Discipline of Rural Health - Faculty of Health Sciences - The ...

Discipline of Rural Health
CRICOS PROVIDER 00123M
Year 5 Rural Integrated Medical Student Program
http://health.adelaide.edu.au/rural
2012
2011 Rural Cohort
Further Information
Ph: (08) 8303 6280
Fax: (08) 8303 4990
Email: bronwyn.herde@adelaide.edu.au

Contents
Welcome ........................................................................................................................................... 4
The AMSS Rural Representative ....................................................................................................... 6
Student Rural Health Club ................................................................................................................ 7
Glossary Of Terms............................................................................................................................. 8
2012 MBBS Academic Year ............................................................................................................... 9
Key Contacts ................................................................................................................................... 10
Barossa Valley ................................................................................................................................. 11
Students: .................................................................................................................................... 11
Contacts: .................................................................................................................................... 12
Learning Centre .......................................................................................................................... 12
Accommodation: ........................................................................................................................ 13
Broken Hill ...................................................................................................................................... 14
Students: .................................................................................................................................... 14
Contacts: .................................................................................................................................... 14
Accommodation: ........................................................................................................................ 15
Clare ................................................................................................................................................ 16
Students: .................................................................................................................................... 16
Contacts: .................................................................................................................................... 16
Learning Centre: ......................................................................................................................... 17
Accomodation: ........................................................................................................................... 18
Kadina/Maitland ............................................................................................................................. 19
Students: .................................................................................................................................... 19
Kadina Contacts: ......................................................................................................................... 19
Maitland Contacts: ..................................................................................................................... 19
Learning Centre: ......................................................................................................................... 20
Accomodation: ........................................................................................................................... 21
Port Augusta ................................................................................................................................... 22
Students: .................................................................................................................................... 22
Contacts: .................................................................................................................................... 22
Learning Centre: ......................................................................................................................... 23
Accomodation: ........................................................................................................................... 24
Port Lincoln ..................................................................................................................................... 25
Students: .................................................................................................................................... 25
Contacts: .................................................................................................................................... 26
Learning Centre: ......................................................................................................................... 26
Accomodation: ........................................................................................................................... 28
Port Pirie ......................................................................................................................................... 29
Students: .................................................................................................................................... 29
Contacts: .................................................................................................................................... 29
Learning Centre: ......................................................................................................................... 30
Accommodation: ........................................................................................................................ 32
Whyalla ........................................................................................................................................... 33
Students: .................................................................................................................................... 33
Contacts: .................................................................................................................................... 34
Learning Centre: ......................................................................................................................... 34
Accommodation ......................................................................................................................... 36
The Fifth Year Rural Program Curriculum:...................................................................................... 41
Program Delivery and Structure ................................................................................................. 41
Curriculum Structure .................................................................................................................. 41
Clinical Skills and Competencies ................................................................................................ 42
Compulsory Specialist Program ................................................................................................. 42
Orientation To Rural Program .................................................................................................... 42
Meeting Your GP or Specialist Academic Supervisor ................................................................. 42
Attitudes For Success ................................................................................................................. 43
2

Student Behaviours .................................................................................................................... 43
The Barossa Program ................................................................................................................. 43
National Police Checks ............................................................................................................... 44
Attendance And Notification Of Absences................................................................................. 44
Notification Of Planned Or Unplanned Leave Affecting Assessment ........................................ 45
Notification Of Results ............................................................................................................... 45
Making The Most Of Your Rural Clinical Opportunities ............................................................. 45
Community Health Work And Indigenous Health Learning ....................................................... 46
Specialist Visits And Gaining Experience In Specialist Areas ...................................................... 46
Rotation Out Of Your Home Unit For Specialised Or Extended Training ................................... 47
Allied Health Learning ................................................................................................................ 47
Medical Record Documentation ................................................................................................ 47
Medication Chart ....................................................................................................................... 48
Hand Hygiene ............................................................................................................................. 48
Other Infection Control Related Matters ................................................................................... 48
Ordering Of Pathology Tests ...................................................................................................... 48
Assessment Summary ..................................................................................................................... 49
Background ................................................................................................................................ 47
Problem-Based Learning ........................................................................................................... 48
Clinical Attachments .................................................................................................................. 48
Simulation .................................................................................................................................. 48
Assessment Forms ...................................................................................................................... 52
Summary Of All Assessments For 2012 ...................................................................................... 51
University Of Adelaide BVPRCC Cohort Assessments For 2012 ................................................. 52
Year 5 Rural Cohort Specialty Assessment Timetable 2012 ....................................................... 53
Seeking Assistance ..................................................................................................................... 60
Academic Matters ...................................................................................................................... 60
Non-Academic Matters (Impacting On Academic Performance) .............................................. 60
Living And Learning Matters ...................................................................................................... 61
Scholarship Payment .................................................................................................................. 61
General Information ................................................................................................................... 62
Doctors And Other Health Professionals ................................................................................... 62
Facilities ..................................................................................................................................... 62
Identification ............................................................................................................................. 62
Patients ...................................................................................................................................... 62
Hand Hygine Australia Online Training ...................................................................................... 65
Mobile Phones ........................................................................................................................... 64
Chaperones................................................................................................................................ 64
Student Resources .......................................................................................................................... 66
School Of Medicine Teaching Series (Smts) ............................................................................... 66
On-Line And E-Learning Materials ............................................................................................. 66
Mltu Website .............................................................................................................................. 66
Accrm Resources ........................................................................................................................ 66
Rural Health Education Foundation Satellite Broadcast ............................................................ 66
Royal Australian College Of General Practitioners ..................................................................... 67
Therapeutic Guidelines .............................................................................................................. 67
Computers & It ........................................................................................................................... 68
It Support ................................................................................................................................... 69
Video Conference Facilities ........................................................................................................ 69
Library Services And Bulletin Board ........................................................................................... 69
Learning Centre Supports........................................................................................................... 70
Accommodation ......................................................................................................................... 70
First – Sixth Year Mbbs Textbook List ............................................................................................. 71
Insurance ........................................................................................................................................ 79
Current Student Feedback .......................................................................................................... 82
3

WELCOME
TO THE DISCIPLINE OF RURAL HEALTH INTEGRATED RURAL
PROGRAM FOR FIFTH YEAR MEDICAL STUDENTS
Welcome to the Discipline of Rural Health 5 th year integrated rural program for 2012. You will
spend this important year of your studies under the guidance of experienced rural general
practitioners and rural specialists. Your learning throughout 2012 will be in generalist medical skills
over the continuum of patient care, including introductions, history taking, physical examination,
decision making, diagnostics, prescribing, minor procedural skills, work-up for surgical or other
invasive interventions, referral and follow-up, and case presentation. These skills will develop in
the context of excellence in patient communication and safe, ethical medical practice.
It is increasingly recognised that medical education in the past rewarded those students who were
best able to memorise vast quantities of facts. Modern medical education recognises that future
doctors are better served by an education that seeks to integrate knowledge acquired in preclinical
studies and clinical experiences; from different specialist areas; and from community, hospital and
general practice.
The integrated rural program is run by the Discipline of Rural Health concurrently with 5 th year
programs within urban health facilities and the University of Adelaide. You will continue to have
access to the resources of the University including clinicians, specialists, academics, library, and online
resources. The rural program is a flexible program that is student centred; incorporates
excellence in learning and teaching practices continuously improved through student feedback; is
not dependent on time and place; and develops student responsibility for learning.
Please read this booklet carefully and develop a detailed awareness of the course, formative
assessment opportunities, summative assessment schedules and their requirements, and your
rosters and timetables. Your summative assessments will be the same as for your urban placed
peers’ students; the Discipline of Rural Health also provides some additional formative assessments
to enhance your learning and to enable feedback and early remediation if necessary.
In your 5 th year you are expected to be active learners. You will be required to be proactive and
alert to the opportunities that present themselves within your learning environment. It is advisable
that you make yourself well known to staff within local health facilities, familiarise yourself with all
learning opportunities in your site, and ensure that others are aware of your enthusiasm and
eagerness to be notified and involved in learning opportunities as they present. At the same time
you are expected to be respectful of the needs of others including clinicians, staff and patients.
Your local student coordinator will act as your local guide to your new area, assist with tutorials and
Video Conferencing, learning opportunities, information technology, social events, rosters, learning
resources, and will provide, or refer you to other supports such as the MLTU website
http://curriculum.medicine.adelaide.edu.au/index.asp. It is important to check these sites
regularly.
4

Academic information relating to your studies will be posted on MyUni under Rural Medicine.
Additional information will be posted from time to time on the student bulletin board. Academic
supervision and support will be provided by your supervising General Practitioner. Further
academic support will be provided by academic staff within the discipline:
Student support by Assistant Dean (Students) Dr Simon Vanlint (08 8303 4634) or
simon.vanlint@adelaide.edu.au .
The Rural Medical Education team liaise closely with the School of Medicine to develop and
improve the rural program. We also work closely with local health services, your lecturers and
supervisors to ensure that you receive the necessary opportunities to fulfil the requirements of the
curriculum and successfully prepare for assessment. Discipline of Rural Health education staff work
tirelessly to improve the resources required for your learning.
DRH Medical Education Committee is made up of representatives from each discipline represented
within the 5 th year curriculum. The purpose of this committee is to inform the discipline of any
changes within each discipline-based curriculum and to ensure appropriate recognition,
interpretation and delivery of each curriculum within the integrated rural program
Details of your course and assessments are included in this booklet. Personal and contact details of
the people you need to turn to for advice and assistance are also included and it is expected that
you will use this support as needed. Feedback from previous Rural Program students has been
included to demonstrate that your experiences are shared (and you should be aware that they are
very often similar to those of students in urban areas as well!).
The staff in the Discipline of Rural Health wish you all the best with your studies.
Professor Jonathan Newbury
Head of Discipline
5

The AMSS Rural Representative
Message from the inaugural Adelaide Medical Students Society rural representative.
The new position of Rural Representative was introduced to the Adelaide Medical Students Society
(AMSS) in 2007, as it was felt that there was a need for a student contact to be available to medical
students on country placements.
If students experience any issues or concerns whilst on their country placements, the Rural
Representative is available to help them whenever possible. The Rural Representative works with
the SGRHS and also can make contact with the Dean if necessary. They are an alternate port of call
for country placed students, should they prefer to confide in a peer rather than staff members. This
includes students on all country placements whether that is a yearlong placement, or a three week
MSA.
The Rural Representative is part of the AMSS Committee and therefore can also be a link to the
AMSS should country placed students have any queries about events or happenings in Adelaide
whilst they are away. Country placed students should not feel isolated or cut-off from the AMSS
just because they are not in Adelaide!
The Rural Representative for 2012 is Lachlan McMichael a 5th yr medical student. His email contact
is rural@amss.org
6

Student Rural Health Club
By now you will be aware, and perhaps a member, of the Adelaide University Rural Health Alliance
(AURHA). The club is supported by the Discipline of Rural Health, located within the DRH office, 122
Frome Street, and provides many services for students interested in rural health. AURHA provides
opportunities for students to participate in rural events such as Dinner under the Stars, Campfire,
Croc Fest; and Rouseabout, the rural health student magazine. The President for 2012 is Alex
Gordon.
AURHA is one of 29 rural health clubs around the country that comprise the National Rural Health
Network. As such, we work closely with Flinders Undergraduate Rural Health Society (FURHS) and
the University of South Australia’s rural health club (ROUSTAH).
Since the formation of the club in 1993, the membership has grown to over 300 members.
Originally known as the Adelaide University Rural Medical Society (AURMS) the club has expanded
to become multidisciplinary. This year a major aim for AURHA is to provide more innovative and
interesting opportunities relevant to our members in all fields.
As well as holding a wide range of events we maintain regular communication with our members
through our publication ‘Rouseabout’, through email, and via Facebook! Please feel free to contact
the AURHA executive at aurha@nrhsn.org.au at any stage for further information.
Membership is open to anyone with an interest in rural health, be they from the country or the
city. The club welcomes students studying medicine, nursing, dentistry, oral health, psychology,
health sciences - any of the health-related courses at the Uni of Adelaide! If you are interested in
joining AURHA, you can sign up online at https://aurha.nrhsn.org.au/
7

GLOSSARY OF TERMS
ACRRM Australian College of Rural & Remote Medicine
AMSS Adelaide Medical Students Society
AURHA Adelaide University Rural Health Alliance
BCL Bush Crisis Line
CAYHS Child and Youth Health Services
CS Case Study
DRH Discipline of Rural Health
EBM Evidence Based Medicine
FURCS Flinders University Rural Clinical School
GEMP Graduate Entry Medical Students
IT Information Technology
JFSS John Flynn Scholarship Scheme
MiniCEX Mini Clinical Examination
MLTU Medicine Learning and Teaching Unit
MPPD Medical Personal and Professional Development
MCQ Multiple Choice questions
NRHN National Rural Health Network
NURHC National University Rural Health Conference
OSCE Observed Structured Clinical Examination
PRCC Parallel Rural Community Curriculum
RACGP Royal Australian College of General Practitioners
RCS Rural Clinical School
RFDS Royal Flying Doctor Service
RHEF Rural Health Education Foundation
RRMA Rural, Remote & Metropolitan Classification
RUSC Rural Undergraduate Support and Coordination
SELT Student Experience of Learning & Teaching
UDRH University Departments of Rural Health
8

2012 MBBS Academic Year
9

Key Contacts
5th Year Rural Cohort Key Contacts
DISCIPLINE OF RURAL HEALTH STAFF:
Prof Jonathan Newbury Head of Discipline
Dr David Mills Academic Coordinator
Bronwyn Herde
Rural Medical Program
Coordinator
8647 6021
0418 818469
8303 3725
0427 914137
8303 4528
0438 821744
jonathan.newbury@adelaide.edu.au
pdavid.mills@adelaide.edu.au
bronwyn.herde@adelaide.edu.au
Deirdre Patterson Operations Manager 0428 828031 deirdre.patterson@adelaide.edu.au
Yvonne Speir Administrator
8303 6280
0414 612355
yvonne.speir@adelaide.edu.au
Brady Krawczyk IT Officer 8647 6157 brady.krawczyk@unisa.edu.au
UNIVERSITY OF ADELAIDE:
Prof Randall Faull
Dr Simon Vanlint
A/Prof Hubertus
Jersmann
Dean of Medical
Program
Assistant Dean of
Studies
Convenor Yr 4/5 Course
Committee
randall.faull@adelaide.edu.au
8303 4634 simon.vanlint@adelaide.edu.au
0408 440604 hubertus.jersmann@adelaide.edu.au
Melanie Uili Scholarship Payments 8303 3341 melanie.uili@adelaide.edu.au
DISCIPLINE OF RURAL HEALTH SPECIALISTS - ADELAIDE:
Dr David Baulderstone Paediatrics 8161 6484 david.baulderstone@cywhs.sa.gov.au
Dr Julie Coldrey Anaesthetics 8222 5422 Julie.coldrey@health.sa.gov.au
Dr Paul Duggan
Obstetrics &
Gynaecology
8222 4861 paul.duggan@adelaide.edu.au
Dr Robert Prowse Geriatrics 8222 5215 robert.prowse@health.sa.gov.au
10

Barossa Valley
STUDENTS:
11

CONTACTS:
BVPRCC Office 23 Railway Terrace, Nurioopta, SA 5355
Dr Henri Becker Clinical Academic 8562 4736 henri.becker@adelaide.edu.au
Emma MacKenzie PRCC Administrator 8562 4736 emma.mackenzie@flinders.edu.au
Susan Schilling Admin Assistant 8532 4763 susan.schilling@flinders.edu.au
Dr Feisal Chenia
LEARNING CENTRE
O&G Consultant
Gawler Health Service
8521 2369
Surgery GPs Student consult
room +
Equipment
Angaston Medical Centre
29 North Street
Angaston SA 5355
Ph: 8563 8500
Tanunda Medical Centre
Mill Street
Tanunda SA 5352
Ph: 8563 2392
Nuriootpa Medical Centre
Kapunda Medical Practice
Dr. David Adams Dr. Ben Baker (registrar),
Dr. Ray Goodwin Dr. Bill Glastonbury
Dr. Adrian Griscti Dr. Christine Hoff
Dr. Judy McDonald
Dr. Tom Ryan
Dr. Jodi Whillas
Branch clinics in Blanchetown & Swan
Reach Admitting privileges to Angaston
and Tanunda Hospitals
Dr. Bill Geyer
Dr. Diana Gillatt
Dr. Sonia Malone
Dr. Bernie Myatt
Dr. John Urlwin
Dr. Fraser Vivian
Admitting privileges to Tanunda and
Angaston Hospitals.
Dr. Geoff Arthurson Dr. Michael
Hoopmann Dr. Godfrey Kunze Dr. Marie
Kunze Dr. Jon Markey Dr. Greg Crafter Dr.
Patrick Wells Admitting privileges to
Tanunda and Angaston Hospitals.
Dr. Robert Lecons,
Dr. Max Van Dissel
Branch practice in Eudunda, admitting
privileges to Kapunda and Eudunda
Hospitals
Dr Lisa White
New interns every 12 weeks
Dedicated study room for up
to 2 students. Individual
consulting room when
required with computer
access.
Student consult room +
Equipment
Dedicated study room for
students with telephone and
data access under
construction and available
2008. Student consulting
rooms are shared with
doctors. Rooms have
computer, internet and
telephone access.
Dedicated student study
room currently under
construction.
Computer and phone access
. Fully equipped consulting
room with computer access
available to students
dependent on the day and
number of doctors
consulting.
Nurses +
Total Staff
Nurses: 2.5 FTE
Support: 5.5 FTE 3
bed treatment
room
Nurses: 3 Support
staff: 6 Treatment
room.
Nurses: 5 Support
staff: 7 Treatment
room.
3 bed treatment
room
12

