduate entry program leading to the MBBS. There
is a first year intake of approximately 276 students including 68 international students. There is also
a graduate entry pathway for a limited number of students (approximately 15) from the BMedSc at
UNSW. These students complete BMedSc Honours before transferring to complete the final three
years of the MBBS program.
Several Australian medical schools have either implemented or announced their intention to award
a MD instead of the MBBS. It is anticipated that all Australian medical schools will eventually adopt
the MD to maintain consistency within Australian and offer a more internationally recognisable
qualification.
This proposal has been developed to ensure compliance with the Australian Qualifications
Framework (AQF) and the Higher Education Standards Framework. It does not involve any major
restructuring of the current MBBS curriculum.
Bachelor of Medical Studies (BMed) /Doctor of Medicine (MD)
The proposed Medicine program will lead to the awarding of two degrees:

The Bachelor of Medical Studies (BMed) would be based on the first three years of the
existing MBBS curriculum including Phase 1 courses and the Integrated Clinical Studies
courses in Phase 2.

The Doctor of Medicine (MD) would be based on the Independent Learning Project (ILP) and
Phase 3. It should be noted that the use of the term Doctor of Medicine (MD) is consistent
with the AQF definition of a Masters Degree (Extended). The AQF permits the use of the
title “Doctor of Medicine (MD)” for graduates of a Masters Degree (Extended) in Medicine.
The structure of the integrated program is shown in Figure 1. The shaded areas in each two-year
block reflect the existing three phases in the MBBS program. There are no changes to existing
courses.
It is essential that the two degrees are considered as an integrated program. The BMed would only
be awarded with the MD – it would not be awarded as a standalone degree (see below under Exit
Degree).
1|Page
BMed
Year 1
• Foundations (12 UoC)
• Beginnings, Growth & Development A (12 UoC)
• Health Maintenance A (12 UoC)
• Ageing & Endings A (12 UoC)
Year 2
• Society & Health (12 UoC)
• Beginnings, Growth & Development B (12 UoC)
• Health Maintenance B (12 UoC)
• Ageing & Endings B (12 UoC)
BMed
• Phase 2 Integrated Clinical Studies A (24 UoC)
• Phase 2 Integrated Clinical Studies B (24 UoC)
BMed
Year 3
MD
• Independent Learning Project (30 UoC)
• General Education (12 UoC)
• Clinical Transition (6 UoC)
Year 4
MD
• Phase 3 Clinical Courses; 5 courses (10 UoC per course)
Year 5
MD
• Phase 3 Clinical Courses; 3 courses (10 UoC per course)
• Elective Course (8 UoC)
• Preparation for Internship (8 UoC)
Year 6
FIGURE 1: BMED MD PROGRAM STRUCTURE
2|Page
Bachelor of Medical Studies (BMed)
The Bachelor of Medical Studies (BMed) comprises the courses currently delivered in Phase 1 and
Phase 2 of the MBBS program. These courses are unchanged.
The specifications of the AQF for a Bachelor Degree (Level 7 qualification) would be clearly
addressed in the BMed. The existing graduate capabilities for students completing Phase 1 and the
Integrated Clinical Courses of Phase 2 would ensure that students meet learning outcomes in
relation to knowledge, skills and application of knowledge and skills at this level. The depth
requirement of the Bachelor Degree would be in the discipline of clinical sciences. The volume of
learning (i.e. 3 years) is consistent with the AQF.
It is noted the General Education requirements are actually met in Year 4 while students are
completing the ILP. This is consistent with the current structure of the MBBS and is a consequence
of the allocation of UoC in the Phase 1 courses (12 UoC per course) and the Phase 2 courses (24 UoC
per course). It is also the most appropriate time in the program for students to complete GE
courses as the ILP is not full-time and there is greater flexibility to allow scheduling of GE courses. As
the BMed would not be conferred until completion of the MD, the students would have met the GE
requirements.
Doctor of Medicine (MD)
The MD comprises the Independent Learning Project (ILP), the Clinical Transition course and the
Phase 3 courses. The GE courses are also counted within the period of the MD.
The AQF specifies expectations of graduates of a Masters Degree (Extended) within three broad
categories – knowledge, skills and application of knowledge and skills. The descriptors for each
category relate to professional practice and research.
