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

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

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

 

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

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

 

Course Structure for non-rural stream students

Two curriculum blocks comprised of a series of clinical rotations:

Foundations of Internal Medicine and Surgery

Integrated Community and Child Health

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

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

Learning Outcomes

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

1. Demonstrate excellent communication skills that are patient-centred and enable patients and carers to understand their health problems and share decision making around their health care choices; support the maintenance of a patient’s privacy and dignity and recognise the impact of their own values and experiences in their engagement with patients and carers; demonstrate culturally safe practice and deliver safe and accessible health care.
2. Demonstrate skills in comprehensive history taking, examination and appropriate use of investigations for simple clinical presentations; establish relevant differential diagnoses and interpret results to determine a working diagnosis; distinguish between encounters in which a targeted approach is appropriate and those where a thorough and comprehensive history is essential.
3. Synthesise a patient’s history and physical findings to provide a succinct summary of a patient’s main problems, and any other relevant intercurrent issues that may impact on management; acquire safe and effective handover skills to communicate this information to team members involved in patient care.
4. Develop knowledge and skills in formulating a management plan and explain this for simple clinical presentations.
5. Apply medical sciences and population health knowledge to the patient presentation and diagnosis; critically appraise information and integrate quality and safety frameworks in clinical decision making.
6. Contrast the structure and function of the health system in community and acute settings; identify and summarise the challenges of access and equity for community groups who experience health inequities and rural and Aboriginal and/or Torres Strait Islander communities and the doctor’s role in responding to these challenges.
7. Recognise the key elements of fitness to practice medicine through acquiring a commitment to professional behaviours including respect, teamwork, patient safety, ethics, quality and regulatory obligations and demonstrate the capacity to identify and manage their own professional practice and ability to uphold these professional behaviours.

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 evidence based practice in the Phase 1 curriculum, and their personal experience of research gained from the Phase 1 Research Project/Advanced 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 MEDI8030 include teaching by medical practitioners and allied health professionals in clinical environments and expert tuition in clinical skills by medically trained facilitators. The MChD curriculum is grounded in the principles of evidence based medicine and reflects current practice standards. Assessment is aligned to learning outcome statements and is developed in consultation with content experts.

Additional Course Costs

The Rural Clinical School (School of Medicine and Psychology) provides accommodation and travel support for students undertaking selected clinical placements in facilities outside the ACT and Queanbeyan. This includes furnished accommodation and WiFi (excluding utilities) at ANU sites for all Rural Stream students and travel reimbursement to attend formal teaching sessions at regional venues. Accommodation (including utilities) and travel costs are also provided to students undertaking Rural General Practice placements as part of the ICCH curriculum. Travel to the NT and fully furnished accommodation is provided for those on remote placements. While on placements, students are responsible for the financial costs of meals and entertainment, and are expected to maintain and leave their accommodation in a clean and tidy state. 

Students may be permitted to self-organise a clinical placement variation, to complete part or all of one of the Phase 2 Blocks outside the ACT. 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 (School of Medicine and Psychology) will be in contact with any options for accommodation, which may include discounts.

Students are responsible for travel costs within the ACT, e.g. between Acton and hospital campuses and General Practice clinics.

Students are provided with a stethoscope by the School of Medicine and Psychology in year 1 but any replacements are at the cost of the student.

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. Note the written examinations are completed online in person with reading time incorporated into the examination time. No additional reading time is allocated.

Further information on the conduct of examinations for the Doctor of Medicine and Surgery will be available on the LMS.

Required Resources

Students are required to have a stethoscope.

Recommended Resources

Students are recommended to purchase a suitable laptop computer as all examinations are held in person online. .

There is no prescribed textbook for this course, however a recommended reading list of suitable textbooks is provided on the LMS. These resources are accessible via the library. 

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

Clinical supervisors and other members of the clinical team to which the student is attached provide continual feedback on performance and formative feedback in Portfolio activities such as mini clinical evaluation exercises (mini-CEX), Long Case examinations, and supervisor reports.

