Bachelor of Medicine and Bachelor of Surgery

The medical course has a dual Undergraduate Entry Program and a Graduate Entry Program.

The Graduate Entry Program (MBBS) takes four and a half years. Graduates enter the course in Semester 2 of first year, and complete a two-week introductory program immediately prior to the commencement of the course. However, graduates without a biomedical science background will be encouraged to undertake an additional introductory semester. Graduate entry students are exempt from the BMedSc program over Semesters 6-7, but may undertake it if they wish to graduate with the BMedSc degree in addition to the MBBS.

The structure and philosophy of the course is based on the following themes which aim to give students a balance of medical knowledge, a view of the social aspects of medicine, and the skills and attitudes necessary for the practice of medicine well into the 21st century:

• the scientific basis of medicine;

• population health;

• clinical skills;

• professional attitudes and development.

The course features a number of teaching methods including problem-based learning; an emphasis on self-directed learning strategies; computer-assisted learning packages to enhance learning; the early introduction of clinical skills teaching and early exposure of students to health practice settings and to patients; and appropriate time for independent study. A large component of the teaching and learning in Semesters 8-12 occurs through direct patient contact and clerking and small group bedside teaching.

Body systems subjects in Semesters 1-5 integrate teaching of the basic sciences relevant to medicine such as anatomy, physiology, biochemistry, molecular biology, physics, pharmacology, pathology and microbiology. A clinical case presented as a 'problem of the week' enables students to assimilate basic medical science knowledge in the context of patient care.

Health practice subjects in Semesters 1-5 cover the areas of the human mind and behaviour, health and society and introduction to clinical medicine. Students visit teaching hospitals and other community health settings to explore aspects of illness and health care arising from the clinical 'problem of the week'.

In Semesters 6-7 students explore in depth an area related to medicine from a wide range of topics in advanced medical science subjects. Students are introduced to the formal processes of research and develop skills in literature appraisal, data collection, analysis and presentation. This year may be spent doing research on campus, or subject to approval, at rural, interstate or overseas locations.

Clinical rotations in Semesters 8-12 prepare students to enter supervised clinical practice as an intern, while based at one of the general clinical schools associated with the University of Melbourne: Austin and Northern Health, the Royal Melbourne Hospital/Western Hospital, the St. Vincent's Hospital/Geelong Hospital, and the Rural Clinical School (Shepparton). Learning and teaching also takes place in institutions associated with the general clinical schools or in more specialised clinical centres such as the Royal Women's Hospital, the Mercy Hospital for Women, the Royal Children's Hospital, and psychiatric hospitals.

Course structure:

Semester 2: 510-112 Nutrition Digestion and Metabolism and 510-113 Health Practice 2

Semester 3: 510-210 Cardio-respiratory and Locomotor Systems and 510-211 Health Practice 3

Semester 4: 510-212 Control Systems, Growth and Development and 510-213 Health Practice 4

Semester 5: 510-310 Defence Mechanisms and Their Failure and 510-311 Health Practice 5

Semesters 8 and 9: 510-511 Integrated Clinical Studies

Semesters 10 and 11: 510-620 Women's and Children's Health and 510-621 Specialty Health Rotations

Semester 12: 510-613 Integrated Clinical Practice

• produce knowledgeable, caring and competent graduates, well prepared to practise under supervision as interns and subsequently to commence postgraduate vocational training in any area of medicine; and

• impart knowledge, attitudes and skills that will encourage and enable graduates to practise ethical and scientifically-based health care with a high level of skill and social responsibility and continue to develop their knowledge and skills throughout their career.

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability