Doctor of Medicine
MEDN18DRV1
Faculty:
Faculty of Medicine and Health Sciences
Award:
Doctor of Medicine (MD)
Admission Requirement:
• Australian level 7 bachelor's qualification or recognised equivalent in a relevant field
• GPA of 5.00 out of 7.00 or recognised equivalents
• Graduate Medical School Admission Test (GAMSAT) score of 50 overall and 50 in each section
• Recent successful completion of specified prerequisite units at tertiary level
• GPA of 5.00 out of 7.00 or recognised equivalents
• Graduate Medical School Admission Test (GAMSAT) score of 50 overall and 50 in each section
• Recent successful completion of specified prerequisite units at tertiary level
English Language Proficiency:
IELTS of 7.0 overall with minimum 7.0 in each band, or equivalent
Study Mode:
Full-time, Part-time
Attendance Mode:
Internal
Candidature Length:
Full-time: 4 years
Commencement:
North Ryde — Session 1 (February)
Volume of Learning:
Equivalent to 4 years
General requirements:
| Minimum number of credit points | 128 |
| Minimum number of credit points at 800 level or above | 128 |
| Completion of other specific minimum requirements as set out below |
In order to graduate students must ensure that they have satisfied all of the general requirements of the award.
Specific minimum requirements:
Credit points
800 level
TOTAL CREDIT POINTS REQUIRED FOR THIS PROGRAM
128
| AQF Level | Level 9 Masters by Coursework Degree (Extended) |
| CRICOS Code | 095798D |
| Overview and Aims of the Program | The Faculty intends to create a truly international medical education experience suitable for Australian and international students, by providing opportunities for clinical learning on at least two continents: Australia and South Asia, with elective possibilities in North America and elsewhere. While the primary focus is to prepare doctors who are ready to practice in Australia, the Macquarie Medical program will also achieve a balance between local and global experiences for our graduates, maintaining and promoting the AMC Standards in international settings. The Overview and Aims of the program have been defined in terms of a Vision statement and associated Mission statements, as provided below. Vision To create Australia’s first Global Medical program to provide a truly transnational quality assured medical education experience for local and international students. While embedded in learning within the Australian health care context, a strong emphasis on the comparison of health care systems and on emerging technologies in medical practice will ensure that our students master the cultural awareness and communication skills required for positive patient-centred care in any setting. Macquarie University graduates will be doctors who capably practice quality medicine in diverse local and global communities, and effectively connect with patients and inter-professional teams across cultures. Mission The primary mission of the Medical program is to graduate doctors with the scientific, clinical, social and professional capabilities that will serve as the basis for medical practice across the world. By collaborating with domestic and international partners who share similar value sets, we will provide an outstanding clinical and educational experience locally and globally. Our primary mission will be realised through our commitment to: • Comparative and reflective approach to learning. We will use a comparative approach to the varied clinical, cultural and health system experiences of the program’s diverse group of students. By encouraging reflection on these experiences, we will foster the achievement of an international perspective and a global capability set for our graduates. • Patient-centred Care. We will graduate doctors who will make the quality of the care of patients their first concern, ensuring health care systems work well for their patients, and applying their knowledge and skills in a practical, professional and ethical manner. They will be practitioners focusing on quality, safety, efficiency, patient advocacy, and team-based care. • Innovation. We will develop a program that focuses on the role of health systems in the provision of quality care, and on the emerging technologies that will be required for medical practice into the future. • Cultural competence. We will prepare doctors who are aware of the impact of their own culture and values on their medical practice, and have knowledge of, respect for and sensitivity towards the cultural needs of diverse populations, including Indigenous people. The development of cultural competence will be embedded in the education process of the program. • Research, and Science-based Practice. We will prepare graduates with research skills who understand how knowledge is discovered and applied, and who will lead the improvement of health and medical care through scholarship and research-informed practice. |
| Graduate Capabilities | The Graduate Capabilities Framework articulates the fundamentals that underpin all of Macquarie’s academic programs. It expresses these as follows: Interpersonal or social capabilities |
