Medicine 4 is the fourth and final year of the ANU Medical program. Medicine 4 is delivered in four curriculum blocks over the course of the fourth year of the program: Women's Health and Newborn Care, Psychiatry and Addictive Medicine, Senior Medicine and Surgery and Acute care. The Year 4 blocks are designed to consolidate clinical reasoning and practical skills through immersion within a range of clinical environments.

The emphasis throughout each block is on self-directed, experiential learning and deep involvement in the day-to-day care of patients. Students will have clear requirements for attendance, patient clerking and unit involvement. The prolonged attachments will allow them practice 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. 

Course Structure and Content

Four clinical rotations blocks:

Senior Medicine and Surgery

Acute Care

Psychiatry and Addiction Medicine

Women's Health and Newborn Care

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. Senior Medicine and Surgery Block: Demonstrate increased proficiency in all knowledge and skill domains defined in the FIMS outcomes.
2. Take a focused history, conduct relevant examinations, and perform basic and advanced procedures for patients with a broad range of presentations and conditions in the acute healthcare settings.
3. Synthesise the history and physical findings to develop and prioritise your differential diagnoses, and formulate a detailed management plan.
4. Manage a broad range of acute and chronic internal medical and surgical conditions at a level comparable to an intern.
5. Provide appropriate and concise clinical details to members of the healthcare team and hospital services.
6. Communicate the benefits, limitations and risks of possible therapies to patients.
7. Address non-pharmacological and surgical interventions before a patient can leave hospital, and be aware when and to whom the patient should be referred for continuing care.
8. Acute Care Block: Explain the physiological basis of severe illness, and the need for organ system support.
9. Explain and perform the basic manoeuvres of cardio-pulmonary resuscitation, and the rationale for and administration of intravenous fluid in the unwell patient.
10. Differentiate between and discuss indicators of the well and unwell patient.
11. Describe the management of the airways in acutely unwell patients and perform basic airway management skills.
12. Demonstrate knowledge of the maintenance and support of organ function in the well patient undergoing anaesthesia, and in the acutely unwell patient.
13. Identify and explain the issues of welfare and ethics as they relate to the patient, their family, and health professionals in the acute care setting.
14. Discuss the political and financial contexts in which the acutely unwell patient is managed.
15. Design and develop education for peers, patients and families acute care medicine.
16. Discuss the patient centred issues relevant to end of life care.
17. Psychiatry and Addiction Medicine Block: Make an accurate assessment of a patient, by taking a thorough psychiatric and addiction medicine history and performing a mental state examination and physical examination.
18. Outline an initial management plan, including pharmacological and non-pharmacological management of the most common and most severe psychiatric and substance use disorders.
19. Articulate the need for advocacy in relation to the welfare of those with psychiatric and substance use disorders.
20. Illustrate how some aspects of assessment and management in psychiatry and addictive medicine may be traumatic to patients, family and healthcare provider
21. Explain that this patient population is subject to stigma, frequently marginalized, and vulnerable to exploitation and that these factors impact on access to healthcare and effectiveness of its delivery.
22. Discuss the basic principles of mental health legislation with respect to patients’ legal rights of consent and autonomy.
23. Apply ethical principles that provide safeguards for a vulnerable patient population, their families and the healthcare team.
24. Women's Health and Newborn Care Block: Recognise and discuss the potentially sensitive nature of women's health presentations and examinations and demonstrate respectful and culturally-aware professional behaviour.
25. Demonstrate a knowledge of women's health over the lifespan, including normal physiology and the pathological basis of common conditions.
26. Take a relevant gynaecological and sexual history at different stages of a woman's life and perform a competent vulval, vaginal and speculum examination.
27. Recognise and describe common gynaecological conditions, conduct appropriate examinations and investigations, and outline principles of management.
28. Demonstrate knowledge of the normal progress, monitoring and management of pregnancy, labour and birth, and the puerperium; and, take an accurate ante-natal history.
29. Recognise common abnormal conditions in pregnancy, labour and birth, and the puerperium, conduct appropriate examinations and investigations, and outline principles of management
30. Accurately assess a newborn baby's condition at birth and instigate basic resuscitation.
31. Confidently examine a normal newborn and recognise common neonatal conditions, conduct appropriate examinations and investigations and outline principles of management.

