Medicine 3 is the third year of the ANU Medical program. Medicine 3 is delivered in two semester long blocks over the course of the third year of the program: Integrated Child and Community Health (ICCH) and Foundations of Internal Medicine and Surgery (FIMS).

The Year 3 blocks are designed to immerse students in a clinical environment and to introduce them to the practice of Medicine, Surgery, Community Medicine and Child Health. It builds upon the biomedical foundations of these disciplines and the clinical skills developed in the first two years of the course.

The emphasis throughout each term is on self-directed, experiential learning and deep involvement in the day-to-day care of their patients. Students will have clear requirements for attendance, patient clerking and unit involvement. Prior to commencing Year 3, students will be expected to be proficient in the basic skills of history taking and clinical examination. The prolonged attachments will allow them practise in the synthesis of information and the development of concise management plans for their patients. Elements of Population Health, Professionalism and Leadership, Evidence Based Practice and Clinical Skills will be integrated into all parts of each term. 

 

Rural stream: (students can apply to undertake Year 3 in a parallel curriculum)

Students will have a total of 39 weeks of clinical attachment in a single rural location to allow them to build relationships with the medical, nursing and allied health staff, as well as the wider community to which they are allocated. The rural placement for the year is an opportunity to observe and participate in the provision of health through general practice, specialist care, hospital car and community care. The focus of the curriculum is on general practice, medical and surgical care, paediatric, geriatric, sexual health and Indigenous health. Students will have the opportunity to follow patients with multiple health needs and this experience and learning will contribute to meeting the curriculum requirements of both the Integrated Community and Child Health (ICCH) and Foundations of Internal Medicine and Surgery (FIMS) terms. Throughout Year 3, rural students are required to attend a number of compulsory formal teaching blocks, and will not be expected to attend clinical activities during these periods.

 

Course Structure

Two curriculum blocks comprised of a series of clinical rotations:

Foundations of Internal Medicine and Surgery

Integrated Community and Child Health

Each student will have an individual timetable and unique placement sequence.

MEDI8030, MEDI8035, MEDI8040 and MEDI8045 form part of Phase 2 of the MCHD program.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. Foundations of Internal Medicine and Surgery Block: Examine the system/s relevant to patient’s medical/surgical complaint, elicit physical signs and integrate the physical findings in relation to the history and likely underlying pathophysiology of the patient’s illness.
2. Develop competency in basic procedures for patients presenting with conditions managed in a hospital setting.
3. Recognise the appropriate indications for undertaking a diagnostic test, and interpret common diagnostic test results undertaken in the hospital setting.
4. Outline the management options for medical/surgical conditions commonly presenting in hospital settings, including pharmacological and surgical treatments.
5. Explain and elicit informed consent for investigations, surgical and interventional medical and pharmacological therapies.
6. Discuss palliative strategies in end-of-life care for the patient, including avoidance of unnecessary tests and invasive treatments, instituting pain relief, and counseling.
7. Formulate a management plan for the patient's major problems in the short, medium and long term, integrating aspects of acute and chronic disease management, and recognise the value of palliative strategies in end-of-life care for the patient.
8. Integrated Community and Child Health Block: Discuss healthcare delivery within Australian communities, in particular access to healthcare for vulnerable and hard to reach populations, effective use of resources and partnerships with allied health providers in the community, and the value of holistic care and longitudinal relationships between patients and health care professionals.
9. Demonstrate inclusion of the patient’s concern and agenda in clinical decision-making, with an understanding of the importance of family, support systems, culture and community.
10. Take an appropriate history and conduct relevant examination for patients presenting with common conditions managed in community healthcare settings.
11. Describe and apply Murtagh’s framework for undifferentiated presentations, be able to identify appropriate investigations and identify any need for referral.
12. Outline management approaches for acute, chronic and co-morbid conditions in the community.
13. Develop competence in procedural skills that are commonly applied in the community setting
14. Discuss current guidelines for prevention, early detection and health maintenance in the community.
15. Describe the common and complex issues facing Aboriginal & Torres Strait Islander peoples in community health settings, and be able to identify health services and support systems specific for Aboriginal and Torres Strait Islander people.