| Program Learning Outcomes | By the end of this program it is anticipated you should be able to: 1. Explain the principles and concepts of the biological, clinical, epidemiological, social and behavioural sciences and apply this knowledge to the diagnosis and management of common and important clinical presentations. (K) (T) 2. Design research questions, and critically evaluate and interpret medical and scientific literature and evidence to inform and improve medical practice. (T) (P) (L) 3. Demonstrate the ability to produce new knowledge by planning, executing and communicating a substantial research project to enhance medical practice or population health or healthcare delivery. (T) (P) (L) 4. Demonstrate effective communication skills as they apply to patient-centred care and effective participation in diverse health care teams and in face-to-face and online settings. (C) (E) (A) (J) (I) 5. Demonstrate safe, effective and patient-centred clinical reasoning and practice at a standard that meets the requirements of the Medical Board of Australia for registration as a doctor. (K) (I) (T) (E) (A) 6. Critically evaluate the social determinants of health of diverse populations, including Aboriginal and Torres Strait Islander people, and provide culturally respectful care. (K) (P) (C) ( E) (A) (J) 7. Analyse health care systems and policies, use this analysis to enhance patient care and to recognise and respond appropriately to adverse events to improve healthcare and/or health systems. (K) (T) (P) (I) (E) (A) (J) 8. Synthesise and apply epidemiological concepts and current knowledge of major public health issues to identify and care for individuals at risk, and promote health. (K) (T) (I) (E) (A) (J) 9. Collaborate professionally in medical and inter-professional teams as colleague and/or leader. (I) (C) (E) (A) (J) (L) 10. Adhere to all ethical and legal standards and demonstrate a reflective approach to medical practice and learning. (E) (A) (J) (L) The number of PLOs that a program should have is not specified. As a guide, between eight and twelve PLOs would be a reasonable number. PLOs are made publicly available and so will be read by a wide audience. When writing PLOs it is useful to ask "is this written in a way which would be intelligible, accessible and meaningful to our students and prospective students?". Generally speaking, learning outcomes should be expressed in a form that includes action verbs, describing something your students can actually do, and can be assessed to have successfully done, like "identify", "describe" or "differentiate". The AQF asks that PLOs should address the areas of Knowledge and Understanding, Skills and Capabilities, and the Application of Knowledge and Skills. It isn't necessary for each PLO to be classified under one of these headings. However it is important for the overall collection of PLOs for a program to clearly address all of these factors. Each program learning outcome should be mapped to the graduate capabilities it fosters, using the standard letter codes given. |
| Learning and Teaching Methods | The program will utilise a variety of teaching and learning methods to support learning and professional development in both pre-clinical placement sessions and during the clinical placements. Teaching will include: • Real-time face-to-face contact though small-group lectures, case-based and case-method learning, research projects, group work, electronically simulated clinical situations. • Online teaching and learning using quality video demonstrations, video animations, online quizzes and interactive lessons adapted from the BEST Network, and other sources. • The use of asynchronous and synchronous online discussions, reflective learning activities and personal and professional development review opportunities using an e-portfolio system. Learning and teaching methods in the clinical settings will include: • Role modelling • Supervised clinical skills development in clinical teaching sites in Australian and global settings • Embedding students in teams in a range of roles which progressively increase in complexity and responsibility: observer, scribe, runner, and assistant (taking histories, performing examinations and learning to reason). • Emphasis on enhancing workplace learning in clinical settings through formal and informal workplace-based peer groups. In these groups, peers will provide accessible and relevant resources to help each other navigate transitions, clarify roles and tasks, manage interpersonal challenges, and decrease isolation. In alignment with the global mission of the Medical program, a key component is the comparative approach to teaching and learning across the different international settings. Global cases will be incorporated in the curriculum during Year 1 and 2, and opportunities for students to ‘virtually’ experience aspects of Indian culture, to strengthen their cultural competency and prepare them for the clinical experiences in India, will be provided. |
| Assessment | The assessment framework for the program aims to ensure a high degree of constructive alignment between the main program elements (teaching and learning activities and methods, assessments, unit and program learning outcomes). Constructive alignment will guide all aspects of the program design to ensure that the assessment and teaching activities support and foster relevant and required learning, and that students meet the program learning outcomes. Assessment in the program will be outcomes based. The program learning outcomes have been translated into an operational form that is readily understood by staff and students: as four high level Capabilities, each with two key aspects. Each aspect has associated and detailed expectation statements that provide a clear and functional guide to both students and staff on the range and scope of the types of integrated performances graduates are expected to be able to undertake. In relevant areas directly related to clinical work, these performances are further described through the Entrustable Professional Activities (EPA) framework now becoming common in medical educational curricula. The EPAs will form a focus of teaching and assessment in those areas of the program that directly relate to the main activities of hospital interns, the next stage of training for our graduates. Expectation statements and EPAs have been developed for both the mid-program (end of Year 2) and graduation (end of Year 4) points. Students will demonstrate their achievement of the capability