ACCOMMODATION:
Lot 2/1 Le Page Lane, Angaston – 2br House
Unit 4/12 Dempster St, Nurioopta – 3br House
13

Broken Hill
STUDENTS:
CONTACTS:
Broken Hill University
Department of Rural
Health
Thomas Street, Broken Hill NSW 2880 – Ph: 8080 1333
Dr Malcolm Moore Clinical Academic 8080 1231 mmoore@gwahs.health.nsw.gov.au
Honor Beck Student Coordinator
8080 1241
0417 494334 hbeck@gwahs.health.nsw.gov.au
Danielle Keenan Program Coordinator 8080 1237 dkeenan@ gwahs.health.nsw.gov.au
14

ACCOMMODATION:
The BH UDRH has a residential accommodation complex for students in Broken Hill, located at 359-361
Bromide Street BROKEN HILL NSW 2880.
The Broken Hill Health Service kindly provides additional accommodation within their staff quarters for
students when student numbers exceed our local capacity. Please note that housing is located in several
different places. Do not assume that you will automatically be accommodated in the same building as any
other students from the same university or course.
The Broken Hill residential accommodation is within easy walking distance to the BH UDRH and the Health
Service and provides comfortable and modern living. The air-conditioned/heated facilities offer:
• single or double beds
• ensuite or shared bathrooms
• computer and internet facilities in selected rooms
• communal kitchen facilities
• common lounge room with TV & DVD equipment
• outdoor BBQ facilities
• access to mountain bikes.
15

Clare
STUDENTS:
CONTACTS:
Phil Gribble Clinical Academic 8841 3777 pgribble@claremedical.com.au
Leanne Rusby Student Coordinator 8841 3777 l.rusby@claremedical.com.au
16

LEARNING CENTRE:
Clare Medical Centre
41 Old North Road, Clare SA 5453 – Ph: 8841 3777
GP’s 8 GPs, 2 Registrars, interns on a 10 week rotation and John Flynn Student
Nurses + Total Staff 5 Practice Nurses, 2 Mental Health Nurses
Student Study Room Student room with computer access and video conferencing facilities
Services the Clinic Provide • Preventative health
checks
• Family Planning
• Counselling
• Obstertics
• Anaesthetics
• General surgery & minor
procedures
• Home visits
• Electrocardiograms (ECGs)
• Pap smears
• Chronic pain management
• Acupuncture
• Occupational medicals
• Spirometry
• Audiology
• X-rays
• Admitting privileges to Clare and
Snowtown hospitals
• Immunisation for children &
adults
• Travel & special community
groups
• Health Heart (Cardiac Rehab)
• Multi D Diabetic Clinics
• Healthy kids checks
• After Hours and Emergency Care
• Women’s Health
• Wound Management
Aged Care Services The practice also provides health care for 4 aged care facilities:
Kara House: 35 bed facility attached to Clare Hospital
Carinya : 50 bed facility run by Helping Hand situated at Clare
Snowton Hospital: includes 18 high care beds
Lumeah Homes: 30 Bed facility attached to Snowtown Hospital
Visiting Specialists
• Orthopaedics
• Endocrinolist
• Otorhinolaryngology
• General Surgery
• Child Psychiatrist
• Ophthalmology x 2
• Urology
• Psychiatrist
• Rheumatology
• Cardiology x 3
• Echocardiogram Technician
17

Beds 27 Beds
Staff
Wards
Clare Hospital
47 Farrell Flat Road, Clare SA 5453 – Ph: 8842 6500
Local GPs do obstetrics, anaesthetics, A&E, minor surgery and some ENT
Visiting Specialists consulting at Clare hospital and Clare Medical Centre
operate on a monthly basis
• Medical / Assessment
• High Dependency Unit
• Maternity (100 births a year)
• Operating theatre (610)
• Accident & Emergency Department (3220 attendances per annum)
Services • Radiology (Jones & Partners)
• Outpatients
• Child Birth Care Education
• Occupational therapy
• Podiatry
Allied Health Services
• Nutrition
• Dietetics
Visiting Medical Services
ACCOMODATION:
37 Union Street, Clare SA 5453 – 4br house
• Gastroenterologist – monthly
• Obstetrics & Gynaecologist – monthly
• Psychologist – Mondays & Thursdays
• Plastic & Reconstructive Surgeon - monthly
• Renal Medicine - monthly
• Domiciliary Care/ Palliative care
• Community Health Centre
• Adult & Child Health Team
• Speech pathology
• Drugs & Alcohol
• Social Work
• Mental Health
18

Kadina/Maitland
STUDENTS:
KADINA CONTACTS:
Dr Tim Wood Clinical Academic 8821 3133 twood@kadmed.com.au
Gavin Woods Student Coordinator
MAITLAND CONTACTS:
Dr Georgina Moore Clinical Academic
Amanda Maher Student Coordinator
8821 3133
0429 021006
8853 3578
0429 696346
gavin@kadmed.com.au
amanda.maher@adelaide.edu.au
19

LEARNING CENTRE:
Kadina Medical Centre
77 – 79 Port Road, Kadina SA 5554
GP’s 6 GPs, 1 Registrars, interns on a 10 week rotation and John Flynn Student
Nurses + Total Staff 18 Practice Nurses, 15 Support Staff
Student Study Room 2 rooms with computer access and video conferencing facilities
Services the Clinic Provide • Preventative health checks
• Family Planning
• Counselling
• Obstertics
• Anaesthetics
• General surgery & minor
procedures
• Home visits
• Electrocardiograms (ECGs)
• Pap smears
• Chronic pain management
• Acupuncture
• Occupational medicals
• Spirometry
• Audiology
• X-rays
• Admitting privileges to Walaroo
Hospital
• Immunisation for children &
adults
• Travel & special community
groups
• After Hours and Emergency Care
• Women’s Health
• Wound Management
Aged Care Services The practice also provides health care for 4 aged care facilities:
The Peninsula: 60 bed facility in Kadina
Star of the Sea: 62 bed facility in Wallaroo
20

Beds 28 Beds
Wallaroo Hospital
Ernest Terrace, Wallaroo SA 5556 – Ph: 8823 2000
Staff Local GPs do obstetrics, anaesthetics, A&E and minor surgery
Wards
• Acute
• Maternity (approx 120 births a year)
• Operating theatre (approx 1200 procedures a year)
• Accident & Emergency Department (3220 attendances per annum)
Services • Radiology (Jones & Partners)
• Outpatients
• Child Birth Care Education
• Occupational therapy
• Podiatry
Allied Health Services
• Nutrition
• Dietetics
ACCOMODATION:
60 Gilmore Crescent, Wallaroo SA 5556 – 4br house
3 Samuel Street, Maitland SA 5575
• Domiciliary Care/ Palliative care
• Community Health Centre
• Adult & Child Health Team
• Speech pathology
• Social Work
• Mental Health
21

Port Augusta
STUDENTS:
CONTACTS:
Dr Andy Killcross Clinical Academic 8642 2044 andy.killcross@flyingdoctor.net
Rolf Geerling Student Coordinator
Dr Nigel Stewart
Senior Lecturer,
Paediatrics
8641 2799
0429 690856
rolf.geerling@health.sa.gov.au
paeds@ozemail.com.au
Teresa Rasmus Paediatrics Secretary 8648 5578 rasmus.teresa@saugov.sa.gov.au
Dr Nuzhat Zia Obstetrician 8648 5500
22

LEARNING CENTRE:
Port Augusta Hospital
Hospital Road, Port Augusta SA 5700
GP’s 14 GPs, 1 registrar (+1 GP at Dr Wislon’s surgery)
Nurses 4 Practice Nurses, 12 Support Staff
Staff
Wards
Resident Paediatrician
Resident obstetrician gynaecologist
Adelaide surgeon - 1 each week
Anaesthetist – 1 from Adelaide one week out of every 4
Resident GPs - do obstetrics, anaesthetics, A&E, orthopaedics, minor surgery
some ENT
• Medical / Assessment & Rehabilitation
• Surgical
• High Dependency Unit (HDU)
- Woman’s & Children’s Health Unit
- Paediatrics
• Maternity (300 Births per year)
• Operating theatre (2 x theatre suits) (2,100)
• Accident & Emergency Department (10,000 attendances per annum)
Services the Clinic Provide • Radiology (Peretts imaging)
• Eye Clinic
• Outpatients
• Mental Health
Allied Health Services • Occupational therapy
• Podiatry
• Nutrition
• Dietetics
• Diabetes Educator
• Domiciliary Care/ Palliative care
• Community Health Centre
• Pathology (IMVS)
• Adult & Child Health Team
• Speech pathology
• Orthotics & Prosthetics
• Social Work
• Pharmacy
23

Port Augusta Hospital
Hospital Road, Port Augusta SA 5700 – Ph: 8648 5500
Resident Medical Services
Obstetrician – Dr Peta
Paediatrician – Dr Nigel Stewart
Visiting Medical Services • Anaesthetist – 1 week in 4 • Oral surgeon - monthly
• Cardiologist – monthly
• Orthopedic Surgeon - weekly
• Cardiothoracic surgeon – • Pediatric Geneticist – twice a
monthly
year
• Allergist – monthly
• Pediatric psychiatrist - monthly
• ENT surgeon – monthly
• Psychiatrist - monthly
• Respiratory physician – monthly • Psychologist – monthly
• Radiation Oncologist – monthly • Rheumatologist & General
• Nephrologist - fortnightly
Physician – monthly
• Oncologist – monthly
• Urologist – monthly
• Ophthalmologist X2 – monthly • Vascular surgeon – monthly
ACCOMODATION:
82/84/88 Barry Street, Port Augusta SA 5700 – 2br Units
24

Port Lincoln
STUDENTS:
25

CONTACTS:
Prof Jonathan Newbury Head of Discipline
Kate Quilliam Student Coordinator
8647 6021
0418 818469
8647 8155
0429 093615
jonathan.newbury@unisa.edu.au
kate.quilliam@unisa.edu.au
Tiffany Perin Administration Officer 8647 8108 tiffany.perin@unisa.edu.au
Dr Sue Baillie
Lecturer,
Clinical Teaching
Dr Ian Toogood Lecturer, Paediatrics 8647 8115
Bridgette Perrone
Sofia Modra
LEARNING CENTRE:
Staff
Facilities:
Practice Manager,
Lincoln Medical Centre
Asst Practice Manager,
Investigator Clinic
8647 6173 sue.ballie@unisa.edu.au
8682 5133
8683 0788
Discipline of Rural Health – Port Lincoln Campus
Student Coordinator – Kate Quilliam
Administration Officer – Tiffany Perin
Video Conferencing Equipment
Computer Hub
26

General Practice Clinics within the Program
Surgery GPs
Student consult
room + Equipment
Investigator Clinic
15 GPs Student consulting
1 Registrar room with computer
access
Lincoln Medical Centre 3 GPs Student consulting
room with computer
access
Boston Bay Family Health
Practice
Beds 45
Staff
Wards
Nurses + Total Staff
4 FTE nurses
11 FTE staff
Treatment room & Asthma Clinic
1 FTE nurse
2.5 FTE staff
Treatment room
Care planning & home assessments
1GP 1 FTE nurse
2.5 FTE staff
0.6 FTE Mental Health nurse
Treatment room
Port Lincoln Health Services
Oxford Terrace, Port Lincoln SA 5606 – Ph: 8683 2200
No resident junior medical staff
Accident and emergency managed by resident GPs on a 1 in 14 roster
6 GP anaesthetists
7 GP Obstetricians
• Medical / Assessment & Rehabilitation
• Surgical
• High Dependency Unit (4 Beds)
• Maternity - 7 beds (254 births per year)
• Day surgery unit (1440 per year)
• Operating theatre x 2 (510 major and 936 minor operations per year)
• Accident & Emergency Department (8600 attendances per year)
Services the Clinic Provide • Acute services
• Allied Health Services
• Radiology (Dr Jones & Partners )
• Mental Health
Allied Health Services • Occupational therapy
• Podiatry
• Nutrition
• Dietetics
• Physiotherapy
• Women’s Health
• CDU
• Speech pathology
Physician
Resident Medical Services
Surgeon & Surgical Registrar
Visiting Medical Services • Dermatologist
• Clinical Psychologist
• ENT Surgeon
• Endocrinologist
• Gynaecologist
• Radiologists
• Pathology (IMVS)
• Renal Dialysis
• Visiting Medical Specialists
• Orthotics & Prosthetics
• Social Work
• Diabetes
• Community Nursing
• Palliative care
• ACAT
• Domiciliary Care
• Orthopaedic Surgeon
• Psychiatrist
• Paediatrician
• Radiotherapist
• Vascular Surgeon
27

ACCOMODATION:
Unit 1 & Unit 3 Harbour View Drive, Port Lincoln – 3br Units:
142 New West Road, Port Lincoln – 5br house:
5 Morialta Drive, Port Lincoln – 4br house:
28

Port Pirie
STUDENTS:
CONTACTS:
Dr Uchechukwu
Onwuchekwa
Libby Connelly Student Coordinator
Dr Kedias Jackson
Dr George Pillay
Dr Andrew Jeyaprakash
Dr Santhosh Vellaiah
Retnaswamy
Clinical Academic 8632 2144 supadocs@westnet.com.au
Obstetrician,
Port Pirie Hosipital
8364 4718
0427 186187
8638 4420
8638 4550
libby.connelly@health.sa.gov.au
jackson.kedias@saugov.sa.gov.au
Terrace Clinic 8632 6700 info@terraceclinic.com.au
29

LEARNING CENTRE:
Surgery GPs
c/- Pt Pirie Regional Health
Service
Central Clinic
Pirie Medical Centre
General Practice Clinics within the Program
15 GPs
1 Registrar
Student consult
room + Equipment
Only if room vacant
Nurses + Total Staff
7 GPs 1 FTE practice nurse
9 staff
4 GPs 1 FTE practice nurse
6 staff
Terrace Clinic 3 GPs 1 FTE practice nurse
6 staff
30

Beds 93
Staff
Wards
Continence Clinic
Services • Radiology
• Mental Health
• Aboriginal Health
• Primary Health
• SA Dental Service
Port Pirie Regional Health Services
Resident obstetrician gynaecologist
GPs who practice from private clinics on a rotating on-call roster
The position of Resident Anaesthetist is currently vacant and is being
covered by Anaesthetists from Port Augusta and Adelaide
Specialists in varying fields visit on a regular basis, i.e. Cardiologist,
Paediatrician, Plastic Surgeon etc.
Allied Health Services • Occupational Therapy
• Podiatry
• Dietetics
• Physiotherapy
• Tiny Tots (Early Childhood
Intervention)
• Ward A - Acute Medical, High Dependency, Paediatrics
• Ward B – Gerontic, Palliative Care, Respite, Day Care, Industrial Therapy
• Ward C - Surgical, Obstetric (181 births in 2007/08)
• Operating theatre (1977)
• Accident & Emergency Department (13330)
• Outpatients Dept – Well Women’s Clinic, Nurse Procedure Clinic,
Resident Medical Services Obstertrics & Gynaecology – Dr Kedias Jackson
Visiting Medical Services • Cardiologist - fortnightly
• Cardiologist/Pacemaker Clinic -
twice a year
• Dermatologist - every 4 weeks
• Ear, Nose & Throat Surgeon -
every 4 weeks
• Echocardiograph Clinic -
fortnightly
• Nephrologist - every 4 weeks
• Neurologist - every 2nd month
• Oncologist - every 4 weeks
• Ophthalmologist - every 4 weeks
• Ophthalmologist (Diabetic) -
every 2nd month
• Domiciliary Care/Home &
Community Care
• Palliative care
• Pathology (IMVS)
• CAMHS
• Continence Clinic
• Speech pathology
• Social Work
• Pharmacy
• Diabetes
• Women’s Health
• Oral Maxillo Facial Surgeon -
every 4 weeks
• Orthopaedic Surgeon -
fortnightly
• Paediatrician - weekly
• Plastic Surgeon - every 4 weeks
• Psychologist - 2-3 days per week
• Respiratory Physician - bimonthly
• Rheumatologist - every 4 weeks
• Urologist - every 4 weeks
• Vascular Surgeon - every 4 weeks
31

ACCOMMODATION:
Port Pirie Health Services, Alexander Street, Port Pirie – 2 x 5br houses
32

Whyalla
STUDENTS:
33

CONTACTS:
Jenna Patterson Student Coordinator
Dr Hemant Patel
Medgate Medical
Centre
8647 8104
0428 103896
Dr Dirk Hoffman Physician 8648 8300
Dr Annie Thomas Obstetrics 8648 8604
LEARNING CENTRE:
UPDATED PHOTOS TO COME
jenna.patterson@unisa.edu.au
8645 5344 medgateadmin@bigpond.com
General Practice Clinics within the Program
(There are approximately an additional 10 other GP’s within Whyalla)
Surgery Student consult room + Equipment
McRitchie Crescent Surgery Student consultation room with computer access
Bunyarra Clinic Student consultation room with computer access
(Student equipment within surgery)
Whyalla Family Practice Student consultation room
Playford Avenue Surgery Student consultation room with computer access
(Student equipment within surgery)
One Stop Surgery
34