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 4 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

Some Year 4 clinical placements may be completed in a rural location. Where students are assigned to these, their accommodation and travel costs will be paid by the Rural Clinical School.

 

Students may be permitted to self-organise a clinical placement variation, to complete part or all of one of 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 Sydney Adventist Hospital are responsible for funding their own travel and accommodation. The Sydney Clinical School 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 School of Medicine and Psychology.

 

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 MEDI8040 Wattle page for the respective curriculum blocks.

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 4 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 (mini-CEX), Long Case presentations, 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, OSCE and long case 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

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	Year 4 comprises 30 weeks of teaching, plus an elective (4 to 6 weeks). The 30 weeks of teaching is composed 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 and tutorials that are run four times per year as part of the block curriculum. Weekly schedules for these activities are published on the student timetable (Office365 calendar). Individual student schedules for clinical placements are published via the Sonia student placement system.	Portfolio ongoing See assessment section for more details on other items.
2	ACUTE CARE (AC) BLOCK: Students complete one 3 week combined placement in Anaesthetics and ICU, and one 3 week placement in Emergency. Each of these placements may be undertaken at either the Canberra, Calvary or Sydney Adventist Hospital. There is also the opportunity to undertake the Anaesthetic 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 scheduled throughout the year on Fridays.	Portfolio ongoing See assessment section for more details on other items.
3	SENIOR MEDICINE AND SURGERY (SMS) BLOCK: Students complete one 3 week placement in a specialty discipline of medicine and one 3 week placement in a specialty discipline of surgery. Each of these placements may be undertaken at either the Canberra or Sydney Adventist Hospital. There also may be an opportunity to undertake the medicine rotation in Bega. Block-specific teaching is delivered in bedside and imaging workshops, CPCs, ophthalmology workshop, and other block specific tutorials and e-modules.	Portfolio ongoing See assessment section for more details on other items.
4	PSYCHIATRY AND ADDICTION MEDICINE (PAM) 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.	Portfolio ongoing See assessment section for more details on other items.
5	WOMEN'S HEALTH AND NEWBORN CARE (WHNC) BLOCK: Students will undertake five weeks of clinical experience in Obstetrics, Gynaecology and Neonatology at either the Canberra, Calvary or Sydney Adventist Hospital. 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 School of Medicine and Psychology onsite at the Canberra Hospital. Further teaching will be delivered throughout the block to all students via Zoom or in person where possible, as per the student timetable (Office365 calendar).	Portfolio ongoing See assessment section for more details on other items.
6	PRINT BLOCK: This 6 week block is designed to provide important workplace readiness skills and knowledge. The block will consist of one 4 week placement in a single clinical speciality 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. Clinical placement weeks may be completed at either the Canberra, Calvary or Sydney Adventist Hospital. There also may be an opportunity to complete clinical weeks in the rural setting. The remaining 2 weeks of the block are revision teaching which will be delivered at the Canberra Hospital with an online option to participate for remotely placed students.	Portfolio ongoing See assessment section for more details on other items.

Assessment Summary

Assessment task	Value	Learning Outcomes
Phase 2 Portfolio (hurdle)	0 %	1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21,22,23,24,25,26,27,28,29,30,31
Population Health Project (hurdle)	10 %	1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21,22,23,24,25,26,7,28,29,30,31
Long Case Examination (hurdle)	18 %	1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21,22,23,24,25,26,27,28,29,30,31
Objective Structured Clinical Examination (OSCE) (hurdle)	36 %	1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21,22,23,24,25,26,27,28,29,30,31
Written Examination (hurdle)	36 %	1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21,22,23,24,25,26,27,28,29,30,31

* 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 4 include Orientation Day, clinical skills, and the block specific teaching sessions as detailed on WATTLE. The Education Support 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 restrictions, 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 Associate Director Education (Medicine) for discussion regarding progression and possible review under the Professional Behaviour Guidelines by the Professional Behaviours Committee.