expectations, and of required levels of trust in the EPAs, at mid-point and in order to graduate from the program. By expressing our learning outcomes as capabilities and aspects, and by focusing clinical assessments on the EPAs, the program will prepare graduates for the next stage of their medical training, while at the same time giving them the critical, communication and reflective skills to sustain lifelong learning in medicine. Assessment in the program will also be programmatic. In all years, there will be a mixture of unit and trans-unit/programmatic assessments, with the results from both being brought forward into a portfolio assessment that will form an assessment hurdle at the end of years 2 and 4. Informal portfolio reviews will be held in years 1 and 3 to help identify students at risk of failing the formal assessments and who may need additional support. Years 1 and 2 Assessment methods in Years 1 and 2 will include a range of methods chosen to suit the focus of each unit. This may include essays; group assignments with individually assessed components; short examinations and spot tests of mainly science material involving a range of question types; OSCEs with simulated and standardised patients or other stimulus material; role play assessments; and research and communication tasks. This part of the program may include some mastery and/or sequential testing assessments. Some clinical assessments will also be used, as students in this phase will be regularly engaged in clinical settings. Where possible the assessment tasks will be designed to provide an indication of progress in, and feedback on, multiple capability expectations. At the end of year 1 there will be a clinical skills examination and a portfolio review, the latter to check student progress towards achievement of the mid-program capability expectations, offering feedback and identifying students who may require additional support. In addition to these assessment methods, all students before the end of Year 2 will sit the IFOM basic sciences examination, the most well-developed internationally-relevant benchmark assessment for assessing the core medical science knowledge of students engaged in medical education. Teaching and assessment activities in the program will be designed, inter alia, to support student preparation for this examination. The end of Year 2 assessment will involve a portfolio assessment of the aggregated assessment data to date, and a clinical examination in the form of a multi-station OSCE. These assessments, together with the IFOM BSE examination will be hurdle assessments for this stage of the program. The portfolio will assess achievement of each of the mid-program capability expectations. Years 3 and 4 Assessment methods in these years will focus on ongoing clinical assessments, progress tests in the format of the IFOM 2 examination, and assessment of the research project - all aimed at encouraging development towards achievement of the program's graduate capability expectations and, ultimately, a level of clinical competency appropriate for an intern in Australia. The clinical assessment methods will likely include: OSCEs, DOPS, Mini-CEX, 360 Degree feedback; simulation exercises; and TMex teamwork assessments. The use of multiple formats to gather evidence about the student’s level of competence will increase the reliability of the assessment. Specific instruments will be used to test capability expectations not addressed by other methods, or where the data yielded by the other methods is insufficient to make an assessment of capability. While the assessments in these years will be primarily focused on performance in clinical settings, students will also be required to demonstrate an adequate grasp of essential applied and clinical sciences, as well as routine involvement in activities designed to ensure updating of knowledge (e.g. journal club participation) and skills (e.g. skills lab and simulation training) as required by the programs graduate capability expectations. At the end of year 3 students will sit a multi-station OSCE and participate in a portfolio review that will consider evidence of development in the EPAs and the related graduate capability expectations. The final assessment will involve a comprehensive portfolio assessment, an interview assessment focused on the student’s clinical development for internship and the related graduate capability expectations, and the IFOM 2 clinical sciences examination. Students must achieve a satisfactory result in each of these hurdle assessments in order to qualify for graduation. These graduation assessments will be used to determine whether the student is adequately prepared for practice as a hospital intern in Australia, and ultimately for training and practice in a medical specialty. The assessment for all units in the program will be in line with the University's Assessment Policy: at least three assessment tasks, more than one type of assessment, no single task worth more than 60%, and no reliance on traditional examination as the key assessment mechanism. |
| Recognition of Prior Learning | Macquarie University may recognise prior formal, informal and non-formal learning for the purpose of granting credit towards, or admission into, a program. The recognition of these forms of learning is enabled by the University’s Recognition of Prior Learning (RPL) Policy (see www.mq.edu.au/policy) and its associated Procedures and Guidelines. The RPL pages contain information on how to apply, links to registers, and the approval processes for recognising prior learning for entry or credit. Domestic Students International Students |