Beds 73
Wards
Whyalla Hospital
20 Wood Terrace, Whyalla SA 5608 – Ph 8648 8300
16800+)
Services • Radiology (Paretts imaging)
• Eye Clinic
• Outpatients
• Orthotics & Prosthetics
• Dental
• ECG
• Medical / Assessment & Rehabilitation - 22 beds
• Hospice - 2 beds
• Mental Health - 2 beds
• Surgical – 18 beds
• High Dependency Unit – 8 beds
• Woman’s & Children’s Health Unit – 19 beds
• Paediatrics
• Maternity (approx 300 Births per year)
• Day surgery unit - 20 beds (1600+ day surgery cases & 1200 procedures)
• Operating theatre - 2 x suites (900+ operations per year)
• Accident & Emergency Department (11000 emergency presentations &
5000+ nurse lead outpatients, 650 pre-arranged doctor consults. TOTAL
• Domiciliary Care/ Palliative care
• Community Health Centre
• Pathology (IMVS)
• Infection Control
• Adult & Child Health Team
• Restart (Rehabilitation services)
• Pre-admission clinic
• Speech pathology
• Social Work
• Pharmacy
• Orthotics & Prosthetics
Allied Health Services
• Mental Health
• Occupational Therapy
• Podiatry
• Dietetics
• Nutrition
Resident Medical Services Surgeon – Mr Michael Damp
Surgeon – Ms Rosemary Hepworth
Anaesthetist – Dr Fousia Manthodi Kulangara (known as Dr Fousia)
Anaesthetist – Dr Jim Heng
Orthopaedic Surgeon – Dr Olubukola (Buki) Oloruntoba
Orthopaedic Surgeon – Dr Abdullah Shamimudeen Nalakath (known as Dr Shami)
Obstetrician – Dr Annie Thomas
Visiting Medical Services • Adelaide Hearing Specialists • Paediatric Geneticist
• Allergist
• Paediatric Nephrologists
• Cardiologist
• Paediatric Neurologist
• Ear, Nose & Throat Surgeon • Paediatric Psychologist
• Endocrinology
• Paediatric Pulmonary
• Eye Clinic Outpatients Dept • Paediatrician
• Gastrology
• Pain Management Consultant
• Geriatric & Rehab Medicine • Psychiatrist
• GP Anaesthetist
• Psychologist
• Gynaecologist
• Radiotherapist
• Haematologist/Oncologist • Regional Surgical Service
• Nephrologist
• Rheumatologist & General
• Oncologist
Physician
• Oral Surgeons
• Thoracic Specialist
• Orthopaedic Surgeon
• Urologist
• Paediatric Cardiologist
• Paediatric Endocrinologist
• Vascular Surgeon
35

ACCOMMODATION
26 Roberts Terrace, Whyalla SA – 4 x 2br houses:
36

Monday 23rd January Tuesday 24
2012 Orientation Week Program
Spencer Gulf Rural Health School
Held in Adelaide
Group 1 A & B
th January Wednesday 25 th January Thursday
26 th January
Pain Lecture
Groups 1A & 1B
Session Time: 9am – 1pm
Facilitators:
Assoc Prof Pam Macintyre
Dr Christine Huxtable.
Venue: Level 5, Eleanor Harrald
Building,
Department of Anaesthesia
Sando room
Obstetrics & Gynaecology
Orientation
Groups 1A & 1B
Session time: 2.30pm – 3.30pm
Facilitators: Dr Tim Wood & Tracey
Paterson
Venue: 122 Frome Street, Ground
floor, video conference room.
Teaching associates
10 students
Group 1A
Session Time: 5.30pm – 8.30pm
Facilitator: Kathryn Marshall
Venue:
The Royal Adelaide Hospital
Women’s Health Centre
PTO
Simulation Unit Workshop
Groups 1A & 1B
Session Time: 9.15am – 12.15pm
Facilitators: Dr Mary White,
Collette Lancasterlockwood,
Dr Michal Wozniak
Venue: Bio Skills Lab Med
School
Support
Groups 1A & 1B
Session Time: 1.30pm – 4.00pm
Facilitators: See page 3
Venue: 122 Frome Street, Ground
floor, video conference room.
Teaching associates
9 students
Group 1B
Session Time: 5.30pm – 8.30pm
Facilitator: Kathryn Marshall
Venue:
The Royal Adelaide Hospital
Women’s Health Centre
PTO
Relationships Workshop
Group 1 C
Session Time: 9.00am – 1pm
Facilitator: John Hambledon
Venue: Eleanor Harrald
Building
room 1:23
Simulation Unit Workshop
Groups 1A & 1B
Relationships Workshop
Group 1 D
Session Time: 9.00am – 1pm
Facilitator: John
Hambledon
Venue: Eleanor
Harrald Building
room 1:07
Session Time: 1.45pm – 4.45pm
Facilitators: Dr Mary White, Collette Lancasterlockwood,
Dr Michal Wozniak
Venue: Bio Skills Lab Med School
A
U
S
T
R
A
L
I
A
D
A
Y
Friday 27 th
January
School
Of
Medicine
Teaching
Series
Groups 1A
& 1B
Session
Time :
9.30am –
5pm
Facilitator:
tba
Venue:
Ligertwood
231, Law
Lecture
Theatre
37

Group 1 A
Learning Centre Number Group 2 A Learning Centre
1 Lachlan McMichael Port Lincoln/Ceduna 1 Alexander Berry-Noronha Broken Hill
2 Kieran Shanahan Port Lincoln/Ceduna 2 Lawrence Ma Broken Hill
3 Brydie Purbrick Port Lincoln/Ceduna 3 Ann Nillsen Broken Hill
4 Matthew Cranwell Port Lincoln/Ceduna 4 Christopher Bierton Kadina/Maitland
5 Andrew Burch Port Lincoln/Ceduna 5 Stephanie Morona Kadina/Maitland
6 Brian Chui Port Lincoln/Ceduna 6 Alexia McSkimming Kadina/Maitland
7 Mathew Amprayil Port Lincoln/Ceduna 7 Thomas Grosser-Kennedy Kadina/Maitland
8 Corinna Chiong Whyalla 8 Emma Dawes Port Pirie
9 Nicolle Opray Whyalla 9 Sebastian Koblar Port Pirie
10 Katherine Wilson Port Pirie
Group 1 B
Group 2 B
11 Michael Le Whyalla 11 Melissa Bairstow Port Pirie
12 Thuy-Nguyen Whyalla 12 Dominique Baume Clare
13 Rebecca Zhao Whyalla 13 Nathan Eardley Clare
14 Ahalya Fernando Whyalla 14 Alyssa Kelly Clare
15 Jack Yi Yu Barossa Valley 15 Caroline Wells Clare
16 Laura Germein Barossa Valley 16 Ludmilla Simpson Port Augusta
17 Emma Stephenson Barossa Valley 17 David Barlow Port Augusta
18 Bethany Kloeden Barossa Valley 18 Geordie Beath Port Augusta
19 Teng-Yuan Kang Port Augusta
38

Monday 23rd January
2012 Orientation Week Program
Spencer Gulf Rural Health School
Held in Adelaide
Group 2 A & B
Tuesday 24 th January Wednesday 25 th January Thursday
26 th January
Contraception & unplanned
pregnancy Workshop
Group 2A & B
Session Time: 9.30am –
4.30pm
Facilitators: Dr Katrina Allen
Venue: SHINE –Woodville
GP Plus Health care centre
64 c Woodville Road,
Woodville
STI’s Workshop
Group 2A & B
Session Time: Continue from
morning
Facilitator: Dr Nicola
Chynoweth
Venue: SHINE – Woodville
GP Plus Health care centre
64 c Woodville Road,
Woodville
Relationships Workshop
Group 2 C
Session Time: 9.00am – 1pm
Facilitator: John Hambledon
Venue: Eleanor Harrald Building
room 1:23
Simulation Unit Workshop
Group 2A & B
Relationships Workshop
Group 2 D
Session Time: 9.00am – 1pm
Facilitator: John Hambledon
Venue: Eleanor Harrald Building
Room 1:07
Session Time: 1.45pm – 4.45pm
Facilitators: Dr Mary White, Collette Lancasterlockwood, Dr Michal
Wozniak
Venue: Bio Skills Lab Med Schoo
Simulation Unit Workshop
Groups 2A & 2B
Session Time:9.15am –
12.15pm
Facilitators: Dr Mary White,
Collette Lancasterlockwood,
Dr Michal Wozniak
Venue: Bio Skills Lab Med
School
Obstetrics & Gynaecology
Orientation
All Group 2
Session time: 2pm – 3pm
Facilitator: Dr Tim Wood &
Dr Tracey Paterson
Venue: 122 Frome Street,
Ground
Teaching associates
10 students
Group 2A
Session Time: 5.30pm –
8.30pm
Facilitator: Kathryn
Marshall
Venue:
The Royal Adelaide Hospital
Women’s Health Centre
PTO
A
U
S
T
R
A
L
I
A
D
A
Y
Friday 27 th January
Pain Lecture
Group 2A & B
Session Time: 9am – 1pm
Facilitators: Assoc Prof Pam
Macintyre, Dr Christine
Huxtable.
Venue: Level 5, Eleanor
Harrald Building, Department
of Anaesthesia, Sando room
Support
Session Time: 2.00pm –
4.30pm
Facilitators: See page 3
Venue: 122 Frome Street,
Ground floor, video
conference room.
Teaching associates
9 students
Group 2B
Session Time: 5.30pm –
8.30pm
Facilitator: Kathryn
Marshall
Venue:
The Royal Adelaide Hospital
Women’s Health Centre
PTO
39

Group 1 A
LC Group 2 A LC
1 Lachlan McMichael Port Lincoln/Ceduna 1 Alexander Berry-Noronha Broken Hill
2 Kieran Shanahan Port Lincoln/Ceduna 2 Lawrence Ma Broken Hill
3 Brydie Purbrick Port Lincoln/Ceduna 3 Ann Nillsen Broken Hill
4 Matthew Cranwell Port Lincoln/Ceduna 4 Christopher Bierton Kadina/Maitland
5 Andrew Burch Port Lincoln/Ceduna 5 Stephanie Morona Kadina/Maitland
6 Brian Chui Port Lincoln/Ceduna 6 Alexia McSkimming Kadina/Maitland
7 Mathew Amprayil Port Lincoln/Ceduna 7 Thomas Grosser-Kennedy Kadina/Maitland
8 Corinna Chiong Whyalla 8 Emma Dawes Port Pirie
9 Nicolle Opray Whyalla 9 Sebastian Koblar Port Pirie
10 Katherine Wilson Port Pirie
Group 1 B
Group 2 B
10 Michael Le Whyalla 11 Melissa Bairstow Port Pirie
11 Thuy-Nguyen Whyalla 12 Dominique Baume Clare
12 Rebecca Zhao Whyalla 13 Nathan Eardley Clare
13 Ahalya Fernando Whyalla 14 Alyssa Kelly Clare
14 Jack Yi Yu Barossa Valley 15 Caroline Wells Clare
15 Laura Germein Barossa Valley 16 Ludmilla Simpson Port Augusta
16 Emma Stephenson Barossa Valley 17 David Barlow Port Augusta
17 Bethany Kloeden Barossa Valley 18 Geordie Beath Port Augusta
19 Teng-Yuan Kang Port Augusta
40

Introduction
THE FIFTH YEAR RURAL PROGRAM CURRICULUM:
STRUCTURE AND ORGANISATION
The 5 th year rural program curriculum was developed within DRH through the collaborative efforts of
University of Adelaide academics, specialists and clinicians, and experienced rural general practitioners and
rural specialists.
The curriculum recognises the value of individual supervision and mentoring, access to high quality learning
material, and the value of hands-on practical learning that is available in rural settings. Medicine is practiced
differently in rural areas, and therefore it is taught differently. Overall the major differences are that your
training will not be provided in discipline oriented blocks; but all discipline related curriculum will be covered
in an integrated manner more in line with the development of competence in generalist or multi-skilled
practice. The rural school 5 th year program has the same philosophical basis as the urban Medical School 5 th
year program of integration of the scientific basis of medicine, clinical skills and medical personal and
professional development. We are sure you will find this approach stimulating, exciting, challenging,
rewarding and fun.
Program delivery and structure
The 5 th year rural program is delivered through a number of learning centres chosen on the basis of
excellence of clinical teaching and access to clinical practice opportunities. Students are allocated to sites in
small groups on the basis of availability of teaching resources and compatibility of students within each
group. Rotations are kept to a minimum and timing of rotations varies between students and sites.
The best way for you to get feedback is to seek regular feedback sessions with your GP or medical specialist
supervisor.
Students will be provided with access to the “School of Medicine Teaching Series” or lectures and tutorials
by videoconference and web links. In some cases students will return to Adelaide for interactive sessions.
Curriculum structure
The aims of the rural curriculum are:
• to provide high quality clinical learning in rural clinical and community settings
• to cover the continuum of care
• to support and encourage active student participation in learning incorporating experiential learning
• and evidence based philosophies
• to provide appropriate and equivalent learning experiences
• to integrate learning and to encompass the spirals of learning (MPPD, CS and SBM)
• to base learning on case and patient based teaching approaches
• to provide choice and balance in the curriculum and for the development of basic research expertise
and problem solving skills
• to provide formative and summative assessment components consistent with other curriculum
delivery venues.
41

Fifth year rural students are expected to develop the same attitudes, skills/competencies and knowledge as
shown on the MLTU site at
http://curriculum.medicine.adelaide.edu.au/groups/common/showfile.asp?resource=6581 in the rural
setting are abbreviated and adapted below:
Clinical Skills and Competencies
Students must familiarise themselves with the document “Clinical Skills, Defining the competencies: History
and Exam, years 1-6 chart” at http://curriculum.medicine.adelaide.edu.au/groups/5
Compulsory Specialist Program
Orientation to rural program
SGRHS orientation 2012 is from Monday 23rd Jan to Friday Jan 27th and will be held in Adelaide. (Barossa O
Week begins on Monday Jan 16th. Attendance to orientation week is compulsory. Barossa students will also
attend Adelaide orientation.
The O Week program includes instruction on academic and non-academic matters.
Academic matters may include basic instruction in topics such as:
• Contraception
• STIs
• Anaesthesia
• Pain management
• Human Reproductive Health (HRH)
• Paediatrics (PCH)
• Timetables and assessment schedules
• Relationships
• Professional Behavior
Non academic matters will include helpful instruction in areas such as:
• use of equipment such as video conferencing equipment that will be used by students in all sites to
access the School of Medicine Teaching Series and RHEF satellite television broadcasts
• introduction to student coordinators
• who to contact for IT support and what it is acceptable to do with the IT equipment provided
Meeting your GP or specialist academic supervisor
Academic supervisors are practitioners who have a particular interest in teaching students as well as
practicing medicine and providing a service to patients who are sometimes very unwell. Your relationship
with your supervisor is crucial to your learning. Students who manage best on clinical attachments are those
who are able to focus on their learning needs and to actively work with the supervisor to ensure their needs
are clearly articulated and planned while at the same time assisting and supporting the practitioner to meet
the needs of patients, staff, and family.
42

Attitudes for success
Your year will be much more enjoyable and geared for success if you can adopt positive attitudes toward:
• collaborative work within and between settings
• teamwork
• active participation in learning through questioning and enquiry, enthusiasm and a commitment to
life-long learning
• development of high levels of self awareness including demonstration of empathy, non-judgemental
acceptance, and authoritative not authoritarian approaches
• reflective capacity in learning with a high level of self awareness of individual attitudes and values and
the factors that developed them
• awareness of the value of other health professionals and members of the broader community
• respect for patients, and that the role of a health professional is to provide service with integrity
• patients linguistic and cultural backgrounds, the value of diversity, and tolerance of uncertainty
• the ethical responsibility of being a medical student, the roles and responsibilities of medical students
and doctors, in view of societal expectations of the profession
• professional behaviour in all clinical and professional relationships
Student behaviours
Fifth year medical students are expected to demonstrate advancement in development of professional
attitudes and behaviours when compared with students in earlier years. As a medical student you will:
• Introduce yourself to staff and patients
• Identify yourself as a medical student who is working as part of the medical team
• Ensure that any written entry you make to medical notes is countersigned by your supervising (or
another) doctor
• Attend all scheduled activities (unless appropriate permission has been sought and given for your
absence)
• Rural fifth year students must apply for short or long term leave in a timely manner following
discussion with their preceptors and following the same protocols as urban students. Approval for
leave must be granted by the Dean prior to any leave being taken. All personnel affected by your
leave (supervisors, preceptors, student coordinators etc.) must then be notified that leave has been
granted and any local issues relating to your leave identified and negotiated with the Head of
Discipline Professor Jonathan Newbury.
If you do not have any activities scheduled you should seek opportunities for learning such as:
• Attendance at ward rounds or other unit or clinic activities
• Reading or searching EBM data bases
• Checking case records
The Barossa Program
In the Barossa the University of Adelaide Rural Clinical School students will be co-located with 3 rd year
Flinders University Rural Clinical School (FURCS) Graduate Entry Medical Program students (GEMP). If you
have selected the Barossa you will participate in an integrated program very similar to the rural program in
other University of Adelaide rural sites. In 2012 a University of Adelaide Clinical Educator will be employed
to oversee and direct your learning and teaching activities. This position will be based in the Barossa.
Differences include:
• Your co-located Flinders Students will not have experienced a clinical placement before and will not have
had the same exposure to surgery or medicine.
43

