MEMBERS OF THE CURRICULUM COMMITTEE · Tutors facilitate discussion in tutorial groups and laboratory sessions. Students are exposed to the breadth of the preclinical science disciplines

File Ref: F68752

1

1st August 2019

MEMBERS OF THE CURRICULUM COMMITTEE

Pro Vice-Chancellor (Education) as Chair (Professor Peter J. Dean) Dean of Postgraduate Coursework Studies (Professor Graham Brown) (Deputy Chair) Nominee of the Chair of Academic Board (Professor Robyn Carroll) Nominee of the Dean of Graduate Research School (Dr Sato Juniper) Academic Secretary (Dr Kabilan Krishnasamy) Nominee of the Director, Future Students (Recruitment) (Ms Katie Bergs) Nominee of the Associate Director, Admissions (Mr Rick Ackerman) Associate Director, Student Services (Mr Tim Martin) Academic Coordinator, Bachelor of Philosophy (Hons) (Dr Kathy Sanders) Nominee of the President of the UWA Student Guild (Mr Lincoln Aspinall) Nominee of the President of the Postgraduate Students’ Association (Mr Alexander Sparrow) Associate Dean (Learning and Teaching) of each faculty or nominee and the nominee of the Pro Vice-Chancellor (Indigenous Education):

Faculty of Arts, Business, Law and Education (Professor Philip Hancock) Faculty of Engineering and Mathematical Sciences (Associate Professor Dianne Hesterman) Faculty of Health and Medical Sciences (Dr Daniela Ulgiati) Faculty of Science (Associate Professor Peter Hammond) School of Indigenous Studies (Mr Mel Thomas)

CURRICULUM COMMITTEE CIRCULAR AGENDA

The following item is circulated for decision in Part 2, with recommendations from the Chair.

If you do not agree with the recommendations from the Chair, or would prefer that the item be referred to the next meeting for discussion, please contact the Executive Officer (via [email protected]) no later than 10am on Friday 2nd August 2019.

If there are no objections by that date, the items will be processed in the normal way and the recommendations recorded as resolutions of the Curriculum Committee in the next set of minutes.

Relevant background information has been provided for each item on the agenda, but if members require further details they are welcome to contact the Executive Officer (via [email protected]).

Ms Kath Williams Executive Officer, Office of the Pro Vice-Chancellor (Education)

http://www.uwa.edu.au/people/helene.jaccomard

mailto:[email protected]

mailto:[email protected]

File Ref: F68752

2

PART 2 – ITEMS FOR DECISION TO BE DEALT WITH EN BLOC

1. NEW UNDERGRADUATE CURRICULUM PROPOSAL FROM 2020

Members are asked to consider the Academic Proposal for the offering of a new major. Members are encouraged to consider the proposal in light of the curriculum development criteria and the University Policy on Courses – Undergraduate.

Faculty of Health and Medical Sciences

Item TRIM Curriculum item Att

F19/920

MJD-IMSCP Integrated Medical Sciences and Clinical Practice IMED3111 Integrated Medical Systems 1 IMED3112 Integrated Medical Systems 2

A1

Members will note that the proposed major MJD-IMSCP Integrated Medical Sciences and Clinical Practice was originally considered by the Curriculum Committtee in June 2019. In turn the proposed major was referred to the Academic Council for consideration, whereby it was asserted that there were a number of outstanding issues, relating to the design of the proposed undergraduate major, still to be addressed and to be considered by the Faculty Board. Therefore, it was suggested and agreed by the Academic Council that the item be deferred for consideration at a future meeting. The Faculty has revisited the proposal and resubmitted this for further consideration by the Committee. Attached for members reference are the following:

• Minute extract from the June meeting of the Curriculum Committee (Attachment B2). • Minute extract from the Faculty of Health and Medical Sciences’ Facutly Board meeting held on 31 July

2019 (Attachment C): o Curriculum Mapping document (Attachment D) o Powerpoint presentation (Attachment E)

The Chair recommends that the Curriculum Committee recommend to the Academic Council that the proposed major MJD-IMSCP Integrated Medical Sciences and Clinical Practice and associated new units proposals (IMED3111 & IMED3112), be approved for offering from 2020.

http://www.worldclasseducation.uwa.edu.au/__data/assets/pdf_file/0010/3399832/Academic-course-development-criteria-UG-and-Honours.pdf

http://www.governance.uwa.edu.au/procedures/policies/policies-and-procedures?method=document&id=UP17%2F3


1

Proposed major (academic proposal) as at 01-08-2019

MJD-IMSCP Integrated Medical Sciences and ClinicalPractice

TRIM: F19/920ID: 4827

This major is not yet approved.

Major information

Code MJD-IMSCP

Title Integrated Medical Sciences and Clinical Practice

Undergraduatedegree

BBiomedSc

Area of Knowledge(for broadening)

Life and Health Sciences

Faculty Health and Medical Sciences

ResponsibleOrganisationalEntity

Faculty Office - Health and Medical Sciences

Coordinator Associate Professor Liz Quail and Dr Helen Wilcox

Proposed 31/05/2019

First year of offer 2020

Structure 2+4+8

Why non-standardstructure

Non-standard structure is required to meet accreditation standards for professional courses including articulation into theDoctor of Medicine course, and for integration with other medical science undergraduate offerings.

Major type

Type of major Double

Why double major? This new major is designed to cater for direct pathway students into health professional courses. It address articulation andaccreditation requirements. The Introductory Medicine Specialisation is designed specifically for students entering theDoctor of Medicine course. This requires content equivalent to a double major.

It is anticipated other specialisations will be added in the future.

Degree-specificmajor?

True

Second major? False

Corequisites assecond major

nil

Major has end-onhonours?

False

Details

About this major The double major will encompass a wide range of disciplines within the health and medical sciences. It will provide studentsthe background knowledge across all the biomedical scientific disciplines including, anatomy, physiology, biochemistry,genetics, immunology, haematology, microbiology, pathology, pharmacology and public health. These disciplines will beintegrated within level 3 units, where science, clinical and professional content will be presented longitudinally and builtaround the core clinical conditions and presentations.

Communication and research skills for the health professional will be presented throughout the major. The major will includestudies on aspects of Australian society and culture, including Aboriginal health and migrant and refugee health.

The Medicine Specialisation is taught across two 18 week semesters in level 3.

This major is only available to students on direct pathways to the Doctor of Medicine and those offered specific entry at timeof admission.

A1

2

Outcomes # Outcome

1 discuss basic body plan, organisation, histology, physiology, cell communication and cell biology

2 understand basic chemistry, biochemistry, genetics and human heredity

3 integrate knowledge on metabolic function and nutrition, cell cycle and signaling and disregulation causing cancer

4 promote and participate in discussions on aspects of public and population health, epidemiology, Aboriginal, migrant and refugee health,healthcare systems and resource allocation in Australia

5 understand basic body defences, including immune system structure and function, microbials and infection

6 integrate knowledge on blood and blood pathologies, drug delivery and metabolism and associated pharmacological aspects

7 discuss and appreciate the importance of appropriate communication in the health profession.

8 gain an understanding of religious, social and cultural differences within Australia.

9 Develop basic research skills, including medical research design, evidence and association and statistical analyses.

10 demonstrate knowledge of human embryology and development, the human genome and aetiology of disorders associated with geneticabnormalities

11 demonstrate sound knowledge of sciences in the chosen specialised disciplinary area

12 apply sciences knowledge in clinical settings within the chosen specialised disciplinary area

Experiential Learning

Type of experientiallearning

Work-integrated Learning (work-oriented for developing competencies for professional/industry practice placement);

Experientiallearning requiredfor accreditation?

No

Units in the major’sunit sequence thatinclude experientiallearning activities

Level 3 units

Overview of theexperientiallearning activitiesincluded in themajor

Clinical placements

Outcomes ofexperientiallearning

link to outcomes 9 and 10

Rules

Prerequisites (1A) Mathematics Applications ATAR or equivalent or higher; or(1B) MATH1720 as a bridging unit.

(2A) Chemistry ATAR or equivalent; or(2B) CHEM1003 as a bridging unit.

(3) Prior to commencing level 3, students must comply with the requirements of the:(A) Faculty's Infection Control Guidelines; and(B) requirements of the Apply First Aid Course Guidelines.

Corequisites Nil

Incompatibilities Nil

Requirements forUndergraduateDiploma (graduate-only entry)

NA

Justifications forUndergraduateDiploma (graduate-only entry)

NA

Unit sequence

Sequence notes:Students without WACE or ATAR Chemistry are required to complete CHEM1003 in first year.

A2

3

Level 1

Take all units (12 points):

IMED1001 Form and Function 6 points Active

IMED1002 The Facts of Life 6 points Active

Take all complementary units (12 points):

IMED1003 Cell Survival and Communication 6 points Active

IMED1004 Health and Society 6 points Active

Level 2


IMED2001 Body Defences 6 points Active

IMED2002 Blood and Drugs 6 points Active

IMED2003 Medical Sciences Research Methodologies 6 points Active

IMED2004 Human Development and Genetics 6 points Active

Level 3

Medicine specialisation


IMED3111 Integrated Medical Systems 1 24 points Proposed

IMED3112 Integrated Medical Systems 2 24 points Proposed

Mapping of outcomes

Outcomes mappingdocument URL

https://uniwa.sharepoint.com/sites/curriculummapping/SitePages/Home.aspx

Rules met withinmajor?

True

Justification forcomplementaryunits

Complementary units are required to enhance level 2 core units.