Research-Led Teaching

The Doctor of Medicine and Surgery (MChD) curriculum is built around a formal Research Framework. In Phase 2 of the MChD, medical students apply their understanding gained from introduction to research methodologies and evidenced based practice in the Phase 1 curriculum, and their personal experience of research gained from the Phase 1 Research Project. The principles of evidence based medicine and clinical reasoning are strongly re-enforced in day-to-day experiences on clinical rotations and through formal instruction in case based learning sessions and clinico-pathological correlation sessions.

 

Courses within the MChD are categorised as Profession-Led. The Profession-Led features of Medicine 3 include teaching by medical practitioners and allied health professionals in clinical environments and expert tuition in clinical skills by medically trained facilitators. The MChD curriculum is grounded in the principles of evidence based medicine and reflects current practice standards. Assessment is aligned to learning outcome statements and is developed in consultation with content experts.

Additional Course Costs

The Rural Clinical School (ANU Medical School) provide full accommodation and travel support for students undertaking selected clinical placements in facilities outside the ACT and Queanbeyan. This includes furnished accommodation and WiFi (excluding utilities) in ANU sites for all rural stream students and travel to attend teaching sessions at regional venues. Accommodation (including utilities) and travel costs are also provided to students undertaking rural General Practice placements as part of the ICCH curriculum. While on placements, students are responsible for the financial costs of meals and entertainment. 

 

Students may be permitted to self-organise a clinical placement variation, to complete part or all of one or the Phase 2 blocks outside Canberra. For these placements, students are responsible for funding their own accommodation and travel.

 

Students undertaking clinical placements at The San in Sydney are responsible for funding their own travel and accommodation. The San will be in contact with any options for accommodation, which may include discounts.

 

Students undertaking the Indigenous Health stream are periodically provided with short excursions to attend Aboriginal Health Centres. The cost of these excursions is borne by the ANU Medical School.

 

Students are responsible for travel costs within Canberra, e.g. between Acton and hospital campuses.

Examination Material or equipment

Examinations are conducted according to the Assessment Rule 2016. The information on the Examination Conduct page describes what to expect during an examination.

Required Resources

Students are required to have a stethoscope and an approved, appropriately fitting facemask.

Recommended Resources

Students are strongly recommended to purchase a suitable laptop computer. Resources are detailed on the MEDI8030 Wattle page for the respective curriculum blocks.

Whether you are on campus or studying remotely, there are a variety of online platforms you will use to participate in your study program. These could include videos for lectures and other instruction, two-way video conferencing for interactive learning, email and other messaging tools for communication, interactive web apps for formative and collaborative activities, print and/or photo/scan for handwritten work and drawings, and home-based assessment.

ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.

Staff Feedback

During Year 3 students receive academic and personal support for their learning in a variety of ways. Each student is assigned an Academic Supervisor with whom they should meet at least four times during the academic year to develop a learning plan and to review their progress in the course as evidenced by completion of tasks in their Phase 2 Portfolio.

Clinical supervisors and other members of the clinical team to which the student is attached provide continual informal feedback on performance and formative feedback in Clinical Examinations (ClinEx), Long Case examinations, and supervisor reports.

Opportunities for students to undertake self-evaluation of their knowledge are provided through online practice examinations and associated marking guidelines.

Detailed reports on the breakdown of assessment results in sections of the written examination, and OSCE will be emailed to students around the time official results are released on ISIS. Students who are required to undertake supplementary assessment are given priority access to review their marked examination papers and to meet with an academic staff member to review their answers against marking criteria. All students are provided with opportunity to review their examination papers at scheduled exam review sessions early in the following academic year.

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.

Other Information

ANU Medical Students are also directed to the Assessment Rule 2016 and the Academic Progress Rule 2019 for information related to progression requirements.