• Students from University of Adelaide and from Flinders University will be able to participate in formative
assessments provided by the university in which they are NOT enrolled for formative purposes. Students
must however participate in all formative and summative assessments of the university in which they
ARE enrolled.
• Orientation Week for University of Adelaide students in the Barossa will be the same as for Flinders
PRCC students.
University of Adelaide students in the Barossa will observe the same break dates as the University of
Adelaide medical students.
- Semester break: Monday 28 May – Friday 15 June
- Mid semester break: Monday 27 August – Friday 31 August
National Police Checks
It is important that students allocated to SGRHS learning sites begin the process of getting a National
Police Check Certificate PRIOR TO THE START OF THE ROTATION as it can take more than two weeks. (See
below for more information re NPCs)
In effect you will now NOT be able to attend clinical teaching sessions without a valid NPC.
The current cost for a Student Concession is $33.50 but you must have your University of Adelaide Student
ID card with you to get the concession rate.
The police have advised you need to allow between 5-15 days for the processing of your clearance.
For further information go to www.police.sa.gov and follow the links for the National Police Certificate.
Once you have received your police clearance, it should be carried with you at all times so if you are asked to
produce it on visits or clinical attachments, you can do this immediately.”
Attendance and notification of absences
By 5th year, students are expected to have adopted professional values and behaviours. These include
reasonable self expectation of attendance at organised sessions and earliest possible notification of non
attendance to all people (professionals, patients and/or administrative staff) affected by an inability to
attend any scheduled session.
You should consult your Student Coordinator and academic supervisor should you require a medical
certificate for extended (beyond one day) absence from scheduled sessions.
No medical certificates will be issued by your academic supervisor or any medical practitioner involved in
your academic assessment. Students will be referred to a non-supervising general practitioner within the
home site or neighbouring site for examination and provision of a medical certificate as appropriate.
Please refer to "Student Behaviours" section for processes required for the taking of short term or long term
leave.
44

Notification of planned or unplanned leave affecting assessment
Please consult the 5th year Assessment documents to ensure any application for leave does not risk
successful completion of your year’s program.
Please note if you are intending on taking leave you will need to formally apply by using the L2 (Short Term
Leave Non Medical) form available on the MLTU year 5 webpage. The forms need to be sent in the first
instance to A/Prof Hubertus Jersmann (Year 5 Convenor) for his consideration. The forms will then be
forwarded to the Dean for final consideration/approval.
The students will be advised of the outcome of their application by email. Once you have this approval,
please email it to Bronwyn Herde - bronwyn.herde@adelaide.edu.au.
Note that the process for applying for deferment of an exam is the same as applying for provision of a
supplementary examination. Application must be made using “Form L1 – Notification of Non-Attendance”
and must be approved by the Dean to be passed on to the Supplementary Examinations Committee and the
Board of Examiners for approval. These forms have been attached to the end of this booklet and can be
obtained from the MLTU website.
Supplementary examinations will be provided on medical or compassionate grounds. From information
provided by students, the Supplementary Examinations Committee and Board of Examiners will assess the
level of impairment to student preparation for the examination or potential to impair examination
performance. Levels of impairment will be assessed as mild, moderate or severe and a decision will be taken
about the provision of a supplementary examination.
If a student has suffered an impairment affecting preparation and potentially affecting performance in an
assessment they should make application for a supplementary examination as soon as possible as a
precaution. A supplementary examination will then be considered if performance does not meet the
required standard. If no prior application for a supplementary examination has been made no
supplementary exam can be granted.
Notification of results
Students are responsible for providing all original assessments to their Student Coordinator prior to the
Board of Examiners meetings in June and November.
Making the most of your rural clinical opportunities
There are a number of ways that students can make the most of the opportunities the rural program offers
and these include:
• Developing a good rapport with supervisors, hospital and practice staff, and community health
service and nursing home staff. Seek the assistance of these colleagues to develop the best possible
weekly roster to gain the best possible clinical exposure and learning opportunities offered by your
site.
• Actively seeking patients of interest by
• Speaking with nursing staff and doctors other than your supervisor
• Checking bookings and admissions lists
• Discuss with the surgeon or general practitioner which surgical patients will be most beneficial to
examine and observe during surgical lists
• Actively quiz your supervisor, nurses, surgeons, and other health professionals
• Actively seek involvement in the management of patients you have examined
• Actively seek patients’ and supervisor’s permission to be involved in patient care
45

• Understand that there will be occasions when a patient is not willing or the timing is not right; but
that your supervisors will appreciate your interest and willingness to be involved
• Seek and take feedback constructively and act to develop your knowledge, skills and behaviours in
areas of weakness
For further information about getting the most from your rural placement read:
A community based, patient-centred longitudinal medical curriculum. Sturmberg J, Reid A, Thacker J,
Chamberlain C. Rural and Remote Health 3 (online). 2003.
A longitudinal, patient-centred, integrated curriculum: facilitating community-based education in a rural
clinical school Sturmberg J, Reid S, Khadra M. Educ Health (Abingdon) 2002;15(3):294-304.
Students are expected to start each day at the hospital to review any inpatients you have met or admitted.
Each student is expected to see their inpatients in the morning daily and then should start their day with
meeting their GP academic at the hospital or practice whichever is the preferred option of the GP.
Community health work and Indigenous health learning
Not all health care occurs in hospitals or general practice settings and many valuable and important primary
health care lessons can be learned from attendance at community health care facilities.
These may include Child and Youth Health Services (CYHS), Vaccination centres, Royal Flying Doctor Service,
Aboriginal Health care centres, and more. Student coordinators are valuable sources of information about
these learning opportunities.
Each student should be competent to perform a developmental assessment of children of varying ages. The
local CAYHS is ideal and usually appreciate students who provide assistance. Confidence can be built
through observation, and independent assessment performed under supervision or in parallel with CAYHS
staff.
The best opportunity to interact with and learn with Aboriginal people is in their communities. Several
placements offer access to specific Aboriginal Health Services where students are encouraged to visit people
in their homes, to learn how Aboriginal people access health treatments on their own terms, and how
traditional medicine fits with Aboriginal culture.
Specialist visits and gaining experience in specialist areas
Most towns have a schedule of specialist visits. These may include ophthalmology, otolaryngology,
orthopaedics, obstetrics and gynaecology and more. Your GP supervisor will assist you to obtain permission
to attend these when appropriate.
You may seek permission to visit local rural medical specialists or allied health professionals such as the local
optometrist to gain experience in dilation of the pupil and examination of the retina.
Students should seek to follow at least one pregnancy through from initial or early consultation to delivery
or referral to specialist care. Antenatal care is provided in most of the general practitioner clinics and also in
antenatal clinics in the larger hospitals in the Spencer Gulf region. Students should negotiate with labour
ward hospital staff and midwives to identify primiparous and multiparous women who are approaching
delivery (i.e. between 36 and 40 weeks) to enable sharing of deliveries between medical students and
midwifery students (where there is competition for experience in deliveries between these groups).
Students should endeavour to follow the post partum progress of the delivered mother and infant for six
weeks.
46

Rotation out of your home unit for specialised or extended training
General practice settings provide ample exposure to internal medicine, geriatrics, paediatrics, obstetrics and
gynaecology, and a spattering of trauma, ophthalmology, otolaryngology and other specialist areas of
practice. In some general practices however, exposure to certain areas of practice is less than optimal for
teaching purposes. In these circumstances students will be rotated out of their home site to another site for
a specified number of weeks for teaching in specific areas. Examples of common rotations for specialised
teaching include:
• to Port Augusta paediatric specialist unit for PCH paediatrics rotation
• to Gawler, Port Pirie or Whyalla Obstetrics and Gynaecology specialist units for Obstetrics and
Gynaecology (HRH) rotation
Allied health learning
You will often be co-located with allied health and nursing students and some social activities will be
arranged for all students within a site. Currently there are no organised programs for exposure of medical
students to allied health learning and it is up to students to seek these opportunities for themselves.
Possibilities include working with radiologists, midwives, physiotherapists, podiatrists, occupational
therapists, speech pathologists, dieticians and more. Recognising that the scope of health services is greater
than medical care alone will assist students to remember to include allied health referrals and services and
in answers to examination questions, and to provide multidisciplinary health care that is better than its
component parts after graduation.
Medical Record Documentation
Based on the South Australian Medical Record Documentation and Data Capture Standards
Where a clinician documents in free text fields such as progress notes, the following must be documented:
• The date and time of entry. Dates are to be written in dd/mm/yyyy format and times are to be
recorded using a 24hr clock
• signature
• surname and initials
• designation eg. Medical office, nurse, physiotherapist
A rubber stamp may be used to indicate the designation and surname only. In a large organisation, it may
also be appropriate to include the clinician’s pager number.
Where a clinician documents in structured fields, for example, medication charts must document the
following:
• date and time of entry
• signature
• Identifiable initials (AHIMA 1996). Rubber stamp signatures are not acceptable.
All entries in the medical record by the clinical students, authorised to document in the record should be
authenticated by the student and countersigned by a fully qualified professional with the dare, surname,
initials, designation and signature (Huffman 1994, pg 107)
This includes the need to write the date AND time of entry, signature AND Surname and initials, designation
of medical student and name of supervisor/preceptor.
The student should ensure his or her entry is countersigned by the nominated medical supervisor
47

Medication Chart
Doctors including students should use standardised terminology, abbreviations and symbols when
communicating about medicines.
National Standard “Spell it out” has been adopted by South Australia
If a doctor asked a student to write a drug chart, the student should make sure the doctor signs the drug
chart. It can’t be signed by the student as only registered medical practitioner can prescribe medication.
Hand Hygiene
South Australia has adopted the use of 5 moments for Hand Hygiene, as part of reducing risk of hospital
acquired infections in Australian Hospitals
The students should know and adopt these principles when approaching inpatients in particular
Other Infection Control related matters
If the student hasn’t been formally instructed how to scrub in for theatre, he or she should notify the theatre
clinical service coordinator/most senior person in order to organise appropriate instruction.
If the student hasn’t been shown how to handle and dispose sharps and or has suffered needle stick injury,
he or she should request to talk to the Infection Control Nurse – Minnie Reynolds
Ordering of pathology tests
If the student is asked to write and or take specimens for pathology tests, please make sure all information
on the form is completed including the name of the requesting medical officer, copy of results to patient’s
own GP if required. If printed labels are being used, make sure the requesting medical officer is the one
named in the label, otherwise amend the label accordingly.
If patients are admitted as private patients or seen at outpatients including emergency department – make
sure the patients are asked to sign the request form – under the bulk bill assignment form. Otherwise
patients would be billed by the Pathology Lab. Please make sure the requesting doctor signs the order in
order for patient to be eligible to obtain benefit from Medicare.
48

General Practice
MiniCEX x 6
Assessment Summary
All students will be required to complete “6 MiniCEX over the 10 months covering at least 4 disciplines of
medicine from at least 4 different assessors.” Students should return these to their Student Coordinator as
they are completed. A minimum of three passes is required at the end of each semester.
We encourage students to do more than 6 MiniCEX assessments although you will only be assessed on your
best six results.
Year 5 Placement Assessment Professional Behaviour form x 2
Your GP supervisor will complete this from at the end of your attachment. All students must achieve a
satisfactory standard to complete year 5. You are required to complete “1 professional behaviour, Year 5
placement assessment per semester.”
A formative clinical OSCE:
A formative OSCE will be held in the first week of second semester. The OSCE is provided within the Rural
Program to provide additional OSCE examination experience, feedback and the opportunity for remediation
if needed.
End of year Examination
Summative clinical skills OSCE - A final OSCE will form part of your final examinations along with 3 hour
written SCT and MCQ examinations (same as urban students).
_____________________________________________________________________________________
Geriatrics (ACC2)
Refer to geriatrics handbook for further explanation of the below.
Your final grade in this attachment is determined by a four part assessment:
1. Medical Case 25%
2. Rehabilitation Case 25%
3. Clinical knowledge 30%
4. Clinical Skills 20%
Total 100%
_____________________________________________________________________________________
49

Human and Reproductive Health (HRH)
Refer to Human Reproductive Health handbook for further explanation of the below assessments.
A student achieving an A grade would be above 70% in all areas, a B from 56-69%, C 50-55%, D 45-49% and E

Anaesthesia Pain and Intensive Care (APIC)
Assessment
Anaesthesia and Pain Medicine, rural students.
Background
Rural students will receive two sessions of interactive teaching in anaesthesia and pain management, to
complement the practical exposure to these areas that they receive during their clinical placements. They
will also receive a session in the bio-skills simulation lab and have access to the lecture programme that the
urban students receive.
Assessment will be based on attendance, participation in discussions, and knowledge.
Attendance at all rostered sessions is compulsory to achieve a pass in this attachment.
The scope of knowledge expected will be outlined in the introductory lectures and PBLDs, and supported by
the recommended texts. A list of the recommended texts will be available from the Department and on the
student reading list produced prior to the start of the academic year.
Marking Scheme
In accordance with University of Adelaide policy, knowledge levels and participation will be assessed with a
grading of:
A Above expected competency for Year 5
B Clearly at accepted competency
C Just at expected competency
D Below expected competency
E Well below expected competency
An overall mark for the attachment will be generated from these marks, and forwarded to the School
Topics from this attachment may also be assessed in written and OSCE examinations at the end of year.
Course Content
Problem-based learning
Specific topics will be provided during the attachment. Students will be assessed and marked on their
knowledge of the topics and involvement in the session.
Clinical attachments
Students will be rostered to clinical placements, within the rural environment. Marks will be based on
knowledge and participation.
Simulation
Students will attend the session, and participate in practical scenarios addressing aspects of acute medical
problems.
Julia Coldrey
Consultant Anaesthetist
Royal Adelaide Hospital
8222 5422
51

Assessment Forms
Details are provided on the MLTU website under year 5 course assessment. The portfolio is provided for
your guidance and is not exhaustive in its detail.
In practice it is important that students develop logical, systematic approaches and processes for history
taking and examination leading to intelligent differential diagnoses based on knowledge of these conditions.
Students should however seek exposure to as many cases as possible as they present within their clinical
setting. Our philosophy remains that the best way to learn your medicine is by seeing patients.
Please refer to the University of Adelaide policies on the MLTU website at
http://curriculum.medicine.adelaide.edu.au/groups/5/course_information_assessment.asp
MiniCEX
The MiniCEX was developed by Professor John Norcini for the post graduate assessment of doctors
preparing for College exams in the United States. The MiniCEX has been widely adopted as a reliable and
valid tool for assessment of clinical skills in undergraduate clinical teaching and provides guidance for
preceptor’s feedback.
Barossa Students:
To minimise Gp workloads, Flinders University MiniCEX forms are used in the Barossa. They are almost
identical to the one overleaf and are valid for your assessment.
52

SGRHS Mini-Clinical Evaluation (CEX)
Please complete the questions using a cross: Please use black ink and CAPITAL LETTERS
Trainee’s surname: ……………………………………… Trainee’s first name: ….........………………………
SGRHS Training Site: Practice Hospital):………………………………..…..…...................................…................
Discipline area: □ Medicine □ Surgery □ O&G □ Paediatrics □ Psychiatry
Clinical setting: □ Clinic □ Emergency □ Ward □ Theatre □ Other:
Clinical problem:…………………………………………………………………...…………………………………………………
Consultation: □ New □ FU Case complexity □ Low □ Average □ High
Focus of clinical encounter: □ Diagnosis □ Management
Assessor’s position: □ GP □ GP Faculty member □ Local Specialist □ Other (please specify):…………………
Please grade the following
areas using the scale
below:
Below expectations
for level of training
Borderline
for level
of training
Meets
expectations
for level of
training
Above
expectations
for level of
training
History taking
Physical Examination Skills
Communication Skills
Clinical Judgment
Professionalism
Organisation/Efficiency
Overall Clinical Care
*U/C Please mark this if you have not observed the behaviour and therefore feel unable to comment.
Anything especially good? Suggestions for development:
Agreed action:
Highly Not At All
Trainee satisfaction with Mini-CEX 1 □ 2 □ 3 □ 4 □ 5 □ 6 □ 7 □ 8 □ 9 □ 10 □
Student’s signature: …………………………………Student’s surname: …………………………………Date: .....……./……./…..
_________________________________________________________________________________
Assessor satisfaction with Mini-CEX 1 □ 2 □ 3 □ 4 □ 5 □ 6 □ 7 □ 8 □ 9 □ 10 □
Have you had training in the use of this assessment tool? Time taken:
□ No □ Yes:
Written Training □ Yes: Face to face □ Yes: Web/CD ROM for observation (in minutes): …....
for feedback (in minutes): ...........
Assessor’s signature: ………………………………..…Assessor’s surname: ………..…..…………………………Date: ……./……./…..
U/C*
53