Attendance will be monitored and the Year 4 Student Coordinators 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 Associate Director Education (Medicine) 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 experience be undertaken during term breaks, or after PRINT;

b. Exclusion from attempting the summative examination.

Due date

The overall Portfolio is due 6 October 2023, see the WATTLE site for individual item due dates.

 

Details of activity

Clinical skills competence and experiential learning is defined and recorded through the Phase 2 Portfolio. 

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 . 

Portfolio review

• Completion of the Phase 2 Portfolio items will be periodically reviewed by Education Support 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 Education Support Unit staff will notify the Year 4 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.

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.   

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

Population Health Project (hurdle)

Assessment value

10% of final mark in Year 4, Coursework requirement

Hurdle assessment requirements

Students must achieve a pass.

Due date

The Population Health curriculum runs over both years of Phase 2 (year 3 and year 4). It starts in February of Year 3, with final submission due in late June/early July of Year 4.

Details of task

Students must have completed any outstanding mandatory e-learning activities plus complete 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 Year 4 WATTLE site for further detail and dates.

Assessment will be at both group and individual levels and includes the following:

In Medicine 4:

Assessment 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 Year 4 Wattle site for detail on marking rubrics specific to each project.

Assessment Task 3

Long Case Examination (hurdle)

Assessment value

18% of final mark

Hurdle assessment requirements

This is a barrier examination for graduation. Candidates must achieve a rating of “At or above expected standard” in 4 of the 5 domains of the Long Case examination, and achieve an overall raw score of 23/42 on the combined scores from the 5 domains and the Global Rating.

Due date

To be held 23 - 25 August 2023 (exact dates will be advised via Wattle)

Details of task

Structured presentation of a patient history, clinical examination, investigations, diagnosis and management plan. Includes a viva component.

The purpose of the long case is to test clinical examination skills with an emphasis on accuracy of the history and findings on examination, attitudes to clinical problems, possible diagnosis, investigations required and their appropriateness, overall interpretation, and approaches to management. Students take a history, conduct an examination and develop a management plan for the patient. (Note: Due to COVID risk mitigation guidelines, the long case examination may be conducted via a zoom link using a simulated patient with a standardised script. Relevant physical examination results and findings of important clinical investigations will be provided).

Presentation requirements

This is a performance-based assessment using a patient with relevant history and physical signs.

Assessment Task 4

Objective Structured Clinical Examination (OSCE) (hurdle)

Assessment value

36% of final mark

Hurdle Assessment requirements

Must pass a minimum number of stations and achieve an overall scaled mark of 50 or above to be eligible for a CRS grade.

Due date

To be held 16-20 October 2023 (exact dates will be advised via WATTLE)

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 5

Written Examination (hurdle)

Assessment value

36% of the final mark  

Hurdle assessment requirements

Must achieve an overall mark of 50 or higher to be eligible for a CRS grade.

Due date

To be held during the exam period of 21-22 August 2023 (exact dates will be advised via Wattle)

Details of task:

Multiple Choice Questions (MCQ) Paper - Single best of 5 options MCQ, most based on evaluation of medical information provided in the stem. Item topics align with learning outcomes from AC, SMS, PAM and WHNC blocks and address general knowledge and clinical decision making.

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

Blueprinting

Blueprinting of the written examination occurs across the MCQ paper to ensure that commonly encountered presentations and conditions feature prominently within the subject matter supported by an appropriate mix of less common but highly important conditions. This also ensures an appropriate balance of items addressing factual knowledge, eliciting and interpreting a medical history, arriving at a provisional or definitive diagnosis, interpretation and ordering of investigations, interpreting and conducting physical examinations, and outlining management principles. It further ensures that curriculum from Population Health and Professionalism and Leadership themes and the program's frameworks have proportional representation in the written examination.

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