This course encompasses the second year of the ANU medical program, which is part of Phase 1. During year 2 students study the musculoskeletal and nervous systems, digestive system, haematology, cancer and immunity. Students also learn about pathological processes of metabolic imbalance, inherited disease, infection, immunity, neoplasm and degenerative disease. Students continue their learning of the themes and frameworks of the ANU medical program in the context of the physiological systems and the associated population and social determinants of health and medical ethics and the law. The transition block is designed to synthesise the learning of Phase 1 in preparation for learning in clinical environments in Phase 2.

Course Structure and Content

Block 4: Musculoskeletal and Neuroscience

Block 5: Digestive and Nutrition

Block 6: Haematology, Oncology and Infectious Diseases

Block 7: Transition

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. Musculoskeletal and Neuroscience block:Outline the functions of the peripheral nervous system (PNS) and describe and analyse disease states that affect those functions.
2. Explain the structure and function of the components of the musculoskeletal system and its common pathologies.
3. Integrate knowledge of the musculoskeletal system with an understanding of basic medical sciences and clinical skills, to interpret items of the clinical history, examination, and investigations to formulate diagnoses of common pathologies of the musculoskeletal system and describe these in the context of the individual patient. 
4. Explain the classes and mechanisms of action of anti-rheumatic agents, immunosuppressives, psychotropic drugs and drugs used in pain management.
5. Apply principles of immunology to investigate immune-mediated autoimmune disease using routine diagnostic laboratory tests. 
6. Describe the anatomy and common pathologies of the eye and related structures, retina & visual pathways, and explain the principles of formation and perception of a visual image.
7. Outline the anatomy and functions of the central nervous system (CNS) and the roles of transmitters, synaptic plasticity, and networks in normal sensory-motor processing and in higher functions including learning and memory.
8. Discuss the organization of the major sensory (somatosensory, visual, auditory) and motor (corticospinal, rubrospinal, reticulospinal) pathways of the CNS, and describe the organization of the major regulatory (basal ganglia and cerebellum) and neuromodulatory (brainstem catecholamine) systems and their functions in regulating behaviour and mood.
9. Apply a knowledge of CNS structure and function to analyse, interpret and predict signs and symptoms resulting from common CNS disorders, or from site-specific CNS injuries including stroke. 
10. Apply a knowledge of tissues to analyse and explain the pathophysiology of common conditions affecting the CNS, the eye and the musculoskeletal system.
11. Explain how microorganisms cause infections of the central nervous system.
12. Analyse, evaluate, and incorporate information from various sources to identify social, ethical, legal and human rights issues of presented medical cases in the context of global health issues including the ethical conduct of clinical trials, impact of trade agreements, pharmaceutical and insurance industries as well as new technologies (such as nanotechnology and artificial photosynthesis) on sustainability of a safe and healthy environment and health system quality and equity. 
13. Demonstrate a capacity for reflective practice on the ideas and principles that drive collaborative practice with disciplines working together for health outcomes. 
14. Discuss epidemiology and prevention of common mental health disorders including life-long cognitive disability and age-related cognitive impairment such as dementia. 
15. Develop foundational knowledge in how population-level health policies are developed and implemented. 
16. Identify the role of environmental, infectious, and other exposures on the development of the immune system and immune-mediated diseases at a population-level. 
17. Obtain a history from patients whose presenting complaint(s) suggest(s) a disorder of the nervous and/or musculoskeletal systems to elucidate the cause of the illness and its impact on well-being and define the biological, social, and psychological context of management; demonstrate system specific physical signs and interpret them in physiological and pathological terms; integrate clinical pathology, clinical physiology and imaging investigations with history and physical signs. 
18. Further develop clinical reasoning skills in Problem Based Learning cases through the integration of information from lectures, practicals and clinical skills, and consideration of population health and social aspects of musculoskeletal disorders, CNS injury and neurological disease. 
19. Digestive and Nutrition block:Describe the anatomy and histology of the gastrointestinal tract and hepatobiliary system and the common associated pathologies.
20. Describe the function of the gastrointestinal tract and hepatobiliary system with emphasis on the processes involved in the digestion and absorption of nutrients, intestinal motility, and metabolic functions of the liver, and explain how disease can affect them. 
21. Describe the vascular supply and the endocrine and nervous control of the gastrointestinal tract and hepatobiliary system.
22. Discuss how infection, bleeding, obstruction, perforation and malignancy affect gastrointestinal tract and hepatobiliary system function, and the normal physiological responses to them. 
23. Describe how dietary intake can affect health and disease, explain and demonstrate how nutritional status can be determined and discuss how body weight is controlled.
24. Explain the effects of age on nutritional status and on the functions of the gastrointestinal tract and hepatobiliary system in health and disease.
25. Explain the molecular and genetic causation of diseases of the gastrointestinal and hepatobiliary systems.
26. Identify and describe the commensal intestinal microflora, the common gastrointestinal and hepatic viruses, the endogenous and exogenous bacterial pathogens and parasites of the gastrointestinal tract, the organisation and function of the mucosal immune system, and illustrate how to isolate and identify different gastrointestinal pathogens. 
27. List the classes and mechanisms of action of drugs used in the treatment of gastrointestinal and hepatobiliary disorders, identify the potential complications associated with the use of medication in liver failure, and identify the common side effects of drug classes (including pain relieving medications) that affect the gastrointestinal and hepatobiliary systems. 