Placement:
Student Name:
Rotation:
Year 5 Placement Assessment – 2012
MBBS Year 5 – The University of Adelaide
This formal assessment should be completed by the Team Supervisor at the end of the student’s attachment
following discussion of their performance with the unit team. You are asked to make a judgement on
Professional Behaviour.
PROFESSIONAL BEHAVIOUR:
ATTENDANCE:
THIS STUDENT HAS ATTENDED THIS ATTACHMENT SATISFACTORILY
YES � NO � (If ‘NO’ please do not complete any other section of this form).
PARTICIPATION IN CLINICAL ACTIVITIES:
Uninterested in unit
activities; frequently absent
or not punctual. Fails to
engage in discussions even
when prompted. Far below
expected standard for Year
5
Participates only when
prompted; sometimes
absent or unpunctual. Not
actively engaged in patient
discussions unless asked.
Just below expected
standard
Attends most of the time but
may miss some activities.
Not always punctual.
Engages intermittently in
patient discussions. Just
reaches acceptable
standard.
Attends expected unit
activities and engages
actively without requiring
prompting. As expected for
Year 5 student
Attends all unit activities
including out of hours.
Actively seeks learning
opportunities. Contributes
will to patient discussions.
Above expected standard
for Year 5
� � � � �
INTERACTION WITH COLLEAGUES AND HEALTH CARE TEAM:
Uncooperative; does not
acknowledge skills of
others. May at times be
obstructive and unhelpful.
Does not follow directions.
Far below expected
standard for Year 5
Tends to operate as a loner;
does not communicate
appropriately. Needs
reminding to carry out
tasks. Just below expected
standard
Mostly cooperative; works
satisfactorily with medical
team and other disciplines.
Needs reminder at times to
carry out tasks. Just reaches
acceptable standard.
Well liked by colleagues and
peers and communicates
appropriately with all
members of the team. Tasks
performed on time. As
expected for Year 5 student
Highly regarded by all as an
effective and supportive
communicator. Shows good
initiative and leadership
skills. Above expected
standard for Year 5
� � � � �
DOCTOR / PATIENT INTERACTIONS:
Little empathy; lacks respect
for, and ability to
communicate with, patients
and relatives. Far below
expected standard for Year
5
Empathy and
communication skills need
improvement; just below
expected standard
Able to communicate with
patients generally, but has
difficulty when situations are
not straightforward. Just
reaches accepted standard.
Respectful and
communicates adequately
with patient and relatives.
As expected for Year 5
student
Very professional
empathetic; very good
communication skills..
Above expected standard
for Year 5
� � � � �
ORGANISATION AND TIME MANAGEMENT SKILLS:
Unable to establish
priorities. Disorganised.
Tasks often not completed.
Not reliable. Far below
expected standard for Year
5
Difficulty in establishing
priorities; poorly organised.
Tasks not always
completed. Sometimes
unreliable. Just below
expected standard
Able to establish priorities
on some occasions; attempts
to complete tasks on time.
Just reaches accepted
standard.
Good at establishing
priorities; generally
completed tasks on time.
Generally reliable. As
expected for Year 5 student
Excellent time
management. Ensures tasks
are always completed.
Above expected standard
for Year 5
� � � � �
ETHICS AND INTEGRITY:
Fails to uphold professional
and ethical standards. Far
below expected standard
for Year 5
Some serious doubts about
professional and ethical
standards. Just below
expected standard
Generally adheres to
professional and/or ethical
standards, with some minor
concerns. Just reaches
accepted standard.
No concerns regarding this
students understanding of
and adherence to ethical
and professional standards.
As expected for Year 5
student
Able to handle difficult
ethical situations.
Exemplary professional
behaviour. Above expected
standard for Year 5
� � � � �
Assessor’s signature:.............................................Assessor’ssurname:.............................................................Date:.........../........../..............
Please return to your Student Coordinator
54

Final Grade Calculated as below:
A ≥70% Above expected competency for year level
B 56%-69% Clearly at expected competency for year level
C 50%-55% Just reaches expected competency for year level
D 45%-49% Below expected competency for year level
E

Clinical Skills
(20)
Tuesday 11 th September
All AU students @ BVPRCC
with Dr Prouse
University of Adelaide BVPRCC Cohort Assessments for 2012
Clinical Knowledge
(30)
Tuesday 11 th September
All AU students @ BVPRCC with Dr
Prouse
GERIATRICS ASSESSMENT – Semester 2
Medical Case
Rehab. Report
(25)
(25)
Tuesday 7 th August - Jack Yi Yu Tuesday 11 th September
Tuesday 14 All AU students @ BVPRCC in person
with Dr Prouse
th August - Emma Stephenson & Bethany
Kloeden
Tuesday 21 st August - Laura Germein
HUMAN REPRODUCTIVE HEALTH ASSESSMENT
Clinical Case and oral presentation
MCQ and SCT
Multiple choice
Appendix D
Total
(5)
(5)
(5)
(5 births)
(15)
Thursday 4 th October
Monday 15
@ Gawler Health Service
Drs David Mills and Dr Richard McKinnon
th October
To be signed off by GPs or GHS O&G
@ BVPRCC
To be completed by Thursday 4
Combined 3 hour exam
th October
PAEDIATRICS ASSESSMENT
Written Assessments - - Clinical Assessments - Total
(160)
Psych Exam
Observed Clinical Supervisor’s Report
OSCE RESULT(Med+Surg)
(20)
Assessment
(10)
(0)
(120)
Friday 19 th October
Completion date:
All AU students @ PORT AUGUSTA*
Friday 19 th Completion date
October Friday 19
To be conducted by
GP Supervisor
th Friday 19
October
To be conducted by
GP Supervisor
th October
All AU students @ PORT AUGUSTA*
Mini CEX Forms x 6 (FU forms to be used)
6 mini CEXs over the 10 months covering at least 4 disciplines and from at least 4 different assessors
A minimum of 4 different disciplines
A minimum of 4 different assessors
Semester 1 – 3 x Forms Due Semester 2 – 3 x Forms Due
Due Friday 25 th May 2012 Due Friday 19 th October 2012
Year 5 Placement Assessment Professional Behaviour Form x 2
Your GP will complete this form at the end of each semester. You must receive a satisfactory standard to complete Year 5.
Semester 1 Semester 2
Due Friday 25 th May 2012 Due Friday 19 th October 2012
Year 5 End of Year Exams
Beginning Monday 19 th November. Details in Handbook.
Total
(100)
56

Year 5 Rural Cohort Specialty Assessment Timetable 2012
Date Assessment Location Students
Week 18
Thursday
24 th May
Week 27
Tuesday
14 th August
Week 27
Thursday
16 th August
Week 34
Tuesday
2 nd October
Week 34
Thursday
4 th October
Week 34
Thursday
4 th October
Week 35
Tuesday
9 th October
Week 35
Monday 8 th
October
Week 35
Tuesday
9 th October
Week 36
Monday
15th October
Clinical case &
oral presentation
Clinical case &
oral presentation
Clinical case &
oral presentation
Clinical case &
oral presentation
Clinical case &
oral presentation
Clinical case &
oral presentation
Clinical case &
oral presentation
Clinical case &
oral presentation
Clinical case &
oral presentation
MCQ & SCT
3 hour combined
written exam
Human Reproductive Health (HRH)
Port Pirie
Katherine Wilson, Caroline Wells,
Melissa Bairstow, Dominique Baume,
David Barlow, Teng Yuan Kang (6)
Broken Hill Lawrence Ma, Ann Nillsen, Alexander
Berry-Noronha (3)
Port Pirie
Ludmilla Simpson, Emma Dawes,
Nathan Eardley-Harris (3)
Ceduna Andrew Burch, Matthew Cranwell (2)
Port Lincoln Lachlan McMichael, Kieran Shanahan,
Brydie Purbrick, Brian Chui, Mathew
Amprayil (5)
Gawler Jack Yi Yu, Laura Germein, Emma
Stephenson, Bethany Kloeden (4)
Kadina/Maitland Christopher Bierton, Stephanie
Morona, Thomas Grosser- Kennedy,
Alexia McSkimming (4)
Port Augusta Sebastian Koblar, Alyssa Kelly, Geordie
Beath (3)
Whyalla Thuy-Nguyen, Rebecca Zhao, Michael
Le, Corinna Chiong, Nicolle Opray,
Ahalya Fernando (6)
Home community All Students (36)
57

Friday, 19 st
October
Week 36
Tuesday, 20 th
March
Week 9
Tuesday, 27 th
March
Week 10
Tuesday 3 rd April
Week 11
Tuesday 10 th April
Week 12
Tuesday, 17 th
April and
Wednesday 18 th
April
Week 13
Monday, 23 rd
April and Tuesday
24 th April
Week 14
Tuesday 8 th May
and Wednesday
9 th May
Week 16
Tuesday 15 th May
and Wednesday
16 th May
Week 17
PCH OSCE
Med 5, Surg 3
Psychiatry written
(40 minutes)
Medical Case
Presentation
Medical Case
Presentation
Medical Case
Presentation
Medical Case
Presentation
Geriatric Rehab
Case
presentation,
tutorial & clinical
skills day
Geriatric Rehab
Case
presentation,
tutorial & clinical
skills day
Geriatric Rehab
Case
presentation,
tutorial & clinical
skills day
Geriatric Rehab
Case
presentation,
tutorial & clinical
skills day
Paediatric Child Health (PCH)
Port Augusta All students
Geriatrics Group 1
VC
(PP, Kad, Clare,
PA, BH, Frome)
VC
(PP, Kad, Clare,
PA, BH, Frome)
VC
(PP, Kad, Clare,
PA, BH, Frome)
VC
(PP, Kad, Clare,
PA, BH, Frome)
Emma Dawes, Christopher Bierton,
Dominique Baume, Alexander Berry, David
Barlow
Sebastian Koblar, Stephanie Morona,
Alyssa Kelly, Geordie Beath, Lawrenc Ma
Katherine Wilson, Thomas Grosser-
Kennedy, Nathan Eardley-Harris, Ludmilla
Simpson, Ann Nillsen
Melissa Bairstow, Alexia McSkimming,
Caroline Wells, Teng-Yuan Kang
Kadina Christopher Bierton, Stephanie Morona,
Thomas Grosser-Kennedy, Alexia
McSkimming, Caroline Wells, Nathan
Eardley-Harris
Whyalla Ludmilla Simpson, David Barlow, Geordie
Beath, Ten-Yuan Kang, Alyssa Kelly
Port Pirie Emma Dawes, Sebastian Koblar, Katherine
Wilson, Melissa Bairstow, Dominique
Baume
Broken Hill Alexander Berry-Noronha, Lawrence Ma,
Ann Nillsen
58

Tuesday, 7 th
August
Week 26
Tuesday, 14 th
August
Week 27
Tuesday, 21 st
August
Week 28
Tuesday, 28 th
August
Week 29
Tuesday, 4 th and
Wednesday 5 th
September
Week 30
Tuesday 11 th and
Wednesday 12 th
September
Week 31
Tuesday 18 th and
Wednesday 19 th
September
Week 32
Medical Case
Presentation
Medical Case
Presentation
Medical Case
Presentation
Medical Case
Presentation
Geriatric Rehab
Case
presentation,
tutorial & clinical
skills day
Geriatric Rehab
Case
presentation,
tutorial & clinical
skills day
Geriatric Rehab
Case
presentation,
tutorial & clinical
skills day
Geriatrics Group 2
VC
Pl, Ced, Why,
BV, Frome)
VC
Pl, Ced, Why,
BV, Frome)
VC
Pl, Ced, Why,
BV, Frome)
VC
Pl, Ced, Why,
BV, Frome)
Brian Chui, Thuy-Nguyen, JackYi Yu, Lachlan
McMichael
Keiran Shanahan, Michael Le, Emma
Stephenson, Bethany Kloeden
Andrew Burch, Matthew Cranwell, Corinna
Chiong, Nicolle Opray, Laura Germein
Mathew Amprayil, Ahalya Fernando, Brydie
Purbrick, Rebecca Zhao
Whyalla Thuy-Nguyen, Rebecca Zhao, Michael Le,
Corinna Chiong, Nicolle Opray, Ahalya
Fernando
Barossa Valley Jack Yi Yu, Laura Germein, Emma
Stephenson, Bethany Kloeden
Port Lincoln Lachlan McMichael, Keiran Shanahan,
Brydie Purbrick, Brian Chui, Mathew
Amprayil, Andrew Burch, Matthew
Cranwell
59

Seeking Assistance
While self reliance (and resilience) is admirable, it is always advisable that students plan ahead and seek
assistance before problems escalate to the point where they may affect academic performance.
Assistance may be required for non-academic matters relating to living arrangements, roster difficulties,
travel requests etc. or for academic matters such as deferral of examinations, or meeting assessment
requirements. From time to time other student matters arise that are outside of the sphere of living and
learning arrangements such as issues relating to the emotional or physical well being of a student.
If you are comfortable to request assistance within your local area this should occur in the first instance.
Failure to resolve an issue locally should be followed by a request for assistance from Dr David Mills (all
students), Discipline Head Professor Jonathan Newbury or Dr Sue Baillie (for those students not
resident/assessed in Pt Lincoln).
If an issue cannot be resolved at a local or Discipline level, the matter will be referred by Dr David Mills or
Prof Jonathan Newbury to the Dean of Medicine, Dr Randall Faull (academic issues) or Assistant Dean
(Students), Dr Simon Vanlint simon.vanlint@adelaide.edu.au (non-academic issues affecting academic
performance) or other university or non university service as appropriate.
Academic matters
Academic matters include:
Application for deferral of examinations or studies
Discussion/counselling re study options
Meeting curriculum requirements e.g. need or perceived need for:
o Additional clinical experience in certain areas
o Additional tutoring in clinical skills development
o Additional feedback in areas of need
o Access to additional resources
Non-academic matters (impacting on academic performance)
Debriefing
Distressing situations occur in the practice of medicine and can require debriefing to prevent consequences
that can distract from study and student progression.
Debriefing is usually best achieved through discussion with a trained counsellor who is not involved in your
clinical skills assessment. Referral to trained counsellors is available and can be arranged by your student
coordinator or academic supervisor, SGHRS staff, and/or the Dean for Student Affairs.
Alternatively students can access the free Department of Health funded Bush Crisis Line (BCL) that has been
established to assist Rural and Remote practitioners to deal with distressing clinical situations on:
1800 805 391
All students should visit the Bush Crisis Line website prior to their rural placements at
http://www.bcl.org.au/pdf/oc3_PTSD_BestPrac.pdf
60

Compassionate leave
It is essential when applying for leave on compassionate grounds to use form L2, which can be found on the
MLTU website http://curriculum.medicine.adelaide.edu.au/groups/5/course_information_assessment.asp.
It is important to provide adequate information to enable the academic committee to make an assessment
of the impact of refusing your application for leave on your exam preparation or exam performance.
You are responsible for discovering consequences of the leave you are requesting in relation to your capacity
to complete the requirements of the program.
Sick leave
See under attendance
Extensions
For assessments carried out by your GP supervisors arrangements for extensions can be made between
yourself and the GP assessor, however the extension must not exceed one week and subsequent case
presentations must be completed within the time allowed.
Personality issues
You will spend a considerable amount of time with those fellow students who have been placed in the same
location as yourself. Your accommodation and your timetable will enable you to have time to yourself, and
time and space for independent study. It is important however that you provide accurate information to
SGRHS to enable your placement with fellow students that you anticipate will be compatible with your
lifestyle and study habits. Should issues arise please notify your academic supervisor and student
coordinator as soon as possible and be aware that relocation is not always possible or an appropriate
solution.
Evaluation
DRH welcomes student feedback that enables on-going improvement of student programs. Formal
opportunities will be provided for feedback after events such as the mid-year workshop and trial OSCEs. You
will also receive an email at other times during the year requesting your feedback. DRH also receives student
feedback from the University of Adelaide evaluation processes.
Data gathered through these formal and informal methods is de-identified, prioritised for action and/or
analysed and used in planning of future programs.
Living and learning matters
You will have been provided with a pre-placement package of resources relating to your location. Please
refer to your package. If you are unsure, please contact your student coordinator for issues relating to living
allowances, accommodation, travel and car allowances, access to learning centre resources and leisure
activities.
Scholarship payment
DRH provides rural cohort students with a living allowance of $117.50 per week. At the beginning of the year
you will be given a Bank Authority form from the scholarships office which you will need to complete with
your bank details and then return it to Carrie Liang – Scholarship Office Level 5 Wills Building University of
Adelaide campus or fax to 8303 5550. Your payment cannot commence unless you submit this form.
61