| Support for Learning | Macquarie University aspires to be an inclusive and supportive community of learners where all students are given the opportunity to meet their academic and personal goals. The University offers a comprehensive range of free and accessible student support services which include academic advice, counselling and psychological services, advocacy services and welfare advice, careers and employment, disability services and academic skills workshops amongst others. There is also a bulk billing medical service located on campus. |
| Program Standards and Quality | The program is subject to an ongoing comprehensive process of quality review in accordance with a pre-determined schedule that complies with the Higher Education Standards Framework. The review is overseen by Macquarie University's peak academic governance body, the Academic Senate and takes into account feedback received from students, staff and external stakeholders. Further, the program is subject to reaccreditation cycles with the Australian Medical Council (AMC) which will ensure its compliance with the Standards for Assessment and Accreditation of Primary Medical Programs (2012). |
| Graduate Destinations and Employability | The program will graduate students who have the appropriate knowledge, skills and professional attributes to function effectively as interns in Australian hospitals and will be positioned to undergo further training in any of the Australasian specialty colleges. In Australia, one year of internship is required prior to registration. Most junior doctors make their career choice during their second postgraduate year. Clinical training under the supervision of one of the specialist colleges (e.g. Royal Australian College of Surgeons, Royal Australian College of General Practitioners) generally takes between three and six years. Further, and unique to Australia, it is anticipated that graduates will also be prepared to capably practice quality medicine in diverse global communities. Other careers for graduates of the program include medical research, teaching, medical administration, consulting and overseas aid work. |
| Assessment Regulations | This program is subject to Macquarie University regulations, including but not limited to those specified in the Assessment Policy, Academic Honesty Policy, the Final Examination Policy and relevant University Rules. For all approved University policies, procedures, guidelines and schedules visit www.mq.edu.au/policy. Students in the program will need to meet the assessment requirements of each unit and achieve the expected standard articulated for the mid-program (end of Year 2) and graduation (end of Year 4) progression points.Due to the professional nature of the program, and the associated accreditation requirements of the Australian Medical Council (AMC) and registration requirements of the Medical Board of Australia, students in the program will be subject to progression rules similar to those in place at equivalent medical schools in Australia. These rules will primarily relate to the number of times a unit may be failed and retaken, and will impose a minimum time requirement for completion of the program and/or to meet the mid-program (end of year 2) programmatic assessment hurdles. The programmatic assessments will be embedded within relevant units and are hurdle assessments for these units. Students in the program will be registered as Medical Students with the Medical Board of Australia and are expected to act at all times in accordance with the standards outlined in the ‘Good Medical Practice: a Code of Conduct for Doctors in Australia’ published by the Board (http://www.medicalboard.gov.au/Codes-Guidelines-Policies/Code-of-conduct.aspx). Behaviour that is seriously unprofessional or unethical, or repeated minor lapses in professional behaviour, may be considered by the University to constitute serious misconduct and may result in suspension or exclusion from the Medicine program. It is anticipated that this aspect will be covered by the University’s Fitness to Practice Policy (currently under development). Practitioners, employers and education providers are all mandated by law to report (mandatory notification) medical students to the Medical Board, when they have a reasonable belief that the medical student has an impairment, which may place the public at “substantial risk of harm”, while undertaking clinical training. The Board may impose conditions on a medical student seeking registration with the Board upon graduation from the program. |
| Fitness to Practice Requirements | Students undertaking this program and its associated placements are required to demonstrate that they are fit to practice and compliant with these requirements. Students need to demonstrate that they are able to practice safely and properly throughout their program and placements to meet core learning outcomes. Students identified at risk of not meeting Fitness to Practice Requirements will be notified, provided with support and monitored to assist them in achieving the program and/or placement requirements. Students who fail to meet Fitness to Practice requirements will be permanently excluded from the program. |
| Accreditation | This is an Australian Qualifications Framework (AQF) accredited qualification. |
Inherent requirements are the essential components of a course or program necessary for a student to successfully achieve the core learning outcomes of a course or program. Students must meet the inherent requirements to complete their Macquarie University course or program.
Inherent requirements specific to this program are set out below. For more information about inherent requirements see https://students.mq.edu.au/study/my-study-program/inherent-requirements
Physical
The physical inherent requirement is to have the physical capabilities to safely and effectively perform the activities necessary to undertake the learning activities and achieve the learning outcomes of an award.