Student feedback (additional information)

In addition to SELS, the Medical School conducts in house formative surveys of the student experience of teaching and learning in its courses.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Approximately 75% of students undertake the Year 3 curriculum as a sequence of two curriculum blocks, namely Foundations of Internal Medicine and Surgery (FIMS) and Integrated Community and Child Health (ICCH). These are comprised of a series of clinical rotations and each student will have an individual timetable and unique placement sequence.	Portfolio ongoing See assessment section for more details on other items.
2	FOUNDATIONS OF INTERNAL MEDICINE AND SURGERY: The general expectation in Year 3 is a minimum of 6 clinical sessions (4 hour sessions) per week in addition to the structured teaching commitments e.g. all day Wednesday. Sometimes attendance of 7 to 8 sessions a week may be required, in addition to formal teaching. Individual student schedules for clinical placements are published on the SONIA student placement system.	Portfolio ongoing See assessment section for more details on other items.
3	INTEGRATED COMMUNITY AND CHILD HEALTH: The general expectation in Year 3 is a minimum of 6 clinical sessions (4 hour sessions) per week in addition to the structured teaching commitments e.g. all day Wednesday. Sometimes attendance of 7 to 8 sessions a week may be required, in addition to formal teaching. Individual student schedules for clinical placements are published on the SONIA student placement system.	Portfolio ongoing See assessment section for more details on other items.
4	RURAL STREAM: Approximately 25% of students elect to undertake the Rural Stream, with a smaller number undertaking the Indigenous Health stream. These students will have a total of 38 weeks of clinical attachment based in a single rural location. Throughout Year 3, rural students are required to attend a number of compulsory formal teaching blocks, and will not be expected to attend clinical activities during these periods. Rural rotations include 7 to 8 sessions per week in addition to the Wednesday teaching. The rural placement is an immersion in rural practice and where the General Practitioners (GPs) have hospital and after hours commitments. Students will be expected to participate after hours. During Northern Territory placements, students are expected to be available after hours.	Portfolio ongoing See assessment section for more details on other items.

Assessment Summary

Assessment task	Value	Learning Outcomes
Phase 2 Portfolio (hurdle)	0 %	1,2,3,4,5,6,7,8,9,10,11,12,13,14,15
Written Examination (hurdle)	54 %	1,2,3,4,5,6,7,8,9,10,11,12,13,14,15
Objective Structured Clinical Examination (OSCE) (hurdle)	36 %	1,2,3,4,5,6,7,8,9,10,11,12,13,14,15
Population Health Project (hurdle)	10 %	8,14,15

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines , which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Integrity Rule before the commencement of their course. Other key policies and guidelines include:

• Academic Integrity Policy and Procedure
• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Guideline and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure
• Code of practice for teaching and learning

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Participation

Attendance

In Phase 2, there is an expectation that students will attend all scheduled teaching and clinical activities as a requirement of meeting the expected standards of professional behaviour of a learner in a clinical environment. 

Compulsory attendance

In addition to the expectation that students attend all scheduled teaching and clinical placements, there are specific learning opportunities that are deemed to be compulsory. Students are required to attend 85% of the compulsory sessions over the respective blocks in each year. All compulsory sessions will require students to sign an attendance sheet at the start of the session. Students must also keep track of their own attendance and show evidence of their attendance record to their clinical or academic supervisor when they meet at the end of the block for the sign off of satisfactory completion of the block.

Compulsory teaching sessions in Year 3 include Orientation Week, Case Based Learning, clinical skills, and the block specific teaching sessions as detailed in the block handbook which is posted on Wattle. The Medical Education Unit can provide clarification if needed.

Attendance at clinical placements

Unapproved absence from clinical placements is considered a serious breach of professional behaviour. Students with unapproved absences may be determined to be in breach of coursework requirements and may be deemed to be ineligible to sit summative and/or supplementary examinations. If there is an unplanned absence (i.e. for health reasons) students are required to advise the clinical supervisor and the Clinical Education Team on the day of the absence (or at the latest, the following day) and explain the reason for the absence.

