• Class Number 4157
  • Term Code 3230
  • Class Info
  • Unit Value 0 units
  • Mode of Delivery In Person
    • Dr Lillian Smyth
  • Class Dates
  • Class Start Date 14/02/2022
  • Class End Date 13/05/2022
  • Census Date 31/03/2022
  • Last Date to Enrol 28/02/2022
SELT Survey Results

This course will assess student compliance with the stated expectations of professionalism, which are described in the learning outcome statements. ANU Medical School students are required to demonstrate professional and ethical behaviour consistent with the standards expected of the medical profession, students of the University and the expectations of the public. These outcomes detail the standard of professional behaviour expected of students undertaking courses at the ANU Medical School.

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. Demonstrate professional behaviour that is respectful of the inherent dignity of every human being (with an appreciation of the diversity of human background and cultural values)
  2. Recognise the importance of teamwork, collegiality and the regulatory framework in the learning process and in achieving patient outcomes.
  3. Reflect on the doctor’s role in relation to patient safety, relief of suffering and disease.
  4. Show a commitment to compassionate professional behaviour in accord with conscience, medical ethics, law and human rights.

Research-Led Teaching

This course draws on relevant research about assessment of professional behaviour, and the link between student unprofessional behaviour and subsequent finds of professional misconduct. 1 It also draws on innovative educational work and research within the ANUMS re peer review 2


Acad Med. 2004 Mar; 79(3): 244-9. Unprofessional behavior in medical school is associated with subsequent disciplinary action by a state medical board. Papadakis MA , Hodgson CS Teherani A, Kohatsu ND

N Engl J Med. 2005 Dec 22; 353(25): 2673-82. Disciplinary action by medical boards and prior behavior in medical school. Papadakis MA(1), Teherani A, Banach MA, Knettler TR, Rattner SL, Stern DT, Veloski JJ, Hodgson CS.

More recent.

Adv Health Sci Educ Theory Pract. 2015 May; 20(2): 421-30. doi:10.1007/s10459-014-9536-2. Epub 2014 Aug 19. The relationship between promotions committees' identification of problem medical students and subsequent state medical board actions.Santen SA(1), Petrusa E, Gruppen LD.

Teach Learn Med. 2011 Oct; 23(4): 337-41. doi: 10.1080/10401334.2011.611780. Are we treating professionalism professionally? Medical school behavior as predictors of future outcomes. Prasad V

Med J Aust. 2008 Dec 1-15; 189(11-12): 626-8. Dealing with "rogue" medical students: we need a nationally consistent approach based on "case law". Parker MH 1, Wilkinson D


Med Educ. 2006 Feb; 40(2): 95-6. Is there a role for peer review in performance appraisal of medical students? Ramsey W, Owen C

Acad Med. 2010 Jan; 85(1): 140-7. doi: 10.1097/ACM.0b013e3181c47a5b. Impact of peer assessment on the professional development of medical students: a qualitative study. Nofziger AC 1, Naumburg EH , Davis BJ, Mooney CJ , Epstein RM.

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

The cycle of support, advice and review is fundamental to the assessment of professional behaviour.

Students will be given feedback in the following forms in this course: All students will receive the feedback from colleagues via the feedback form and will also be provided a summary of their feedback, following submission and completion.