Opportunities for students to undertake self-evaluation of their knowledge are provided through formative assessment and feedback.

A report detailing the breakdown of assessment results in the written and clinical examination will be provided 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 examination scripts and to meet with a staff member. All students are provided with opportunity to review their examination scripts at scheduled 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.

Students are required to meet the passing standard in each of the three hurdles independently of each other. When students achieve the passing standard for each hurdle the result is CRS (Course Requirement Satisfied). Achievement of a HLP (Higher-Level Pass) in the course is determined by detailed analysis of the overall results across all assessments and hurdles and defined by standard setting methods endorsed in the Board of Examiners Meeting. Due to the non-compensatory nature of each of the hurdles you will not receive a final course total score.

Note you may not be eligible for a supplementary assessment if your score in either the Clinical Knowledge and Application Hurdle or the Clinical Practice Hurdle is below 45%. Note raw marks will be scaled to a standardised pass mark. You may be granted a supplementary assessment in one or both of these hurdles.

Below is an excerpt from clause 21 Academic progress required for medical programs of the Academic Progress Rule 2019:

(1) If a medical student fails 1 or more courses in the student’s medical program in any year of enrolment in the program, the student is considered to have failed to maintain a satisfactory standard of academic progress in the student’s medical program, and is regarded as on probation for the remainder of the program. 

(4) If a medical student to whom subsection (1) applies fails, for a second or subsequent time, any course in the student’s medical program in any year of enrolment in the program, the Delegated Authority may exclude the student from medical programs for a specified period of no longer than 5 years. 

(7) If a medical student fails any course in the final year of the student’s medical program, the student is considered to have failed to maintain a satisfactory standard of academic progress in the student’s medical program and the Delegated Authority may exclude the student from medical programs for a specified period of no longer than 5 years. 

(8) If a medical student fails a second or later year ANU Medical School [since 2023 School of Medicine and Psychology] professional practice course, the student is considered to have failed to maintain a satisfactory standard of academic progress in the student’s medical program and the Delegated Authority may exclude the student from medical programs for a specified period of no longer than 5 years.

Student feedback (additional information)

