School of Medicine
1001MED_Y1
1001MED_Y2
Year 1 course booklet
2008
School of Medicine
1001MED_Y1
1001MED_Y2
Year 1 course booklet
2008
Academic Organisation:
Griffith University
Faculty:
Griffith Health
Student Contribution Band
(HECS/Cluster Band):
Band 3
Course level:
Undergraduate
Campus/Location/Instruction Mode:
Gold Coast/Southport/In person on campus
Convenor/s:
Associate Professor Ray Tedman
Enrolment Restrictions
N/A
This document was last updated:
January 2008
BRIEF COURSE DESCRIPTION
In Year 1, MBBS students enrol in a single course, Medicine 1, which consists of four major integrated
themes:
a)
b)
c)
d)
The Doctor and Knowledge of Health and Illness (DKHI),
The Doctor and Patient (D&P)
The Doctor, Law, Ethics and Professional Practice (DLEPP) and
The Doctor and Health in the Community (DHC)
The course will involve problem-based learning through facilitated, small group tutorials supported by
lectures, practical classes, workshops and other formats including on-line activities. Although there is a
maximum contact time of 20 hrs per week, it is anticipated that most students will need to devote an
additional 20 to 30 hours per week of individual study. This course examines the structure, function and
development of the normal human body at all levels and the changes that occur as a result of disease,
injury and abnormal development. Students acquire abilities in location, appraisal and interpretation of the
biomedical information required for understanding and management of common medical and health
problems. Students will be introduced to the legal, ethical and professional boundaries of medical
practice. They will also examine the importance of psychological, family and cultural factors in health and
illness from an individual, community and population perspective. Clinical skills are developed through
participation in the clinical skills centre, general practice and hospital-based sessions. These cover
communication and interaction skills, history taking, physical examination and clinical procedures in
medical practice.
Griffith University Medicine 1 Course Booklet Page 2 of 30
SECTION A - TEACHING, LEARNING AND ASSESSMENT
COURSE AIMS
Theme 1 – The Doctor and Knowledge of Health and Illness
This theme aims to:
1. Provide knowledge and understanding of the structure, function and development of the normal
human body at all levels of organisation, from the molecular and cellular, to organ systems and
the total individual.
2. Provide knowledge and understanding of the changes to structure and function that occur as a
result of disease, injury and abnormal development.
3. Provide an understanding of the aetiology of the disease process and the factors, both intrinsic
and extrinsic, which affect its outcome, as well as the factors affecting the transmission of disease
in the community.
4. Provide an introduction to the scientific basis for understanding human behaviour at individual,
group and societal levels, and the factors which may affect the normal behaviour and
interpersonal relationships of the individual.
5. Develop the ability to locate, critically appraise, interpret and apply biomedical information
required for the understanding and management of medical and health problems.
Theme 2 – The Doctor and Patient
This theme aims to:
1. Develop a basic competence in communication and patient interaction skills.
2. Provide knowledge and understanding of introductory physical examination, basic life support and
minor clinical procedures, as well as history taking in medical practice.
Theme 3 – The Doctor, Law, Ethics and Professional Practice
This theme aims to:
1. Familiarise students with the structure of the Australian legal system and legal processes as they
apply to the provision of health care services.
2. Provide introductory knowledge of the legal and ethical principles that control medical practice.
3. Develop broad understanding of the role of the doctor in society.
4. Develop an understanding of the role and significance of professionalism in the practice of
medicine.
Theme 4 – The Doctor and Health in the Community
This theme aims to:
1. Develop broad understanding of the role of the doctor in society
2. Provide knowledge and understanding of health and disease from a population perspective
3. Provide knowledge and understanding of the sciences which underpin the acquisition and
application of clinical knowledge in day to day medical practice
4. Provide grounding in research methods that will form the basis of a life long process of knowledge
acquisition and encourage critical thinking about the nature of medical practice,
5. Understand the key social and cultural issues affecting patients’ behaviour and access to health
care
6. Understand some economic determinants in the
7. Develop knowledge of service provision in the community and provide experience of the spectrum
of clinical management in local delivery of health care, and communities
Griffith University Medicine 1 Course Booklet Page 3 of 30
LEARNING OUTCOMES
Medicine 1 students should acquire an understanding of:
1. The structure, function and development of the normal human body at all levels and the changes
that occur as a result of disease, injury and abnormal development.
2. Location, appraisal and interpretation of the biomedical information required for understanding
and management of common medical and health problems.
3. The importance of social, cultural, behavioural and economic factors in the health, illness and
injury considered from an individual and population perspective.
4. The delivery of health care in a community setting.
5. The legislation and case law relevant to the practice of medicine, the ethical principles that guide
medical practice and the professional issues that regulate, support and enhance medical practice.
and should develop skills in
6. Communication and history taking, basic physical examination and basic life support.
CONTENT, ORGANISATION AND TEACHING STRATEGIES
ORGANISATION
An important aim of the medical program is to foster a commitment to life-long learning and to provide the
necessary skills for this. The philosophy underlying the program involves students assuming more
responsibility for their education, as is appropriate for adult learners. To this end the program is built
around problem-based learning, which is a self-directed approach and involves students working with a
tutor in small groups using real clinical problems as the basis for learning. Hence the process of how
students learn assumes great importance.
Unlike a more traditional curriculum where much of the material to be learnt is delivered in lectures, the
medical curriculum expects much of the learning to be driven by the students themselves. Two features of
the program have been designed to facilitate this process. First, the learning objectives for each week are
developed in a series of PBL tutorials, commonly centred upon a real clinical case. Second, there are
relatively few timetabled lectures in any week. In general, there are no more than 9 hours of lectures,
practicals or workshops a week (maximum 20 hours total contact time per week). This allows ample time
in the week for students to pursue their own learning goals.
TEACHING STRATEGIES
The Medicine 1 course of the Griffith medical program will expose students to a wide variety of teaching
strategies including:
Small group learning sessions (PBL tutorials for groups of 9)
Lectures
Practicals
Workshops
On-line resources and modules
Practical skill-development simulations
Clinical medical placements.
These sessions are aimed at developing the skills and knowledge necessary to enable students to
graduate as a doctor who is ready to commence internship and further postgraduate specialty training at
the end of the four-year course.
Problem Based Learning (PBL) Tutorials
Much of the material to be learnt each week is introduced through the PBL tutorials. PBL tutorials are
designed to raise learning issues in a planned way, so that over time, students cover the areas of
biomedical science that are important as a basis for medical practice. PBL tutorials also provide the
opportunity to practice and develop the interpersonal and professional skills essential to the process of
health professionals co-operating effectively in a team.
Griffith University Medicine 1 Course Booklet Page 4 of 30
Each case consists of three PBL tutorials, taking a total of about 5 timetabled hours per week. The first
tutorial of each case is on Tuesday, the second tutorial is on Friday, and the third tutorial is on the
following Tuesday. PBL tutorials will be held in purpose-built rooms on Levels 3 & 5 of the Griffith Centre
for Medicine and Oral Health next to the Gold Coast Hospital at Southport. Located in the same building
are the Medical Library and the Learning Centre.
Within the PBL tutorials, students work as a group together with a tutor who has been trained in the PBL
process. Membership of each tutorial group has been selected to provide some balance with respect to
gender, age and place of origin of students, but otherwise at random. Membership of the groups will be
changed mid-year. BECAUSE OF THE CENTRAL POSITION OF PBL IN THE CURRICULUM,
ATTENDANCE AT THE PBL TUTORIALS IS COMPULSORY (see further comments under Assessment).
The materials related to PBL cases are copyright and provided to each student for their personal use in
collaboration with their PBL group only. Year 1 PBL case materials including lists of learning objectives,
must not be made available in any form to people outside the Year 1 class.
Information relating to the cases can be obtained from a variety of sources (in addition to text and
reference books) including lectures, practicals and other scheduled sessions, nominated resource people,
the Library, and special resources provided for tutorial groups from time to time.
PBL cases are delivered on-line. Case related material (subject to time release as cases unfold) may be
accessed via the Medicine website. There is a website for each intake of the graduate entry medical
program within the Learning@Griffith environment.
The address for Learning@Griffith is https://learning.griffith.edu.au/ and the website for the program will be
accessible to enrolled students via a link in the “Courses in which you are enrolled” section. Students are
encouraged to visit this site regularly, particularly to check for administrative notices and documents.
The web site includes:
 An Announcements section (electronic notice board) for notices from the School of Medicine
lecturers and administration staff
 Problem Based Learning (PBL) cases and associated digital resources
 Various other information and resources associated with the program
Lectures
In some parts of the course (such as in parts of The Doctor, Law, Ethics and Professional Practice and
The Doctor and Health in the Community), lectures have the familiar academic role of covering key
content of the theme. For those parts of the program covered within a PBL framework, the lectures have
somewhat different functions – generally designed to complement and assist independent learning driven
by PBL cases, rather than to represent the central statement of the curriculum. In the PBL context,
lectures may present overviews or road maps of relatively broad topics or they may focus on difficult areas
or ones not well explained in textbooks. There will be important areas of curriculum that are not directly
covered in lectures.
In addition to providing specific information, lectures provide opportunities for students to meet and
interact with staff with specific areas of expertise. Inevitably, staff adopt a variety of different approaches
in lectures. Lecture notes will normally be available on-line after the lecture is presented. The Year 1/2
Committee encourages lecturers to provide copies of key visual materials used in lectures to facilitate
student note taking but the ease and economy with which this can be done obviously depends on the
materials used.
Given the varied backgrounds of students and their differing expectations of lectures, together with the
differing styles of individual lecturers, there will always be varied views about the
success/value/comprehensibility, etc of lectures. Year committees are certainly interested in feedback
(see page 29 - Staff Student Interactions and Mechanisms for Giving Feedback) but for any problems or
interesting issues arising from lectures, it is clearly most productive if students follow up with the individual
lecturers concerned.
Griffith University Medicine 1 Course Booklet Page 5 of 30
Practical classes
Practical classes provide different perspectives on some of the program content. In general, they provide