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 Year 4 comprises of 30 weeks of teaching, plus an optional elective (4 to 6 weeks). The 30 weeks of teaching comprises of four blocks: Acute Care, Senior Medicine and Surgery (SMS), Psychiatry and Addiction Medicine (PAM), and Women’s Health and Newborn Care (WHNC), as well as a pre-internship term (PRINT). A common lecture series is delivered on Fridays to all students, with core topics delivered early in the sequence. This is supplemented by block specific workshops that are run four times per year as part of the block curriculum. Weekly schedules for these activities are published on the student Outlook calendar. Individual student schedules for clinical placements are published via the Sonia student placement system.
2 ACUTE CARE BLOCK: Students complete one 1 week placement in Anaesthetics, one 1 week placement in ICU, and one 4 week placement in Emergency. Each of these placements may be undertaken at either the Canberra Hospital, Calvary Hospital or The San. There is also the opportunity to undertake the anaesthetic rotation and ICU rotation in either Bega or Goulburn. Block-specific workshops will be held on the first and fourth/fifth Mondays of the block, and clinical skills simulation sessions on Fridays.
3 SENIOR MEDICINE AND SURGERY BLOCK: Students complete one 3 week placement in a Medical unit (general medicine, infectious disease, haematology, neurology or oncology) and one 3 week placement in a Surgical unit (cardiothoracic surgery, ENT surgery, oral maxillofacial surgery, neurosurgery, plastic and reconstructive surgery, or the Acute Surgical Unit). Most of these placements may be undertaken at either the Canberra Hospital, Calvary Hospital or The San. Block-specific teaching is delivered in bedside and imaging workshops, CPCs, and an ophthalmology workshop.
4 PSYCHIATRY AND ADDICTION MEDICINE BLOCK: Students complete two 3 week placements, one of which is a core general psychiatry placement (either hospital or community based). The other placements can be with a Core General Psychiatry Unit or in a Specialist Psychiatry Unit (e.g. forensic psychiatry). There is also an opportunity to undertake the Core General Psychiatry Unit rotation in Goulburn. Block-specific teaching is held every Thursday.
5 WOMEN'S HEALTH AND NEWBORN CARE BLOCK: Students will undertake five weeks of clinical experience in Obstetrics, Gynaecology and Neonatology at either the Canberra Hospital, Calvary Hospital or The San. Students who have completed a rural placement in Year 3 may choose to spend two weeks of the block in a rural setting. Week 1 of the block will be block specific teaching, including CPCs and workshops which will be held at the medical school onsite at the Canberra Hospital. Further teaching will be delivered throughout the block to all students via Zoom, as per the student calendar.
6 PRINT BLOCK: This 6 week block is designed to provide important workplace readiness skills and knowledge and will consist of up to 2 rotations where students will be attached to a working clinical team. Students will be expected to apply all aspects of their 4 years of learning, and will be evaluated on professional behaviours and core competencies appropriate to intern level.

Assessment Summary

Assessment task Value
Mini-360 feedback task (Hurdle) 0 %
No adverse findings from the ANUMS Professional Behaviours Committee (Hurdle requirement) 100 %

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


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:

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.



Students who meet the expectations by completing all assessment tasks to the required standard AND do not have a current adverse finding by the ANUMS Professional Behaviours Committee (PBC) will be awarded a CRS-Course Requirement Satisfied grade.

Students who are determined by the ANU Medical School Professional Behaviours Committee to have not met the expectations of the assessment (which may include not satisfying specific remediation requirements) OR who have a current adverse finding by the ANUMS Professional Behaviours Committee will be awarded a Fail for the relevant Professional Behaviours Course.

Note: A final summative result for MEDI8035 will not be awarded in cases where a student has not satisfied the requirements of MEDI8030. In such cases a grade of KU-Continuing course will be awarded.

Outcomes of the Panel meeting

There are three possible outcomes of the meeting with the coordinator & PBC representative. These are:

  1. The matter will be closed without further requirements and the justification included in comments attached to the peer review outcome in the student's file. OR
  2. The student is required to satisfy the requirements of a remediation program as determined by the Chair of the PBC to maintain their Good Standing Status. Students who do not satisfy the requirement will be referred to the PBC. OR
  3. Referral to the PBC. Where there are serious concerns about the peer review/ clinical skills tutor appraisal outcome the student may be referred to the PBC who shall decide on a course of action. Serious concern may include for example repeated marginal scores or poor scores on more than one criteria

Referral to the PBC and outcomes

Referral to the PBC is either through poor performance in assessment tasks as above or where specific concerns arise about a student if there has been a potentially significant breach of professional and/or ethical behaviour.

Behaviour of an ANU Medical School student that is deemed unacceptable includes:

  • Conduct unbecoming of a medical student
  • Conduct not meeting professional responsibilities
  • Conduct putting a patient’s safety at risk

For examples of such behaviour, and details of the referral process and conduct of the PBC hearing, please see the Professional Behaviour Guideline on the ANUMS intranet.

Decisions and Outcomes of a PBC hearing

  1. Dismiss the allegation due to the alleged conduct not meeting the criteria for a breach of profession standards. As an outcome, the report shall be removed from the student file and destroyed.
  2. Determine that the alleged conduct is a breach of professional standards and was an intentional, negligent or reckless act. A record of an adverse finding by the PBC panel will be entered into the student file.
  3. Where the alleged conduct has been proven, the PBC will consider the nature of the alleged conduct and any relevant information disclosed during the hearing and take one or more of the following actions:

3.1 Prescribe a mandatory program of remediation (see below)

3.2 Determine that the proven conduct is a significant breach of professional standards and the student will receive a Fail grade for the Professional Practice Course