Educational Principles

EducationalPrinciple 1: developdisciplinary andinterdisciplinaryknowledge andskills through studyand research-basedenquiry

Level 1: Beginning Level 2: Developing Level 3: Advanced

In Level 1 units, students are introduced to the breadthof preclinical disciplines and are encouraged to thinkanalytically through an introduction to these disciplines.Tutors facilitate discussion in tutorial groups andlaboratory sessions.

Students are exposed to the breadth ofthe preclinical science disciplines and arerequired to prepare reports showing theircritical thinking skills.

Students are presented with case-basedclinical scenarios and are required to discussthe principles of clinical reasoning anddecision-making.

EducationalPrinciple 2: developthe skills requiredto learn from avariety of sourcesand experiences


Students are required to collect and describedata relevant to preclinical disciplines and todraw appropriate inferences. Requirements toundertake quizzes and prepare laboratoryreports aim to develop an interest in broaderlearning.

Students learn how to use statistical analyses andintroductory level statistics to test hypothesesrelevant to a given research scenario. Students areassessed on their ability to critically appraiserelevant literature and their written summaries ofmedical research.

Student are capable in explaining thestrengths, weakness and application ofcommon research designs and somebiostatistical concepts, and demonstratebasic competency in statistical analysis usingselected software.

EducationalPrinciple 3: developpersonal, social andethical awareness inan internationalcontext


Students are introduced to ethics inresearch and health care provision andare required to discuss these.

Societal, religious, cultural and socio-economic are coveredin relation to health in Australian society. Students arerequired to participate in group discussions on these issues.

Students are exposed to major debates andcontroversies in health sciences and healthcare provision in Australia.

A3

http://www.caidi.uwa.edu.au/summary.php?type=Unit&id=5965










https://uniwa.sharepoint.com/sites/curriculummapping/SitePages/Home.aspx

4

EducationalPrinciple 4:communicateclearly, effectivelyand appropriately ina range of contexts


Requirement to participate in laboratories and writereports ensures students are taught how tocommunicate clearly and effectively and to interactwith others.

Students are assessed on their writtenand oral expression and communicationskills.

Students continue to develop their communicationskills, as well as developing skills that enable themto report finding to health professionals.

Embedding communication skills

How arecommunicationskills requirementssatisfied?

Unit

Communicationskills unit

IMED1004 (Understanding Health and Disease in People and Populations) is a Level 1 unit designed to present core conceptsin communication skills utilised by health professionals. These include, effective communication, questioning and bodylanguage, understanding cultural and social components of patient perspective and illness experience. This unit needs to beapproved as part of this new major.

Communication skills are also delivered in level 3 units.

Embedding research skills

EmbeddingResearch SkillsElement A (theevolution of thediscipline includingits history,philosophy &theorizing)


Curriculumcontent

The curriculum will cover theevolution of important theoriesand concepts across the broadrange of pre-clinical disciplines.

Each pre-clincial discipline area is covered inseveral discrete units so that theories will becovered in more depth.

Analysis of historically important findingsthrough the literature will allow in-depth analysisof research skills. This will be assessed byliterature review from a relevant pre-clinicaldiscipline.

Pedagogy Students will review scientificstudies relevant to eachdiscipline.

Students will continue to be exposed toscientific study of the pre-clinical disciplines.They will also be exposed to variety ofresearch literature and relevant databases.

Students will obtain laboratory training in themethodologies used in the pre-clinical sciences.

Assessment Final exam Conceptual questions in exams and tests anquizzes. Laboratory assessment.

Conceptual questions in exams and tests anquizzes. Laboratory assessment.

EmbeddingResearch SkillsElement B (themethods of enquirythat the disciplineuses, includingmethods of researchethics)


Curriculumcontent

Students will begin to think like amedical scientist. They willparticipate in laboratoryexperiments, considerexperimental design.

Introduction to statistical analyses,epidemiology and medical researchdesign.

Students will begin to develop research questions andhypotheses. They will also understand how data iscollected and analysed. Introduction to computer basedtechnologies to assist with this analysis.

Pedagogy Students will be continuouslyexposed to scientific studies andliterature and have laboratorytraining.

Students will be continuouslyexposed to scientific studies andliterature and have laboratorytraining.

Students will be continuously exposed to scientificstudies and literature and have laboratory training.They will start to develop research questions.

Assessment Lab-reports and quizzes Various statistical measures andresearch designs will be tested inthe final exams.

Data will be analysed in laboratory setting,Interpretation of data and communication of results willoccur both orally and in the form of laboratory reports.

EmbeddingResearch SkillsElement C (thepractice of enquiry -based thinkingrelevant to thediscipline)


Curriculumcontent

Students will be exposed to researchmethodologies at a basic laboratorylevel.

Understanding the critical evaluation ofresearch and the limitations of laboratorybased tools and diagnostics.

Writing up of results from experiments

Pedagogy Students will begin to gainknowledge in a range of practicallaboratory skills.

Level 2 will build on Level 1 with practicallaboratory skills

Develop skills in data analysis and criticalthinking.

Assessment Lab reports and final exam Written scientific reports in lab reports andfinal exam. Critically evaluate literature inlab-based reports.

Literature review, interpret dataaccurately, both written and orally. Writtensummaries of scientific research in labreports and final exam. This is at a higherlevel that Level 2.

EmbeddingResearch SkillsElement D (thediscourseconventions of thediscipline)


Curriculumcontent

Introduction to the broad nature of pre-clinical scientific measurement anddiagnostics

Analytical and critical thinking ofscientific data. Participating inexperiments

Understanding scientific methodologyand literature.

Pedagogy Analysis of reference material and scientificliterature

Students will develop skills in a rangeof data analysis techniques andpractical skills

Development of writing skills relevant topre-clinical disciplines.

Assessment Understand core topics in the pre-clinicaldisciplines, tested in exams and quizzesAble to use the language of scienceappropriately - quizzes, reports, exams

Lab reports, final exam, quizzes Use of analytical and diagnostic tools andwriting up of results - lab reports.

A4

5

Additional Information

Additionalinformation(detailed proposal)

This proposal is part of widely consulted response to internal and external review of the Doctor of Medicine (90850) course.

History and committee endorsements/approvals

Event Date Outcome

Curriculum Committee 12-06-2019 Endorsed: R34/19

Faculty 31-07-2019 Endorsed: HMS FB R16/19 23/5/19 FL&TC R46/19, R47/19. R48/1925/7/19 HMS FB R32/19 31/7/19Approval reference: Heather Morton 6457 2284

Academic Council Not yet approved

Displaying data as it is on 01/08/2019. Report generated 01/08/19 12:08.

A5

1

Proposed unit as at 01-08-2019

IMED3111 Integrated Medical Systems 1TRIM: F19/1568

ID: 7388

This unit is not yet approved.

Unit information

Code IMED3111

Title Integrated Medical Systems 1

Level 3

Unit type Undergraduate unit in major(s)

Undergraduatedegree

BBiomedSc



Medical School

Coordinator

Proposed 31/05/2019


Credit points 24 points

Why not 6 creditpoints

Integration of content across numerous disciplines occurs in this semester. To maximise the educational benefits ofhorizontal and vertical integration of clinical, science and professional learning, and to facilitate integrative assessment, thisunit comprises all teaching and assessment within Semester 1 of the Doctor of Medicine course and Major in IntegratedMedical Sciences and Clinical Practice.

Contact hours Approximately 24 hours per week, including, lectures 6-8 hrs, seminars 4 hrs, clinical skills workshops 2 hrs, Team BasedLearning workshops 2 hrs, Pathology elearning and bottles tutorials 2 hrs, labs 2 hrs, online learning 4 hrs.

Broadeningcategory

Not broadening

Why undergraduateunit not BroadeningCategory B

This unit is only offered to the direct pathway students into Doctor of Medicine course.

Academic information

Content In this unit, science, clinical and professional content will be presented longitudinally, built around the core clinicalconditions and presentations.

Students cover the foundational concepts of the biomedical sciences of anatomy, physiology, biochemistry, genetics,immunology, haematology, microbiology, anatomical pathology and pharmacology. Case-based learning built around thecore conditions and presentations will illustrate clinically relevant aspects of bioscience and introduce principles of clinicalreasoning. Communication skills and the clinical skills of medical history-taking and physical examination are introduced in astructured manner, allowing development of professional behaviours and understanding of the patient perspective and ofpatient-centred care. The concepts of epidemiology, medical research and evidence-based practice are introduced alongwith the opportunity to discuss the main issues in social determinants of health, global health, mental health, healthcaresystems and health economics. Students have opportunities to develop their information literacy skills as applied tomedicine. Introduction to professional aspects of medical practice includes professional behaviours, medical law and ethics,leadership and teamwork, collaborative practice, educational theory and practice, diversity within medicine, and Aboriginalhealth.

Students must abide by the Professional Behaviour Procedure set in out in the Workplace-based placements.

The content and pedagogy of this unit is designed to meet and deliver toward AMC standards and to meet the conversionrequirement.