an informal environment, within which students can work through particular areas of interest with the
assistance of teaching staff. Most classes involve examination and interpretation of anatomical,
histological and pathological material.
Practical classes are 2 hours in length.
Seminars, workshops, discussions and debates
At various times in the course, scheduled sessions will take the form of a seminar, workshop, group
discussion, a debate or something similar. The aim of such sessions is to provide an interesting and
interactive environment in which to raise and discuss controversial issues or areas where there are
differing schools of thought.
Clinical skills
In the first part of the year, there will be 15 tutorials, each of 2 hours duration. They will consist of group
discussion, practising history and examination on each other and patients. The tutors are mainly local
GPs and other experienced doctors with an interest in teaching. The emphasis in these tutorials is on
history taking skills.
In the second part of the year, tutorials will be scheduled in one of the following public hospitals: Gold
Coast, Logan and Tweed, or the Wesley private hospital and be complemented by workshops held at the
Clinical Skills Centre. The emphasis in these sessions is on physical examination skills and further
experience in history taking.
ATTENDANCE AT ALL CLINICAL SKILLS TUTORIALS IS COMPULSORY. Further details of the
Clinical Skills component of the course are found in the Doctor and Patient booklet.
Attendance at timetabled sessions
Apart from PBL tutorials and Clinical Skills tutorials where participation is an essential part of the learning
process and of professional development, other timetabled sessions are not “compulsory” although it is
recommended that all students attend them. Various activities throughout the medical program involve
interaction with health professionals within or outside Griffith School of Medicine or with patients, carers,
families, community organisations, etc. Where a student has signed up for any such interaction, it is
appropriate and expected professional courtesy to attend arranged meetings punctually, or to notify those
involved in a timely way if this attendance is not possible.
Observation of Clinical Practice outside normal scheduled Clinical Sessions
The School supports students who wish to spend extra time, with the agreement of a designated clinical
supervisor, in observation of clinical practice in hospitals or general practices, outside their normally
scheduled clinical sessions. Such experience must fall within the assessable curriculum and be
consistent with the student’s level of training and competencies.
CONTENT SUMMARY
Medicine 1 is divided into four themes: The Doctor and Knowledge of Health and Illness, The Doctor and
Patient, The Doctor Law, Ethics and Professional Practice and The Doctor and Health in the Community.
The Doctor and Knowledge of Health and Illness is presented as five blocks of teaching:
1.
2.
3.
4.
5.
Human Homeostasis
Identity, Microbes and Defence
Cardiovascular system
Respiratory system
Renal system.
Detailed content information for Medicine 1 is found in separate booklets for The Doctor and Patient, The
Doctor, Law, Ethics and Professional Practice and The Doctor and Health in the Community themes plus
the blocks within The Doctor and Knowledge of Health and Illness theme.
Griffith University Medicine 1 Course Booklet Page 6 of 30
The following information provides a summary of the content of the four themes:
The Doctor and Knowledge of Health and Illness
Human Homeostasis
Students will study:
1. The structure and function of the human body
2. The anatomy and physiology of the body’s main organ systems
3. The molecular, genetic and chromosomal basis of inheritance and genetic disorders
4. Embryology, particularly during the first 8 weeks of human development, when all the basic
structures of the body and their life-long inter-relationships are laid down
5. Some key concepts of cell biology, biochemistry and pharmacology
6. Regulatory mechanisms at cell and organ level
7. Basic terminology in the anatomy, physiology and biochemistry of the human body
8. Relevant psychosocial and public health issues
9. Basic features of the ageing process
Identity, Microbes and Defence
Students will study:
1. General pathological mechanisms in inflammation and tissue injury
2. Bone marrow structure and function and its role in haemostasis
3. The role of microbes in health and disease and host defences, including innate and adaptive
immune response
4. Carcinogenesis and aspects of neoplasia
5. Public health issues in a clinical context
Cardiovascular System
Students will study:
1. Structure, function and control of the normal heart and vascular system (including circulatory
aspects of the lymphatic system)
2. Cardiac development
3. The relevant physiology, biochemistry and pharmacology of the cardiovascular system
4. The mechanisms by which the major cardiovascular diseases affect cardiovascular function
5. Diagnostic testing and treatment to illustrate underlying biomedical science principles
6. Relevance of individual psychological factors, and of family and cultural contexts, to health and
illness
7. Ageing: what is inevitable, what is not and why, and the consequences for management of the
elderly patient
Respiratory System
Students will study:
1. Structure, function and control of the normal respiratory system
2. Respiratory system development
3. The relevant physiology, biochemistry and pharmacology of the respiratory system
4. The mechanisms by which the major respiratory diseases affect respiratory and cardiovascular
function
5. Diagnostic testing and treatment to illustrate underlying biomedical science principles
6. Relevance of individual psychological factors and of family and cultural context to health and
illness
7. Ageing: what is inevitable, what is not and why, and the consequences for management of the
elderly patient
Renal System
Students will study:
1. Structure, function and control of the normal renal system
2. The relevant physiology, biochemistry and pharmacology of the renal system
3. The mechanisms by which the major diseases of the urinary system affect functioning of urinary
system, respiratory system and cardiovascular system
4. Diagnostic testing and treatment to illustrate underlying biomedical science principles
5. Relevance of individual psychological factors, and of family and cultural contexts, to health and
illness
6. Ageing: what is inevitable, what is not and why, and the consequences for management of the
elderly patient.
Griffith University Medicine 1 Course Booklet Page 7 of 30
The Doctor and Patient
Students will develop basic skills in:
1. Communication, history taking, and medical interviewing
2. Physical examination
3. Life support
4. Minor clinical procedures
5. Doctor–patient relationship
The Doctor, Law, Ethics and Professional Practice
Students will study:
1. The legislation and case law relevant to the practice of medicine
2. The ethical principles that guide medical practice
3. Professional issues that regulate, support and enhance medical practice
This theme consists of three elements:
 Law
 Ethics
 Professional Practice
The Doctor and Health in the Community
Students will study:
1. The structural and economic frameworks within which health care is delivered
2. Sciences that underpin the acquisition and application of clinical knowledge in day-to-day medical
practice
3. Research methods that will form the basis of a life-long process of knowledge acquisition and
critical thinking about the nature of medical practice
4. The scientific basis for the population approach to the primary, secondary and tertiary prevention
of disease
5. The key social and cultural issues affecting patients’ behaviour and access to health care
6. The economic determinants in the delivery of health care
7. The care of patients in a general practice setting, including the doctor-patient relationship and the
interaction between the general practitioner and community health services and
8. The spectrum of community health services available to patients in the community
This theme addresses Community Health through an integrated understanding of Population Health,
and Research Methods from a community perspective and Evidence-Based Medicine, and involves
lectures, community health visits, a GP attachment and experience in a community-focused research
project. The GP attachment also supports learning for the Doctor and Patient theme by offering an
opportunity for the acquisition of clinical skills in a community setting.
Griffith University Medicine 1 Course Booklet Page 8 of 30
Month
MED
Week
January
February
March
April
May
June
July
August
September
Teaching
Year 1
Year 2
21-25
Year 3
Year 4
Public Holidays &
Critical Dates
GU
Semester
Timings
Block 1
Block 7
1
28-01
Orientation day 01/02/08
Gastrointestinal 1
Block 1
Block 7
2
04-08
Homeostasis 1
Gastrointestinal 2
Block 1
Block 7
3
11-15
Homeostasis 2
Gastrointestinal 3
Block 1
Block 7
4
18-22
Homeostasis 3
Gastrointestinal 4
Block 1
Block 7
5
25 - 29
Homeostasis 4
Endocrine/ Reproductive 1
Block 1
Block 7
Orientation
6
03 - 07
Homeostasis 5
Endocrine/ Reproductive 2
Block 1
Block 7
Classes
commence
7
10 - 14
Homeostasis 6
Endocrine/ Reproductive 3
Block 2
Block 8
8
17 - 21
Homeostasis 7
Endocrine/ Reproductive 4
Block 2
Block 8
21 Mar - Good Fri
9
24 - 28
Homeostasis 8
Endocrine/ Reproductive 5
Block 2
Block 8
24 Mar – Easter Mon VACATION
10
31 - 04
Homeostasis 9
Study Week
Block 2
Block 8
11
07 - 11
Homeostasis 10
Block 2
Block 8
12
14 - 18
Break
Exams GIT, Endo/Repro,
DLEPP, DHC
Break
Block 2
Block 8
13
21 - 25
Microbes 1
Musculoskeletal 1
Block 2
Block 8
14
28 - 02
Microbes 2
Musculoskeletal 2
Block 3
Block 9
15
05 - 09
Microbes 3
Musculoskeletal 3
Block 3
Block 9
16
12 - 16
Microbes 4
Musculoskeletal 4
Block 3
Block 9
17
19 - 23
Microbes 5
Musculoskeletal 5
Block 3
Block 9
18
26 - 30
Microbes 6
Musculoskeletal 6
Block 3
Block 9
19
02 - 06
Microbes 7
Block 3
Block 9
20
09 - 13
Microbes 8
Brain 1
Supp/Deferred exams GIT, ERS
Brain 2
Block 3
Block 9
21
16 - 20
Microbes 9
Brain 3
Break
Break
Examinations
22
23 - 27
Study week
Brain 4
Block 4
Selective 1
Examinations
23
30 - 04
Exams HH, IMD, DLEPP, DHC Brain 5
Block 4
Selective 1
VACATION
24
07 - 11*
Break
Break
Block 4
Selective 1
25
14 - 18
Cardiovascular 1
Brain 6
Block 4
Selective 1
26
21 - 25
Cardiovascular 2
Brain 7
Block 4
Study week
27
28 - 01
Cardiovascular 3
Brain 8
Block 4
28
04 - 08
Cardiovascular 4
Brain 9
Block 4
Exams OSCE &
Written
Break
29
11 - 16
Cardiovascular 5
Study week
Block 5
Elective 1
30
18 - 22
Respiratory 1
Block 5
Elective 1
31
25 - 29
Respiratory 2
Exams MSK, Brain, DLEPP,
DHC
Integration 1
Block 5
Elective 1
32
01 - 05
Respiratory 3
Integration 2
Block 5
Elective 1
33
08 - 12
Respiratory 4
Integration 3
Block 5
Elective 1
28/1 Australia Day
25 Apr –
Anzac Day
5 May –
Labour Day
End of
teaching
9 Jun – Queen’s
B’day
Study week
Classes
commence
13 Aug – Qld Show
29 Aug – GC Show
Supp/Deferred exams HH,IMD
October
34
15 - 19
Respiratory 5
Integration 4
Block 5
Elective 2
35
22 - 26
Respiratory 6
Integration 5
Block 5
Elective 2
School Holidays
36
29 - 03
Break
Break
Block 6
Elective 2
School Holidays
37
06 - 10
Renal 1
Integration 6
Block 6
Elective 2
MBBS Interviews
38
13 - 17
Renal 2
Block 6
Elective 2
MBBS Interviews
39
20 - 24
Renal 3
Integration 7
Supp/Deferred exams MSK,
BB
Integration 8
Block 6
Selective 2
40
27 - 31
Renal 4
Integration 9
Block 6
Selective 2
41
03 - 07
Study week
Integration 10
Block 6
Selective 2
End of
teaching
Study Week
42
10 - 14
Exams CVS/Resp, Renal
DLEPP, DHC, D&P OSCE
Study week
Block 6
Selective 2
Examinations
43
17 - 21
Exams Integration, DLEPP,
DHC, D&P OSCE
44
24 - 28
Study
week
Exams
45
01 - 06
46
8 - 12
47
15-19
Mid Sem Break
Supp/Defer Exams
November
December
Examinations
Supp/Deferred Exams
Supp/Deferred Exams
Supp/
CVS/Resp, Renal, DLEPP,
Integration, DLEPP, DHC, D&P
Deferred
DHC, D&P
Exams
Years 1/2, Year 3 Final Assessment Panels
Griffith University Medicine 1 Course Booklet Page 9 of 30
ASSESSMENT
1. Introduction
Assessment plays a key role in ensuring that the aims of any curriculum are realised. The planning of the
assessment procedures for the MBBS has acknowledged this as a guiding principle and all assessment is
designed to reinforce the themes of the program.
All assessment at the School of Medicine is conducted in accordance with GU Assessment Policy
available at http://www.griffith.edu.au/ua/aa/sta/policies/
Important principles of assessment in the Griffith University medical program are:

The assessment in the program will be integrated.

The assessment will be criterion-referenced, that is, students’ performance will be compared to
pre-determined standards rather than to the performance of other students. This will apply in all
years of the program.

There are two categories of assessment, Formative and Summative. The program will be
assessed by formative means for feedback purposes and by summative means to determine
progression from year to year and ultimately graduation and commencement of internship.

Formative assessment tasks will be placed throughout the program.
opportunity to ‘practise’ forms of summative assessment.

The influence of summative assessment strategies in guiding student learning is important.
Assessment formats are selected to align with the required knowledge, skills and attributes and
the contexts in which they are being learned. Challenges posed to students and judgements
made of their performance are designed to encompass the range of specified learning outcomes
and to align with formative learning opportunities.

Summative assessment is ongoing throughout the year and some tasks will need to be completed
during the teaching periods.

Ongoing summative assessment also assists in identifying students in need of extra support as
early as possible and in providing a profile of their strengths and weaknesses.

Medicine 1 and 2 will award non-graded passes to students. This is in keeping with the emphasis
on group process and collaborative learning in the PBL approach used predominantly in those
years. All assessment is criterion-referenced.

The Education Committee, reporting to the School Committee is responsible for setting overall
policy direction for assessment in the program. The School Assessment Panel will review results
and make recommendations on progression/graduation. The Assessment Expert Reference
Group will have the brief to monitor and advise on assessment throughout the program. Student
representatives on the School Committees will provide substantial and valuable input to this
process.
They will include the
2. Formative Assessment
Formative Assessment is mainly designed to provide a guide to students about expectations staff have for
student learning, about how well each student is matching expectations and consequently about how well
the teaching and learning mechanisms are working.
Griffith University Medicine 1 Course Booklet Page 10 of 30
Procedures for Formative Assessment
(i)
Discussion and assessment of tutorial performance
This will have informal and slightly more formal elements. All PBL groups are encouraged to review
their performance informally at the end of each case. Students and tutor might spend about 10
minutes reviewing the way the group has worked over the preceding week. This might include the
balance of contributions, the way the group’s learning issues were written, whether the level of
detail in discussion was too much or too little, whether the discussion was adequately captured on
the board, the different roles of group members and so on. Goodwill and candour can help ensure
that everyone gets the best possible value from PBL discussions.
The “Formative Assessment of PBL Tutorial Participation” form lists significant elements in the PBL
process and is included at the end of this booklet (Appendix 1). This can be used as a focus in
informal group discussions. Tutors will also use it as a guide in one-on-one meetings with each
student in the group. These individual meetings between tutor and students will occur at least once
during most of the Year 1 units. Again a key aim is to foster optimal operation of PBL groups with
the additional function of providing feedback to individuals on their contributions and progress.
Generally tutors will use the form (Appendix 1) to summarise their view of each student’s
participation and to indicate any areas that need attention.
The purpose of these feedback sessions is to support and inform individuals and to help maximise
the effective working of groups. The feedback forms are retained in the Program Support Office
until the student has progressed to Year 3. They may be accessed by the Year Coordinator for
guidance on issues such as the composition of tutorial groups. However, they are not used in any
way to determine progression.
(ii)
Practice of summative assessment
Practice exam questions will be available as a guide to the types of assessment to be expected in
summative examinations. Some of the questions are accompanied by sample answers. Practice
assessments will generally consist of a smaller, but representative sample, of the assessment
material, compared with the summative examinations.
Practice assessments are optional for students. A timetabled session is available to discuss the trial
assessment with staff. It is most important that students attempt these exercises. This is especially true
for those who have had little or no previous experience in writing in the same question formats under
examination conditions. This is the easiest and most helpful way to find out if the breadth and depth of
knowledge and understanding of your answers is at the right level.
3. Summative Assessment
Summative assessment in Years 1 and 2 provides the basis for deciding, at the end of each year, whether
each student has an adequate base of knowledge and skills to progress to the next stage of the course.
The Medical School ultimately uses summative assessment to certify that each graduate has a level of
training appropriate to commence as a hospital intern.
Years 1 and 2 of the curriculum have been designed as a continuum, with various areas of knowledge and
skills needing to be adequately mastered before progressing to third year. Students have to demonstrate
in summative assessments that they have adequately mastered (i.e. passed) all the key areas of the
course by the end of second year. Formative assessment should provide all students with a reasonable
idea about expectations for summative assessment and also an approximate idea of their progress in
various aspects of the course.
3.1 Pass/Fail Assessment
To pass Year 1 students must pass each of the four themes. Guidelines for requirements to pass
each of the themes are shown under 3.8.
Griffith University Medicine 1 Course Booklet Page 11 of 30
Students who pass each of the four themes will receive a non-graded pass (NGP) result for
Medicine 1. The decision to have non-graded assessment reflects the view that each student
should achieve an acceptable mastery of the various components of the course – as indicated by
a Pass. At the same time, the format for learning in the course strongly emphasises co-operation,
with students working together to support the learning of every member of the PBL group. In part,
the use of non-graded assessment is designed to support co-operative rather than competitive
learning.
Remember though that even in Years 3 and 4 where assessment is graded, this is criterionreferenced and not norm-referenced.
3.2 Requirement to “pass everything”
Consistent with the notion that progression should depend on students adequately mastering all
key elements of the program, a pass in Year 1 depends on satisfactorily completing each theme.
Assessment procedures for individual themes are spelled out under 3.7.
Participation Requirement - The medical program is a highly participatory one and some of the
procedures reflect the importance placed on this by requiring participation in PBL groups and in
Clinical Skills sessions. Non-participation or repeated lateness is viewed seriously as this can be
very disruptive for groups. Understandable reasons such as illness or family crises will be taken
into account. The consequences of non-participation are outlined under 3.7.1.
Elements of assessment and requirements for passing Year 1 overall are discussed in more detail
under 3.7.
3.3 Feedback on Assessment
The School will provide feedback to students about their performance in summative assessments
as soon as possible after the examination period.
3.4 Evaluation of Assessment
Students will be asked to complete evaluation forms about the summative assessments and
feedback from these evaluations will be given to staff involved in designing and developing
assessments.
3.5 Weightings for each Theme in summative Assessment
The relative weightings for the four themes in the Year 1 curriculum are shown in the table below.
These weightings are reflected in the relative amount of assessment in each theme.
Theme
The Doctor and Knowledge of Health and Illness
The Doctor and Patient
The Doctor, Law, Ethics and Professional Practice
The Doctor and Health in the Community
% of total year
50%
25%
10%
15%
Further information about the assessment procedures for each theme and its components, will be
provided in the theme booklets. The summary under 3.7 aims to cover the key points.
Note that “weightings” of various elements within each theme, where given, are a reflection of
approximate times devoted to different elements of the program.
Griffith University Medicine 1 Course Booklet Page 12 of 30
3.6 Assessment Methods
A variety of assessment methods will be utilised. These are appropriate to the problem-based
nature of the curriculum. In the written assessments, the following types of instruments are used:
(i)
(ii)
(iii)
(iv)
(v)
Mini-cases
Clinical Scenarios
Short Answer Questions
Extended Matched Questions
Multiple Choice Questions
Some of the assessment methods will be familiar - for example Short Answer Questions whereas others like Mini-Cases and Extended Matched Questions, may not be. The purpose of
using these latter methods is to enable the assessment of skills acquired through problem-based
learning. Written examination papers will include a mix of mini-cases with other types of
questions including multiple choice and short answer questions.
In Years 1 and 2 the mini-case questions follow the form of the first PBL tutorial of a case, in
which students are given a patient presentation and asked to generate and prioritise mechanistic
hypotheses about the pathophysiology behind the presentation and suggest further investigations
to confirm or rule out their hypotheses. Following this the students are given more information
and asked to explain its significance and review their hypotheses. By this means students
demonstrate their understanding of the basic mechanisms of body function. It is important to
appreciate that written examinations will test these skills as well as recall of a sound knowledge
base. Accordingly, time allocated for the written examinations is generous and takes into account
the need for students to have time to reflect and not simply regurgitate information.
Other assessment formats used through the medical program include:




Clinical examinations (Objective Structured Clinical Examinations (OSCEs))
Practical examinations
In-Training assessment
Assignment/project/case reports
A session describing the assessment methods will be held during first semester and students will
have the opportunity to practise them before the examinations.
3.7 Components in summative assessment with approximate “weightings”
The summative assessment for Medicine 1 includes a combination of written papers sat under
examination conditions, an OSCE and a variety of other assessment tasks through the year. The
written examinations are integrated papers, covering 3 themes of Medicine 1. The table below
shows which themes contribute to each block examination period
Contribution of Themes to Written Paper Examinations
Theme
Doctor and Knowledge of
Health and Illness
Doctor, Law, Ethics and
Professional Practice
Doctor and Health in the
Community
June Exams
(Homeostasis,
Identity Microbes
and Defence
Blocks)
November
Exams
(Cardiovascular,
Respiratory,
Renal blocks)






Griffith University Medicine 1 Course Booklet Page 13 of 30
3.7.1 The Doctor and Knowledge of Health and Illness - 50% of year
Assessment:
Approx %
of theme
Blocks, Semester 1
Human Homeostasis - written block examination (up to 3 hours) and
practical examination, June
Identity, Microbes and Defence - written block examination (up to 3
hours), June
25%
25%
Approx %
of theme
Blocks, Semester 2
Cardiovascular and Respiratory systems – combined written block
examination (up to 3 hours) and practical exam, November
Renal - written block examination (up to 2 hours) and practical exam,
November
Practical examination covering Cardiovascular, Respiratory and Renal
blocks is up to 1.5 hours.
38%
12%
The mark for the practical exam for each block will be added to the DKHI component of
the written exam for that block.
Scores from The Doctor and Knowledge of Health and Illness components of the block
examinations will be combined into an aggregate score, according to the percentages
listed in the table above. Students will be expected to pass on their aggregate score.
Participation requirements:

Students must attend PBL tutorials. Non-approved absences may lead to deductions
from examination marks.

Each PBL tutor will have a logbook which each student will be asked to sign when
they arrive for each tutorial. For most people, this minor bit of bureaucracy will be the
end of the participation issue.

For most students there will be an odd occasion when they are unable to attend a
tutorial or must arrive late. Students are asked to keep these occasions to a
minimum, but where there is a good reason – illness, graduations, family
emergencies and the like – the absence would be regarded as a “reasonable
absence” with no consequences. Situations which require a student to be absent for
more than a single day should be discussed in advance with the Year Coordinator
who can give written approval. This could include late return of up to a week after a
vacation period, where there is good reason. If you know you will be absent, you
should inform your Tutor.

An absence which includes the end of one case and the start of the next, will count as
one non-attendance.

Students who attend tutorials but who are identified by the tutor as regularly late (to
the degree that the work of the rest of the group is compromised) will be formally
warned, first by the tutor and then by the Year Coordinator, that the behaviour is
unacceptable. Further late arrivals may be treated as non-attendance and the
penalties (below) would apply.

Episodes of non-attendance (i.e. single absences not deemed “reasonable”, or longer
absences without written approval) will be recorded for each block of Doctor and
Knowledge of Health and Illness and reviewed by the Year Coordinator. Any
penalties arising will be communicated to relevant students.
Griffith University Medicine 1 Course Booklet Page 14 of 30
The following penalties will apply for non-attendance at PBL tutorials (a ‘tutorial’ here
refers to either the tutorial on Tuesdays or the tutorial on Fridays:
Number of Absences
Penalty %
Penalty Consequence
Up to 2 unapproved absences
No penalty
Written warning from Year Coordinator
after 2 unapproved absences
3 unapproved absences
-10%
Subtracted from final examination mark
in the relevant block
4 unapproved absences
-15%
Subtracted from final examination mark
in the relevant block
5 unapproved absences
-20%
Subtracted from final examination mark
in the relevant block
For more than 5 unapproved absences, the penalty will continue to accrue at 10% per
unapproved absence. This means that students missing 8 or more PBL tutorials in any
given block automatically will have failed the block, regardless of their examination
performance.
Penalties will apply to the initial attempt at an examination. Supplementary examinations
will not have penalties applied.
3.7.2 The Doctor and Patient - 25% of year
Assessment:

Case reports - two formative and one summative in semester 1, one formative and
one summative in semester 2. The semester 1 report covers history taking and is
produced following an interview with a simulated patient in the Medical School. The
assessment will take place on Wednesday 12 June and will be conducted under
exam conditions. The semester 2 report includes history and examination, covering
Cardiovascular, Respiratory and Renal systems. (Refer to Doctor and Patient booklet
for due dates for formative case reports).