In addition to SELT, 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 program.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Approximately 70% of students undertake the Year 3 curriculum as a sequence of two curriculum blocks, namely Foundations of Internal Medicine and Surgery (FIMS) and Integrated Community and Child Health (ICCH). These are comprised of a series of clinical rotations and each student will have an individual timetable and unique placement sequence.A common teaching and learning series is delivered on Wednesdays to all students. This is supplemented by specific workshops and tutorials that are run as part of the Block curriculum or Rural Stream curriculum. Weekly schedules for teaching and learning activities are published on the student timetable (Office365 calendar).
2	FOUNDATIONS OF INTERNAL MEDICINE AND SURGERY:The general expectation in Year 3 is a minimum of 6 clinical sessions (4 hour sessions) per week in addition to the structured teaching commitments e.g. all day Wednesday. Sometimes attendance of 7 to 8 sessions a week may be required, in addition to formal teaching. Individual student schedules for clinical placements are published on the student placement system (In Place).	See risr for portfolio items expected to be completed in each block.
3	INTEGRATED COMMUNITY AND CHILD HEALTH:The general expectation in Year 3 is a minimum of 6 clinical sessions (4 hour sessions) per week in addition to the structured teaching commitments e.g. all day Wednesday. Sometimes attendance of 7 to 8 sessions a week may be required, in addition to formal teaching. Individual student schedules for clinical placements are published on the student placement system (In Place).  “Short term” Rural GP placements (ICCH) – SE NSW and Northern TerritoryThese include 7 to 8 clinical sessions per week in addition to the Wednesday teaching. The rural placement is an immersion in rural practice and where the General Practitioners (GPs) have hospital and after hours commitments, students will be expected to participate after hours. Northern Territory Placements Some students are selected to undertake their 6 week rural ICCH term in the Northern Territory. Indigenous Health Stream students (IHS) are preferenced for Northern Territory placements, and those IHS students who are also in the Rural Stream can have placements. These are immersive clinical and cultural placements, and students are expected to be available to participate after hours.	See risr for portfolio items expected to be completed in each block.
4	RURAL STREAM: Approximately 30% of the student cohort are selected to undertake the Rural Stream. These students will have a total of 38 weeks of clinical attachment based in a single rural location. Throughout Year 3, rural stream students are required to attend a number of compulsory formal teaching blocks, and will not be expected to attend clinical activities during these periods. The Rural Stream program includes 7 to 8 clinical and or/teaching sessions per week in addition to the Wednesday structured teaching. The rural placement is immersive, and students will be expected to participate after hours.	See risr for portfolio items expected to be completed in each block.
5	TEACHING BREAKS:This course is not a standard ANU semester-based course, therefore the breaks are slightly different. For 2025 these include: Monday 9 June - Friday 20 June 2025 Thurs 18 September - Friday 19 September 2025 Note that as an ACT based program, the curriculum follows the public holidays for the ACT regardless of state/territory students are completing placements in.
6	STUVAC:Students are offered study time for assessments, in 2025 these dates are: Monday 3 November - Tuesday 4 November 2025
7	EXAMINATION DATESOSCEs: week of 10 November 2025 (exact details will be advised via the LMS)Written examination period: week of 3 November 2025 (exact details will be advised via the LMS).For all other assessment return dates please refer to the LMS.It is recommended that students remain in Canberra until final course results are released Monday 1st December 2025 in order to be available for further examination that may be required. The following dates are for the MEDI8030 supplementary assessments. Students should ensure that they are available to attend these dates should they be required to sit any supplementary assessments.  Monday 8th and Tuesday 9th December 2025

Assessment Summary

Assessment task	Value	Learning Outcomes
Clinical Knowledge and Application Hurdle	0 %	3,4,5,6
Clinical Practice Hurdle	0 %	1,2,3,4,5,6,7
Professionalism and Engagement Hurdle	0 %	1,2,3,4,6,7

* 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
• Extenuating Circumstances Application
• 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

Additional information in relation to attendance

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.

In-person attendance is compulsory for all of the following activities:

• Orientation Week
• Case Based Learning (CBL) sessions
• Clinical Skills sessions
• FIMS and ICCH Block specific teaching sessions – see the LMS for details
• Rural Stream specific teaching sessions – see the LMS for details
• Clinical placements

Attendance will be monitored by a variety of methods including sign-in, supervisor reports and random monitoring.

Students not meeting the participation requirements will be referred as outlined in the Professional Behaviour Guideline.

Absences

Refer to the MChD leave guidelines.

Examination(s)

Examinations are conducted according to the Assessment Rule 2016. The information on the Examination Conduct page describes what to expect during an examination. Note the written examinations are completed online in person with reading time incorporated into the examination time. No additional reading time is allocated.

Further information on the conduct of examinations for the Doctor of Medicine and Surgery will be available on the LMS.

It is recommended that students remain in Canberra until results are released in order to be available for further examination that may be required.

The following dates are for the MEDI8030 supplementary assessments. Students should ensure that they are available to attend these dates should they be required to sit any supplementary assessments. 

Clinical Supplementary examination - Monday 8th December 2025 - Tuesday 9th December 2025

Written Supplementary examination - Monday 8th December 2025 - Tuesday 9th December 2025

Assessment Task 1

Clinical Knowledge and Application Hurdle

This hurdle focuses on assessing the application of knowledge and its synthesis across the underpinning MChD Themes and Frameworks with an emphasis on how this is applied to increasingly complex medical clinical practice through placements in paediatrics, adult medicine and surgery in the hospital environment and general practice including urban, rural and remote settings.