A6

2

Outcomes Students are able to (1) display professional behaviour in the educational and clinical settings and outline some challengesto professionalism; outline the principles of reflective practice, recognise personal abilities and difficulties and accesssupport services when necessary; and comply with medicolegal responsibilities and outline some bioethical issues in thedoctor-patient relationship; (2) outline the factors affecting team and group roles, structure, function and goals; and workeffectively in a learning group; outline the benefits of interprofessional practice; and outline the organisation of the healthcare system and its delivery in Australia including the roles of doctors and medical students; (3) explain the impact ofhistorical, geographical and socio-cultural factors on the health and health care of Aboriginal people and communities, andthe elements of cultural security for Aboriginal people; (4) outline the basic principles of health advocacy and theirapplication to special and specific needs of individuals, groups, communities and populations; outline the factorscontributing to the health and health disparities of individuals, groups and communities including diverse and vulnerablegroups, and underserved populations; and outline principles, strategies and controversies in health maintenance, promotion,screening and disease prevention; (5) explain generic principles of clinically relevant normal and abnormal human structure,function, behaviour, development, responses and compensatory mechanisms to illness and injury, and outline theclassification, epidemiology, aetiology, anatomy, pathophysiology, common clinical and pathological manifestations, naturalhistory, diagnostic principles and therapeutic principles for some specified organ systems and medical conditions; (6)explain the elements of the medical consultation and physical examination and demonstrate an organised approach totaking a medical history and performing physical examination, explain the principles of clinical reasoning; explain genericprinciples of patient management including pharmacological and non-pharmacological therapies, and explain the use oftherapies for specified organ system medical conditions; (7) demonstrate adherence to infection control and safe patienthandling; outline the issues related to the patient's perspectives of health, illness and healthcare experiences; demonstrateappropriate bioscientific vocabulary and display professional, concise and accurate oral, written and electronic biomedicalcommunication skills; and define the elements of quality care (safety, efficacy, efficiency, timeliness, patient-centeredness,equity) and medical error; (8) outline principles of learning, identify personal learning needs, implement a personal learningplan and effectively use appropriate educational resources; outline effective approaches to developing mentoringrelationships from the mentee perspective; outline principles of patient health literacy and sources of health informationavailable to patients; explain adult learning educational principles; and outline the principles of educational assessment andevaluation and effectively respond to constructive feedback; and (9) outline the principles of the scientific method, researchstudy designs, and biostatistics; outline the principles of evidence-based practice and evidence-based processes, tools andsystems; and evaluate and select reliable, efficient and authoritative sources of medical information to support learning.

How outcomes willbe assessed

# Outcome How outcome will be assessed

1 display professional behaviour in the educational and clinical settings and outline some challenges toprofessionalism; outline the principles of reflective practice, recognise personal abilities and difficulties andaccess support services when necessary; and comply with medicolegal responsibilities and outline somebioethical issues in the doctor-patient relationship

professional behaviour andattendance assessment; clinicalskills assessment

2 outline the factors affecting team and group roles, structure, function and goals; and work effectively in alearning group; outline the benefits of interprofessional practice; and outline the organisation of the healthcare system and its delivery in Australia including the roles of doctors and medical students

professional behaviour andattendance assessment;assignments; in-semesterassessment; end of semesterassessment

3 explain the impact of historical, geographical and socio-cultural factors on the health and health care ofAboriginal people and communities, and the elements of cultural security for Aboriginal people

professional behaviour andattendance assessment; in-semester assessment; end ofsemester assessment

4 outline the basic principles of health advocacy and their application to special and specific needs ofindividuals, groups, communities and populations; outline the factors contributing to the health and healthdisparities of individuals, groups and communities including diverse and vulnerable groups, and underservedpopulations; and outline principles, strategies and controversies in health maintenance, promotion, screeningand disease prevention

in-semester assessments; clinicalskills assessment; end ofsemester assessment

5 explain generic principles of clinically relevant normal and abnormal human structure, function, behaviour,development, responses and compensatory mechanisms to illness and injury, and outline the classification,epidemiology, aetiology, anatomy, pathophysiology, common clinical and pathological manifestations, naturalhistory, diagnostic principles and therapeutic principles for some specified organ systems and medicalconditions


6 explain the elements of the medical consultation and physical examination and demonstrate an organisedapproach to taking a medical history and performing physical examination, explain the principles of clinicalreasoning; explain generic principles of patient management including pharmacological and non-pharmacological therapies, and explain the use of therapies for specified organ system medical conditions


7 demonstrate adherence to infection control and safe patient handling; outline the issues related to thepatient's perspectives of health, illness and healthcare experiences; demonstrate appropriate bioscientificvocabulary and display professional, concise and accurate oral, written and electronic biomedicalcommunication skills; and define the elements of quality care (safety, efficacy, efficiency, timeliness, patient-centeredness, equity) and medical error


8 outline principles of learning, identify personal learning needs, implement a personal learning plan andeffectively use appropriate educational resources; outline effective approaches to developing mentoringrelationships from the mentee perspective; outline principles of patient health literacy and sources of healthinformation available to patients; explain adult learning educational principles; and outline the principles ofeducational assessment and evaluation and effectively respond to constructive feedback

assignment; in-semesterassessment; end of semesterassessment

9 outline the principles of the scientific method, research study designs, and biostatistics; outline the principlesof evidence-based practice and evidence-based processes, tools and systems; and evaluate and selectreliable, efficient and authoritative sources of medical information to support learning

assignment; in-semesterassessment; end of semesterassessment

A7

3

Assessment items Indicative assessments in this unit are as follows: (1) end of semester assessment; (2) clinical skills assessment; (3)assignments; (4) in-semester assessments; and (5) professional behaviour and attendance assessment. Further informationis available in the unit outline.

# Assessment Indicative weighting Failed component

1 end of semester assessment 40% Failed component

2 clinical skills assessment 10%

3 assignments 10%

4 in-semester assessments 40%

5 professional behaviour and attendance assessment 0% Failed component

Why more thanthree assessmentitems

This is a 24 point unit.

Supplementaryassessmentstatement

Students with a mark between 45 and 49 overall in the unit may be offered a supplementary assessment;and/or;Students with a mark between 45 and 49 for the end of semester assessment may be offered a supplementary assessment;and/or;Students who fail the professionalism component will be offered a professionalism supplementary assessment.

Why exemption tosupplementaryassessment policy

Students must pass both end of semester assessment and professional behaviour and attendance assessment componentsin this unit in order to progress.

Teachingresponsibilities

Teaching organisation Notes %

00855 Medical School Teaching and Coordination 60%

00915 Human Sciences Teaching 20%

00885 Biomedical Sciences Teaching 10%

00750 Population and Global Health Teaching 5%

00820 Allied Health Teaching 5%

Unit rules

Prerequisites 1. 96 points including completion of all level 2 units in Major of Integrated Medical Sciences and Clinical Practice (MJD-IMSCP);orEnrolment in Doctor of Medicine 90851.

2. Students must comply with the requirements of the Faculty's Infection Control Guidelines.

3.Students must comply with the requirements of the Apply First Aid Course Guidelines.

Prerequisites detailsand unit codes (forCallista)

IMED1001 Form and Function; IMED1002 The Facts of Life; IMED1003 Cell Survival and Communication; IMED1003 CellSurvival and Communication ; IMED1004 Health and Society; IMED2001 Body Defences; IMED2002 Blood and Drugs;IMED2003 Medical Sciences Research Methodologies; IMED2004 Human Development and Genetics

Corequisites Nil.

Incompatibilities Nil.

Advisable priorstudy

Nil.

Quota

Quota number 240

How quota isallocated

210 domestic and 30 international; maximum 167 from the Major in Integrated Medical Sciences and Clinical Practice (MJD-IMSCP)

Reason for quota Restricted by Commonwealth quota and restriction in teaching spaces e.g. tutorial rooms and laboratory spaces.

Quota consultations The consultation occurred prior to the establishment of the Medical Sciences Major. Further consultation not required.

A8

4



Simulated workplace learning

Is experientiallearningcomponent?

Component

Is experientiallearningcompulsory?

Compulsory

Does theexperientiallearning activitycomprise aplacement?

No

Description ofexperientiallearning

interaction with simulated patients and patient volunteers through clinical skills teaching


By learning in the simulated environment through clinical skills workshops, students will be able to demonstrate anorganised approach to taking a medical history and performing physical examination.

Unit offered/shared in courses

Intended courses Integrated Medical Sciences and Clinical Practice Major (Medicine Specialisation);andDoctor of Medicine.

Course Course type Status in course Role

MJD-IMSCP Integrated Medical Sciences and Clinical Practice (Medicine) Major Proposed Core

91850 Doctor of Medicine Postgraduate coursework course Proposed Conversion

Availabilities

Teaching period Location Mode Details

Non-standard, 2021 Crawley Face to face Expected class size: 240Description: C1 Equivalent to Tuesday 27th January to Friday 5th June, 2021Satisfaction of academic standards: This is a 24 point unit, comprising all the teaching andlearning in first year Medicine.Start: 27-01-2021Attendance start: 27-01-2021Attendance end: 04-06-2021End: 18-06-2021Requested census:Group: C

Note: non-standard teaching period dates are finalised in the Student Information ManagementSystem - final dates may differ from those shown here, and can be viewed in or the 2021 Handbooklist (if launched yet)..

Additional information

Unit has indigenouscontent?

True

Additionalinformation fromproposer

Indigenous content is designed and delivered by CAMDH.

This proposal is part of widely consulted response to internal and external review of the Doctor of Medicine course.

MSLTC R5-2019 13/5/19HMS FB R16/19 23/5/19

A9

http://www.caidi.uwa.edu.au/summary.php?type=Major&id=4827

http://www.caidi.uwa.edu.au/summary.php?type=PG&id=1479

http://www.publishing.uwa.edu.au/teachingperiods/period.php?year=2021&unitcodes=IMED3111


5

Teaching collaborations with other organisation

Collaboration withother organisationindelivering/teachingthe unit

Organisation Summarise collaborations Percentage

School of Biomedical Science A number of academic staff in various disciplines are part of the pre-clinical working groupwhich designs outcomes, contents, delivery methods and assessments of this unit

20%

Faculty of science - School of HumanSciences

A number of academic staff in anatomy and physiology disciplines are part of the pre-clinicalworking group which designs outcomes, contents, delivery methods and assessments of thisunit

10%

School of Population and Global Health Staff in SPGH have been consulted. 5%

School of Allied Health Staff in SAH have been consulted 5%

Consultations checklist

Consultations - Other faculties or schools of the University, including relevant academic staff which may have an interest in thiscurriculum.