In-training Assessments by Clinical Skills Tutor – one each semester, semester 1 is
formative, semester 2, one of two assessments must be satisfactory. Clinical Skills
In-Training assessments are made by clinical tutors on the basis of the approach and
skills exhibited by each student during weekly sessions.

Clinical Examination – History and Examination. The clinical exam will comprise of
Objective Structured Clinical Examination (OSCE)-style stations.

Basic Life Support - assessment of competency (undertaken in the last session of
each student’s three scheduled BLS sessions).
The Clinical Examination, held in the November examination period, is an OSCE-style
examination and involves stations on history taking and examination. The other practical
clinical examination is the assessment of skills in Basic Life Support (BLS) which occurs
in the last teaching session of BLS. In each case there will be opportunities to remediate
and, if considered necessary, undertake further assessment.
Participation requirements:


Attendance at Clinical tutorials is compulsory, reflecting the importance for each
student of gaining continuous hands-on experience and small-group guidance from
clinicians.
Non-attendance may lead to failure of in-training assessment for the corresponding
semester, except where there are medical reasons or where absence is approved by
the Academic Lead for Doctor & Patient.
Griffith University Medicine 1 Course Booklet Page 15 of 30

The arrangements for documenting “reasonable” absences for non-attendance will be
the same as for PBL tutorials.

Non-attendance at Clinical Skills workshops in GH 1 will attract penalties (10% per
absence) applied to the OSCE exam mark, except for medical reasons or where
absence is approved by the D&P Theme Lead. To avoid penalty, absences need preapproval from the D&P theme lead or production of a medical certificate. Students are
required to sign-in at the beginning of each clinical skills workshop. There is a 10 min
grace period (after scheduled start time as indicated in the timetable) for entry into the
clinical skills laboratory. After the 10 mins has expired, the clinical skills laboratory will
be locked and attendance sheets removed. Late arrivals will need to see the workshop
convenor. There will be no make-up workshops for students with unapproved
absences or without medical certificates.
For this Theme, where a pass is required in individual components, students will generally
be given opportunities to retake or resubmit assessments (see In-Training Assessment
and Basic Life Support above). If a student fails the OSCE, the School of Medicine
Assessment Panel has the discretion to require that the student undertakes a
Supplementary OSCE during the supplementary exam period beginning December 8.
Case Reports for Doctor and Patient must be submitted by the due date, but formative
Case Reports should ideally be submitted earlier, for feedback purposes.
3.7.3 The Doctor, Law, Ethics and Professional Practice - 10% of year
Assessment:
The examination questions for this theme are integrated into the block examinations in
June and November. Further details about assessment are found in the theme booklet.
Theme components:
Doctor and Law, Ethics and Professional
Practice
June and November exams
3.7.4 The Doctor and Health in the Community - 15% of the year
Assessment:
Details of summative assessments are shown below:
Component
Assessment Item
Primary Health Care - Community Activity
Community health report (1500 words) –
graded (15%)
In-training assessment (by 4 community
supervisors) - 2 of 4 must be satisfactory
One case presentation in debriefing
tutorials – graded as
satisfactory/unsatisfactory
GP Case report (1500 words) – graded
(15%)
In-training assessment (by GP trainer) –
must be satisfactory
Questions integrated into the Block
exams (15%)
Questions integrated into the Block
exams (20%)
Questions integrated into the Block
exams (15%)
Research Project Proposal (1500 words)
– graded (20%)
Primary Health Care - GP Attachment
Primary Health Care - social, cultural,
behavioural and economic issues
Population/Public Health
Evidence-based Medicine
Population Health Research Methods
Griffith University Medicine 1 Course Booklet Page 16 of 30
3.7.5 Timing of Written Examinations
The first set of written examinations is held in the week beginning June 30 following the
end of the Identity, Microbes and Defence Block. There will be 2 papers (up to 3 hours
each), one on Human Homeostasis and one on Identity, Microbes and Defence. These
papers will incorporate relevant aspects of DKHI, DLEPP and DHC. The practical
examination of about 60 minutes duration will involve a series of practical stations
assessing aspects of gross anatomy, histology and physiology. Students who fail any of
the theme components of the block examinations after the initial attempt, may be offered
supplementary examinations in the week commencing 8 September 2008.
The second set of examinations is held in the week beginning November 10. There will be
written examinations in the Cardiovascular/Respiratory and Renal blocks, integrating
relevant material from the DKHI, DLEPP and DHC themes (up to 3 hours each) and a
practical examination covering elements of the Cardiovascular, Respiratory and Renal
blocks. The practical examination of about 75 minutes duration will involve a series of
practical stations assessing aspects of gross anatomy, histology and physiology.
Students who fail any of the theme components of the block examinations after the initial
attempt, may be offered supplementary examinations in the week commencing 8
December 2008.
The Doctor and Patient OSCE will also take place on Wednesday November 12.
3.7.6 Year 1 and 2 Supplementary Exams
The Doctor and Knowledge of Health and Illness
If students fail a block exam for the theme they may be offered a supplementary exam in
the supplementary/deferred exam period for that block. Students who have failed The
Doctor and Knowledge of Health and Illness theme on the basis of their aggregate score
and have been previously offered supplementary exams in blocks they have failed, will
be deemed to have failed the year.
The Doctor, Law, Ethics and Professional Practice
Students who fail the DLEPP component of an integrated block exam will be notified of this
result at the time. Pass/fail decisions for the theme are made by the School’s Assessment
Panel at the end of the year and are based on an overall score derived from scores for all
DLEPP assessment components for the year. Supplementary exams are offered at the
discretion of the School Assessment Panel and are held in the final supplementary exam
period for the year. The supplementary exam may cover work from the whole year, even if
students have previously passed one or more components during the year.
The Doctor and Health in the Community
If students fail the DHC component of an integrated block exam, the student will be notified
of this result. Pass/fail decisions for the theme are made by the School’s Assessment
Panel at the end of the year and are based on an overall score derived from scores for all
DHC assessment components for the year. Supplementary exams are offered at the
discretion of the School Assessment Panel and are held in the final supplementary exam
period for the year. The supplementary exam may cover work from the whole year, even if
students have previously passed one or more components during the year.
Students who fail The Doctor and Patient OSCE may be required to take a supplementary
assessment in the week commencing 8 December 2008.
Griffith University Medicine 1 Course Booklet Page 17 of 30
3.8 Overview of assessment tasks
Summary of Requirements to Pass Year 1
Students Must Pass Each of The Four Themes To Pass The Year
Item
Assessment Task
Length
Weighting/
Relevant
Due Day and Time *
Contribution to Learning
*Subject to change - students will be
Final
Outcomes notified via announcements
Assessment