- Demonstrate no risk of interruptions to consciousness that would place patients at risk
- Hear 40 db loss across speech frequencies
- Hear and understand the human voice at 1 m
- Gather and interpret information through touch: e.g. clinical assessments, such as palpation of vessels and organs, and to estimate the size of skin lesions
- Maintain consistency and quality of performance throughout the designated period of duty
- Move independently to attend medical emergencies when required
- Read a monitor across a bed
- Read small print on ampoules or similar: e.g. visual acuity with maximal correction of N8 and/or 6/18 or better (HEOPS criteria) is required for medicine practice. Students with visual field defects, nystagmus etc may require assessment by an ophthalmologist.
- Respond to visual alarms
- Perform fine motor skills to provide safe and effective diagnosis, treatment and clinical care: e.g. washing hands before touching patients, venepuncture, wound suture, intravenous cannulation and other practical procedures as determined by the Medical School
- Perform gross motor skills to undertake a full physical exam without hurting the patient, colleagues and self (HEOPS); perform cardiopulmonary resuscitation (CPR) and function within full scope of practice
Cognition
The inherent requirement for cognition is possessing the intellectual, conceptual, integrative and quantitative capabilities to undertake the learning activities and achieve the learning outcomes of an award.
- Accurately undertake arithmetic calculations: e.g. use calculations to safely prescribe drugs
- Develop options and assess and compare their respective merits: e.g. use evidence-based practice knowledge to prioritise treatment options for a patient with cystic fibrosis
- Maintain a sufficient level of concentration to focus on an activity to completion: e.g. plan and implement long term goals and treatment for a patient with an acquired brain injury over the course of 3 months
- Integrate theory and knowledge from various sources: e.g. formulate a provisional diagnosis and a treatment plan based on a history and physical examination
- Accurately recall information without reference: e.g. perform a patient handover to a senior colleague
- Complete clinical tasks in a safe and reasonable time frame: e.g. plan treatment objectives for a client in a consultation setting
Communication
The inherent requirement for communication is the capacity to communicate information, thoughts and ideas through a variety of mediums and with a range of audiences.
- Understand and implement academic conventions and construct written text in a scholarly manner: e.g. produce research and other scholarly work using correct referencing without plagiarism
- Communicate clearly, audibly, and intelligibly in English and provide timely instructions in the context of the situation: e.g. ability to be understood at 3m in a quiet room (HEOPS criterion)
- Complete medical records, reports and letters in a timely manner
- Perceive non-verbal communication from others and respond appropriately (in context): e.g. recognise and respond to patient facial expressions and emotional states when experiencing pain or distress
- Read and comprehend information presented in a variety of standard formats in a reasonable time frame in the context of clinical consultations: e.g. hand written and electronic medical records, scientific articles, pathology reports
- Understand and respond to verbal communication accurately, appropriately and in a timely manner: e.g. respond appropriately to a patients question while walking them along a noisy hospital corridor
Behavioural
The behavioural inherent requirement is the capacity to sustain appropriate behaviour over the duration of units of study to engage in activities necessary to undertake the learning activities and achieve the learning outcomes of an award.
- Accept and fulfill responsibilities you are given for patient/client care: e.g. assess a new patient and report findings to the clinical supervisor prior to commencing treatment
- Work effectively in the face of uncertainty and adapt to changing environments: e.g. demonstrate resilience and competence when randomly allocated a patient case during a viva examination
- Demonstrate sufficient behavioural stability in order to work constructively in a diverse and changing academic and clinical environment
- Respect and adhere to personal and professional boundaries: e.g students are assessed on their knowledge of professional practice as applied to complex clinical situations and in their dealings with colleagues and staff
- Control the expression of your own emotions: e.g. maintain a professional empathy and objectivity in the context of a death of an infant or child or a dying patient
- Dress appropriately and safely for the clinical workplace: e.g. students will be required to wear protective gowns and masks when treating patients with infectious diseases or low immunity
- Manage your own physical and mental health effectively: e.g. seek professional help as required
- Display the resilience and flexibility to satisfactorily deal with the demands of being a medical student
- Self-reflect and improve own performance and to accept feedback from peers and educators in all settings
- Demonstrate an understanding of global health issues and determinants of health and disease including their relevance to health care delivery in Australia: e.g. self-reflection and health advocacy
2018 Unit Information
When offered:
S1 Day
Prerequisites:
Permission of Executive Dean of Faculty
Corequisites:
None
NCCWs:
HSC Chinese, CHN113, CHN148