Event Date Outcome

School / ROE 13-05-2019 Endorsed: MSLTC R5-2019Approval reference: Michael Jenkin 6151 0833

Faculty 23-05-2019 Endorsed: HMS FB R16/19 23/5/19Approval reference: Heather Morton 6457 2284




A10

1

Proposed unit as at 01-08-2019

IMED3112 Integrated Medical Systems 2TRIM: F19/1561

ID: 7390

This unit is not yet approved.

Unit information

Code IMED3112

Title Integrated Medical Systems 2

Level 3

Unit type Undergraduate unit in major(s)

Undergraduatedegree

BBiomedSc



Medical School

Coordinator

Proposed 31/05/2019


Credit points 24 points

Why not 6 creditpoints

Integration of content across numerous disciplines occurs in this semester. To maximise the educational benefits ofhorizontal and vertical integration of clinical, science and professional learning, and to facilitate integrative assessment, thisunit comprises all teaching and assessment within Semester 2 of the Doctor of Medicine course and major in MedicalSciences and Clinical Practice.

Contact hours Approximately 24 hours per week, including, lectures 6-8 hrs, seminars 4 hrs, clinical skills workshops 2 hrs, Team BasedLearning workshops 2 hrs, Pathology elearning and bottles tutorials 2 hrs, labs 2 hrs, online learning 4 hrs.

Broadeningcategory

Not broadening

Why undergraduateunit not BroadeningCategory B

This unit is only offered to the direct pathway students into Doctor of Medicine course.

Academic information

Content In this unit, science, clinical and professional content will be presented longitudinally, built around the core clinicalconditions and presentations.

Students cover the foundational concepts of the biomedical sciences of anatomy, physiology, biochemistry, genetics,immunology, haematology, microbiology, anatomical pathology and pharmacology. Case-based learning built around thecore conditions and presentations will illustrate clinically relevant aspects of bioscience and introduce principles of clinicalreasoning. Communication skills and the clinical skills of medical history-taking and physical examination are introduced in astructured manner, allowing development of professional behaviours and understanding of the patient perspective and ofpatient-centred care. The concepts of epidemiology, medical research and evidence-based practice are introduced alongwith the opportunity to discuss the main issues in social determinants of health, global health, mental health, healthcaresystems and health economics. Students have opportunities to develop their information literacy skills as applied tomedicine. Introduction to professional aspects of medical practice includes professional behaviours, medical law and ethics,leadership and teamwork, collaborative practice, educational theory and practice, diversity within medicine, and Aboriginalhealth.

Students must abide by the Professional Behaviour Procedure set in out in the Workplace-based placements.

The content and pedagogy of this unit is designed to meet and deliver toward AMC standards and to meet the conversionrequirement.

A11

2

Outcomes Students are able to (1) display professional behaviour in the educational and clinical settings and outline some challengesto professionalism; demonstrate objective self- reflection and insight to recognise own personal values, well-being anddifficulties and access support services when necessary; comply with medicolegal responsibilities and outline someethicolegal issues in the doctor-patient relationship; (2) outline different leadership styles, team structures, group dynamicsand their effects on team function; and work effectively in a learning group; outline the clinical roles of health professionalsand some health teams; outline priorities of health care in developed and developing health systems and outline healthpolicy development, and demonstrate knowledge of cost-effective and sustainable health care.; (3) explain current healthand health care issues for Aboriginal people and communities, and explain some strategies to best meet the health andhealth care needs of Aboriginal people and communities; (4) outline instances of general and specific advocacy by medicalprofessionals; outline some causes and consequences of health inequalities in specific groups and across populations locallyand globally; and explain the principles of health maintenance, promotion, screening and disease prevention for specifiedorgan system medical conditions; (5) discuss clinically relevant normal and abnormal human structure, function, behaviour,and development for specified organ systems, and explain the classification, epidemiology, aetiology, anatomy,pathophysiology, common clinical and pathological manifestations, natural history, diagnostic principles and therapeuticprinciples for specified organ system medical conditions; (6) perform systematic problem-focussed history-taking andphysical examination, explain the diagnostic role of some investigations for specified organ systems, and discuss theprinciples of clinical reasoning and decision-making; (7) explain generic principles of patient management includingpharmacological and non-pharmacological therapies, and explain the use of therapies for specified organ system medicalconditions, and perform specified procedural skills; (8) explain the influence of behaviour, lifestyle, environment,psychological, cultural and spiritual factors on human behaviours, relationships, health, diseases and suffering and outlinethe benefits of shared decision-making with patients; display professional, concise and accurate oral, written and electronicbiomedical communication skills; and outline the importance of quality care systems and clinical audits in preventingmedical error and improving health outcomes; (9) explain principles of learning, identify personal learning needs, implementand evaluate a personal learning plan and effectively use appropriate educational resources; apply effective approaches tomentoring relationships from the mentee perspective and outline the importance of role‐modeling; explain principles ofpatient education and counseling; apply adult learning educational strategies and prepare effective teaching and learningmaterials; and seek and effectively respond to constructive feedback and provide constructive feedback to others; andrecommend changes contributing ot curriculum effectiveness; and (10) explain the strengths, weakness and application ofcommon research designs and some biostatistical concepts, and demonstrate basic competency in statistical analysis usingselected software; use an evidence-‐based approach to critically evaluate scientific literature of specified organ systemmedical conditions; and use reliable, efficient and authoritative sources of medical information to support learning.

How outcomes willbe assessed

# Outcome How outcome will beassessed

1 display professional behaviour in the educational and clinical settings and outline some challenges toprofessionalism; demonstrate objective self- reflection and insight to recognise own personal values, well-being and difficulties and access support services when necessary; comply with medicolegal responsibilitiesand outline some ethicolegal issues in the doctor-patient relationship

professional behaviour andattendance assessment; clinicalskills assessment

2 outline different leadership styles, team structures, group dynamics and their effects on team function; andwork effectively in a learning group; outline the clinical roles of health professionals and some health teams;outline priorities of health care in developed and developing health systems and outline health policydevelopment, and demonstrate knowledge of cost-effective and sustainable health care.

professional behaviour andattendance assessment;assignments; in-semesterassessment; end of semesterassessment

3 explain current health and health care issues for Aboriginal people and communities, and explain somestrategies to best meet the health and health care needs of Aboriginal people and communities

in-semester assessment; end ofsemester assessment

4 outline instances of general and specific advocacy by medical professionals; outline some causes andconsequences of health inequalities in specific groups and across populations locally and globally; and explainthe principles of health maintenance, promotion, screening and disease prevention for specified organ systemmedical conditions

assignments; in-semesterassessment; end of semesterassessment

5 discuss clinically relevant normal and abnormal human structure, function, behaviour, and development forspecified organ systems, and explain the classification, epidemiology, aetiology, anatomy, pathophysiology,common clinical and pathological manifestations, natural history, diagnostic principles and therapeuticprinciples for specified organ system medical conditions


6 perform systematic problem-focussed history-taking and physical examination, explain the diagnostic role ofsome investigations for specified organ systems, and discuss the principles of clinical reasoning and decision-making


7 explain generic principles of patient management including pharmacological and non-pharmacologicaltherapies, and explain the use of therapies for specified organ system medical conditions, and performspecified procedural skills


8 explain the influence of behaviour, lifestyle, environment, psychological, cultural and spiritual factors onhuman behaviours, relationships, health, diseases and suffering and outline the benefits of shared decision-making with patients; display professional, concise and accurate oral, written and electronic biomedicalcommunication skills; and outline the importance of quality care systems and clinical audits in preventingmedical error and improving health outcomes


9 explain principles of learning, identify personal learning needs, implement and evaluate a personal learningplan and effectively use appropriate educational resources; apply effective approaches to mentoringrelationships from the mentee perspective and outline the importance of role‐modeling; explain principles ofpatient education and counseling; apply adult learning educational strategies and prepare effective teachingand learning materials; and seek and effectively respond to constructive feedback and provide constructivefeedback to others; and recommend changes contributing ot curriculum effectiveness

assignments; in-semesterassessments; end of semesterassessment

10 explain the strengths, weakness and application of common research designs and some biostatisticalconcepts, and demonstrate basic competency in statistical analysis using selected software; use an evidence-‐based approach to critically evaluate scientific literature of specified organ system medical conditions; anduse reliable, efficient and authoritative sources of medical information to support learning

assignments; in-semesterassessments; end of semesterassessment

A12

3

Assessment items Indicative assessments in this unit are as follows: (1) end of semester assessment; (2) clinical skills assessment; (3)assignments; (4) in-semester assessments; and (5) professional behaviour and attendance assessment. Further informationis available in the unit outline.

# Assessment Indicative weighting Failed component

1 end of semester assessment 40% Failed component

2 clinical skills assessment 10%

3 assignments 10%

4 in-semester assessments 40%

5 professional behaviour and attendance assessment 0% Failed component

Why more thanthree assessmentitems

This is a 24 point unit.

Supplementaryassessmentstatement

Students with a mark between 45 and 49 overall in the unit may be offered a supplementary assessment;and/or;Students with a mark between 45 and 49 for the end of semester assessment may be offered a supplementary assessment;and/or;Students who fail the professionalism component will be offered to a professionalism supplementary assessment.

