Note: This is an archived Handbook entry from 2011.
|Year and Campus:||2011 - Parkville|
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
|Duration & Credit Points:||400 credit points taken over 48 months full time.|
Professor Geoffrey McColl
ContactMedicine, Dentistry and Health Sciences Student Centre
Level 1, Brownless Biomedical Library
The University of Melbourne
Victoria 3010 Australia
Phone: +61 3 8344 5890
Fax: +61 3 9347 7084
|Course Overview:||The Doctor of Medicine (MD) is a four-year Masters level entry to practice program, delivered in four phases. Building on prerequisite knowledge, Phase 1 (Year 1) combines bioscience, clinical, population health and behavioural science learning in a case-based context to develop the foundations of biomedical knowledge and skills required for subsequent phases. The Phase 2 (Years 2 & 3) program builds key clinical skills and knowledge on Phase 1 learning in a full time context, focusing on a broad range of patient encounters in a wide variety of settings. In Phase 3 (Year 4, Semester 1), students will select and complete a research project and report in an area of their interest, further developing research and presentation skills in one of a number of potential settings, including interstate or overseas (subject to approval). Phase 4 (Year 4, Semester 2) is a capstone semester, in which students consolidate their learning in preparation for their imminent entry into the healthcare workforce. A yearly student conference provides opportunities for broader disciplinary and inter-disciplinary learning and a compulsory rural rotation for all Commonwealth Supported students provides a minimum 4-week opportunity to experience clinical training in a rural setting.|
|Objectives:||The Doctor of Medicine will draw on the University of Melbourne’s reputation for excellence in teaching and research to inspire and enable students to become outstanding doctors ready to excel as world-class leaders in their chosen field. |
Desired graduate attributes have been carefully defined, developed and mapped to every component of the course. The 67 attributes, listed in full below, have been collated into six domains:
4. Medical Profession
5. Systems of Health Care
|Course Structure & Available Subjects:||
In order to qualify for the Doctor of Medicine (MD), students must successfully complete all subjects as outlined below (400 credit points)
|Subject Options:|| |
Year One Subjects:
All subjects are compulsory for all students.
Study Period Commencement:
Not offered in 2011
|Entry Requirements:||For information regarding selection criteria for the Doctor of Medicine, please refer to the Melbourne Medical School website: http://www.medicine.unimelb.edu.au/future/md/selection.html |
|Core Participation Requirements:||For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Description, Subject Objectives, Generic Skills and Assessment Requirements of this entry. |
The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the Disability Liaison Unit website:
The Melbourne Medical School policy outlining requirements in relation to student disability for entry to and progression within the MD are outlined below.
Melbourne Medical School Policy in Relation to Students with Disabilities
The curriculum of the Melbourne MD has been developed using 67 graduate attribute statements in six domains (self, knowledge, patient, medical profession, systems of health care and society). Students entering the Melbourne MD must therefore have the aptitude to achieve these attributes during the course in readiness for progression to the prevocational year (internship).
Compassion, integrity, concern for others, interpersonal skills, interest, insight into the effects of their own behaviour, and motivation are all personal qualities that will be assessed during the admissions and education processes.
The Melbourne Medical School welcomes applications from students with disabilities. It is University and Faculty policy to take all reasonable steps to minimise the impact of disability upon academic study. Appropriate adjustments will be made to enhance the participation of students with a disability in the medical course. A prospective student with a disability is advised to discuss with the staff in the student centre issues related to his or her ability to successfully meet all the course requirements.
All students of the MD must possess the intellectual, ethical, physical and emotional capabilities required to participate in the full curriculum and to achieve the levels of competence at graduation required by the faculty and the Australian Medical Registration Board.
A student with a disability may be asked to provide independent medical or other clinical assessments of the disability and its possible impact on the ability of the student to successfully complete the course, before being accepted into the course. This statement would be treated in confidence with only those on the admissions committee and the Disability Liaison Unit having access to the document.
Deliberate misinformation about the student’s ability to successfully complete the course will be regarded as unprofessional practice and treated as such.
While the Melbourne Medical School will make reasonable adjustments to minimise the impact of a disability, all students must be able to participate in the program in an independent manner. It is not reasonable for students to use an intermediary as an adjustment to compensate for a disability impacting on any of the five categories. In the clinical environment there is a primary duty of care to the patients and the needs of students cannot compromise this. It is expected that all students will be able to participate fully in all classroom based learning activities and to successfully fulfil the self-study requirements of the course. The presence of a disability will not automatically entitle the student to preferential treatment in clinical place allocation.
A candidate for the Melbourne MD must have abilities and skills in the following five categories:
• conceptual, integrative, and quantitative;
• behavioural and social.
The student must be able to observe mandatory demonstrations and experiments in the designated subjects.
The student must be able to observe a patient accurately at a distance and close at hand. Observation necessitates the functional use of the senses of vision, hearing and somatic sensation. It is enhanced by the functional use of the sense of smell.
The student must be able to hear and comprehend instructions in laboratories and practical sessions and be able to clearly and independently communicate knowledge and application of the principles and practices of the subject during assessment tasks.
A student must be able to hear, to speak, and to observe patients in order to elicit information, describe changes in mood, activity, and posture and perceive nonverbal communications A student must be able to communicate effectively and sensitively with patients in both oral and written modalities. The student must also be able to communicate effectively and efficiently in both oral and written modes with all members of the health care team, including using telephones and computers.
A student must be able to undertake the motor requirements for any mandatory practical sessions. Such actions require coordination of both gross and fine muscular movements, equilibrium, and functional use of the senses of touch and vision.
Students should have sufficient motor function to elicit information from patients by physical examination; for example palpation, auscultation, percussion, and other diagnostic manoeuvres. The student should be able to execute motor movements reasonably required to provide general care and emergency treatment to patients. Such actions require coordination of both gross and fine muscular movements, equilibrium, and functional use of the senses of touch and vision.
IV. Intellectual-Conceptual, Integrative and Quantitative Abilities:
The student is expected to have the ability to develop problem-solving skills and demonstrate this ability in practical sessions. These abilities include measurement, calculation, reasoning, analysis, and synthesis. Problem solving requires all of these intellectual abilities.
The student is expected to have the ability to develop problem-solving skills and demonstrate the ability to establish care plans and priorities. These abilities include measurement, calculation, reasoning, analysis, and synthesis. Problem solving requires all of these intellectual abilities.
V. Behavioural and Social Attributes:
A student must possess the emotional health required for full utilization of his/her intellectual abilities, the exercise of good judgement, the prompt completion of all required tasks.
A student must possess the emotional health required for full utilization of his/her intellectual abilities, the exercise of good judgement, the prompt completion of all responsibilities attendant to the diagnosis and care of patients, and the development of mature, sensitive, and effective relationships with patients and colleagues.
It is a requirement of the course that students will be expected to physically examine their peers (of both genders) in classroom settings and patients (of both genders) in clinics and hospital wards.
|Professional Accreditation:|| |
Graduates of the Doctor of Medicine (MD) are eligible for registration with the Medical Board of Australia.
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