Bachelor of Medical Sciences
MDSC19V1
| Minimum number of credit points for the degree | 72 |
| Of your 72 credit points, complete a maximum of 30 credit points at 100 level | |
| Minimum number of credit points at 200 level or above | 42 |
| Minimum number of credit points at 300 level or above | 18 |
| Minimum number of credit points designated units as Medical Sciences | 60 |
| Completion of a designated PACE unit | |
| 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
100 level
200 level
300 level
or
Balance of credit points required:
TOTAL CREDIT POINTS REQUIRED FOR THIS PROGRAM
| AQF Level | Level 7 Bachelor Degree |
| CRICOS Code | 020161F |
| Overview and Aims of the Program | The Bachelor of Medical Sciences is an interdisciplinary program that provides a pathway for students interested in medical research and postgraduate medicine and related studies. The program spans a broad knowledge base with studies in a range of disciplines including biology, anatomy, bio-molecular sciences, chemistry, psychology, ethics, physics and bio-statistics. At the same time it allows students to elect to focus their studies within the biomedical, bio-molecular or medical chemistry fields, according to their interests. Our staff are active researchers, and the latest research findings are incorporated within the units in the program. Most of the units involve practical work in state-of-the-art laboratories. There is a focus on developing excellent written and spoken communication skills. The aim of this program is to produce graduates with practical skills in a range of medical sciences, analytical and research skills, strong communication skills and an understanding of the contribution that the medical sciences can make to society. |
| 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. demonstrate an understanding of molecular, cellular and systems-based approaches in medical sciences (K) 2. explain the biochemical processes that underpin human functions and cellular physiologies, based on fundamental physical, chemical and electrical processes (K) 3. evaluate the development of the current body of scientific knowledge in the medical sciences, as well as contemporary and future research challenges (K, L) 4. evaluate the role of the medical sciences in society, including the translation of findings in medical sciences to both clinical outcomes and fundamental science (E, A, P, K) 5. identify, analyse and solve problems in medical sciences by formulating hypotheses, designing experimental approaches, and applying practical and analytical tools to conducting an investigation (P, I, K) 6. accurately record, interpret and draw conclusions from scientific data (K, P) 7. analyse problems and issues in medical sciences by gathering, synthesising and critically evaluating information from a range of sources (T, P) 8. effectively communicate scientific results and arguments to both scientific and lay audiences using a variety of oral and written formats (C) 9. demonstrate the capacity to work safely and effectively both as an individual and as part of a team, with knowledge of safe working practices and ethical principles (E, A, J, L) 10. demonstrate a willingness, capability and commitment to continuous learning in the medical sciences (J, L). |
| Learning and Teaching Methods | A feature of the Bachelor of Medical Sciences is the integration of scientific and medical research into the curriculum. The academics involved with this program are active researchers, which enables them to integrate cutting-edge research into the units that they teach. The learning activities are designed to foster these skills in the students. The majority of the units in this program have practical components, including laboratory-based sessions where students can develop practical skills and learn safe laboratory practices. In these laboratory sessions, students will gain experience in planning, conducting and evaluating their own scientific investigations. In other units, the focus is primarily on problem solving and developing analytical skills. The theoretical components of the units are taught using a combination of lectures, practicals, tutorials and online learning activities. A feature of many units is working in small or large groups, where students can develop the capacity to work with others in a team to achieve a goal. As knowledge in the Medical Sciences is continually evolving, it is important that students develop the capacity to become independent learners and learn how to extract up-to-date information from the scientific literature and specialised online resources. The structure of the Bachelor of Medical Sciences allows students the opportunity to include a Participation and Community Engagement (PACE) unit where they can apply their skills in the real world in projects with partners outside the University. Within the program, there are a variety of modes of studying. All units have an online component. The majority also have weekly face-to-face activities. However, some units are in addition available in external mode, where online lectures and learning activities are combined with condensed blocks of practical work in a weekend or mid-semester break. |
| Assessment | Units in the Bachelor of Medical Sciences all have at least three different types of assessment. These assessments are designed not just to test discipline-specific knowledge, but also students’ ability to analyse and integrate information to solve real-life problems. Students are provided with feedback from these assessments throughout the semester to help them develop their capabilities. In addition to formal assessments, students are provided with informal feedback from staff and their peers throughout the semester. Assessment types are very diverse. Some focus on analytical skills and designing and interpreting experiments. Scientific communication is a very important aspect of the program, and students will gain experience with a variety of written (such as practical reports, critical essays, grant proposals, case studies, critiques of the scientific and popular literature], oral (seminars, debates, discussions) and multimedia (posters, videos, blogs) assessment types. The majority of the units will have a final examination where the ability to synthesize and apply knowledge is assessed. |
| 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. Information can be found at: https://mq.edu.au/rpl |
| 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. |
| Graduate Destinations and Employability | Graduates from the Bachelor of Medical Sciences follow two predominant career paths. A significant proportion of graduates enter medical research in a variety of fields, both in medical research institutes and in private companies. The other key career destinations are medicine, dentistry and the allied health professions. Both of these pathways typically require postgraduate study, and graduates from the Bachelor of Medical Sciences are well prepared for this, due to their solid foundation in practical and analytical skills. In addition our graduates are currently working in a range of fields including drug discovery and development, microbiology, biotechnology, genetic counselling, forensic science, and are employed by pharmaceutical, pathology and reproductive technology companies. The capstone units in this program focus on preparing students for the workforce, by reflecting on what they have learnt and developing the skills they will need for applying for jobs. |
| 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. |
| 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 for Macquarie University programs fall under the following categories:
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.
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.
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.
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.
For more information see https://students.mq.edu.au/study/my-study-program/inherent-requirements