Why exemption tosupplementaryassessment policy

Students must pass both end of semester assessment and professional behaviour and attendance assessment componentsin this unit in order to progress.

Teachingresponsibilities

Teaching organisation Notes %

00855 Medical School Coordination and teaching 60%

00915 Human Sciences Teaching 20%

00885 Biomedical Sciences Teaching 10%

00750 Population and Global Health Teaching 5%

00820 Allied Health Teaching 5%

Unit rules

Prerequisites IMED3111 Integrated Medical Systems 1.

Corequisites Nil.

Incompatibilities Nil.

Advisable priorstudy

Nil.

Quota

Quota number 240

How quota isallocated

210 domestic and 30 international; maximum 167 from the Major in Integrated Medical Sciences and Clinical Practice (MJD-IMSCP)

Reason for quota Restricted by Commonwealth quota and restriction in teaching spaces e.g. tutorial rooms and laboratory spaces.s.

Quota consultations The consultation occurred prior to the establishment of the Medical Sciences Major. Further consultation not required.



Simulated workplace learning

Is experientiallearningcomponent?

Component

Is experientiallearningcompulsory?

Compulsory

A13

4

Does theexperientiallearning activitycomprise aplacement?

No

Description ofexperientiallearning

interaction with simulated patients and patient volunteers through clinical skills teaching


By learning in the simulated environment through clinical skills workshops, students will be able to demonstrate anorganised approach to taking a medical history and performing physical examination.

Unit offered/shared in courses

Intended courses Integrated Medical Sciences and Clinical Practice Major (Medicine Specialisation);andDoctor of Medicine.

Course Course type Status in course Role

MJD-IMSCP Integrated Medical Sciences and Clinical Practice (Medicine) Major Proposed Core

91850 Doctor of Medicine Postgraduate coursework course Proposed Conversion

Availabilities

Teaching period Location Mode Details

Non-standard, 2021 Crawley Face to face Expected class size: 240Description: C2 An equivalent to Monday 5th July to Friday 12th Nov, 2021Satisfaction of academic standards: This unit is a 24 point unit comprising all the teaching andlearning for semester 1 of year 1 MD; and expanded semester is required to accommodate thecontent.Start: 05-07-2021Attendance start: 05-07-2021Attendance end: 12-11-2021End: 26-11-2021Requested census:Group: C

Note: non-standard teaching period dates are finalised in the Student Information ManagementSystem - final dates may differ from those shown here, and can be viewed in or the 2021 Handbooklist (if launched yet)..

Additional information

Unit has indigenouscontent?

True

Additionalinformation fromproposer

Indigenous content is designed and delivered by CAMDH.

This proposal is part of widely consulted response to internal and external review of the Doctor of Medicine course.

Teaching collaborations with other organisation

Collaboration withother organisationindelivering/teachingthe unit

Organisation Summarise collaborations Percentage

School of Biomedical Science A number of academic staff in various disciplines are part of the pre-clinical working groupwhich designs outcomes, contents, delivery methods and assessments of this unit

20%

Faculty of science - School of HumanSciences

A number of academic staff in anatomy and physiology disciplines are part of the pre-clinicalworking group which designs outcomes, contents, delivery methods and assessments of thisunit

10%

School of Population and Global Health Staff in SPGH have been consulted. 5%

School of Allied Health Staff in SAH have been consulted 5%

Consultations checklist

Consultations - Other faculties or schools of the University, including relevant academic staff which may have an interest in thiscurriculum.

A14

http://www.caidi.uwa.edu.au/summary.php?type=Major&id=4827

http://www.caidi.uwa.edu.au/summary.php?type=PG&id=1479



5


Event Date Outcome

School / ROE 13-05-2019 Endorsed: MSLTC R6-2019Approval reference: Michael Jenkin 6151 0833


Faculty 18-07-2019 Endorsed: HMS FB R16/19 23/5/19 HMS FB R26/19 18/7/19Approval reference: Heather Morton 6457 2284



A15

EXTRACT OF MINUTES OF A MEETING OF THE CURRICULUM COMMITTEE HELD ON WEDNESDAY, 12th JUNE 2019 AT 2PM IN THE SENATE ROOM

9. NEW UNDERGRADUATE CURRICULUM PROPOSALS FROM 2020

Members were asked to consider the Academic Proposal for the offering of new majors. Members were encouraged to consider the proposal in light of the curriculum development criteria and the University Policy on Courses – Undergraduate.

9.1. Faculty of Arts, Business, Law and Education

TRIM Curriculum item F19/1277 F19/1246

MJD-GNWST Gender Studies GEND2903 Sex, Gender, Technology and Science

F19/773 F18/1247

MJD-CRIMN Criminology HIST2222 American Outlaws: Crime and Punishment in the United States

In considering the above proposals, it was pointed out that these were multidisciplinary and were in line with the strategic direction of the University. In regard to the uniqueness requirement, as outlined in the UWA Policy on Courses – Undergraduate, the Chair agreed to seek clarification from the Academic Secretary on this requirement pertaining to multidisciplinary majors.

On a related matter, members noted that there would be separate discussions around the policy relating to the broadening requirement.

With regards to the Gender Studies major, members were informed that the Faculty of Health and Medical Sciences were in support of health units being taught in the major. This would, however, have an impact on the area of knowledge of the said units, which would in turn impact on the broadening aspect. In addition, members noted that the major was to be taken as a second major only. It was anticipated that in the future an honours proposal would be submitted. Meanwhile, the CAIDi fields ‘Degree specific major’ and ‘Honours’ would need to be updated accordingly. Further, the notes field for Level 3 should state ‘take units to the value of 12 points’.

Further clarification would be sought on the percentage weighting of assessment item ‘test’ in the new unit proposal GEND2903.

With regards to the Criminology major, a member questioned the inclusion of the complementary unit PSYC2203 Introduction to Quantitative Methods in Psychology, but members determined that it was appropriate for this unit to be included in the sequence.

Members noted that clarification would be sought pertaining to the learning outcomes for the new unit proposal HIST2222.

RESOLVED – 33/19

to recommend to the Academic Council that the majors MJD-GNWST Gender Studies; MJD-CRIMN Criminology and associated new unit proposals (GEND2903 & HIST2222), as set out in the agenda attachment, subject to revisions being made in line with the above minuted feedback to the satisfaction of the Chair, be approved for offering from 2020.

B1

http://www.worldclasseducation.uwa.edu.au/__data/assets/pdf_file/0010/3399832/Academic-course-development-criteria-UG-and-Honours.pdf





9.2. Faculty of Health and Medical Sciences

TRIM Curriculum item F19/920

MJD-IMSCP Integrated Medical Sciences and Clinical Practice IMED3111 Integrated Medical Systems 1 IMED3112 Integrated Medical Systems 2

Members considered the above proposal with the course 90850 Doctor of Medicine listed above (item 8.2) and item 10.2 below. In considering the proposal, members noted that the current Medical Sciences major would continue to be offered, as this was an approved accredited pathway for other postgraduate courses in the Faculty. RESOLVED – 34/19 to recommend to the Academic Council that the major MJD-IMSCP Integrated Medical Sciences and Clinical Practice and associated new unit proposals (IMED3111 & IMED3112), as set out in the agenda attachment, be approved for offering from 2020.

Date Sender Action taken Recipient

25/06/2019 Executive Officer, Curriculum Committee

Copy of the extract emailed to the Executive Officer, Academic Council

Executive Officer, Academic Council

B2

1 | P a g e

Minute Extract

HMS Faculty Board, 31 July 2019

Item 4 Establishment of Major in Integrated Medical Sciences and Clinical Practice

The Faculty of Health and Medical Science proposed a new major, the Major in Integrated Medical Sciences and Clinical Practice. At the Faculty Board meeting held on 23 May, members considered proposed revisions to the MD program, including:

• Modification of the existing Medical Sciences Major to create a new double major,Integrated Medical Sciences and Clinical Placement (MJD-IMSCP)

• The creation of two new Level 3 units for the MJD-IMSCP double major: IMED3111Integrated Medical Systems 1 and IMED3112 Integrated Medical Systems 2

• The creation of a new course code 90851, Doctor of Medicine, to accommodate theproposed Year 1 conversion units and link this version of the MD to the new MJD-IMSCPdouble major

There was consensus Resolved 16/19 that the following be endorsed and sent to the UWA Curriculum Committee for their consideration: 1) the proposed new Double major (IMSCP)2) establishing undergraduate units IMED3111 and IMED31123) establishing the revised Doctor of Medicine structure with code 918504) changes to Scholarly Activity including x8 new units.

However, prior to the full proposal progressing to Academic Council, the following issues needed to be resolved by Faculty Board: 1) Mapping the curriculum for IMED3111 and IMED3112 to ensure there is no significant repetitionof “Learning Outcomes” from the year 1 and 2 units in the MEDSC and IMSCP majors.2) Determining the academic and professional staff resources required to deliver the additionalteaching required for the new IMED3111 and IMED3112 units while continuing to teach the level 3units in the MEDSC major concurrently.3) Determining processes to mitigate any unfair impact the proposed changes to the undergraduateprogramme may have on the ability for Direct Pathway students to meet the conditions (GPA ≥5.5)to retain their place for entry into the Doctor of Medicine.4) Determining the facilities and infrastructure required to deliver the restructured MD.5) Timing of the implementation and specifically:

a. Whether the proposed new MD1 (IMED3111 and IMED3112) commence in 2020,b. Whether the current Direct Pathway to MD students in Year 2 of the MJD-MEDSC wouldbe offered the opportunity to transition to the IMED3111 and IMED3112 units in the newdouble major MJD-IMSCP in 2020,c. Whether in 2020 the new Integrated Medical Sciences double major should first beoffered only at year 1, to newly enrolling Direct Pathway students commencing at UWA.