To pass the theme Doctor and Knowledge of Health and Illness
Scores from The Doctor and Knowledge of Health and Illness components of block exams will be combined into an
aggregate score. Students will be expected to pass on their aggregate score. The aggregate score will be calculated
by combining scores from individual papers from the blocks.
1.
DKHI
Homeostasis written and
practical
Up to 3
hrs (plus
practical)
25% DKHI
2.
DKHI
IMD written
Up to 3 hrs
25% DKHI
3.
DKHI
CVS/Respiratory written
and practical
Up to 3hrs
(plus
practical)
38% DKHI
DKHI
Renal written and practical
Up to 2hrs
(plus
practical)
12% DKHI
DKHI participation
NA
Penalties for
unapproved
absences See
Section 3.7.1
1,2
Each block
4.
5.
1,2
Written Paper
Mon 30 June 2008
Practical
Wed 2 July 2008
1.2
Written Paper
Tues 1 July 2008
1,2
Written Paper
Mon 10 Nov 2008
Practical
Wed 12 Nov 2008
Written Paper
Tues 11 Nov 2008
Practical
Wed 12 Nov 2008
1,2
To pass the theme Doctor and Patient
6.
D&P Case Report 1
NA
15%
6
Week 20 : Thursday 12th June - this
report is produced on this day in
GH1, under exam conditions, using
a simulated patient
7.
D&P Case Report 2
< 1000
words
15%
6
Week 38 : Friday 17th October
8.
D&P In Training
Assessment 2 – 1 in each
of 2 blocks
NA
1 of 2 must be
satisfactory
6
End of cardiovascular and
respiratory blocks
9.
D&P Clinical OSCE –
stations covering history
and physical examination
skills
To be
announced
70%
6
Week 42 : Wednesday 12th
November
10.
D&P Basic Life Support
To be
announced
Must be
satisfactory (2
re-sits allowed)
6
Week 39 : October 23 or 24
11.
D&P participation
NA
Penalties for
unapproved
absences See
Section 3.7.2
6
Each block
Griffith University Medicine 1 Course Booklet Page 18 of 30
Item
Assessment Task
Length
Weighting/
Relevant
Contribution to Learning
Outcomes
Final
Assessment
Due Day and Time
To pass the theme Doctor Law, Ethics and Professional Practice
12.
Questions integrated into
the block exams
Part of
written
papers
Pass on
aggregate score
from both
examinations
5
June 30 & July 1,
November 10 & 11
To pass the theme Doctor and Health in the Community
13.
Primary Health Care Written report on
Community visits
1500
words
15%
4,5,7
Week 18 : Friday June 6
14.
Primary Health Care - Intraining assessment
reports by 4 community
supervisors
NA
2 out of 4 must
be satisfactory
4,5,7
Week 22 : Friday June 20
15.
Primary Health Care - GP
Attachment Case Report
1500
words
15%
4,5,6
Group 1: Friday August 22
Group 2: Friday September 26
Group 3: Friday October 31
16.
Primary Health Care - GP
Attachment in training
assessment by GP trainer
NA
Must be
satisfactory
4,5,6,7
Group 1: Friday August 22
Group 2: Friday September 26
Group 3: Friday October 31
17.
Primary Health Care social, cultural,
behavioural and economic
issues
Part of
written
papers
15%
Questions
integrated into
block exams
4,5
June 30 & July 1,
November 10 & 11
18.
Population/Public Health
Part of
written
papers
20%
Questions
integrated into
block exams
1,2,3
June 30 & July 1,
November 10 & 11
19.
Evidence-based Medicine
Part of
written
papers
15%
Questions
integrated into
block exams
1
June 30 & July 1,
November 10 & 11
20.
Research project proposal
1500
words
20%
1,2,3
Group 3: Friday September 26
Groups 1 and 2: Friday October 31
3.9 Reporting of results in Medicine 1
As stated previously, a pass in each of the four themes would result in a non-graded pass (NGP)
(satisfactory performance) for Medicine 1. Failures in any of the four themes would result in a fail
(unsatisfactory performance) for Medicine 1. No graded results will be awarded in Medicine 1 and
2.
3.10 Determination of results and progression to Medicine 2
At its December meeting, the School Assessment Panel will determine the final results for
Medicine 1 themes and thus which students should be allowed to progress to Medicine 2
according to Guidelines for the School Assessment Panel and the Griffith University Assessment
Policy.
3.11 Supplementary examinations
Griffith University Medicine 1 Course Booklet Page 19 of 30
The University's policy on the award of supplementary examinations is described in the Griffith
University Assessment Policy.
At the discretion of the School Assessment Panel, in accordance with the School Assessment
Panel Guidelines and the University’s Policy on Assessment, students with failing or incomplete
grades may be offered supplementary examinations on medical/compassionate or academic
grounds.
These supplementary exams are held in the weeks beginning 8 September 2008, and 8
December 2008. Students who wish to accept the offer to sit supplementary examinations must
make themselves available on the Gold Coast to sit the examinations in these periods. It is not
possible to make special arrangements for students who are out of town or out of the country. A
student offered supplementary examinations and who does not attend the examinations will
normally be deemed to have failed those examinations.
A final School Assessment Panel meeting in December will review the overall performance of
each student in the year as a whole, including results from summative assessments throughout
the Year, and the results of any supplementary examinations undertaken. The School
Assessment Panel will decide whether each student has passed or failed Year 1. Refer to section
3.7.6 for details of supplementary examinations in each of the themes.
Travel insurance and supplementary examinations
A small number of students will probably be required to sit supplementary examinations at the end
of 2008. Some students may find that this causes considerable difficulty and extra expense
because they hold airline bookings which cannot be changed. We understand that there may be
travel insurance policies available which cover this type of unforeseen event, and will cover the
extra expenses involved. Typically the policy must be taken out in the country in which the
booking is made, and before any travel commences. We hope that all students will do well in the
exams, but experience suggests that a few will have supplementary exams and associated travel
problems. Therefore, any student who intends to make an airline booking in December 2008
needs to consider obtaining the appropriate insurance.
3.12 Submission of Written Work
Written work is required to be submitted by the specified deadline. If a student is unable to submit
their work by the specified deadline, they must seek an extension from the Academic Lead of the
Curriculum element prior to the specified deadline (eg. Academic Lead in Doctor or Patient or
Academic Lead in Doctor and Health in the Community).
Unless arranged otherwise by the Academic Lead, all assessable written work must be submitted
through Assignment Handling (usually the GH1 Library) using the appropriate coversheet.
3.13
Academic misconduct
The University expects honest work at all levels from students. Cheating, plagiarism, and
fabrication or falsification of data are not acceptable. The University regards academic dishonesty
as a very serious matter and imposes strict penalties on those students who are found to be guilty
of an offence under the terms of the University's policy on Academic Misconduct.
The University recognises that some acts of academic dishonesty, particularly plagiarism, may
arise from genuine ignorance of the use of academic conventions but will not accept ignorance as
an excuse. It is therefore the obligation of all students to understand and respect the rules
concerning academic dishonesty. Students are referred to the University’s Policy on Academic
Misconduct.
Griffith University Medicine 1 Course Booklet Page 20 of 30
GRADUATE SKILLS
The Medicine 1 course will begin the development of all the Griffith Graduate skills:
Taught
Graduate Skills
Assessed
Effective communication
Information literacy
Problem solving
Critical evaluation
Working autonomously and in teams
Creativity and innovation
Ethical behaviour in social/professional/work commitments, and
Responsible, effective citizenship.
Practised








