This course will assess student compliance with the stated expectations of professionalism, which are described in the learning outcome statements and the ANU Medical School Student Code of Conduct. 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.

MEDI8011, MEDI8012, MEDI8015, MEDI8020, MEDI8025 and either MEDI8022 or MEDI8023 form part of Phase 1 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 a 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 ANU Medical School re peer review 2

1

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

2

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.

Recommended Resources

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.

1. Medical Board of Australia; Good medical practice: a code of conduct for doctors in Australia https://www.medicalboard.gov.au/Codes-Guidelines-Policies/Code-of-conduct.aspx
2. Social Media Guidance: https://www.medicalboard.gov.au/Codes-Guidelines-Policies/Social-media-guidance.aspx
3. Students are registered through Australian Health Practitioners Regulation Agency (AHPRA), with the Medical Board https://www.medicalboard.gov.au/Registration/Types/Student-Registration.aspx
4. Professional Behaviour Guideline on the intranet: https://intranet.medicalschool.anu.edu.au/academic-programs/academic-programs-students/policies-procedures-and-guidelines

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 summary report of group ratings and de-identified text comments in peer

review assessments, and the clinical skills tutor appraisal. PBL facilitators, clinical skills tutors and year coordinator are available to give further feedback if requested. Students whose peer review is unsatisfactory have a mandated meeting with the student year coordinator/clinical skills coordinator and chair of the PBC for further feedback (see

information in the examinations section).

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

MChD 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 School of Medicine and Psychology conducts in house formative surveys of the student experience of teaching and learning in its courses for the MChD.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Block 1: Foundations (17 weeks)	Semester 1 Code of conduct sign-off Formative Peer Review Formative Clinical Tutor Appraisals Completion of online learning activities (Kuracloud).
2	Block 2: Cardiorespiratory and Renal (12 weeks)	Semester 2 Formal Peer Review Formal Clinical Tutor Appraisals Completion of online learning activities (Kuracloud). Continuous Remain in good standing with PBC
3	Block 3: Endocrine and Reproductive Health (7 weeks)	Semester 2 Formal Peer Review Formal Clinical Tutor Appraisals Completion of online learning activities (Kuracloud). Continuous Remain in good standing with PBC

Assessment Summary

Assessment task	Value	Learning Outcomes
Code of conduct sign-off (Hurdle)	0 %	1,2,3,4
Formative peer review (Hurdle)	0 %	1,2,3,4
Formative clinical skills tutor appraisal of professionalism (Hurdle)	0 %	1,2,3
Formal peer review (Hurdle)	0 %	1,2,3,4
Formal clinical skills tutor appraisal (Hurdle)	0 %	1,2,3
Completion of online Kuracloud lessons (Hurdle)	0 %	3,4
No adverse findings from the Professional Behaviours Committee (Hurdle)	100 %	1,2,3,4

* 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.

Assessment Task 1

Code of conduct sign-off (Hurdle)

All MChD students are required to read and acknowledge the MChD Student Code of Conduct. The Code is provided by the School of Medicine and Psychology Student Administration Team and must be returned, along with a signoff. It is your responsibility to read the code, sign the form and submit your signoff to the Student Administration Team.

Due: Prior to commencement

Assessment Task 2

Formative peer review (Hurdle)

Peer review is a central part of the development of professional behaviour and attitudes. Peer review is a performance appraisal tool that uses reviewers who are the professional equals of an individual or group of people. Students complete the online peer review within their PBL/clinical skills groups. All students complete the review feedback on all other students in that group.

Students receive a summary report of group ratings and de-identified text comments. Peer groups are encouraged to discuss the outcomes of their peer review process to gain further insight.

Hurdle: Bone fide participation in providing peer feedback and reflection on received peer feedback is required to satisfy the hurdle; OR an initial unsatisfactory outcome will require the student undertake an agreed remediation plan to satisfy the hurdle.

Due: Block 1, semester 1.

Outcomes of Formative Peer Review assessment

1. A student who meets the required standard has passed and there is no further action.
2. A student whose formative peer review has been assessed by the course convenor as not meeting the expected standard in 1 or more areas will be required to meet with the relevant year or clinical skills coordinator to discuss any issue underpinning their peer review or clinical skills appraisal. The purpose of the meeting will be to identify areas for improvement and to advise the student of the potential outcomes of further unsatisfactory review.

A sample from Peer review numerical items is below:

Rubric

	1 Never	2 Rarely	3 Sometimes	4 Mostly	5 Always
a) Appropriately participates and/or facilitates the group.
b) Listens to and is receptive when others lead/facilitate the group.
c) Presents verbal information in a way that facilitates learning.
d) Presents written information in a way that facilitates learning.
e) Maintains focus throughout the session.
f) Handles differences of opinion with other group members in a constructive and respectful manner.
g) Contributes to a positive and supportive atmosphere, and is considerate and respectful of others.
h) Demonstrates sensitivity to cultural diversity, gender, disability and illness, religious, sexual orientation and/or racial differences.
i) Is punctual or alerts the group of lateness (no requirement to give reason).
j) Completes work in a timely manner or alerts group.
k) Communicates with group members and facilitator in a clear and respectful manner.