The Medical School has worked to address these concerns and further information was presented to the Faculty Learning and Teaching Committee meeting on 25th July 2019. After discussion, the members were satisfied that the concerns had been addressed.

The Faculty Learning and Teaching Committee resolved:

R46/19 to endorse: Curriculum (Concern #1)

• that the MJD-IMSCP curriculum shows evidence of developmental progression from Levels 1and 2 to Level 3 without significant repetition of Learning Outcomes from the years 1 and 2units.

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R47/19 to endorse: Details of Direct Pathway Conditions (Concern #3)

• That progression from the IMSCP directly into Year 2 of the MD program is permitted with a minimum GPA of 5.5 at the end of Level 2 of the Major, and a pass in all units in Level 3 of the Major.

• Students who take alternative majors instead of IMSCP must maintain a GPA of 5.5 over all three years.

• Students who take alternative majors instead of IMSCP and then continue to Honours must maintain a GPA of 5.5 over all four years.

Timing of Implementation (concern #5) R48/19 to endorse:

• That Direct Pathway Undergraduate students currently in Level 1 of MJD-MEDSC should be given the option to transition to the new IMSCP double major units IMED3111 and IMED3112 in 2021.

R48/19 to endorse: • That the new Integrated Medical Sciences and Clinical Practice (IMSCP) double major should

first be offered only at year 1, to newly enrolling Direct Pathway students commencing at UWA in 2020.

These resolutions were brought to the meeting of Faculty Board (31 July 2019).

Board members were advised that assurance has been received from SDVC and Head of HR that staff resourcing would be provided for the MD course revisions. In terms of physical resources and teaching spaces, the MEDSC major and MDY1 timetabling would be undertaken concurrently to minimise competition for sites. Lecture numbers would be less than in the current MDY1, and there would be less demand for linked lecture spaces. Currently, across main campus and QEII adequate small group teaching spaces were available and consolidation into one subsite would be ideal (e.g. M, N, P block). The Board resolved R32/19 to endorse:

the establishment of a double major in Integrated Medical Sciences and Clinical Practice IMSCP as part of the Bachelor of Biomedical Sciences, noting that:

• the MJD-IMSCP curriculum shows evidence of developmental progression from Levels 1 and 2 to Level 3 without significant repetition of Learning Outcomes from the years 1 and 2 units.

• Progression from the IMSCP directly into Year 2 of the MD program is permitted with a minimum GPA of 5.5 at the end of Level 2 of the Major, and a pass in all units in Level 3 of the Major. Students who take alternative majors instead of IMSCP must maintain a GPA of 5.5 over all three years.

Students who take alternative majors instead of IMSCP and then continue to Honours must maintain a GPA of 5.5 over all four years.

• Direct Pathway Undergraduate students currently in Level 1 of MJD-MEDSC should be given the option to transition to the new IMSCP double major units IMED3111 and IMED3112 in 2021.

• The new Integrated Medical Sciences double major should first be offered only at year 1, to newly enrolling Direct Pathway students commencing at UWA in 2020.

.. .. .. .. ..

C2

25th July 2019 Page 1 of 2

BBiomedSc Integrated Medical Sciences and Clinical Practice Major - Curriculum Mapping Table

Outcomes of the major - Students should be able to: IMED 1001 core

IMED 1002 core

IMED 1003 comp

IMED 1004 comp

IMED 2001 core

IMED 2002 core

IMED 2003 core

IMED 2004 core

IMED 3111 core

IMED 3112 core

1 Discuss basic body plan, organisation, histology, physiology, cell communication and cell biology. 2 Describe basic chemistry, biochemistry, genetics and human heredity.

3 Integrate knowledge on metabolic function and nutrition, cell cycle and signalling and disregulationcausing cancer.

4 Promote and participate in discussions on aspects of public and population health, epidemiology,Aboriginal, migrant and refugee health, health care systems and resource allocation in Australia.

5 Understand basic body defences, including immune system structure and function, microbials andinfection.

6 Integrate knowledge on blood and blood pathologies, drug delivery and metabolism and associatedpharmacological aspects.

7 Discuss and appreciate the importance of appropriate communication in the health profession.

8 Gain an understanding of religious, social and cultural differences within Australia..

9 Develop basic research skills, including medical research design, evidence and association and statistical analyses

10 Demonstrate knowledge of human embryology and development, the human genome and aetiology ofdisorders associated with genetic abnormalities.

11

Explain generic principles of clinically relevant normal and abnormal human structure, function, behaviour, development, and outline the classification, epidemiology, aetiology, pathophysiology, common clinical and pathological manifestations, natural history, diagnostic principles and therapeutic principles for some specified medical conditions in the skin and musculoskeletal; nervous and neurological; cardiovascular; respiratory; gastrointestinal; renal; endocrine; haematological and immunological systems.

12

Explain generic principles of clinically relevant normal and abnormal human structure, function, behaviour, development, and outline the classification, epidemiology, aetiology, athophysiology, common clinical and pathological manifestations, natural history, diagnostic principles and therapeutic principles for some specified medical conditions in the reproductive system. Discuss human life course changes.

13 Embedding of scientific communication. 14 Embedding of research skills.

D1

25th July 2019 Page 2 of 2

Specific level 3 outcomes required as part of Australian Medical Council Accreditation requirement

# Outcome IMED 3111 core

IMED 3112 core

1 Demonstrate professional behaviour, demonstrate self-care and self-awareness, comply with medicolegal requirements and outline bioethical issues.

2 Discuss leadership, collaborative practice and health systems 3 Explain the influence of historical and sociocultural factors on Aboriginal health care, and explain current health and health care

issues and strategies for Aboriginal people and communities

4 Explain principles and instances of health advocacy, outline the causes and consequences of health inequalities and describe some strategies for health maintenance, promotion, screening and disease prevention

5 Explain generic principles of clinically relevant normal and abnormal human structure, function, genetics, behaviour, development, responses and compensatory mechanisms to illness and injury, and outline the classification, epidemiology, aetiology, anatomy, pathophysiology, common clinical and pathological manifestations, natural history, diagnostic principles and therapeutic principles for some specified organ systems and medical conditions

6 Perform systematic problem-focused history-taking and physical examination, explain the diagnostic role of some investigations for specified organ systems, and discuss the principles of clinical reasoning and decision-making

7 Explain generic principles of patient management including pharmacological and non-pharmacological therapies, and explain the use of therapies for specified organ system medical conditions, demonstrate adherence to infection control and safe patient handling, and demonstrate specified procedural skills

8 Explain the influence of behaviour, lifestyle, environment, psychological, cultural and spiritual factors on human behaviours, relationships, health, diseases and suffering and outline the benefits of shared decision-making with patients; display professional, concise and accurate communication skills, and outline the importance of quality care.

9 Explain principles of learning, mentoring and patient education and counselling; apply adult learning educational principles in preparation and use of effective teaching and learning materials; and effectively provide and respond to constructive feedback

10 Outline the principles of the scientific method, research study designs, and biostatistics; outline the principles of evidence-based practice and evidence-based processes, tools and systems; and evaluate and select reliable, efficient and authoritative sources of medical information to support learning

D2

Major in Integrated Medical Science and Clinical PracticeMJD-IMSCPFor Academic Council

Dr Helen WilcoxHead, Medical Program CommitteeSchool of Medicine

1 August 2019

E1

Endorsement of the Major in Integrated Medical Sciences and Clinical Practice

Items for Discussion and Decision

E2

The HMS Faculty Board resolved R32/19 to endorse the establishment of a double major in Integrated Medical Sciences and Clinical Practice IMSCP as part of the Bachelor of Biomedical Sciences, noting that:

1. The MJD-IMSCP curriculum shows evidence of developmental progression from Levels 1 and 2 to Level 3 without significant repetition of Learning Outcomes from the Level 1 and 2 units.

2. Progression from the IMSCP directly into Year 2 of the MD program is permitted with a minimum GPA of 5.5 at the end of Level 2 of the Major, and a pass in all units in Level 3 of the Major. Students who take alternative majors instead of IMSCP must maintain a GPA of 5.5 over all three years.Students who take alternative majors instead of IMSCP and then continue to Honours must maintain a GPA of 5.5 over all four years.

1. Direct Pathway Undergraduate students currently in Level 1 of MJD-MEDSC should be given the option to transition to the new IMSCP double major units IMED3111 and IMED3112 in 2021.

2. The new Integrated Medical Sciences double major should first be offered at Year 1, to newly enrolling Direct Pathway students commencing at UWA in 2020.

HMS Faculty Board 31 July 2019:

E3

Code MJD-IMSCPTitle Integrated Medical Sciences and Clinical PracticeUndergraduate degree BBiomedScArea of Knowledge Life and Health SciencesFaculty Health and Medical SciencesROE Faculty Office - Health and Medical SciencesCoordinator Associate Professor Liz Quail and Dr Helen WilcoxCreated 27/03/2019First year of offer 2020Structure 2+4+8Why non-standard structure? Non-standard structure is required to meet accreditation standards for professional courses

including articulation into the Doctor of Medicine course, and for integration with other medical science undergraduate offerings.

Type of major DoubleWhy double major? This new major is designed to cater for direct pathway students into health professional courses.