General Information
Doctors and other health professionals
You will be working with a diverse range of doctors, from General Practitioners through to specialists, who may
or may not live in the community you are staying in. You will also work with nurses, radiologists, speech
pathologists, dieticians and other health professionals. Rural settings offer diverse and rich opportunities to see
health professionals working collaboratively as a team to meet the needs of their patients/clients. As a fifth
year medical student you will have the opportunity to be a part of this rural health team and observe the
outcomes it has on the overall management of an individual’s health needs.
Facilities
During your rural year you will work in a variety of settings, including hospital wards, outpatient and emergency
departments, nursing homes, and public and private clinics.
Identification
Remember to wear your student card, in the appropriate holder at all times. It will identify who you are to the
patients and the health professionals you will be working with. Rapport is easier to establish when people can
identify who you are and why you are there. Some hospitals will provide you with in house ID which you will
have to wear on site.
Patients
Most patients enjoy having students present. They often learn from the discussion between doctor and
student. Occasionally patients will request to see the doctor or other health professional alone. This is the
patients’ choice and must be respected. Their choice may be based on the nature of their visit to the health
professional on that day. Don’t take this personally, use the spare time to have a break, do some research, write
in your journal or spend some time with another member of the health team.
As an experienced medical student, you already know that patients expect a certain standard of dress and
grooming. Poor behaviour by students can interfere with the relationship between patient and doctor and
adversely affect the doctors standing (and their income if they are in private practice!) Be guided by your
preceptor; however there are a few general rules:
1. Leave the casual gear for casual times, not the doctor’s rooms
2. Make sure your clothing is clean and tidy
3. Hair neat and tidy, with long hair tied back (It is tidier and more hygienic to have long hair tied back.)
4. Minimise the amount of exposed skin – cover midriffs and breasts, button up shirts and ensure shorts
and skirts are not too short.
5. Professional type shoes
6. Minimise or cover body adornments such as tattoos and piercing.
Ties for men vary from practice to practice. Above all remember that patients expect their doctors to look like
doctors.
Remember that you will be working closely with patients. Two things that you can control can greatly upset
patients.
• Firstly, patients do not appreciate doctors who smoke cigarettes. Remember that your clothes and
breath can smell of cigarettes and this is very off-putting for patients. If you must smoke make sure that
you do not smoke in or near the practices.
• Secondly, body odour (and overpowering perfume or cologne) can be upsetting for patients. Please
remember you will be in close contact with patients and you need to be aware of your overall
presentation. Some people are allergic to some fragrances.
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The following dress standards have been provided by the School of Medicine.
All students are expected to follow the standards and guidelines outlined in this document.
Dress Standards for Medical Students in all Clinical Areas
The medical profession is generally held in high esteem. Continuing enjoyment of this privilege implies
certain basic rules of professionalism as to how to conduct oneself and how to dress when involved in
patient care. While students may feel some rules may be merely derived from conservativism and/or the
views of older colleagues, the major driver behind this dress code are the (published) expectations of
patients paired with evidence-based recommendations in regards to infection control and Occupational
Health & Safety rules.
A significant proportion of patients are 70 years old or more. Patients and relatives are anxious. It has been
estimated that it takes patients on average only 15 seconds to form an initial opinion regarding the
competence of their doctor. The majority of initial opinion is formed through non-verbal cues. Therefore, in
order to maximise a positive patient perception of doctors, it is mandatory to dress appropriately.
Obviously it is difficult to be prescriptive and what counts is the overall picture. Nevertheless, here are some
examples:
Acceptable Not acceptable
Formal attire Track suits, board shorts, jeans
Smart casual Street wear (including large logos)
Buttoned business shirts/blouses T-shirts, fleeces
Dresses or skirts of reasonable length Sand shoes, sneakers, thongs
Business trousers Hot pants
Tidy hair Extreme Hairstyles
A generally unkempt appearance and/or offensive body odour are unacceptable as well. Polls of patients clearly
indicate what they and their relatives do not wish to see during their patient-doctor experience:
• exposed abdomen, as often occurs with so-called ‘hipsters’
• deep, ‘plunging’ neck lines
• mini skirts
• rucksacks
• water bottles
There are also areas where breaches compromise patient safety or staff safety:
OHS&W
No open footwear and high-heeled shoes. Long hair needs to be restrained.
Infection Control
No nail polish and especially no acrylic fingernails. Jewellery also frequently harbours micro-organisms and must
be kept to a minimum, e.g. wedding band and wrist watch. However, during scrubbing all will have to be
removed. If neck ties are worn they need to be prevented from coming into contact with the patient (e.g. use a
tie clip).
Hospital Administration and Security
Valid ID badges must be displayed at all times.
Summary
A competent professional maintains a professional dress code standard. Clinical care is neither a casual street
encounter nor a fashion parade.
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Mobile phones
Mobile phones are one of the greatest disturbances to consulting. Make sure that you turn them off while
seeing patients. If, for any reason, you are expecting an urgent call, ask the receptionist if they mind you leaving
the phone with them.
Chaperones
Medical defence organisations recommend that whenever a doctor undertakes an intimate examination of a
patient of the opposite gender a chaperone should be used. General practitioners do not always follow this
recommendation, but until you are qualified chaperones are essential when conducting an intimate
examination dealing with any patient, irrespective of whether or not they are of the same gender as the
student(s) present. This not only protects the patient, but also protects you from unfounded allegations.
Remember that what seems innocuous to you may seem very provocative to a patient. Be guided by your
preceptor, but the basic rules are:
1. A chaperone must be present during an intimate examination session with a patient.
2. For your particular practice, or rural setting, know who can act as a chaperone and how to get a
chaperone. Check with your preceptor.
3. No genital or rectal examinations without a chaperone.
4. No female breast examinations without a chaperone.
5. Remember that taking a history can be as intimate as an examination.
6. If in doubt, stop and talk to your preceptor prior to proceeding.
7. Remember that your preceptor can be your chaperone.
8. If you plan to use a fellow student as a chaperone, clear this with your preceptor first.
9. Be particularly aware of situations where difficulties can arise – children and adolescents, intellectual
disability, cross-cultural consultations and situations where violence has been used against the patient.
10. Explain what you are going to do and ensure that the patient understands why you are doing it – normal
informed consent. Informed consent of the patient is essential: they are in charge of the process and
you should stop immediately if they express discomfort about having a student present, as the patient’s
wishes take precedence.
11. Respect the patient’s privacy and modesty. Ensure the patient can undress and dress in privacy and only
expose the parts of the body to be examined as you examine them.
12. Remember to thank the patient at the end.
Confidentiality in the Rural Health Setting
You will have had many discussions in your course about confidentiality. There are however some specific
aspects of rural practice that may cause problems. In smaller communities anonymity is rare, therefore news
can travel fast. Students must take care when:
a. Sharing medical information with the health team to support a patient and their family
b. Sharing information or making future care arrangements at the reception desk
c. Conducting any discussion of patients or telephone conversations
d. Walking out of the consulting room talking with your preceptor may lead to you talking about a patient
in the waiting room.
e. Discussion about patients’ condition and management with your preceptor is vital for your education,
but you need to exercise care about where this happens. In the consulting room, with the door shut, or
in the car are all usually acceptable. Even the tearoom may have members of staff present who are
family members of the patient.
f. Remember also that you will be seeing patients from the local rural community and discussing them
outside the confines of the surgery is likely to lead to difficulties.
64

Health professionals will sometimes share confidences with each other in order to help the health team support
a patient and their family. This information can be important to you but never forget that confidentiality and
privacy is important, and is especially sensitive in a rural community, and is essential in creating trust and
respect in any community, but especially in a rural setting.
NEVER ASSUME THAT IT IS SAFE TO TALK ABOUT A PATIENT.
There are a limited number of times when a doctor is required to notify a third party about a patient however as
a student YOU are not a legally mandated notifier.
If you are suspicious of such a problem, (eg: some infectious diseases, self harming, abuse, criminal activity)
then discuss it with your preceptor. If the preceptor decides to take no action, but you are still suspicious or
worried contact the Dean of Student Services for advice.
Your Health and Safety
Like any branch of medicine, general practice has its occupational threats to health and safety. Before starting
in the practice there are a number of things you should review.
• Are my vaccinations up to date? The vaccination requirements are the same as those for working in the
hospital. If you have any doubts contact the student health service for information.
• Do I have any diseases that may put patients at risk? Such conditions will not stop you training as a
doctor, but may limit some of the procedures that you can undertake.
• Do I remember how to lift and move patients? Review your manual handling skills so as to protect your
back and shoulders.
• Do I remember the standard precautions? Review your hand washing and gloving techniques.
When you first start in your allocated practice review the Practice Manual. This will contain a section on
Occupational Health and Safety and will contain sections on:
1. How to deal with spills of bodily fluids.
2. What to do in the event of a needle stick injury.
3. What to do in the event of a body fluid splashing onto your body.
4. How to dispose of sharps.
5. How to minimise the risk of these risks.
6. Other interesting information
Please read and understand this section of the manual. If you have any questions, ask your preceptor or student
coordinator for advice. It is important to be observant of your health and safety while on placement. Make time
to familiarise yourself with it!
This is an important part of learning about medicine, and you are strongly encouraged to spend some time on
this – it is not a waste of time.
Hand Hygine Australia Online Training
Please refer to http://www.hha.org.au/sitelogin.aspx for further information.
65

School of Medicine Teaching Series (SMTS)
STUDENT RESOURCES
The 5 th year School of Medicine Teaching Series is run from the Ligertwood 231 Law lecture theatre to all
rural sites. Web streaming of the SMTS will be posted to the MLTU website. Other tutorials are scheduled
regularly and often run locally or video conferenced from Adelaide
On-Line and E-learning materials
The Discipline of Rural Health is building on-line resources for medical students on rural placement via
MyUni
MLTU website
http://curriculum.medicine.adelaide.edu.au/index.asp
Students should check the bulletin board regularly for university notifications. Please check with your
academic supervisor about the relevance of notices for students on rural placement.
ACCRM Resources
ACCRM provides information about conditions encountered in generalist practice.
Students can access ACCRM resources re by logging onto http://www.acrrm.org.au/ re:
• Emergency medicine
• Anaesthetics
• Obstetrics
• Surgery
• Adult internal medicine
• Child and adolescent heath
• Mental health and
• Aboriginal health
Rural Health Education Foundation satellite broadcast
RHEF provides up to date seminars on a wide range of topics for GPs who cannot attend city based
education programs. There are a large number of programs that can be viewed on line in your own time, or
downloaded as podcasts. They are free to rural GPs and students. These can be viewed via
http://www.rhef.com.au/programs/groups.html
Satellite broadcast units may be also available in the following regional hospital in your home site. Please
check to see if you can access this valuable resource:
• CLARE - Meeting Room, Clare Hospital
• MAITLAND - Central Yorke Peninsula Hospital, 65 Robert Street
• PORT AUGUSTA - Doctors' Lounge, Port Augusta Hospital
• PORT LINCOLN – Community Health Centre, West Wing, Port Lincoln Health & Hospital Services
• PORT PIRIE - Staff Development Centre, Port Pirie Regional Health Service
• WHYALLA NORRIE - Spencer Gulf Rural Health School, University of South Australia, Nicolson Avenue
• WALLAROO – Community Service Education Lounge.
66

Royal Australian College of General Practitioners
The RACGP have a variety of free resources available online, including guidelines on diabetes, chronic kidney
disease, stroke and cardiovascular disease. Resources can be found at http://www.racgp.org.au/guidelines
Medical students also have free access to the RACGP website library educational resources. A student must
become a member of the RACGP to gain access to the library A membership form can be downloaded from
www.racgp.org.au/membership/students
Therapeutic Guidelines
DRH rural medical students are able to access the Electronic Therapeutic Guidelines on-line at
http://etg.tg.com.au/complete/
Each student will be provided a username and password during orientation week. Please contact IT Staff by
emailing brady.krawczyk@unisa.edu.au if you have any difficulty with accessing these resources.
67

Computers & IT
Barossa
Location
Accommodation
type (unit, house)
Address IT Systems
Lot 2/1 LePage Lane
Angaston
Unit 4/12 Dempster St
Nuriootpa
Clare 1 x 4br house 5 Rocky Glen Close
Kadina/Wallaroo 1 x 4br house
60 Gilmore Crescent,
Wallaroo
Pt Augusta 18 X 2br units 82/84 Barry Street
Pt Lincoln
Pt Lincoln
1x 5-bedroom
house
142 New West Rd
1 x 4br house 5 Morialta Drive
2 x 3br units
Port Lincoln Campus
Pt Pirie 2 x 5br houses
Whyalla
4 x 2- bedrooms & 2
x 1-bedrooms
1 x 8br unit
Whyalla Campus
Broken Hill Housing is located
in several different
places.
Unit 1 & Unit 3
Harbour View Drive
SGRHS offices
Port Lincoln Hospital
Port Pirie Health Services
Alexander Street
26 Roberts Tce
Whyalla
UniSA Village
Russell Street, Whyalla
Norrie
Nicolson Ave, Whyalla
Norrie
Residential accomm is
within easy walking
distance to the BH UDRH
& Health Service.
1 X PC
Internet access
Electrical Adaptor
1 X PC
Internet access
Electrical Adaptor
2 computers
Internet access
Electrical Adaptor
Laser Printer
1 computer
Internet access
Electrical Adaptor
2 computers
Internet access
Internet ports in each room
1 computer
Internet access
Electrical Adaptor
1 computer
Internet access
Electrical Adaptor
2 computers
Internet access
Internet ports in each room
2 computers
Internet access
1 X printer
4 computers
Internet access
Internet ports in each room
4 x Laser Printer(shared)
2 computers
Internet access
Electrical Adaptor
Laser Printer(shared)
2 computers
Internet access
Internet ports in each room
Laser Printer
2 computers
Internet access
1 X printer
computer and internet facilities in
selected locations.
68

IT support
Brady Krawczyk
brady.krawczyk@unisa.edu.au
8647 6157
Video conference facilities
DRH has video conference facilities at the locations listed below. Instructions on how to run the video
conference facilities are available at each site.
Discipline of Rural Health,
Adelaide
Barossa
Site Location Contact
Broken Hill BH UDRH
Ground Floor,
122 Frome Street
Flinders Uni facilities are used by
DRH students, based at BVPRCC
Office in Nurioopta
Ceduna Ceduna Hospital
Clare Clare Medical Centre
Kadina Kadina Medical Centre
Port Augusta Old Port Augusta Hospital
Port Lincoln
Discipline of Rural Health Office,
Port Lincoln Hospital Grounds
Port Pirie Port Pirie Hospital
Minlaton Community Health Centre
Whyalla UniSA
Yvonne Speir
8303 6280
Emma MacKenzie
8562 4736 or 0431 480115
Danielle Keenan
8087 1231
Nicole Kaehne
8626 2122
Leanne Rusby
8841 3777
Gavin Woods
8821 3133
Rolf Geerling,
8641 2799 or 0429 690856
TBC
8647 8115 or 0429 093615
Libby Connelly,
8638 4718 or 0427 186187
Amanda Maher
8853 3578 or 0429 696346
Jenna Patterson,
8647 8104 or 0428 103893
Library services and Bulletin Board
Students will continue to have access to the University of Adelaide library services and the MLTU Bulletin
Board and should check these regularly.
Students can request books to be sent to their home site address.
69

Learning centre supports
Once the pre-placement officer has been notified of the placements (final notifications, not DRAFT form) the
placements will then be uploaded onto the student database. Immediately after this has happened each
student will be sent an email from the student portal with login details. Students then need to use these
details to log in to the student portal. Students are required to complete some forms and make sure they
update their personal information, emergency contact etc. There is a download section where you can find
the DRH student handbook, the country driving guide and the travel reimbursement forms. The scholarship
forms will be sent by Melanie Uili from University of Adelaide. Students will also receive an email from their
respective student coordinators to inform them about accommodation, timetables, orientation etc to their
specific site. They will also receive an email from the Whyalla Student Coordinator with information about
accommodation etc for O Week.
Accommodation
All accommodation is shared with secured bedrooms and includes:
• Bed
• Dining
• Bathroom
• TV
• Lounge, coffee table
• Desk and desktop computer
• Chair
• Bookshelf
• Broadband connections
• Cooking, fridge freezer
• Fully equipped kitchen
• Washing machine
• Off-street parking
While all students have an allocated bedroom, living and bathroom areas may be shared. Students are
responsible for their own shopping, cooking, cleaning, and leisure. Some shared social activities will be
arranged for students during the year.
Cab travel to approved locations is available free of charge for students without private cars.
70

You do not have to buy these texts.
First – Sixth Year MBBS Textbook List
This comprehensive list provides you with recommended textbooks you are likely to use in Year 1 through to
Year 6.
Please note that the Medical School has a license for the electronic version of Harrison’s Principles of
Internal Medicine, which you can access from the computer suite in the Medical School.
A Guide to the List:
• Texts are listed in alphabetical topic categories.
• A year marked next to a text indicates that the text will be useful for students in that year.
• A semester noted beside a year indicates in which semester the text will be more useful.
• Reference marked beside a text indicates that it is a text you may want to use sometimes, and
may want to buy or access in the library.
• If an edition is not noted, ensure you buy the current edition.
Texts are available from:
Ramsay Books
Address: 98 Wright Street, Adelaide
Phone: 8231 2066
Fax: 8231 2069
Email: sales@ramsaybooks.com.au
Website: http://www.ramsaybooks.com.au
71

Title Author
ANAESTHESIA AND INTENSIVE CARE
Essentials of Anesthesiology Chung 4, 5, 6
Oh's Intensive Care Manual Bersten 4, 5, 6
ANATOMY
Principles of Anatomy & Physiology Tortora 1
Clinically Oriented Anatomy Moore 1, 2, 3
Chest X-Ray Made Easy Corne 1, 2, 3
Recommended
for year....
Clinical Anatomy Ellis Ref (1, 2, 3)
Human Anatomy McMinn Ref (1, 2, 3)
BASIC TEXT BOOKS (Choose one from this group)
Davidson’s Principles and Practice of Medicine Haslett 1, 2, 3, 4, 5, 6
Clinical Medicine Kumar and Clarke 1, 2, 3, 4, 5, 6
Textbook of Medicine Souhami 1, 2, 3, 4, 5, 6
Cecil’s Essentials of Medicine Andreoli 1, 2, 3, 4, 5, 6
Cecil’s Textbook of Medicine Andreoli 1, 2, 3, 4, 5, 6
Harrison’s Principles of Internal Medicine Braunwald 2, 3, 4, 5, 6
CLINICAL EXAMINATION
Clinical Examination Talley and O'Connor 1, 2, 3, 4, 5, 6
OR Macleod’s Clinical Examination Munro 1, 2, 3, 4, 5, 6
OR Hutchison’s Clinical Methods Swash 4, 5, 6
OR The Medical Interview three function
approach
Cole 4, 5, 6
OR Symptoms and Signs of Clinical Medicine Gray and Toghill 4, 5, 6
Physical Diagnosis: history & examinations Mark H Swartz Ref (1, 2, 3)
CLINICAL MEDICINE - (MISCELLANEOUS)
ECG Made Easy Hampton
Ref (1, 2, 3)
4, 5, 6
Chest X-ray Made Easy Corne Ref (1, 2, 3)
International Textbook of Diabetes (2 Vol ) Alberti et al Ref (4, 5, 6)
Clinical Endocrinology - An Illustrated Text Besser & Thorner Ref (4, 5, 6)
Heart Disease Braunwald Ref (4, 5, 6)
Oxford Text Book of Clinical Nephrology Cameron, Davison Ref (4, 5, 6)
72