The assessment items contributing to this hurdle include:

1. End of year written examination that will assess content that is aligned to the learning outcome statements for MEDI8030 and address general knowledge and clinical decision making across all themes and frameworks building on prior course materials (from year 1 & 2) applied to the clinical setting. While the majority of the exam question topics will also be aligned with teaching and learning activities (and their sessional objectives), a proportion will assess related topics where there is a reasonable expectation that a student will have acquired the knowledge and skill through self-directed learning, scheduled learning sessions and clinical placements. A variety of question formats may be included in the examination with further details provided in the LMS.
2. Submission demonstrating application of the Population Health theme concepts. Further details provided in the LMS.

Note there will be an opportunity for a practice examination in the week after the mid year teaching break with further details provided in the LMS. This will include questions set at the end of year standard to enable you to monitor your progress and guide your further study. It will not count towards this hurdle. The end of year examination will involve a number of papers completed across multiple days, invigilated in person and completed electronically.

Passing standard and hurdle requirements

To meet the overall hurdle passing standard students:

1. Must attempt all end of year examination papers AND,
2. Achieve a scaled total mark of 50 or greater in the written examination (standard setting procedures are used to determine the raw pass mark). Note raw marks will be scaled to a standardised pass mark AND,
3. Achieve the passing standard for the Population Health submission.

Timing

The practice examination in the week after the mid year teaching break will offer an opportunity for completion at each primary clinical school location (dependent on availability of a suitable location and staff) with exact details advised via the LMS.

The end of year written examination will be held during the written examination period with the option to complete the examination at each primary clinical school location (dependent on availability of a suitable location and staff) with exact details advised via the LMS.

See the LMS for the due date of the Population Health submission.

Assessment Task 2

Clinical Practice Hurdle

This hurdle focuses on assessments that demonstrate the further development of the practical skills required for medical practitioners as they are implemented in the clinical setting. The assessment tasks primarily focus on clinical skills that target gathering information through history taking, physical examination, medical investigations, including communication skills and procedural skills, and demonstration of safe and efficient practice. Assessments will be completed in both simulated and clinical settings and address preliminary development of the use of information for diagnostic reasoning and clinical management.

The assessments contributing to this hurdle include:

1. Clinical Examination: this examination will be in the form of an Objective Structured Clinical Examination (OSCE) comprising a series of stations that assesses essential clinical skills required for safe medical practice, including clinical reasoning to inform patient care and management, and communication skills with patients, caregivers and other health care team members.
2. Procedural Skills Assessment: A series of procedural skills assessments are completed during the year with timing dependent on clinical placement timetabling. You are required to meet the competency standard with one additional attempt available.
3. Clinical Skills Portfolio items: achieve the required standard in all Clinical Skills Procedures Portfolio items (specific details are provided in the LMS). It is the student’s responsibility to monitor their progress throughout the year and obtain the appropriate sign off for the individual activities (e.g. designated staff who can rate and endorse their standard of performance). Any dishonesty or plagiarism will be taken very seriously and will be dealt with under the Professional Behaviour Guideline and the Academic Integrity Rule 2021.

Passing standard and hurdle requirements

To meet the overall hurdle passing standard students:

1. Must attempt all assessment items AND,
2. Achieve the passing standard in the Clinical Examination. The passing standard is determined using standard setting and consists of achieving the overall passing score and passing the required number of stations AND,
3. Complete the Procedural Skills Assessment and Clinical Skills Portfolio items to the required standard by the due date.

Timing and Due date

The Clinical Examination will be held during the end of year examination period (exact details will be advised via the LMS).

The Procedural Skills Assessment must be completed during the timetabled session.

The Clinical Skills Portfolio items must be completed during clinical placements with the final due date for all portfolio items to be the last day of placement prior to the study break for the end of year examinations.