It addresses articulation and accreditation requirements. The Introductory Medicine Specialisation is designed specifically for students entering the Doctor of Medicine course. This requires content equivalent to a double major.It is anticipated other specialisations will be added in the future.

Major information

E4

Articulation with 91850 MD, commencing in 2021

Course structure

Common units with

MJD-MEDSC

MD program

Semester 1 Semester 2

Year 1 MJD-IMSCP

2 X 12 weeks

IMED1001 IMED1002 IMED1003 IMED1004

Elective units; or Broadening units to total of four across Year 1 and 2 MJD-IMSCP

Year 2 MJD-IMSCP

2 X 12 weeks

IMED2001 IMED2002 IMED2003 IMED2004Elective units; or Broadening units to total of four across Year 1 and 2 MJD-IMSCP;

capacity for Study Abroad in Semester 2

MD1/Year 3 MJD-IMSCP2 X 18 weeks

Integrated Medical Systems 1 Integrated Medical Systems 2

MD2Full year unit

Integrated Medical Practice 1 Integrated Medical Practice 1

MD3Full year unit

Integrated (Rural) Medical Practice 2


MD4Full year unit

Integrated Medical Practice 3 Integrated Medical Practice 3 PFI

E5

1. Discuss basic body plan, organisation, histology, physiology, cell communication and cell biology2. Understand basic chemistry, biochemistry, genetics and human heredity3. Integrate knowledge on metabolic function and nutrition, cell cycle and signalling and dysregulation

causing cancer4. Promote and participate in discussions on aspects of public and population health, epidemiology,

Aboriginal, migrant and refugee health, healthcare systems and resource allocation in Australia

5. Understand basic body defences, including immune system structure and function, microbials and infection6. Integrate knowledge on blood and blood pathologies, drug delivery and metabolism and associated

pharmacological aspects7. Discuss and appreciate the importance of appropriate communication in the health profession8. Gain an understanding of religious, social and cultural differences within Australia9. Develop basic research skills, including medical research design, evidence and association and statistical

analyses10. Demonstrate knowledge of human embryology and development, the human genome and aetiology of

disorders associated with genetic abnormalities

11. Demonstrate sound knowledge of sciences in the chosen specialised disciplinary area12. Apply sciences knowledge in clinical settings within the chosen specialised disciplinary area

Major outcomes

Level 1

Level 2

Level 3

E6

Proposed Curriculum map

BBiomedSc Integrated Medical Sciences and Clinical Practice Major - Curriculum Mapping Table

Outcomes of the major - Students should be able to: IMED 1001 core

IMED 1002 core

IMED 1003 comp

IMED 1004 comp

IMED 2001 core

IMED 2002 core

IMED 2003 core

IMED 2004 core

IMED 3111 core

IMED 3112 core

1 Discuss basic body plan, organisation, histology, physiology, cell communication and cell biology. 2 Describe basic chemistry, biochemistry, genetics and human heredity.

3 Integrate knowledge on metabolic function and nutrition, cell cycle and signalling and disregulation causing cancer.

4 Promote and participate in discussions on aspects of public and population health, epidemiology, Aboriginal, migrant and refugee health, health care systems and resource allocation in Australia.

5 Understand basic body defences, including immune system structure and function, microbials and infection.

6 Integrate knowledge on blood and blood pathologies, drug delivery and metabolism and associated pharmacological aspects.

7 Discuss and appreciate the importance of appropriate communication in the health profession.

8 Gain an understanding of religious, social and cultural differences within Australia..

9 Develop basic research skills, including medical research design, evidence and association and statistical analyses

10 Demonstrate knowledge of human embryology and development, the human genome and aetiology of disorders associated with genetic abnormalities.

11

Explain generic principles of clinically relevant normal and abnormal human structure, function, behaviour, development, and outline the classification, epidemiology, aetiology, pathophysiology, common clinical and pathological manifestations, natural history, diagnostic principles and therapeutic principles for some specified medical conditions in the skin and musculoskeletal; nervous and neurological; cardiovascular; respiratory; gastrointestinal; renal; endocrine; haematological and immunological systems.

12

Explain generic principles of clinically relevant normal and abnormal human structure, function, behaviour, development, and outline the classification, epidemiology, aetiology, athophysiology, common clinical and pathological manifestations, natural history, diagnostic principles and therapeutic principles for some specified medical conditions in the reproductive system. Discuss human life course changes.

13 Embedding of scientific communication. 14 Embedding of research skills.

E7

MD outcomes in turn map to Australian Medical Council graduate outcomes

Specific Level 3 outcomes required as part of Australian Medical Council Accreditation requirement

# Outcome IMED 3111core

IMED 3112core

1 Demonstrate professional behaviour, demonstrate self-care and self-awareness, comply with medicolegal requirements and outline bioethical issues.

2 Discuss leadership, collaborative practice and health systems 3 Explain the influence of historical and sociocultural factors on Aboriginal health care, and explain current health and health care issues and

strategies for Aboriginal people and communities 4 Explain principles and instances of health advocacy, outline the causes and consequences of health inequalities and describe some

strategies for health maintenance, promotion, screening and disease prevention 5 Explain generic principles of clinically relevant normal and abnormal human structure, function, genetics, behaviour, development,

responses and compensatory mechanisms to illness and injury, and outline the classification, epidemiology, aetiology, anatomy, pathophysiology, common clinical and pathological manifestations, natural history, diagnostic principles and therapeutic principles for some specified organ systems and medical conditions

6 Perform systematic problem-focused history-taking and physical examination, explain the diagnostic role of some investigations for specified organ systems, and discuss the principles of clinical reasoning and decision-making

7 Explain generic principles of patient management including pharmacological and non-pharmacological therapies, and explain the use of therapies for specified organ system medical conditions, demonstrate adherence to infection control and safe patient handling, and demonstrate specified procedural skills

8 Explain the influence of behaviour, lifestyle, environment, psychological, cultural and spiritual factors on human behaviours, relationships, health, diseases and suffering and outline the benefits of shared decision-making with patients; display professional, concise and accurate communication skills, and outline the importance of quality care.

9 Explain principles of learning, mentoring and patient education and counselling; apply adult learning educational principles in preparation and use of effective teaching and learning materials; and effectively provide and respond to constructive feedback

10 Outline the principles of the scientific method, research study designs, and biostatistics; outline the principles of evidence-based practice and evidence-based processes, tools and systems; and evaluate and select reliable, efficient and authoritative sources of medical information to support learning

Mapping of Level 3 curriculum to MD1 outcomes

E8

2020:

Level 1 units remain the same• Units which have now matured by a few years, they have strong coordinators and are well evaluated

Level 2 units remain the same• Taken by MD1 students

Internal updates as directed by UCs• e.g. changes to Level 1 chemistry content to reflect the existing Chemistry prerequisite/corequisite

Demonstration of developmental progression

E9

2021: Level 3 units revisit principles from Level 1 & 2 with extension, integration, clinical context, PLACES themes


• Differences in teaching session titles, learning outcomes, presenters, formats.• Large group or online learning followed by formative online assessment to allow students to determine their

learning needs for upcoming sessions.

Aligns with a number of AMC Standards:3.3 Curriculum Design: There is evidence of purposeful curriculum design which demonstrates horizontal and vertical integration and articulation with subsequent stages of training.4.1 Learning and Teaching Methods: The medical education provider employs a range of learning and teaching methods to meet the outcomes of the medical program.4.2 The medical program encourages students to evaluate and take responsibility for their own learning, and prepares them for lifelong learning.

[PLACES = MD outcome themes: Professional, Leader, Advocate, Clinician, Educator, Scholar] E10

Presenter

Presentation Notes

2021: Level 3 units revisit principles from Level 1 & 2 with extension, integration, clinical context, PLACES themes

Example:IMED2001 Body Defences Week 1: 1. Lecture - Gram positive cocci

Outcomes: 1. Name the three important pathogenic genera of Gram positive cocci. 2. Describe the role of the catalase and coagulase tests in distinguishing staphylococci and streptococci 3. Name clinically important species within these genera and describe diseases they typically produce

IMED3111 Integrated Medical Sciences Week 6: relevant teaching and learning 1. Micromodules - Introduction to Gram positive cocci, Introduction to streptococci, Introduction to antibiotics (2 HOURS)2. Lecture - Clinical cases: Gram positive infections (2 hours)

Outcomes: 1. Discuss the range of infections caused by S. aureus and coagulase negative staphylococci2. Outline the risk factors, clinical features and complications of S. aureus bacteraemia3. Describe the laboratory differentiation between streptococci and staphylococci4. Describe the human diseases caused by alpha- and beta-haemolytic streptococci groups A and B.5. Describe the Gram stain appearance of S. pneumoniae, the basis of serotyping and the important diseases it produces.6. Name the two important species of enterococci, where they reside as commensals and their role in disease7. Outline the main ways in which bacteria produce resistance to antibiotics.8. Describe the mechanism of action and clinical use of beta-lactam antibiotics, clavulanic acid and tazobactam

Above outcomes taught in context of clinical cases: child with soft tissue infection, older adult with osteomyelitis3. Team-based learning in Medical Library e-learning suites - Laurel’s leg (2 hours)

Objectives: 1. The elderly patient: changes in immunological function, strategies to optimise communication, components of functional and social assessment2. Inflammation: pathophysiology, clinical features and investigation findings of inflammation3. Limb pain: differential diagnosis of limb pain and the acutely swollen leg 4. Skin: anatomy and histology5. Venous thromboembolism: risk factors, clinical features, diagnostic approach6. Skin and soft tissue infections: risk factors, clinical features, diagnostic approach, interpretation of investigations7. Antibiotics: antibiotics stewardship principles, clinical guidelines, point of care resources8. Asepsis principles9. Medical documentation: recording history and examination findings, introduction to SOAP model, medication charts10. Delivery of hospital care in the community: admission and discharge criteria, hospital in the home services


Clinical communication Health advocacy

Scientific KnowledgePatient Assessment

Health systems

Patient Management

Evidence-based practiceQuality Care

Professional Behaviour

Integration of current teaching of on immune function, inflammation, thromboembolism, fever, clinical reasoning, communication, procedural skills (asepsis, wound care)

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Presenter

Presentation Notes

AMC Standard 3.3 - Curriculum Design“There is evidence of purposeful curriculum design which demonstrates horizontal and vertical integration and articulation with subsequent stages of training.”