Absences

The procedures for taking a leave of absence from the Doctor of Medicine and Surgery Program are more stringent than other programs at the ANU. It is important that the school regulates and monitors the conditions of leave to ensure students are not missing out on key learning outcomes and also to ensure the wellbeing of our students is monitored and managed.

Approval for all planned and unplanned absences will be considered for professional development activities and personal circumstances on a case-by-case basis. Students must follow the Leave Application Process.

 

Absence due to COVID

The University’s expectation is that all those students who can attend in-person will do so. This is particularly important for the laboratory/workshop/tutorial (as appropriate) component of this course. If you are not able to attend because of Covid-19 related travel restrictions/health barriers, please follow the standard Leave Application Process.

Unsatisfactory attendance

Absenteeism from teaching activities can result in referral to the Associate Dean Phase 2 and/or to the Deputy Director for discussion regarding progression and possible review under the Professional Behaviour Guidelines by the Professional Behaviours Committee.

Attendance will be monitored and the Year 3 Student Coordinator will receive regular attendance reports. Where attendance falls below 85%, even with doctor’s certificates, the student is required to discuss with the relevant clinical or academic supervisor the opportunities to ‘make up’ the learning that was missed. At that time, and especially if attendance cannot be made up or falls even further, a referral to the Associate Dean Phase 2 and/or to the Deputy Director for discussion regarding progression will be made. 

Assessment Task 1

Phase 2 Portfolio (hurdle)

Assessment value

The satisfactory completion of activities and items defined in the Phase 2 Portfolio is a coursework requirement. 

Hurdle assessment requirements

Unsatisfactory completion may result in:

a. Additional clinical exposure to be undertaken during term breaks, or between Years 3 and 4, taking priority over the Elective Term;

b. Exclusion from attempting the summative examination.

Due date

See Wattle for item-specific due dates.

 

Details of activity

Clinical skills competence and experiential learning is defined and recorded through the Phase 2 Portfolio, and its subset, the Clinical Skills Logbook. 

Overview

• The Phase 2 Portfolio Activities should be used to help guide learning throughout the clinical phase of the medical degree. The Portfolio is a valuable document that requires students to record their activities and documents their progress towards the course objectives.  
• Activities to be logged are staged across years 3 and 4 of the MChD program and across semesters. Some activities must be completed in a specific block or year. Others can be completed at any time in years 3 or 4. It is the student’s responsibility to ensure they progress through the activities and obtain the appropriate sign off for the individual activity.  
• Any dishonesty or plagiarism will be taken very seriously and will be dealt with under the Professional Behaviours Committee policies and the Academic Integrity Rule 2021. 

Rural Stream Phase 2 Portfolio

• The Rural Stream version of the Phase 2 Portfolio is configured slightly differently in terms of timelines and suggested places to obtain experiences, and in the supervision model. The essential requirements and learning outcomes remain the same. 
• The requirements of the Rural Stream Portfolio Activities are often identical, or very similar to the urban version. Where the completion of the activity in the Rural Stream is substantially different, there will be documents and activities specific to the urban students, and specific to the Rural Stream students.
• The Rural Stream Phase 2 Portfolio is completed in year 3 for/by rural stream students only.

Portfolio review

• Completion of the Phase 2 Portfolio items will be periodically reviewed by Medical Education Unit staff, and reported to the Associate Dean Phase 2. Significant deficits will be highlighted and will require completion.

Unsatisfactory progress or completion

• The process in relation to unsatisfactory progress or completion is as follows. If it is getting close to exams and there are still significant outstanding activities, then the Medical Education Unit staff will notify the Year 3 Student Coordinator in the first instance, who will meet with the student. If satisfactory progress is still not made, then the matter will be escalated to the Associate Dean Phase 2.
• Where Rural Stream students show inadequate progress on the Portfolio Activities, their rural supervisor will speak to the regional Academic Coordinator first, and if necessary, they will discuss this with the Associate Dean (Rural Clinical School) or delegate. The consequences for inadequate Phase 2 Portfolio completion remain the same as with all other students. 