3.3 Refer the student to the Disability Support Centre for assessment and action under the Disability Policy

3.4 Refer the matter to the Director ANUMS with a recommendation for subsequent action, noting that this may include referral to AHPRA

Mandatory remediation

  1. PBC Prescribed Remediation in intended to provide support to a student so that they can better understand the requirements for professional behaviour and the circumstances that contributed to their coming before the PBC.
  2. An individual PBC Prescribed Remediation Program will be developed by a panel comprising a minimum of the Chair of the PBC, the chair of the hearing panel (if other than the Chair of the PBC) and the current Year Student Coordinator.
  3. Students who are mandated to complete a PBC Prescribed Remediation program will be considered to be on Probation with the PBC and if this remediation is still at the end of the examination period, results for the PBC unit will be withheld.
  4. The Year Student Coordinator will be responsible for monitoring the student's compliance and progress during the PBC Prescribed Remediation program and will submit progress notes to the Chair of the PBC. Copies of such notes will also be provided to the student.
  5. At the end of the PBC Prescribed Remediation program, the Chair of the PBC will receive a report from the Year Student Coordinator reviewing the outcome of the program. This will be considered by the PBC.
  6. After the meeting the Chair will advise the Director, ANUMS of the outcome of the PBC Prescribed Remediation program and recommend:

6.1. Good Standing; the student will be awarded a CRS for the Professional Behaviours Course having successfully completed the PBC Prescribed Remediation program.

6.2. Continuance of Probation; student should be allowed to continue conditionally. Conditions may include a further program of counselling, remediation and review.

6.3. A fail grade in course; the student has not complied with or satisfied the PBC Prescribed Remediation Program and/or is considered to be significantly at risk of recidivism or other breaches of professional standards.

Assessment Task 1

Value: 0 %
Learning Outcomes: 

Mini-360 feedback task (Hurdle)

Multi-source professional feedback is an established method of peer review for health professionals and feedback is a central part of the development of

professional behaviour and attitudes. In this task, you will need to seek feedback on your professionalism and interactions with others from a range of sources.

As the year 4 experience is variable, students are asked to seek feedback from any 3 of a possible 5 sources (see below list) who have to have observed the student for at

least one week:

  • A clinical supervisor
  • A senior allied health worker
  • A senior nurse (in charge nurse)
  • A registrar or tutor
  • A hospital professional staff member

Outcomes of Assessment

  1. A student who achieves a grade of average (3), a minimum of 3 on each criterion and receives written comments reflective of this grading meets the required standard and has passed the assessment item.
  2. A student who receives any criterion ratings below 3 but achieves an average of 3 across all criteria, OR a student who achieves the required numerical ratings but receives written feedback raising concerns will be reviewed by the course convenor.
  3. a. All feedback (numerical and written) will be considered and the student assessed as either meeting or not meeting the expected standard.
  4. A student whose feedback has been assessed as not meeting the expected standard in 1 or more areas will be required to meet with a panel comprised of the relevant Year Student Coordinator and a representative of the PBC to discuss the review outcome. The purpose of the meeting is to determine if specific remediation is required and whether or not the student is to be referred to the PBC.
  5. A student who receives feedback indicative of a student wellbeing issue will be referred to the Lecturer for Student Support (Dr Nicola Schembri)



Likert Scale




1) Is respectful and courteous to patients and their families, nursing, allied and medical health staff.

2) Obtains informed consent from patients, including procedure participation and in the context f a sedated or anaesthetised patient.

3) Observes patient confidentiality and privacy in clinical, non-clinical educational and social media settings (including closed groups).

4) Demonstrates reflective practice in learning, including self-appraisal and seeking feedback from peers and clinical staff where appropriate.

5) Demonstrates awareness of one's own clinical competence and acts within that competence.

What are the strengths of this student's clinical approach?

Written answer

Please provide constructive suggestions on what this student can improve. This can include suggestions related to low scores above, or just general areas in which they could improve.

Written answer

Assessment Task 2

Value: 100 %
Learning Outcomes: 

No adverse findings from the ANUMS Professional Behaviours Committee (Hurdle requirement)

Due: Continuous throughout course.

Note the Professional Behaviour Guideline on the ANUMS intranet.

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 not permitted. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.

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).

Dr Lillian Smyth

Research Interests

Dr Smyth's research interests focus on social and educational psychology, working mainly on self-structure, social influence, perceived norms and applications of social psychological theory to teaching and learning.

More information...

Dr Lillian Smyth

Responsible Officer: Registrar, Student Administration / Page Contact: Website Administrator / Frequently Asked Questions