Assessment Task 3

Professionalism and Engagement Hurdle

This hurdle focuses on the students demonstrating engagement in learning activities and further development of personal attributes consistent with the university’s student code of conduct and fitness for practice in medical settings. This includes assessments that contribute to the development of professional identity, readiness for medical practice through demonstration of self-regulatory behaviour, teamwork and multidisciplinary care. This also includes behaviour consistent with professional ethical and legal principles, considerations of their duty to protect and care for others as this is enacted in the clinical practice setting.

The assessments contributing to this hurdle are designed to allow you to demonstrate consistent engagement in learning activities across the year enabling you to demonstrate your development of clinical competence and experiential learning. These assessments should be used to help guide learning throughout the clinical phase of the medical degree.

You are required to:

1. Complete the confidentiality agreement for the examinations (see the LMS for further details).
2. Attend all required learning activities and engage consistently with all rostered clinical placements. See further information included below under the participation section.
3. Meet all deadlines including completion of any required online modules and other written submissions (including where indicated achieving the required standard). See the LMS for further details.
4. Complete all Portfolio items in a timely manner noting that some items can be completed at any time in years 3 or 4. The Portfolio is a valuable record that requires students to document their learning, feedback and progress towards the course objectives. Items to be logged are staged across years 3 and 4 of the MChD program and across semesters with some activities that must be completed in a specific block (in the case of FIMS or ICCH placements) or year. Students are strongly encouraged to start working on the Portfolio early, to work steadily through the activities, and to keep a good record of their experiences. With this approach, the Portfolio will not be too time consuming and is an asset to learning rather than a barrier to the final exams. Refer to the LMS for specific requirements. Note the Rural Stream version of the Portfolio is configured slightly differently in terms of timelines and suggested places to obtain experiences, and in the supervision model. The essential requirements and learning outcomes remain the same. The requirements of the Rural Stream Portfolio activities are often identical, or very similar to the urban version. The Rural Stream Portfolio is completed in year 3 by Rural Stream students only.

Completion of the Professionalism and Engagement hurdle components, including the Portfolio items, will be routinely reviewed during the year. with a mid year progress review completed during the teaching break. It is the student’s responsibility to ensure they progress consistently through the items 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 Behaviour Guideline and the Academic Integrity Rule 2021. 

Passing standard and hurdle requirements

To meet the requirements of this hurdle and pass this course you must

1. Complete all requirements 1, 3 and 4, listed above.  Note it is your responsibility to monitor your full completion of all tasks using the risr dashboard and the LMS for the online modules and other written submissions. Note failure to demonstrate consistent engagement in these tasks across all clinical placements and learning activities may impact your ability to meet the required standard in the professionalism and engagement hurdle AND,
2. Achieve an average rating of "consistently met" across all Supervisor Reports in every category of the report including the overall rating. Where the average rating falls below this level the Portfolio Management Group will review the details of all your portfolio items, to review your longitudinal engagement and performance across the year. Where there is evidence of temporal improvement and consistent engagement in learning activities, and/or recognition of the supervisor ratings in your learning plans, this information will be taken into account at the mid year and end of year progress review to determine if you have met the required standard for this hurdle AND,
3. Meet the participation requirements.

Due date

See the LMS for individual item due dates. Progress in relation to achievement of the Professionalism and Engagement Hurdle will be reviewed mid year. If you are falling below the passing standard in this hurdle you will need to demonstrate improvement in achievement of the requirements for this hurdle prior to the end of year progress decision.

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.

To ensure students have demonstrated achievement of the learning outcomes, information about when students may or may not be allowed to use generative artificial intelligence (AI) is detailed on the LMS for each assessment item. For assessment items where generative AI may be used, students will be required to complete and submit an Acknowledgement Form (available on the LMS) to acknowledge and document their use of generative AI.

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

• 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. Any use of artificial intelligence must be properly referenced. Failure to properly cite use of Generative AI will be considered a breach of academic integrity.

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.

Resubmission of Assignments

Clinical Knowledge and Application Hurdle

• If the standard is not met in the Population Health submission students will have the option for one resubmission.

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 Accessibility 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 supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents all ANU students