Advice to students

Students are strongly encouraged to start working on the Phase 2 Portfolio Activities early, to work steadily through the activities, and to keep a good record of their experiences. With this approach, the Phase 2 Portfolio will not be too time consuming and is an asset to learning rather than a barrier to the final exams. 

Many of the activities are opportunistic and it is wise to be aware of not only the Year 3 activities, but also to look ahead in the Phase 2 Portfolio and where there is the opportunity to complete Year 4 activities during Year 3, this is to the student’s advantage.  

Assessment rubric

The Phase 2 Portfolio Activities encompass many aspects of learning. They contain a wide range of items, including clinical skills check lists, records of clinical placements, a record of mini-examinations overseen by external supervisors, and personal reflections on experiences. Each individual item is discrete and clear in its structure and content. To track skills and experiential learning through a logbook or portfolio is common in medical education and there is a significant literature that supports the methodology.

Assessment Task 2

Written Examination (hurdle)

Assessment value

54% of the final mark

Hurdle assessment requirements

Students must be awarded an overall mark of 50 or higher to be eligible for a CRS grade.

 

Due date

Written exam is scheduled for 9-10 November 2022 (see WATTLE for details).

 

Details of task:

MCQ Paper - Single best of 5 options multiple choice questions, most based on evaluation of medical information provided in the stem. Item topics align with learning outcomes from both ICCH and FIMS blocks and address general knowledge and clinical decision making.

EMQ (R-type) Paper - Clinically-focused, scenario based items measuring clinical reasoning.

Minicases (or MEQ) - 30 minute free response modified essays based on evolving clinical scenario and associated short answer (1 to 5 sentences) responses to multi-part questions. In the paper there is a “no look forward, no turn back” structure where partial answers to previously asked questions are revealed as part of the evolution of the scenario.

Short Answer Questions (SAQ) paper - Free response modified essays, short answer responses to multi-part questions.

Assessment Task 3

Objective Structured Clinical Examination (OSCE) (hurdle)

Assessment value

36% of the final mark

Hurdle assessment requirements

Students must pass a minimum number of stations and be awarded an overall, scaled mark of 50 or above to be eligible for a CRS grade.

Due date

OSCEs are scheduled to run over 16-18 November 2022 (see WATTLE for details)

Details of task:

Station based exam addressing communication and clinical skills using simulated or standardised patients. The criteria for each station is provided to students during the post examination review period.

Assessment Task 4

Population Health Project (hurdle)

Assessment value

10% of the final mark in both Year 3 and Year 4, Coursework requirement; Hurdle

Hurdle assessment requirements

Students must complete mandatory e-learning activities, submit a project proposal, a written assignment consisting of specified sections of the final written report and achieve a pass to progress to Medicine 4.

Due date

The Population Health curriculum will run over both years of Phase 2 (year 3 and year 4). It will start in year 3, with items as listed below, see details on WATTLE for completion and submission timeline for these items. The final submissions are due in the middle of year 4.

Details of activity

Students will undertake mandatory e-learning activities plus a group project in one of the following streams:

(i)           Clinical Audit / Quality Improvement,

(ii)          Health Promotion,

(iii)         Prevention, Evaluation and Policy (subject to availability)

The project is intended to be a team effort.

Students are referred to the Population Health Phase 2 Handbook on the MEDI8030 Wattle site for further detail and dates.

Assessment will be at the group level but mandatory online modules are submitted individually. Assessment will include the following:

In Medicine 3:

Completion of e-learning activities at the individual level.

Assessment of specified sections of the final written report will be at a group level.

 

Assessment rubric

Students are referred to the Population Health Phase 2 Handbook on the MEDI8030 Wattle site for detail on marking rubrics specific to each project.

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.

The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.

The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.

 

The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) submission must be through Turnitin.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:

• Late submission permitted. Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Access and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students