28. Identify gastrointestinal disorders of public health importance including risk factors and multifactorial causality; describe basic epidemiological steps in outbreak investigation
29. Identify risk factors and discuss prevention and management of obesity, alcohol use and substance abuse from a population perspective. 
30. Describe the ideas and principles that drive collaborative practice so that disciplines working together can improve health outcomes.
31. Define and apply ethical, legal and human rights principles to medical practice from narrow, individual cases, to broader, social examples including inter-professional learning, the standard of care in Emergency Department discharges and good documentation.
32. Apply ethical, legal and human rights principles to medical practice in an integrated way both broadly, generalisable (horizontal integration) and deeply with detailed rationales and justification for action or inaction (vertical integration).
33. Obtain a history from patients whose presenting complaint(s) suggest(s) a disorder of the gastrointestinal system and/or of nutritional status to elucidate the cause of the illness and its impact on well-being and define the biological, social and psychological context of management; demonstrate system specific physical signs and interpret them in physiological and pathological terms; integrate clinical pathology, clinical physiology and imaging investigations with history and physical signs.
34. Further develop clinical reasoning skills in Problem Based Learning cases through the integration of information from lectures, practicals and clinical skills, and consideration of population health and social aspects of disorders of the gastrointestinal tract, hepatobiliary system, and nutritional status
35. Oncology/Haematology/Infectious Diseases block:Describe the anatomy of the haematopoietic, lymphatic, and genitourinary systems and discuss and analyse the disease states that affect these systems.
36. Describe the anatomy, histology, and pathophysiology of human haematological and solid malignancies in the context of typical clinical presentations; explain how tumours escape immune recognition.
37. Discuss the role of cellular components of the immune system and molecular signals including complement during acute and chronic inflammation; explain the basis of hypersensitivity reactions. 
38. Describe coagulation, thrombosis, and haemostasis; explain the pathogenetic basis of hematologic disease and identify the pathways amenable to pharmacologic intervention. 
39. Explain the principles of blood typing; the transfusion of blood and blood products, and transfusion reactions; outline the principles of alloreactivity, tissue typing and graft versus host disease. 
40. Interpret basic haematology and coagulation test results and apply these in the context of typical clinical presentations. 
41. Outline the stages in the development of haematological diseases, blood-borne and emerging infectious diseases; interpret epidemiological studies in understanding burden and risk factors for these diseases; discuss relevant preventive strategies, including immunisation, describe the role of agencies such as the TGA.
42. Interpret epidemiological studies in understanding the burden of disease and risk factors for cancer and discuss the rationale for relevant preventive strategies including population-level cancer screening programs.
43. List the classes and explain the mechanisms of action of anti-coagulants, anti-cancer (including targeted therapies), anti-viral, anti-fungal and anti-parasitic agents; outline the principles of radiotherapy for treatment of cancer. 
44. Discuss the skin microflora, nosocomial bacterial pathogens, infections by atypical bacteria, antibiotic resistance mechanisms and transfer, biofilms, and abscesses; describe the steps in identification of these pathogens in the laboratory.
45. Discuss infections by retroviruses, particularly HIV, and understand the basis for identification of HIV in the laboratory; describe arboviruses. 
46. Describe the common infections caused by fungi, helminths and protozoa and the life cycle and laboratory identification of these pathogens.
47. Apply evidence based medicine, scientific methods and understanding of behavioural, cultural, and social factors to develop and critically evaluate new knowledge.
48. Explain and apply concepts of medical negligence, professional misconduct, and professional responsibilities while working in multidisciplinary teams
49. Compare, deconstruct, extrapolate, relate, and organise their knowledge of ethical, legal, and human rights principles relevant to medical practice both generally and specifically. Areas of knowledge for mastery include core concepts from Year 1 plus their application to issues in drug addiction and practitioner well-being, whistleblowing and professional conduct and community responsibilities in relation to health system inequity and injustice.
50. Revise foundational concepts in social determinants of health and core epidemiological principles in disease causation and measurement.
51. Further develop clinical reasoning skills in Problem Based Learning cases through the integration of information from lectures, practicals and clinical skills, and consideration of population health and social aspects of disorders of the haematopoietic system, infectious diseases, and solid malignancies.
52. Transition block:evaluate and interpret the involvement of multiple body systems in complex diseases, including the interactions of biological determinants with the environment, society and culture, and apply this knowledge to clinical scenarios through effective communication, history taking and examination. 
53. Apply evidence-based medicine, scientific methods and understanding of behavioural, social and cultural factors to develop and critically evaluate new knowledge and contribute to the prevention and treatment of disease and illness. 
54. Analyse and apply key principles of ethics, law and human rights in medical practice and the operation of health systems.
55. Articulate an approach to end of life that incorporates an understanding of the social world of patient and family, and the collaboration between health practitioners. 
56. Formulate a clinical problem statement for patients with illnesses commonly seen in community and hospital practice; define how history, physical examination, and special investigations will help address the clinical problem; demonstrate the ability to record and communicate the results of history, physical examination and special tests. 
57. Discuss population health and social aspects of multi-system disease, identify issues related to Planetary Health from a Population Health perspective and apply advocacy skills to improving Planetary Health. 