Assessment Task 3

Formative clinical skills tutor appraisal of professionalism (Hurdle)

Clinical tutors will complete an observation of professional behaviour in the clinical context for each student and discuss with them.

Hurdle: Bone fide participation in receiving and reflecting upon feedback is required to satisfy the hurdle; OR an initial unsatisfactory outcome will require the student undertake an agreed remediation plan to satisfy the hurdle.

Due: Block 1, Semester 1

Outcomes of Formative Clinical Skills tutor appraisal

1. A student who meets the required standard has passed and there is no further action.
2. A student whose formative peer review has been assessed by the course convenor as not meeting the expected standard in 1 or more areas will be required to meet with the relevant year clinical skills coordinator to discuss any issue underpinning their clinical skills appraisal. The purpose of the meeting will be to identify areas for improvement and to advise the student of the potential outcomes of further unsatisfactory review.

A sample of a previous year’s Clinical Skills tutor appraisal form is below (clinical skills tutors assess the below rubric against the course learning outcomes).

Rubric

	1	2	3	5	5
Likert scale:	A skill yet to be developed		A skill in keeping with this learning stage		An advanced skill
1) Acts in a respectful and courteous manner towards patients, other student, staff and members of the public.
2) Demonstrates empathy, rapport, responsiveness, and advocacy for the patient and their family/friends.
3) Observes confidentiality and privacy requirements.
4) Obtains informed consent from patients and volunteer patients, where necessary
5) Demonstrates safe practice in accordance with available evidence and institutional policies.
6) Carries out the reasonable directions of teaching/supervisory staff.
7) Demonstrates awareness of one's own clinical competence and acts within that competence.
Any other comments on this student?

Assessment Task 4

Formal peer review (Hurdle)

This has the same requirements as the formative peer review (assessment item 2).

Hurdle: Satisfactory appraisal demonstrating student has met the expectation OR a satisfactory reflection and an agreed remediation plan will satisfy the hurdle. A student with an unsatisfactory outcome may be referred to the Chair of Professional Behaviours Committee for directed remediation. Failure to satisfy any imposed conditions may result in a Fail result for the hurdle and a grade of NCN for MEDI8015.

Due: Semester 2

Outcomes of Formal Peer Review

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 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 not reflective of this result will be reviewed by the course convenor.
3. All feedback (numerical and written) from both peers and clinical skills tutor will be considered and the student assessed as either meeting or not meeting the expected standard.
4. A student whose formal peer review or clinical skills appraisal 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 /Clinical Skills 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.

Outcomes of the Panel meeting

There are three possible outcomes of the meeting with the Year Student 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 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.

Assessment Task 5

Formal clinical skills tutor appraisal (Hurdle)

This has the same requirements as the formative clinical tutor appraisal (assessment item 3).

Hurdle: Must satisfy requirements to meet hurdle.

Due: Semester 2

Outcomes of Formal Clinical Skills Tutor Appraisal

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 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 not reflective of this result will be reviewed by the course convenor.
3. All feedback (numerical and written) from both peers and clinical skills tutor will be considered and the student assessed as either meeting or not meeting the expected standard.
4. A student whose formal peer review or clinical skills appraisal 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 /Clinical Skills 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.

Outcomes of the Panel meeting

There are three possible outcomes of the meeting with the Year Student 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 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

Assessment Task 6

Completion of online Kuracloud lessons (Hurdle)

Formative Kuracloud modules are provided for your professional development. These will map broadly to Block content.

Hurdle: Students are expected to complete a minimum of 80% of the available lessons per semester. Students who have not met the minimum completion will be instructed to complete the modules by the end of the semester. Failure to comply with this requirement may result in a referral to the Chair of the Professional Behaviours Committee and may result in a NCN result for MEDI8015.

Assessment Task 7

No adverse findings from the Professional Behaviours Committee (Hurdle)

Due: Continuous throughout course.

Note the Professional Behaviour Guideline on the intranet.

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

Students who are determined by the Professional Behaviours Committee to have not met the expectations of the assessment may be required to undertake remediation activities in which case the student would be awarded a DA. Students who have an adverse finding by the Professional Behaviours Committee may be awarded an NCN Fail for the relevant Professional Practice Course.

Note: A final summative result for MEDI8015 will not be awarded in cases where a student has not satisfied the requirements of MEDI8011 and/or MEDI8012. In such cases a grade of KU-Continuing course will be awarded.

 

Referral to the PBC and outcomes

A student may be referred to the Chair of the Professional Behaviours Committee due to 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 MChD 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 intranet.

Upon review of a referral the Chair of the PBC may determine one of the following:

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. Where there are serious concerns about the peer review/ clinical skills tutor appraisal outcome the Chair may refer the matter to the PBC for a hearing. Serious concern may include for example repeated marginal scores or poor scores on more than one criteria.

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 School of Medicine and Psychology with a recommendation for subsequent action, noting that this may include referral to AHPRA.

Mandatory remediation

1. PBC Prescribed Remediation is 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, School of Medicine and Psychology 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.

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).

• 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