Horizontal integration: across Foundation phase of IMED3111• Example - integration of current teaching of on immune function, inflammation, thromboembolism, fever, clinical

reasoning, communication

Vertical integration: later in IMED3112• Example - Skin and soft tissue infections seminar, cardiovascular examination seminar and clinical skills workshops

Vertical integration: later in MD• Example:

1. The elderly patient: changes in immunological function, strategies to optimise communication, components of functional and social assessment2. Inflammation: pathophysiology, clinical features and investigation findings of inflammation3. Limb pain: differential diagnosis of limb pain and the acutely swollen leg 4. Skin: anatomy and histology5. Venous thromboembolism: risk factors, clinical features, diagnostic approach6. Skin and soft tissue infections: risk factors, clinical features, diagnostic approach, interpretation of investigations7. Antibiotics: antibiotics stewardship principles, clinical guidelines, point of care resources8. Asepsis principles9. Medical documentation: recording history and examination findings, introduction to SOAP model, medication charts10. Delivery of hospital care in the community: admission and discharge criteria, hospital in the home services

Curriculum integration

Geriatrics – MD2

Clinical Preparation – MD2

Vascular Surgery – MD2

Prescribing – MD2 3 4Procedural skills – MD2 3 4

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GPA issue for DP students

Students commencing Level 3 with a GPA of less than 6.0 require at least a Credit in both units in MD1 in order to achieve a final GPA of 5.5. Inequitable with non-DP students who only need to pass to progress.

2017 (Foundations): 20/87 (23%) DP students did not achieve Credit in Year 12016 (Foundations): 19/83 (23%) DP students did not achieve Credit in Year 1

Student impact

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IMSCP Level 3 excluded from calculation of GPA for DP students undertaking IMSCP

For students taking the IMSCP major, it is proposed to modify the GPA required for progression after Level 3/MD1, so that a student needs to maintain the 5.5 GPA through Year 1 and 2 but Level 3 of the IMSCP is excluded from calculation of the GPA. Students can still progress to MD2 even if they only achieve a pass in Level 3/MD1, and even if this pass lowers their GPA below 5.5.

If a DP IMSCP student does not have a GPA of 5.5 at end of Level 2, they cannot progress into Level 3/MD1 – would need to exit to another major.

This adjustment is only students taking the IMSCP major, which is only to be offered to DP students. It does not apply to DP students who choose to take an alternative major (3 + 4). It also does not apply to students not on DP, who need to apply through the graduate pathway and enter MD1 with a GPA in excess of 6.7 (based on recent years) calculated over all three years of their undergraduate degree.

GPA proposal

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Students who do not maintain GPA can exit to other FHMS majors after Level 2

Exit pathways

Semester 1 Semester 2

Year 1 MJD-IMSCP

2 X 12 weeks

IMED1001 IMED1002 IMED1003 IMED1004

Elective units; or Broadening units to total of four across Year 1 and 2 MJD-IMSCP

Year 2 MJD-IMSCP

2 X 12 weeks

IMED2001 IMED2002 IMED2003 IMED2004Elective units; or Broadening units to total of four across Year 1 and 2 MJD-IMSCP;

capacity for Study Abroad in Semester 2

MD1/Year 3 MJD-IMSCP2 X 18 weeks

Integrated Medical Systems 1 Integrated Medical Systems 2

MD22 X 20 weeks

Integrated Medical Practice 1 Integrated Medical Practice 1

MD32 X 20 weeks



MD42 X 20 weeks

Integrated Medical Practice 3 Integrated Medical Practice 3 PFI

Exit to alternative

major (e.g. MJD-MEDSC)

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Updates to Schedule D of University Admissions Policy

GPA proposal

Direct Pathway

Degree Availability Minimum ATAR or equivalent1

Quota Course

Additional Selection Criteria

Progression Rule

Doctor of Medicine Endorsed FL&TC 25/7/19

Bachelor of Arts, Bachelor of Biomedical Science, Bachelor of Commerce, Bachelor of Science

Semester 1 only

99 (Domestic School Leavers) 96 (Broadway / Rural School Leaver / Indigenous School Leaver / International Student)

Yes – MD Quota

Domestic students: UMAT and interview with final rank based on combined ATAR, UMAT and interview score International Students: ISAT and interview with final rank based on combined ATAR, ISAT and interview score

Completion of a UWA Bachelor Degree with a minimum Faculty GPA of 5.5 in three years (four for all students undertaking an honours year) OR Completion of the Integrated Medical Sciences and Clinical Practice Major IMSCP, with a minimum GPA of 5.5 at the end of year 2, (96 points completed) and a pass in all units at year 3 (144 points completed).

Bachelor of Philosophy (Honours)

99 (Domestic School Leavers) 98 (Broadway / Rural School Leaver / Indigenous School Leaver / International Student)

Yes – MD Quota & BPhil Quota

1 There is some flexibility for Indigenous School Leavers, on advice from the School of Indigenous Studies.

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Pathways into MD2 for school leavers

PG UG UG BPhil PG BPhil UG BPhil PG BPhil UG PG BPhil

2017 UG1/other Year 12 Year 12 UG1

2018 UG2/other

MedSci1

MedSci1

MedSci2

UG1/Other

MedSci1

2019 UG3/other

MedSci2

MedSci2

MedSci3

UG2/Other

MedSci2

MedSci1

MedSci1

UG1/Other

MedSci1

2020 MD1 MedSci3 Hons UG3/other

MedSci3

MedSci2

MedSci2

UG2/Other

MedSci2

MedSci1

UG1/Other

MedSci1

2021 MD2 + Clinical preparationIMED3111/2 MD1

Hons MedSci3

IMED3111/2 MD1

UG3/other

MedSci3

MedSci2

UG2/Other

MedSci2

MedSci1

2022 MD3 MD2 MD2 + Clinical preparation Hons

IMED3111/2 MD1

HonsIMED3111/2 MD1

UG3/other

IMED3111/2 MD1

MedSci2

2023 MD4 MD3 MD2MD2 + Clinical

preparationMD2

IMED3111/2 MD1

HonsIMED3111/2 MD1

2024 Intern MD4 MD3 MD2

Current Level 2 students

Current Level 1 students

Current Year 12 (DP) students

2020 Year 12

students

Can join revised MD1

Can complete Hons

Continue with existing MJD-MEDSC or MD1

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Other – postgraduate pathway; may be undergraduate or other tertiary study, or employment

Can complete second major

Can join IMSCP

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Open Day Sun 4 August• Liaison with BMR and Admissions • BBiomed Sci, accelerated six year pathway• Prospective students captured via QR code and an online form• Direct email to prospective students following decision by Academic Council

Academic Council Wed 7 August

MedSci and DP students communication late August• Academic leads from MD, MJD-MEDSC, BPhil • Liaison with BMR and Admissions • Liaison with WAMSS and HSS

International student offers late August

Medical School Forum September

Communication

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Concern that students who complete IMSCP without progressing to Medicine might have a misleading major in name. • Feeling in the Committee that the name appropriately represents the content of the major• Overall Degree is still known as BBioMedSci• There is no consistent naming of similar majors across Australia• Will defer to Faculty Board and Academic Council and its knowledge of University majors to decide what is

appropriate

Options:1. Retain the name Integrated Medical Sciences and Clinical Practice2. Adjust to Integrated Medical Sciences and Clinical Preparation (and adjust name of MDY2 Clinical Preparation

block)

Name of major:

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Assurance from SDVC and Head of HR that resourcing will be provided for the MD course revisions

Resourcing relevant to IMSCP:

Support for MJD-MEDSC units where academics move to teach into MD• Anatomy, Physiology, Pharmacology, Anatomical Pathology, Genetics, Immunology• Variable fractions from 0.4 to 1.0 depending on teaching load into later years of the program.

Support for online learning module creation – academic and educational technologist• Anatomical Pathology, Genetics

Clinical skills teaching support• Fractional roles to teach into MD1 (NB Clinical Preparation continuing for 2020. 2021, and smaller cohort in

2022 and 2023)• Administrative support for clinical skills teaching

Further discussion to be held at HOS level across FHMS

Resourcing and facilities

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MedSci major and IMSCP Level 3/MDY1 timetabling will be undertaken concurrently to minimise competition for sites.

Lecture numbers will be less than in current MDY1, and there will be less demand for linked lecture spaces and laboratory rotations within the MJD-MEDSC.

Adequate small group teaching spaces; consolidation into one subsite would be ideal (e.g. M, N, P block).

Facilities

Faculty Manager is working with Campus Management to identify suitable teaching spaces

E21

Documents

MEMBERS OF THE CURRICULUM COMMITTEE · Tutors facilitate discussion in tutorial groups and laboratory sessions. Students are exposed to the breadth of the preclinical science disciplines