The ILP clearly addresses the requirements of the Masters Degree (Extended) in acquiring
“knowledge of research principles and methods applicable to the discipline and its professional
practice”, and acquiring “cognitive, technical and creative skills to investigate, analyse and synthesise
complex information, problems, concepts and theories and to apply established theories to different
bodies of knowledge or practice”. The ILP requires students to undertake a research project in
which they review existing literature on the area of study, formulate a hypothesis for testing, design
the study, address ethical implications of the study, collect and analyse data and report their
findings. In addition to undertaking supervised research, the ILP also includes coursework on
research methodology in both quantitative and qualitative research projects, statistical analyses and
scientific writing. The ILP is assessed by a written literature review, supervisor’s continuous
assessment and a final written report (in the form of a manuscript) which is assessed by the
supervisor and an external examiner.
The learning activities and forms of assessments in the Phase 3 clinical courses, which are closely
aligned to the program’s graduate capabilities, ensure that graduates will have met the expectations
of a Masters Degree (Extended). All courses are based on an experiential approach to learning in
which students are placed in clinical services and required to participate in the professional activities
of the clinical unit. The nature and diversity of clinical placements in Phase 3 require students to
apply knowledge and skills to new situations across a range of clinical disciplines and settings. The
strong focus on self-regulated learning in Phase 3 necessitates a high level of personal autonomy in
3|Page
learning. The need for students to complement the prescribed evidence in their portfolio with their
own initiatives to document learning similarly ensures a high level of personal accountability. While
it could be argued that the experiential nature of all courses in Phase 3 provides a capstone
experience for students to apply the knowledge and skills acquired in Phases 1 and 2, the final
Preparation for Internship course clearly meets this requirement.
Course assessments in Phase 3 are based on practice activities and include supervisor’s reports
(based on learning plans which may include additional negotiated learning objectives) and observed
application of knowledge and skills (based on mini-clinical skills assessments and case-based
discussions). Near the end of Phase 3, students sit the Phase 3 Integrated Clinical Examination which
is a high-stakes, summative examination comprising a written examination, clinical skills examination
and a structured oral examination. Each component of the final examination is designed to assess
the application of knowledge and skills. The students also submit their portfolio for review at the
end of Phase 3. The portfolio comprises evidence collated by the student as they progress through
Phase 3 to document their development in each of the eight graduate capabilities.
In accordance with the Higher Education Standards Framework, all teaching staff in the MD are
appropriately qualified in the relevant discipline (by either possessing postgraduate degrees or
having appropriate professional experience).
The 3 year duration of the MD is acceptable within the AQF as it follows a 3 year Bachelor (level 7
qualification) in the same discipline.
Admission into the BMed MD
The predominant pathway for entry into the program would remain first-level entry students from
high school. The proposal does not change the existing processes for selection into Medicine nor the
number of students selected into Medicine. A single code would be offered through UAC for
application to the BMed MD program.
Students selected into the program would enrol in both degrees. From the outset the students
would be classified as medical students and be registered with the Medical Board of Australia and be
required to adhere to the requirements of the NSW Ministry of Health for medical students training
in teaching hospitals.
Students who are offered a bonded position would be advised that the period of bonding would be
based on the 6 years to complete both degrees.
Graduate Entry Pathway
Students entering the new program via the graduate entry pathway will have completed the BMedSc
(Hons) Degree and will then complete the Phase 2 Integrated Clinical Courses and Phase 3. As these
students already have achieved the desired learning outcomes relating to independent research in
the Honours degree, their learning in the MD will focus solely on practice related learning. The
graduate entry pathway leading to the BMedSc (Hons) MD is shown in Figure 2.
4|Page
BMedSc
•Core and elective courses in BMedSc
Years 1-2
BMedSc
•Prescribed elective courses in Anatomy, Pathology, Microbiology or Pharmacology
•General Education courses
Year 3
•BMedSc (Honours)
•Foundations in Public Health
BMed Sc (Hons) •Introductory Clinical and Communication Skills
Year 4
MD
•Phase 2 Integrated Clinical Studies A (24 UoC)
•Phase 2 Integrated Clinical Studies B (24 UoC)
Year 5
MD
•Phase 3 Clinical Courses; 5 courses (10 UoC per course)
Year 6
MD
•Phase 3 Clinical Courses; 3 courses (10 UoC per course)
•Elective Course (8 UoC)
•Preparation for Internship (8 UoC)
Year 7
FIGURE 2: BMEDSC (HONS) MD PROGRAM STRUCTURE
Combined Medicine/Arts program
Currently the combined MBBS/BA requires students to complete 96 UoC in Arts courses. This can be
completed in 7 years providing students complete the ILP in an area relevant to medical humanities
so as the ILP can be counted towards both degrees. As the ILP counts 24 UoC in the Arts degree,
Medicine students only need to complete an additional 72 UoC in Arts courses which is typically
done with an additional year of study and overloading.
