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

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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
Page 1: Discipline of Rural Health CRICOS P
Page 4 and 5: Student Behaviours ................
Page 6 and 7: Academic information relating to yo
Page 8 and 9: Student Rural Health Club By now yo
Page 10 and 11: 2012 MBBS Academic Year 9
Page 12 and 13: Barossa Valley STUDENTS: 11
Page 14 and 15: ACCOMMODATION: Lot 2/1 Le Page Lane
Page 16 and 17: ACCOMMODATION: The BH UDRH has a re
Page 18 and 19: LEARNING CENTRE: Clare Medical Cent
Page 20 and 21: Kadina/Maitland STUDENTS: KADINA CO
Page 22 and 23: Beds 28 Beds Wallaroo Hospital Erne
Page 24 and 25: LEARNING CENTRE: Port Augusta Hospi
Page 26 and 27: Port Lincoln STUDENTS: 25
Page 28 and 29: General Practice Clinics within the
Page 30 and 31: Port Pirie STUDENTS: CONTACTS: Dr U
Page 32 and 33: Beds 93 Staff Wards Continence Clin
Page 34 and 35: Whyalla STUDENTS: 33
Page 36 and 37: Beds 73 Wards Whyalla Hospital 20 W
Page 38 and 39: Monday 23rd January Tuesday 24 2012
Page 40 and 41: Monday 23rd January 2012 Orientatio
Page 42 and 43: Introduction THE FIFTH YEAR RURAL P
Page 44 and 45: Attitudes for success Your year wil
Page 46 and 47: Notification of planned or unplanne
Page 48 and 49: Rotation out of your home unit for
Page 50 and 51: General Practice MiniCEX x 6 Assess
Page 54 and 55: SGRHS Mini-Clinical Evaluation (CEX
Page 56 and 57: Final Grade Calculated as below: A
Page 58 and 59: Year 5 Rural Cohort Specialty Asses
Page 60 and 61: Tuesday, 7 th August Week 26 Tuesda
Page 62 and 63: Compassionate leave It is essential
Page 64 and 65: The following dress standards have
Page 66 and 67: Health professionals will sometimes
Page 68 and 69: Royal Australian College of General
Page 70 and 71: IT support Brady Krawczyk brady.kra
Page 72 and 73: You do not have to buy these texts.
Page 74 and 75: Cancer: Principles and Practice of
Page 76 and 77: Crash Course) Neural Science Princi
Page 78 and 79: Goodman & Gillman Pharmacological B
Page 80 and 81: Insurance Guide INSURANCE Insurance
Page 82 and 83: Student vehicles insurance DRH will
Page 84 and 85: Here’s some stuff I did: Kadina
Page 86 and 87: HRH − Boys, be prepared to do a l
Page 88 and 89: - keep in touch with your city mate
Page 90: housemate whose boyfriend had been

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