Effective communication (written)



Effective communication (oral)



Effective communication (interpersonal)



Information literacy



Problem solving



Critical evaluation



Work autonomously



Work in teams



Creativity and innovation



Ethical behaviour in social/professional/environments



Responsible, effective citizenship.



TEACHING TEAM
Course Convenor
Convenor Details
Campus Convenor
Email
Office Location
Phone
Fax
Consultation times
Gold Coast
Associate Professor Ray Tedman
r.tedman@griffith.edu.au
School of Medicine GH 1 Room 3.17
07 56780317
07 56780303
Email or telephone for appointment
Additional teaching team members
Phone
Ext.
(567)
Email
80317
r.tedman@griffith.edu.au
YEARS 1 & 2 COORDINATOR
A/Prof Ray Tedman
Centre for Medicine and Oral
Health GH1 Room 3.17
Griffith University Medicine 1 Course Booklet Page 21 of 30
YEARS 3 & 4 COORDINATOR
Centre for Medicine and Oral
80321
Health GH1 Room 3.21
THE DOCTOR AND PATIENT – CLINICAL SKILLS
Academic Lead
Centre for Medicine and Oral
Ms Marise Lombard
80327
Health GH1 Room 3.27
THE DOCTOR AND KNOWLEDGE OF HEALTH AND ILLNESS
Academic Lead
Centre for Medicine and Oral
A/Prof Ray Tedman
80317
Health GH1 Room 3.17
THE DOCTOR, LAW, ETHICS AND PROFESSIONAL PRACTICE
Academic Lead
Centre for Medicine and Oral
TBA
Health GH1
A/Prof Simon Broadley
simon.broadley@griffith.edu.au
marise.lombard@griffith.edu.au
r.tedman@griffith.edu.au
THE DOCTOR AND HEALTH IN THE COMMUNITY
Dr Peta Stapleton
Logan Campus L03 2.45
21289
p.stapleton@griffith.edu.au
Dr Megan Young
Logan Campus L03 2.15
21508
megan.young@griffith.edu.au
A/Prof Michael Yelland
Logan Campus L03 2.43B
21358
m.yelland@griffith.edu.au
Centre for Medicine and Oral
Health GH1 Room 3.19
80319
TBA
80315
c.baldwin@griffith.edu.au
80312
e.brown@griffith.edu.au
Clinical Placements
80308
s.caldwell@griffith.edu.au
Erin Catran
School Reception
80704
MedReception@griffith.edu.au
Linda Edwards
Education Program Support
Yrs 1 & 2
80312
l.edwards@griffith.edu.au
Tenille Griffiths
School Reception
80704
MedReception@griffith.edu.au
Maxine Hughes
Admissions Officer
80305
maxine.hughes@griffith.edu.au
Sonya Jewitt
School Administration Officer
80324
s.jewitt@griffith.edu.au
Nicole Jones de Rooy
Senior Scientific Officer – Clinical
Skills Centre
80329
N.JonesdeRooy@griffith.edu.au
Catherine Kilpatrick
Personal Assistant to the Dean
80702
c.kilpatrick@griffith.edu.au
Robert Loudon
INS Support Staff
80740
r.loudon@griffith.edu.au
Nickola Lukacs
Academic Staff Support
80719
n.lukacs@griffith.edu.au
Helen Pountney
Assessment & Evaluation Officer
80304
h.pountney@griffith.edu.au
Stephen Royds
INS Support Staff
80738
s.royds@griffith.edu.au
Debbie Smith
Clinical Placements
80308
debbie.smith@griffith.edu.au
80330
k.tagi@griffith.edu.au
80776
Carolyn.M.Taylor@griffith.edu.au
80326
b.wallace@griffith.edu.au
MEDICAL EDUCATION
Academic Lead
Dr Louise Alldridge
ADMINISTRATIVE STAFF
Carol Baldwin
Emily Brown
(on leave till 6/08)
Sonya Caldwell
(on leave till 7/08)
Kirsty Tagi
Carolyn Taylor
Barbara Wallace
Education Program Support
Yrs 3 & 4
Education Program Support
Yrs 1 & 2
Administration Officer (Clinical
Skills)
Clinical Coordinator, Gold Coast
Hospital Years 3 & 4
Learning Resources Officer
Griffith University Medicine 1 Course Booklet Page 22 of 30
Griffith University Medicine 1 Course Booklet Page 23 of 30
CLINICAL COORDINATORS
Jodie Cass
Kelly Jenkings
Bev Korn
Lyn Preston
Kirsty Tagi
Carolyn Taylor
Clinical Coordinator, Logan
Hospital
Clinical Coordinator, Tweed
Hospital
Gold Coast Division of General
Practice
Coordinator, Medical Education
Unit, Tweed Hospital
Clinical Coordinator, Gold Coast
Hospital, Years 1 & 2
Clinical Coordinator, Gold Coast
Hospital Years 3 & 4
3299 9591
j.cass@griffith.edu.au
5506 7797
kellyjen@nrahs.nsw.gov.au
5507 7777
Bevk@gcdgp.com.au
5506 7620
lynp@nrahs.nsw.gov.au
80330
k.tagi@griffith.edu.au
80776
Carolyn.M.Taylor@griffith.edu.
au
Griffith University Medicine 1 Course Booklet Page 24 of 30
Block representatives on the Year 1 and 2 Committee:
Human Homeostasis
Professor Laurie Howes
Ms Melinda Spencer
Clinical Pharmacology, Gold Coast Hospital
Nutrition Unit, School of Medical Science, Griffith University
Identity, Microbes and Defence
Associate Professor Darrell Price (Paediatrician, Pacific Private Clinic)
Cardiovascular System
Professor Laurie Howes, Clinical Pharmacologist, Cardiology, Gold Coast Hospital
Professor Rohan Jayasinghe, Director of Cardiology, Gold Coast Hospital
Respiratory System
Professor Lewis Adams, School of Physiotherapy and Exercise Science
Dr Nick Buckmaster, Director, General Medicine Gold Coast Hospital
Renal System
Dr Alan Parnham, Renal Physician, Southport
COURSE COMMUNICATIONS
Medicine program web site
There is a website for each intake of the graduate entry medical program within the Learning@Griffith
environment.
The address for Learning@Griffith is https://learning.griffith.edu.au/ and the website for the Medicine
program will be accessible to enrolled students via a link in the “Courses in which you are enrolled”
section on the Learning@Griffith tab of the main portal page. Students are encouraged to visit this site
regularly, particularly to check for administrative notices and documents.
The web site includes:



An Announcements section (electronic notice board) for notices from the School of Medicine
lecturers and administration staff
Problem Based Learning (PBL) cases and associated digital resources
Various other information and resources associated with the program
Email
Email is used extensively by administrative and academic staff to communicate with students using their
Griffith University email account (i.e. youraccount@griffith.edu.au). Students can redirect their Griffith
email account to a preferred account using links on the HELP pages but they should note that email
communication from staff will only be via the Griffith email address. Students must check their email
regularly and also ensure that they university account does not fill up and cause messages to ‘bounce
back’.
ALL STUDENTS SHOULD DEVELOP A ROUTINE FOR CHECKING THEIR PERSONAL GRIFFITH
UNIVERSITY EMAIL AND THE NOTICE BOARD (ANNOUNCEMENTS) REGULARLY. THE PRIMARY
MECHANISM FOR COMMUNICATION WITH STUDENTS, PARTICULARLY ON INDIVIDUAL
MATTERS, IS EMAIL SO IT IS IMPORTANT THAT YOU CHECK YOUR UNIVERSITY EMAIL EVERY
DAY OR SO.
Griffith University Medicine 1 Course Booklet Page 25 of 30
TEXTS AND SUPPORTING MATERIALS
The list below covers the recommendations of teaching staff for books considered most appropriate as
texts for Year 1 of the medical program. However some explanation is needed.
Because the program is problem-based in Years 1 and 2, there is no distinct separation of material into
discipline areas and there are no parts of the program which closely follow particular texts - indeed
references from various sources are either provided on-line, as printed reading lists or on reserve in the
library to accompany cases. For this reason, staff recommend some possible textbooks (below) but
suggest that a variety of books could be useful/adequate. Thus, for instance, if you already have
physiology or biochemistry texts from previous studies, these may be quite adequate and we would
suggest delaying further purchases until it is clear you need them. The choice of book in a particular area
often depends on the extent of background you already have.
For Year 1, the following list has been prepared following a survey of the Year 1 students in 2006 and
2007.
Anatomy
Tortora, G J (2005) Principles of Human Anatomy, 10th Ed John Wiley and Sons Inc
Anatomy and Physiology*: very useful book for students with little or no anatomy/physiology background
Martini, F (2005) Fundamentals of Anatomy & Physiology (7th Edition) Benjamin Cummings
or
Marieb, E N & Hoehn, K (2006) Human Anatomy and Physiology (7th Edition) Addison-Wesley
or
Tortora, G J and Derrickson, B (2006) Principles of Anatomy and Physiology 11th Edition John Wiley and Sons.
Recommended
Anatomy Atlas
Agur A M R & Dailey A F (2005) Grant’s Atlas of Anatomy 11th Ed Lippincott Williams & Wilkins (includes CD)
Optional
or
Netter, F H (2003) Atlas of Human Anatomy 3rd Ed Icon Learning Systems. (includes CD) Optional
or
Rohen J W, Yokochi C & Lutjen-Drecoll (2002) Color Atlas of Anatomy: A photographic Study of the Human Body
5th Ed Lippincott Williams & Wilkins. Optional
Clinical Skills
Talley N J & O’Connor S (2005) – Clinical Examination: A Systematic Guide to Physical Diagnosis, 5th ed.
Maclennan & Petty.
Evidence-based medicine
Strauss, S E, Richardson, W S, Glasziou P P, & Haynes, R B (2005) Evidence-based medicine: How to practice and
teach EBM.. Edinburgh ; New York : Elsevier/Churchill Livingstone. Recommended
General Practice
Murtagh, J (2003) General Practice. Third Edition. McGraw Hill. Sydney. Optional
Law
Kerridge, I et al, (eds) (2005) Ethics and Law for the Health Professionals, 2nd Edition
Medical Dictionary
Dorland, W A (2001) Dorland’s Pocket Medical Dictionary, 26th ed WB Saunders. Optional
Martin, E A (2002) Oxford Concise Medical Dictionary, 6th ed Oxford. Optional
Medicine
Braunwald, & Fauci, (2005) Harrison’s Principals of Internal Medicine 16th Ed McGraw Hill
or
Kumar, P & Clark, M (2005) Clinical Medicine 6th Ed WB Saunders Recommended
Griffith University Medicine 1 Course Booklet Page 26 of 30
Pathology
Kumar, V, Abbas, A K & Fausto, N (2004) Robbins and Cotran Pathologic Basis of Disease, 7 th ed Saunders
or
Kumar, V Cotran, R S and Robbins, S L (2003) Robbins Basic Pathology 7th ed Saunders
or
Klatt, E C and Kumar, V (2000) Robbins Review of Pathology Saunders (Paperback) Recommended
Pharmacology
Rang, H R, Dale, M M, Ritter, J M and Flower, R J (2006) Rang and Dale’s Pharmacology, 6th ed, Churchill
Livingstone.
Physiology
Rhoades, R & Pflanzer, R G (2003) Human Physiology, 4th ed Brookes-Cole. Recommended
or
Silverthorn, D U (2003) Human Physiology An Integrated Approach 3rd ed Prentice Hall Inc
Population Health and Population Health Research Methods
Webb, Bain, Pirozzo (2005) Essential Epidemiology: An Introduction for Students and Health Professionals.
Cambridge University Press Optional
Stethoscopes
The only piece of medical equipment which all students must purchase is a stethoscope. There are many
brands with costs ranging from $40 up to $600+. They come in different styles, designs and colours.
Unless you are very familiar with stethoscopes we would suggest purchasing a quality mid range
stethoscope in the $100 - $150 range. This will allow you to get the feel of how they work and if you wish
to change or upgrade then you do so with experience and knowledge. Whichever brand you buy, check
replacement ear pieces are easily available.
Purchasing a top of the range cardiology stethoscope may well send the message that you have some
expertise in the area! If the style of stethoscope doesn’t suit you there is really no market for second hand
stethoscopes.
Whichever type you buy you must have it engraved with your name. There is nothing more frustrating
than losing a stethoscope and seeing one on a hospital ward you think is yours and trying to determine if
any honest mechanism exists to retrieve it. An engraved stethoscope will remove any such concerns.
Stethoscopes are available for purchase in the GH1 bookshop.
Laboratory Coats
White laboratory coats must be worn to all anatomy practical sessions. Details regarding coats,
appropriate footwear and various occupational health and safety issues will be discussed during Week 1.
Griffith University Medicine 1 Course Booklet Page 27 of 30
SECTION B - ADDITIONAL COURSE INFORMATION
Students with disabilities
Policy on Students with Disabilities – The University’s Disability Action Plan
Griffith University is committed to providing access and equity for students with disabilities to enable them
to participate fully and independently, to the greatest extent possible, in the academic, cultural and social
life of the University. In the University context, ‘disability’ refers to any disability, impairment or medical
condition that inhibits a student’s access to education. Detailed information about the University’s policy in
this area, about the services for students with disabilities and about the procedures for seeking reasonable
adjustments to assessment or teaching method on the grounds of a disability may be found at
http://www.gu.edu.au/ua/aa/ss/equity/
The following member of staff will be able to assist you with any enquiries:
University Disabilities Services Officer (Gold Coast campus) – Trudy Haak
Phone:
(07) 5552 7147
Email:
T.Haak@griffith.edu.au
Location: Student Centre (G33) 1.45
Professional performance and behaviour
Medical students are training for a career in which the highest ethical and professional standards of
personal behaviour are expected to be upheld. Griffith students are expected to meet those high
standards.
Developing the skills for professional interactions with patients and other health professionals is a major
theme of the course and is monitored not only through formal examinations but also informally through the
day-to-day interactions of staff and students. In addition, students are expected to apply these same high
standards in any interactions with the public or community groups in which they might be involved as
Griffith University medical students. Griffith University has a local and international reputation for high
ethical and professional standards and the School of Medicine maintains this reputation. The School
relies on its students to act as ambassadors, exhibiting professional responsibility towards colleagues, the
medical profession and the wider community, thus helping to foster the goodwill vital to the continuing