Although the ILP will sit within the MD, it will still be counted towards the requirement of the BA if it
is completed in an area relevant to medical humanities. Accordingly students who wish to complete
5|Page
combined Medicine/Arts program could complete the Arts requirement within the current time
expectations. Note that the BA would not be conferred until completion of the BMed MD as
currently applies with the MBBS.
The typical structure for students in the combined program is shown in Figure 3.
BMed
•Phase 1 courses (96 UoC)
Years 1-2
BMed
•Phase 2 Integrated Clinical Studies A (24 UoC)
•Phase 2 Integrated Clinical Studies B (24 UoC)
Year 3
BA
•Arts courses (48 UoC)
Year 4
BA MD
•Arts-focused ILP (24 UOC)
•Arts courses (24 UOC)
•Clinical Transition (6 UOC)
Year 5
MD
•Phase 3 Clinical Courses; 5 courses (10 UoC per course)
Years 6-7
FIGURE 3: BA BMED MD PROGRAM STRUCTURE
6|Page
Honours
Currently students in the MBBS program may graduate with a BSc (Med) Honours and MBBS
Honours.
BSc (Med) Honours
Students apply, on the basis of academic merit, to complete a BSc (Med) Honours degree in Year 4
instead of the ILP. Students who have completed the BSc (Med) Honours would be exempted from
the ILP component of the MD. This is consistent with the AQF framework which specifies that the
volume of learning for Masters Degree can be reduced if it follows an Honours qualification. The
students would still be required to complete the general education courses and the Clinical
Transition course. Students considering applying to do BSc (Med) Honours are advised to complete
general education requirements prior to Year 4. After completing the BSc (Med) Honours, these
students would progress into Phase3 to complete the MD.
Medicine Honours
Currently students are awarded MBBS Honours based on aggregate performance across the whole
program. As this is no longer in alignment with the AQF, it is proposed that students be awarded
Pass with Distinction if they have achieved a weighted average mark of at least 75% in the BMed
MD.
Exit Degree
As noted above the BMed will only be awarded to students who complete the MD.
There are a small number of students (typically 1-2 each year) who exit the Medicine program either
voluntarily or as a result of failing to progress after completion of Phase 1. Currently students who
exit the MBBS program prior to the end-of-Phase 1 examinations do not obtain a qualification.
Students who have successfully completed all the Phase 1 courses but who exit as a result of failing
the end-of-Phase 1 examinations or exit subsequently in Phase 2 or Phase 3 may apply to transfer to
the BSc (Med) program. Depending on the stage of transfer, the student is required to complete up
to 48 UoC in biomedical science courses.
In the BMed MD program, students who exit prior to completing the program will be allowed to
transfer to the BSc (Med) program to complete up to 36 UoC in biomedical sciences courses. These
students would also need to complete general education requirements.
Transitional Arrangements
Program changes
The only structural change to the existing program is that all students would complete the ILP in Year
4 as part of the MD. This would necessitate a transitional period to shift from the current practice of
splitting students in Year 3 into either the ILP or Phase 2 Integrated Clinical Studies. In order to
achieve this with the lowest impact on students and the teaching staff, a three year transitional
period will be implemented. The effect will be to increase the size of student enrolment in the
7|Page
Phase 2 Integrated Clinical Courses by 15% in 2013-2015 which will affect students currently in Years
1-3.
The effect on the size of student groups for campus-based teaching (lectures, laboratory classes,
tutorial groups) will be limited because of the organisation of the Phase 2 Integrated Clinical Courses
which splits the total student enrolment into four groups. However additional clinical training
capacity will be sought through affiliated sites.
Implications for current students
The change to a BMed MD will not adversely affect the recognition of the current MBBS. While the
change to the MD will progressively be introduced by medical schools throughout Australia,
registered medical practitioners will be equally recognised by an MBBS or MD for several decades.
The proposed program is based on the recognition that the current MBBS curriculum promotes
approaches to learning in the ILP and in Phase 3 which fulfil the requirements of a MD. As noted,
there are no changes to the curriculum other than a structural change to ensure that all future
students complete the ILP within the MD component of the program. As such current students in
the MBBS program will complete the requirements of the proposed BMed MD (though not in the
proposed structure for half of the cohort which completes the ILP in Year 3). To avoid
disadvantaging any current student, all current students (excluding Year 6) will be offered the
opportunity to transfer to the BMed MD or continue and graduate with the MBBS.
8|Page