Cancer: Principles and Practice of Oncology De Vita, Hellman and Rosenberg Ref (4, 5, 6)
Brain’s Diseases of the Nervous System Donaghy Ref (4, 5, 6)
Sleisinger and Fortron,
Gastrointestinal and Liver Disease
Feldman Ref (4, 5, 6)
Endocrinology and Metabolism Felig Ref (4, 5, 6
Basic and Clinical Endocrinology Greenspan & Gardner Ref (4, 5, 6
William’s Textbook of Endocrinology Larsen Ref (4, 5, 6)
Principles and Practice of Infectious Diseases. Mandell and Bennett J.E. (Eds) Ref (4, 5, 6)
Clinical Chemistry in Diagnosis & Treatment Mayne Ref (4, 5, 6)
Textbook of Respiratory Medicine Murray and Nadel Ref (4, 5, 6)
Immunology Roitt, Brostoff & Male Ref (4, 5, 6)
Schiff’s Diseases of the Liver Ref (4, 5, 6)
Disease of the Kidney Schrier &Gottschalk Ref (4, 5, 6)
Diseases of the Liver and Biliary System Sherlock Ref (4, 5, 6)
Textbook of Internal Medicine Stein Ref (4, 5, 6)
Oxford Textbook of Medicine Weatherall Ref (4, 5, 6)
Oxford Handbook of Clinical Medicine Longmore Ref (4, 5, 6)
Oxford Handbook of Specialities Collier Ref (4, 5, 6)
Manual of Use and Interpretation of Pathology Tests McPherson and Thomas (Ed) Ref (4, 5, 6)
DERMATOLOGY
Dermatology (an illustrated colour text) Gawkrodger 4, 5, 6
Dermatology Therapeutic Guidelines 4, 5, 6
DICTIONARIES (choose one from this group)
Stedmans Concise Medical & Allied Health Dictionary Stedmans All Years
Medical Dictionary Stedmans All Years
Medical Dictionary, illustrated Dorlans All Years
Stedmans Medical Dictionary Pocket Edition Stedmans All Years
GENERAL PRACTICE
General Practice Murtagh 3, 4, 5, 6
Family Medicine Mcwhinney 3, 4, 5, 6
Aboriginal Primary Health Care Couzos and Murray 4, 5, 6
Patient Presentations in General Practice Steven 3, 4, 5, 6
Behavioural Medicine in Primary Care Feldman and Christensen 3
Clinical method - a general practice approach Fraser, R 3
73

GERONTOLOGY
Essentials of Clinical Geriatrics Kane 4, 5, 6
Rehabilitation of the Older Adult Andrews 4, 5, 6
Principles and Practice of Geriatric Medicine Pathy 4, 5, 6
A Manual of Geriatric Care Warne & Prinsley 4, 5, 6
Lecture Notes on Geriatric Medicine Coni 4, 5, 6
Practical Guide to Geriatric Medicine Ratnaike 4, 5, 6
HAEMATOLOGY
Essential Haematology Hoffbrand 4, 5, 6
Textbook of Haematology Jandl J, Blood Ref (4, 5, 6)
Blood-Principles and Practice of Hematology Handin, Lux and Stossell Ref (4, 5, 6)
HISTOLOGY
Basic Histology Text and Atlas, 10 th Edition Junqueira and Carneiro 1, 2, 3
OR Histology: A Text and Atlas, 4 th Edition Ross, Kaye, Pawlina 1, 2, 3
GENETICS / BIOCHEMISTRY
Biochemistry: Lippincotts illustrated review series, 2nd
edition
OR
Champe 1, 2
Biochemistry & Molecular Biology Elliot & Elliot 1, 2
Medical Genetics: principles of Gelehrter Ref (1, 2, 3)
Molecular Medicine: an introductory text R J Trent
1 & 2 highly
recommended
2, 3, 4, 5, 6
Human Molecular Genetics Strachan & Read
NEUROLOGY
highly
recommended
Mosbys Colour Atlas Text of Neurology David Perkin 1, 2, 3, 4, 5, 6
Clinical Neurology David Greenberg 2, 3
Clinical Neuroanatomy Stephen Waxman 2, 3
Aides to the Examination of the Peripheral Nervous on behalf of the Guarantors of 1 [sem-2], 2, 3
System, 4th edition
Brain
Clinical Neuroanatomy Snell 3
Human Brain in Photograph Nolte John 3
Human Brain an introduction Nolte John 3
Neuroanatomy - illustrated colour text AR Crossman, D Neary Ref (1, 2, 3)
Neurology - illustrated colour text Fuller & Manford Ref (1, 2, 3)
Nervous System & Special Senses Lasserson (Mosby Ref (1, 2, 3)
74

Crash Course)
Neural Science Principles Kandel Ref (1, 2, 3)
Adam’s and Victor’s Principles of Neurology Adams Ref (4, 5, 6)
Neurology in Clinical Practice Bradley et al Ref (4, 5, 6)
OBSTETRICS & GYNAECOLOGY
Obstetrics& Gynaecology - A Problem Solving Approach James 5, 6
Fundamentals of Obstetrics & Gynaecology Llewellyn-Jones 5, 6
Essential Obstetrics & Gynaecology Symonds 5, 6
Guide to Effective Care in Pregnancy and Childbirth Enkin 5, 6
Obstetrics, Gynaecology and Women's Health 2003 O'Connor 5, 6
OPHTHALMOLOGY
ABC of Eyes Khaw 4, 5, 6
Ophthalmology Batterbury 4, 5, 6
Basic Ophthalmology Berson 4, 5, 6
Vaughan & Asburys General Ophthalmology Riordan 4, 5, 6
ORTHOPAEDICS AND RHEUMATOLOGY
Apley’s Concise Systems of Orthopaedics Apley 4, 5, 6
Practical Fracture Treatment McRae 4, 5, 6
The Musculoskeletal System Sambrook 1, 2, 3, 4, 5, 6
Rheumatology in Primary Care Canoso 4, 5, 6
MJA Practice Essentials Rheumatology Brooks 4, 5, 6
ABC of Spinal Cord Injury Grundy 4, 5, 6
Clinical Examination in Rheumatology Doherty and Doherty Ref (4, 5)
Textbook of Rheumatology Kelly et al Ref (4, 5)
Primer on the Rheumatic Diseases Schumacher (Ed) Ref (4, 5)
OTORHINOLARYNGOLOGY
Lecture Notes on Diseases of the ear, Nose & Throat Bull 4, 5, 6
Ear, Nose & Throat & Head and Neck Surgery Dhillon and East 4, 5, 6
Hall & Colman's Diseases of the Ear, Nose and Throat Burton 4, 5, 6
Otoscopy a structured approach Wormald 4, 5, 6
Paediatrics
Practical Paediatric Robinson and Roberton 5, 6
Child Psychiatry Goodman 5, 6
Jones Clinical Paediatric Surgery Hutson and Woodward Ref (5, 6)
75

Illustrated Textbook of Paediatrics Lissauer, Clayden Ref (5, 6)
Hospital Paediatrics Milner and Hull Ref (5, 6)
Essentials of Paediatrics Hull and Johnston Ref (5, 6)
Oski’s Essential Paediatrics Johnson, K and Oski Ref (5, 6)
Colour Handbook of Paediatric Medicine and Surgery Strobel Ref (5, 6)
Community Paediatrics Polnay Ref (5, 6)
Nelson’s Essentials of Paediatrics Behrman, Kliegman Ref (5, 6)
Nelson’s Textbook of Paediatrics Behrman and Others Ref (5, 6)
Lecture Notes on Paediatrics Meadows Ref (5, 6)
Paediatric Clinical Examination Made Easy Gill Ref (5, 6)
Osces in paediatrics Kahn Ref (5, 6)
PATHOPHYSIOLOGY
Pathophysiology of Disease, 4th Edition Mc Phee, Lingappav, Ganong
Ref (1, 2, 3)
4, 5, 6
Pathophysiology of Heart Disease Lilly 1, 2, 3
Pulmonary Pathophysiology West 1, 2, 3
Pulmonary Pathophysiology Grippi 1, 2, 3
Hematologic Pathophysiology Schiffman Ref (1, 2, 3)
Renal Pathophysiology Shayman Ref (1, 2, 3)
Gastrointestinal Pathophysiology (out of print) Henderson Ref (1, 2, 3)
Cardiovascular Pathophysiology (out of print) Kusumoto Ref (1, 2, 3)
Endocrine Pathophysiology (out of print) Kettyle Ref (1, 2, 3)
Pathology
Pathology Stevens & Lowe 1, 2, 3
Robbins Pathologic Basis of Disease Cotran, Kumar & Collins 3, 4, 5, 6
Pathology Ruben & Faber 3, 4, 5, 6
Wheater’s Basic Histopathology, a Colour Atlas & Text Stevens, Lowe and Young 1, 2, 3
PHARMACOLOGY
Pharmacology for Health Professionals Bryant et al 1, 2
Basic Clinical Pharmacology 8th Edition Katzung 2, 3, 4, 5, 6
Pharmacokinetics Made Easy Birkett 1, 2, 3, 4, 5, 6
Pharmacokinetics Made Easy and Basic Clinical
Pharmacology (pack)
Birkett 1, 2, 3, 4, 5, 6
Australian Medicines Handbook 1, 2, 3, 4, 5, 6
Clinical Pharmacology Bennett 4, 5, 6
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Goodman & Gillman Pharmacological Basis of
Therapeutics
PHYSIOLOGY
Hartman 4, 5, 6
Principles of Anatomy & Physiology 10th edition Tortora 1
Human Physiology Sherwood 1, 2, 3
Medical Physiology Boron & Boulpaep Ref (1, 2, 3)
Medical Physiology Guyton Ref (1, 2, 3)
Respiratory Physiology West Ref (1, 2, 3)
Illustrated Physiology McKenna Ref (1, 2, 3)
PSYCHIATRY
Introductory Textbook of Psychiatry Andreasen and Black 4, 5, 6
Foundations of Clinical Psychiatry Bloch & Singh 4, 5, 6
Synopsis of psychiatry Sadock 4, 5, 6
Management of Alcohol & Other Drug Problems Hulse 4, 5, 6
Introductory Texts
Psychiatry: an illustrated Colour text Stevens and Rodin 4, 5, 6
Psychiatry Saunders Text & review Series Cutler and Marcus 4, 5, 6
Churchill’s Pocket book of Psychiatry Zaman and Makdrum 4, 5, 6
Manual of Mental Health Care in General Practice Davies 4, 5, 6
Textbook of Psychiatry Puri, et al Ref (1, 2, 3)
Health Psychology Sarefino Ref (1, 2, 3)
Neuropsychology Walsh & Denby Ref (1, 2, 3)
PSYCHOPHARMACOLOGY
Psychiatric Drugs Explained Healy 4, 5, 6
Essentials of Clinical Psychiatric Pharmacotherapy Shiloh 4, 5, 6
Therapeutic Guidelines - Psychotropics Version 4 4, 5, 6
Psychiatric Drugs Lieberman and Tasman 4, 5, 6
PUBLIC HEALTH
Epidemiology & Public Health Medicine Vetter 1,2,3
Evidence Based Medicine, 2nd edition (book/ cd) Sackett Ref (1, 2, 3)
RADIOLOGY
Chest X-ray Made Easy Corne 4, 5, 6
Abdominal X-ray Made Easy Begg 4, 5, 6
Medical Imaging Scally 4, 5, 6
77

Diagnostic Imaging Armstrong 4, 5, 6
RURAL PRACTICE
Aboriginal Primary Health Care Couzos and Murray 4, 5, 6
The New Rural Health Wilkinson and Blue 4, 5, 6
SURGERY
Essential Surgery Burkitt 4, 5
Clinical Problems in General Medicine & Surgery Devitt and Barker 4, 5, 6
Textbook of Surgery Tjandra Ref (4, 5)
Current Surgical Diagnosis and Treatment Way Ref (4, 5, 6)
Textbook of Surgery Cuschieri Ref (4, 5, 6)
An Aid to Clinical Surgery Scott Ref (4, 5, 6)
Basic Surgical Skill Manual Skinner Ref (4, 5, 6)
78