success of the Medical Program.
From time to time, students may not meet the required standards for acceptable professional performance
and behaviour in their dealing with patients, members of the public, staff or students. Such students will
be brought to the attention of the Professional Behaviour Committee. This Committee has the
responsibility to deal sensitively and confidentially with students who have demonstrated unacceptable
professional performance or behaviour. The Committee aims to work with students to identify the sources
of their problems and determine ways to remedy them. Normally, it is expected that process will produce
an entirely satisfactory outcome. However, students who continue to show unacceptable standards of
professional performance and behaviour, as determined by the Professional Behaviour Committee, may
not be permitted to progress to the following year of the course. Students’ attention is directed to the
Professional Behaviour Committee’s Policies and Procedures which may be found on the medicine link at
Learning@Griffith web site at https://learning.griffith.edu.au/
University student related policies and procedures
Students’ attention is drawn in particular to the Teaching and Learning section of the University’s Student
Policies website, which contains information about assessment policies and procedures, academic
dishonesty, and student progress.
http://www.griffith.edu.au/ua/aa/sta/policies/
Griffith University Medicine 1 Course Booklet Page 28 of 30
STAFF STUDENT INTERACTION AND MECHANISMS FOR GIVING FEEDBACK ABOUT THE
MEDICAL COURSE
These topics are covered in more detail in the “Information Booklet for Medical Students”.
Getting help with problems
Students enter Year 1 with varied backgrounds and external responsibilities or pressures. Given the
demands of the course, individual students may encounter either academic or personal problems.
Mechanisms for providing help are available (see the “Information Booklet for Medical Students”) and we
encourage you to seek help as problems arise. The program emphasises independent learning but this
does not mean that students have to struggle alone with academic problems: tutors, specific lecturers or
coordinators can all be sources of help with problems.
Student feedback on the course
The Year 1 curriculum (as for all years of the course) will evolve in the light of experience, as well as
changes in biomedical science and medical practice. At Griffith, this evolution will be strongly influenced
by student input via committees and via feedback on various elements of the course – such as via case
evaluation, email or in “corridor conversations”. Thus thoughtful comments from students are truly valued
as part of the collaborative process of course development. The “Information Booklet for Medical
Students” sets out various mechanisms for student input and suggests ways to give constructive feedback
most likely to help with improving the course.
For Year 1, the key mechanisms for feedback are via class representatives on the Years 1 and 2
Committee and on the Education Committee; and via the process of evaluation conducted by each PBL
group at the end of each week’s case. Year representatives provide a mechanism for input on broader
issues of course design and organisation including assessment. The weekly evaluation conducted at the
end of the PBL case provides a way of giving considered feedback on more specific aspects of each
week’s activities (case design and objectives, lectures, practicals and so on). There is also a facility to
provide feedback on any aspect of the course on the Feedback and Evaluation Discussion Board on the
Learning @ Griffith MBBS site. In addition to this, students will be asked to complete a Student Evaluation
of the Course during the year. Evaluations of sections of the curriculum may also occur through the year.
We encourage all students to make effective use of these feedback mechanisms.
Election of student representatives to the Year 1 and 2 Committee and the Education Committee will be
arranged by the Griffith University Medical Student Society. Two first year representatives are elected to
the Years 1 and 2 Committee. One student representative from each year of the course will be elected to
the Education Committee in 2008. These Committees meet approximately once monthly. To assist with
administrative communication with PBL groups, members of PBL groups will be asked to communicate
with tutors about times for tutorials, compile group feedback at the end of each case and enter this
information on-line; and distribute and collect Tutor Evaluation forms to and from group members at the
end of each block in the Course. These responsibilities can be shared amongst members of the group.
GENERAL ADMINISTRATIVE INFORMATION INCLUDING NOTICE BOARDS
A variety of topics relating to Program Administration, student lockers and keys, use of facilities and
security, is covered under “General Information” in the “Information Booklet for Medical Students”.
There are mechanisms by which the School communicates with students collectively or individually.
Some individual communications of a formal nature (eg. about enrolment) will be sent to your nominated
home address SO IT IS YOUR RESPONSIBILITY TO KEEP THE UNIVERSITY INFORMED OF YOUR
CURRENT CONTACT ADDRESS. Other information or documents will be sent to individuals via email
(your Griffith email address). The address for Learning@Griffith is https://learning.griffith.edu.au/ and the
website for the Medicine program will be accessible to enrolled students via a link in the “Courses in which
you are enrolled” section on the Learning@Griffith tab of the main portal page. Students are encouraged
to visit this site regularly, particularly to check for administrative notices and documents. The web site
includes an Announcements section (electronic noticeboard) for notices from the School of Medicine
lecturers and administration staff.
All students should develop a routine for checking their personal Griffith university email and the
notice board (announcements) regularly. The primary mechanism for communication with
students, particularly on individual matters, is email so it is important that you check your
university email every day or so.
Griffith University Medicine 1 Course Booklet Page 29 of 30
APPENDIX 1
School of Medicine – Formative Assessment of PBL
TUTORIAL PARTICIPATION
Student Name:
A. KNOWLEDGE BUILDING AND REASONING
1.
2.
Generates hypotheses with rationales appropriate to
problem
Evaluates and ranks hypotheses in light of available
evidence
3.
Suggests relevant investigation strategies
4.
Demonstrates ability to locate information relevant to
learning issues
Demonstrates ability to interpret and apply
information to specifics of cases
Demonstrates ability to organise and present
information, including use of whiteboard diagrams,
flowcharts, etc.
5.
6.
7.
For the case, level at which information is presented
is
B. GROUP LEARNING PROCESS
8.
Participates in group discussion
9.
Contributes relevant information to group discussion
10. Participates in multiple roles in the group (seeking
clarification of facts or reasoning, checking
relevance, summarising, expanding, checking
understanding, encouraging participation from all
members of group, time-keeping, etc.)
11. Helps identify topics as possible learning issues and
helps to refine learning issues into appropriate form
C. PROFESSIONAL BEHAVIOUR
12. Attends tutorials
13. Arrives by the agreed starting time
14. Demonstrates a positive attitude to working
cooperatively with the group
15. Prepares thoroughly and thoughtfully for agreed
tasks (eg reporting back)
16. Is aware of, and responsive to, needs of other
individuals in the group
17. Demonstrates skill in identifying and addressing
issues affecting group performance*
18. Modifies behaviour in response to constructive
feedback*
Often
Sometimes
Rarely/
Never
Area needs
Attention
























Superficial
Relevant
Excessive



Often
Sometimes
Rarely/
Never
Area needs
Attention
















Often
Sometimes
Rarely/
Never
Area needs
Attention
















Yes
No
Can’t
Assess
Area needs
Attention












*May have no opportunity to demonstrate these attributes.
Name of Tutor: __________________________Signature: __________________________________
Block: _______________________ Date:
Griffith University Medicine 1 Course Booklet Page 30 of 30