Insurance Guide
INSURANCE
Insurance Guide
CLINICAL PLACEMENT INDEMNITY
INFORMATION FOR STUDENTS UNDERTAKING
APPROVED CLINICAL PLACEMENTS
2012
Statement of Intent
The placement of medical, dental and nursing students into a clinical
environment is a necessary component of their course of study, which is
fostered and supported by the Faculty of Health Sciences.
Working in a clinical environment places a student in a risk environment which
has potential to involve the Faculty and the student in an adverse event.
The Faculty of Health Sciences is committed to supporting our students when
they are participating in the clinical placement component of their course.
This guide has been produced to assist our students in their understanding of
theirs and the Universities obligations when faced with a medical indemnity
issue.
Professor Justin Beilby
Executive Dean
Faculty of Health Science
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Background
All students enrolled in the University of Adelaide Bachelor of Medicine, Bachelor of Surgery, Bachelor of
Dentistry and Bachelor of Nursing programs are required to undertake clinical placements as part of their
program curriculum. These clinical placements may be hospital based or community based, or may have
components of each.
Supervision
In all clinical placements students will be under the supervision of a nominated supervisor who has accepted
the responsibility for the education and clinical teaching of the student. The documentation for each clinical
attachment specifies the rights and responsibilities of student and supervisor as well as any specific
limitations upon the activities of the student.
Student Status
Students are not registered medical, dental or nursing practitioners and are therefore not registered to
practice their discipline in any capacity. Their student status allows them to undertake supervised clinical
activity in an approved clinical attachment.
Indemnification
The University will provide financial protection for claims against a student participating in an approved
clinical placement or electives, either by way of insurance or other mechanism. If a claim is made against a
student in relation to their activities whilst participating in an approved clinical placement or elective and
there has been no criminal intent on the part of the student, the University will proved a legal defence and
where necessary meet the cost of such a claim either through insurance of from its own resources.
Medical Defence Organisation
The University recommends that all students join a medical defence organisation that provides medical
indemnity insurance. Each student will need to assess the policies offered by the medical defence
organisation to determine whether the policy suits their personal circumstances, what they will be covered
for and the exclusions that will apply to the cover they choose. The University does not recommend or
endorse any policy or medical defence organisation.
University Insurance
The University purchases insurance to provide indemnity to the University in the event of claim made by a
third party. In certain circumstances this indemnity is extended to students of the University.
Insurance that extends to students are:
Public Liability
Student Personal Accident
Security and insurance of student personal property
DRH does not accept responsibility for lost, stolen or damaged property belonging to students. Students are
required to have their own individual insurance cover for all personal items.
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Student vehicles insurance
DRH will not be responsible for any damage to student’s vehicles whilst on placement. It is the student’s
responsibility to ensure their vehicle is appropriately registered and insured. It is as also the student’s
responsibility to ensure that they are appropriately licensed.
Adverse Event Reporting
Should a student be involved in any incident that may result in a claim being made against the student or the
University, the student and the student’s supervisor have an obligation to report through the Faculty of
Health Sciences on the situation that occurred to Prudential Services.
Failure to Report
The failure to report an incident or adverse event that becomes a claim against the University may result in
the University being denied protection by the University insurer.
When to Report
A student has an obligation and a responsibility to report any event that involves a potential for a claim
against the University. The reports must be made as soon as you become aware of the event. On receiving
the advice of the event Prudential Services will place the University insurer on notice of the event to enable
a claim to be made should the incident escalate to become a claim against the University.
Prudential Services
If in doubt ask.
Further information can be obtained from either Prudential Services (located in the Mitchell Building or from
the Health Science Faculty office.
Contacts
Celine McInerney – Chief Prudential Officer
Ann Hill – Risk Management & Insurance
Bill Cameron – Insurance & Claims Officer
Phone – (08) 8303 4539
Fax – (08) 8303 4667
Email – legal@adelaide.edu.au
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Student Feedback
Hot Tips for your Rural Placement
A rural placement is an amazing opportunity for you to get a slice of country life, meet amazing people, have
some unforgettable experiences, and of course learn some medicine. You see and do really cool things at
clinic & the hospital.
-My Number 1 tip is to take every opportunity given to you, no matter how short your stay is. It will make
it an enriching and more worthwhile experience.
-A close 2 nd is to talk to someone who’s done it before. Why re-invent the wheel when you can improve it.
General
∗ Ask for help in any sphere of life & do it early; psychological, emotional, support, academic (including
books or tutes that you need), directions, what to do in each location & if the house is missing anything.
∗ Get an iPod. It makes lonely times and long trips seem shorter.
∗ Try to avoid being on your own for long periods.
∗ Don’t set the printer on fire.
∗ Have fun. Fifth year sucks, but it doesn’t have to. The country decreases the suckiness factor a lot.
∗ Meet new people.
∗ Be friendly & outgoing and you’ll go far.
Transport
∗ Get a car, or bicycle (I only had a bike and managed easily), or make good friends with the doctors,
midwives, nurses etc so you can get a ride to the hospital, especially for deliveries & emergencies. (I also
did this.)
∗ Always car pool. (It makes your free trips back to Adelaide go further; each person gets 6 personal trips
per year.)
∗ Use your personal trips up. Don’t save them up too much or you’ll forget to use them/run out of time to
claim. (I think you have 6mths afterwards.)
∗ Take the Community Health Bus back to Adelaide. (I’m on it now as I type)
Kadina: At $5 each way it’s cheaper, and more relaxing, than driving. It’s also quicker than the coach. It
leaves about 8am and returns the same day at 2pm. It runs Monday-Friday. You can even stay a couple of
days. Blood donations count as ‘medical appointments’, so donate plasma every 2 weeks or so & you can
use it whenever you like. 1300 132 932
Academic
∗ Don’t buy all the specialist books (paeds, O&G, geris, anaesthetics, pain etc) or any other ones for that
matter, unless you want to, {except Murtagh, it’s really useful} because there are really good libraries at
all sites. They will order any books that you need.
∗ Get your mini-CEXs done early. It is way too difficult to cram them in at the end. Dr Ellis Jones is happy to
do heaps (I did 3 with him). Otherwise, book them in with the doctors early on.
∗ Study groups rock.
∗ You are not disadvantaged compared with the city kids. Consulting your own patients all year puts you in
good stead for OSCEs and there’s a better teacher to student ratio.
∗ Start your paeds & O&G notes before the placement starts (i.e. at least on the weekend beforehand)
because 6 weeks is not a long time.
Extra-curricular
∗ Get out and DO stuff.
∗ Plan what you want to do when or before you get to each site. You need to, otherwise you’ll miss out.
There’s still stuff I want to do & it’s late October.
∗ Make friends with the locals.
∗ Go to CPD dinners (it’s free food & wine!)
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Here’s some stuff I did:
Kadina
∗ Cycling with Dr Gregg
∗ Crabbing off the Wallaroo pier with the intern and reg
∗ Breakfast/lunch/dinner at the various place listed below
∗ Had the doctors around for dinner
∗ Dinner at Tim’s house
∗ Paskeville field days
∗ Swimming off the Wallaroo pier
∗ Kernewek Lowender
Port Pirie
∗ Cycling with some old dudes
∗ Night Owl lawn bowls
∗ Played netball with the practice team, we won the premiership
∗ BBQ with the doctors
∗ Had the doctors & Libby around for dinner
∗ Dinner at the doctor’s house & various places listed below
∗ Went to see Jimeoin at the KMB theatre
∗ Join the gym
∗ Beach cricket tournament at Port Germein, we won this too
∗ Libby will email you heaps of shit to do
Port Augusta
∗ Cycling to Quorn
∗ Trips to the Flinders Ranges (Wilmington has a really well appointed toy museum. I highly
recommend it.)
∗ Bushwalking
∗ Sailing & water skiing with one of the local guys
∗ Salsa & merengue dance classes with Merengue Mike
∗ Dinner out at the various places listed below
∗ Spencer Gulf cruise
∗ Cheap & awesome dinner at TAFE fine dining
∗ Lynne will email you heaps of shit to do
Whyalla
∗ Free gym sessions at UniSA (we were only there for a week)
∗ Karaoke
∗ Went to the movies
∗ Dinner out at the various places listed below
Peterborough
∗ Rodeo & ute show
Dining out
Yorke Peninsula
Kadina
∗ Morchelli’s ⇒ has great take away pizzas.
∗ 1861 ⇒ Dr Morris’s son’s restaurant, a bit pricey.
Wallaroo
∗ Cooper’s Alehouse ⇒ great seafood, a little pricey, but worth it for the food & scenery.
∗ Boat shed ⇒ amazing food, reasonable prices because you get HUGE serves. A bit chilly in winter.
Tikera (just out of Wallaroo)
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∗ Black Rock Cafe ⇒ a must while on the YP. Home cooked meals on the beach. Only open Sunday.
Sensational food. You should book. BYO on the beach. 8823 2991.
Moonta
∗ Seagate ⇒ nice food, good for free dinners from the YPDGP.
∗ Moonta Ice-cream shop ⇒ just out of Moonta, another must. Best ice cream. Good savoury pancakes
which are generous in size and good coffees.
Port Pirie
∗ Family Hotel (on the main road) ⇒ cheap and really good food. Good schnitzels & big serves.
∗ John Pirie Motor Inn ⇒ good steaks, not cheap so it’s a great place for CPD dinners. (Almost the only
place in the country where steaks are cooked as you order them. Most others are well done regardless of
order.)
Port Augusta
∗ Standpipe ⇒ fantastic Indian food. All you can eat $30 {and I mean ALL you can eat; each time I’ve been
I’ve gorged myself}, but it’s a 6 person minimum. If you haven’t heard of this one you haven’t been to the
country yet.
∗ The Hotel Augusta ⇒ reasonably priced good pub food.
∗ The Hannaville ⇒ reasonably priced good pub food.
∗ Vince’s pizza ⇒ really good pizza.
∗ Arid lands ⇒ great place for afternoon tea and an interesting place to walk around.
∗ Wendy’s ⇒ same as anywhere else, but there are offers on the back of the Woolies dockets (2 hotdogs
$5 and buy one get one free milkshake). Good for lunch.
Whyalla
∗ Sundowner ⇒ 1kg steak challenge. You get a t-shirt, but only ≥XL sizes. Really good salad bar (like most
country pubs).
∗ The Vegas ⇒ good pub meals and AMAZING chips & salad bar.
Enjoy your time in the country. I did.
____________________________________________________________
On your first day of your hrh, paeds, gp rotation (dot points)
GPs
− Find out how your GP likes to operate, what medical management program they use and orientate
yourself around the clinic. Find where the sphygmos, suturing material, Immunisations,
thermometers and all the basic stuff is hidden. This will make your life a lot easier and also make you
look less foolish on week 4 when you bumble around the room trying to find the right equipment
− Also establish early if your GP will want you to just observe them, to do your own consults then
present patients or a combination of the two. If you are doing a lot of observing but not a lot of
doing, then suggest if you can maybe see the next patient. It’s the country, so even if you don’t know
the full story you will still learn much better by doing than being a passenger.
− Find out when your GP starts ward-rounds, then be at the hospital at an easy to meet place 5
minutes before this. If you are late, they will go without you and you will look and feel
unprofessional. If you will be rotating through several different GPs every week (like in Port Lincoln)
between your group write down the start times for all the GPs so you will quickly compile a list and
no-one will look all that foolish.
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HRH
− Boys, be prepared to do a lot of sitting out of consults. Many women will go to a female GP or
OBGYN because they don’t feel comfortable with their own GPs, so don’t take it too bad if you have
to sit out.
− In general, you will still see and do a lot more than you would be in the city so don’t panic if you
have to wait a few days before your first pap-smear
In General
− Although the temptation exists to go for a ‘gp style’ consult with patients when you do your own
consulting, try and go through the motions that they would expect in an OSCE. This will keep you in
fine tuning for the End of Year, as well as make you seem more professional to the patients. Also,
you will often have to wait for a GP to finish their own consult before seeing your patient so there is
no rush to finish up quickly.
− Think about your MiniCEX forms early. Do more than 4; then pick-up on your mistakes and submit
your best results. Try and get them from different sources or places (such as with the OBGYN,
physicians or surgeons if you are lucky)
− Find out the expectations for being On-Call in the ED, and then expect to see a whole lot of nothing.
Unfortunately, everyone that comes into the ED will not be gushing blood or require emergency
treatment. Often, they will be patients you would normally see in GP clinic but they had nowhere
else to go.
− You will have to see a lot of paediatric ear pain for every suture, and you will have to see a lot of
sore-throats for every chest pain. But the acute cases that require greater management will be
worth the wait (usually)
− Don’t be a hero; it’s ok to not know how to do some things or not know how to treat everything.
Often, the old saying of ‘see one, do one, teach one’ will come in handy and before you know it you
will be able to do much more than you thought you could.
− Also, it’s ok to tell a patient you are not sure of the exact course of treatment for them, and you will
confirm this with a doctor.
When you are first travelling to a rotation ....
− Get some good music for the drive up there; it is vital to a much more enjoyable trip. If you are
heading through Wakefield, the bakery is not what it used to be. The pies are now mince fillings, so
go with their sausage rolls and donuts
− In terms of packing, try to contact someone who has been at the site you are going to in order to
find out what is already there. You will have a tendency to over-pack, so knowing that you will not
need to bring pots, pans and sandwich presses will make you a little lighter.
− Many of the SGRHS libraries are well stocked with books therefore think of the vitals that you think
you will need and reference regularly. Also remember the internet is great for resources and will
direct you. Full textbooks are online through MD Consult so this will again save on space
− Try and pack something for your relaxation and downtime. This may be an instrument (talk to your
housemates for this one), DVDs, board games or even exercise equipment
How to find a geriatric rehab case with little stress.
− These can be a little difficult to locate at times, however, the important thing to do is to get in early,
think about the patients you are seeing and assess whether you think that they are suitable or not.
− Remember that most of the patients who will be admitted to the wards of your hospital will be in
the geriatric age range. As they have acute problems that need management, they will be suitable in
this regard. However, the secret is to try and find one with that little something extra that makes
them an interesting case. Screen all patients through your mind, keep an eye open and you will find
a geriatric patient quite easily
− In terms of the Rehab case, it is not always possible (near on impossible in most cases) to find
someone who is undergoing acute rehab for major conditions that can be of interest in the local
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centre. This does not include back-pain work-cover, but if you present one of these patients you are
really scrapping the bottom of the barrel. However, there is a stack of patients in the GP placements
that have previously undergone rehab, will have correspondence to the GP and the relevant people
can easily be contacted
How to stay calm under pressure.
− Breathe, focus and know that you will always have some form of safety net from your supervising
doctor in hospitals
− In terms of your exams, I’m not going to pretend to tell you how to study by 5 th year. You just have
to go through the same motions you have in every year beforehand and just do it.
− A great way of unwinding and also getting to experience your community is to try and take one day a
week (usually on a weekend) do nothing med, and try and see something new. There will always be
those local tourist type things to do and will add to your experience
− Try to sit down at the end of every day with the students you live with and talk through the
interesting, the unknown, the hilarious and the difficult things you saw. Its amazing how just talking
through things will make it all seem a little easier.
− Even better, try and sit down every night as a group and eat dinner together. This may not always be
possible, but its a great way of unwinding, cooking less nights a week (take turns may mean you only
cook one or two nights a week) and eating something you would never think of yourself
−
How best to plan your year.
− Try to figure out what events in the city you really want to attend. Plan to go back for those. Be
reasonable and remember you cannot attend everything.
− But also make a little wiggle room for just needing to escape back to your family and friends every
once in a while. This may mean you will need to take a trip or two more than you will be reimbursed
but it’s worth the extra cash. Also, share the driving with others who may want to go back too
− Take time for yourself. Medicine may be the main thing in your life, but it shouldn’t be the only
thing.
− Join a local sports team: you will meet people outside of the usual student circle, and get to know
the city a little more. If you are in Whyalla and want to play soccer, the Whyalla Wanderers are a
great bunch of young guys (but be prepared to lose).
− Use Facebook and stay in touch with your friends and family. Even if you cannot attend everything,
you can at least do a little ‘face-stalking’ and see the fun people are having.
______________________________________________________
Notes about 5th year:
- the geriatrics cases are not as scary as they first appear. The rehab one does not need to be followed for
months on end, the main work is in the initial assessment and then you just find out how they're going. 6
weeks follow-up is fine, the city students only follow theirs up for 5 or 6 weeks max. In terms of finding
someone, ask the GPs to keep an eye out for someone for you (and keep reminding them!), also keep an eye
on who's in the hospital. The physios are a great help too!
- expect to take a few days (or even a few weeks) to settle into a place. It takes a while to work out how
everything works, on 6 week rotations you can find you just settle in and it's time to leave. But don't worry,
you will settle in eventually
- the nursing and admin staff can be your biggest help, be nice to them and don't be afraid to ask them for
help, they usually don't mind and understand that it's tricky being new and inexperienced. They also
love cakes and bikkies and muffins so it's a great time to practise your baking skills!
- read through all the course info early in the year so you know what's required, when the tutes are, what
assessments there are etc sooner rather than later
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- keep in touch with your city mates re study - compare where you're at, what you're learning compared to
them, what you might have missed
- always have the VC turned on in time, and if it's not working get onto it sooner rather than later (also saves
you 30 minutes or more if you sit there waiting for a tute to a start and then you find out it's been
cancelled!)
- - make friends with the theatre staff and you'll find your time in theatre will be much more enjoyable!
- if you're feeling stressed, lonely, depressed, overwhelmed or just over it all, talk to someone about it. The
sooner you acknowledge it, the sooner you'll feel better and you'll enjoy yourself 100 times more. Don't be
afraid to let your supervisor know that you're struggling or if you need a 'mental health day'
- it's hard to get involved in a community when you're coming and going for placements or home for
weekends. Just make the most of any opportunities you have to see a new place or get involved in some
way.
On your first day of your...
...hrh - get to know where everything is, who all the people are (doctors, midwives, admin, etc.) and be
enthusiastic and friendly
paeds - make yourself known to everyone, find out where the ward is. there is A LOT of material to get
through in 6 weeks so if you can, begin study before the rotation.
gp rotation - again, orient yourself with everyone, where things are. chat with your supervisor about how
things work, expectations, etc.
When you are travelling to a rotation:
- avoid travelling at night if possible, especially at dusk (kangaroos abound in certain locations)
- bring everything you can’t live without just in case
- pt augusta - slim on baking materials, bring your own
How to find a geriatric rehab case with little stress:
- ask nurses at hospital re geriatric case (they may have more idea)
- GPs can also be helpful in finding a case, ask them what you're looking for and to keep an eye out
- pt augusta - ask the discharge coordinator
- N.B. if the stroke study is continuing, you may be able to find a patient, get paid to see them for the study
AND use them for your rehab
- find a pt as early as possible!
- follow the headings in the geris booklet as that is what you are marked on. if you get stuck, try and get hold
of someone's report from last year just to get an idea... it's quite different to a regular med case.
How to stay calm under pressure:
- make sure you have hobbies that you enjoy as well as study
Who to contact when you need help:
- Bronwyn is always very helpful
- GP supervisor can help with filling in knowledge gaps (through clinic, etc.) and any other practical problems
How best to plan your year:
- everyone is different but i found it best to study topics and revise relevant physical examinations as i saw
the patients
- it's okay to be studying lots of different topics at once when in GP land (med, surg, psych, etc.) - although
it's best to focus on O&G and paeds when you're there.
thanks very much.
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On your first day of your hrh, paeds, gp rotation (dot points)
- Doing a bit of pre-reading for O&G and Paeds isn't a bad idea, but don't worry too much. The doctors all
realise that you haven't done paeds or o&g before so they don't expect a huge amount initially. Just take it
as it comes and learn from what you see, also use the lists in your paeds handbook, and the pbl topics for
O&G
- Give yourself a few days to settle into GP, you'll soon find that doing GP you can have amazingly exciting
days and some frustrating days. When it balances out you do get a lot out of it, just realise that not
everything GPs do is exciting!
When you are travelling to a rotation ....
- Try not to get there too late - it’s nice to be able to set up and do shopping etc so you're not so stressed
when you start
- Look at where you're meant to be the next morning so you don't turn up confused and alone at the wrong
place (learnt from experience!)
How to find a geriatric rehab case with little stress.
Don't spend ages searching for this. It’s actually a lot easier than it initially seems. You also don't need to
stress too much about following them up for 6 weeks - the point is more that you're aware of what they're
doing after discharge and that you have some idea of progress. Talking to the hospital physios/physio
students is a good idea because they'll have a list of all the patients they've had referred to them and what
it’s for. Also chat to your GPs, they'll often be able to point you in the right direction.
How to stay calm under pressure.
Don't have a good answer for this one really, because I'm not sure! But don't ever stop yourself talking to
other people - both those who are living with you, or those at other sites or in Adelaide. It can get a bit
lonely sometimes, so don't forget to talk to people!
Who to contact when you need help.
- Bronwyn is awesome and always listens
- Talk to your student coordinator or one of the doctors you feel comfortable around
- Talk to the other students on your rotation - often they'll be worried about the same things and it’s nice to
vent.
- Talk to the students at other locations - on the phone, on the vc, on the internet - it reminds you that
you're not alone!
How best to plan your year
- I think it’s good to take it as it comes initially, until you get used to the swing of things.
- Work out what things you particularly enjoy or learn a lot from and do more of that (eg: going on call,
sitting with specialists etc).
- Study things that you see so that you remember them.
- Always ask the GPs questions if you're not sure why they're doing something.
- Try and get involved and meet people as much as possible - this isn't always easy in small towns or when
you're moving around during the year, but still try because it’s worth it.
Other:
- Talk to people who've done it before - this can mean either other people in your year who did it before
you, or anyone of us from the 2011 cohort. We'd be more than happy to talk to you about anything,
particularly if you're confused about any of the assessments, exams etc. I found it quite handy having a
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housemate whose boyfriend had been part of the 2008 cohort - I think he might have gotten sick of me
asking him lots of questions every time he came to visit!!
- Get amongst it. Seriously, always say yes when the doc asks if you want to have a go at something. If you're
really unsure then ask them for help, but one of the best things about the country is the hands on
experience!
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