Research-Led Teaching

Courses within the Doctor of Medicine and Surgery (MChD) are categorised as Profession-Led. The Profession-Led features of MEDI8020 include teaching by medical practitioners in the course and expert tuition in clinical skills by medically trained tutors. The MChD curriculum is grounded in the principles of evidence based medicine and reflects current practice standards. Problem based learning cases have been devised by medically trained staff, who are discipline experts. Assessment is aligned to learning outcome statements and is developed in consultation with content experts.

 

The Themes (Medical Science, Professionalism and Leadership, Population Health, Clinical Skills) and Frameworks (Social Foundations of Medicine, Indigenous Health, Rural Health, Research) have been developed and are taught by active researchers.

 

The curriculum associated with the Research Framework provides students with an introduction to the principles of medical research and the foundation knowledge for students to develop a research question that will be investigated in the formal Research Project/Advanced Research Project Course in Year 2.

Additional Course Costs

Students are responsible for travel costs between the Acton and Canberra Hospital (TCH) campuses and other associated clinical teaching sites.

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 purchase safety glasses and have suitable footwear for the laboratory. (Laboratory coats are provided to students, although you may elect to have your own).

 

Students are required to have a stethoscope. Students are provided one by the School of Medicine and Psychology in Year 1 but any replacements are at the cost of the student.

Recommended Resources

Students are strongly recommended to purchase a suitable laptop computer. There is no prescribed textbook for this course, however a recommended reading list of suitable textbooks is provided on the WATTLE course site. These resources are accessible via the library and/or PBL rooms.

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

Students will be given feedback in the following forms in this course:

1. Formative assessment and feedback will help to guide students understanding of the scope and format of the examinable material and expected level of comprehension required for a pass grade.
2. Feedback will be provided summarising performance in key disciplines and in examination sections benchmarked to the performance of the cohort.
3. Students who do not satisfy the pass criteria for the MEDI8020 examination mid-year will be provided with individual academic remediation in semester 2 and must pass the the MEDI8020 Full Year Course Score as well as the end of year MEDI8020 written examination hurdle to be eligible to pass MEDI8020.

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 4: Musculoskeletal and Neuroscience (12 weeks)	Block 4 MCQ testClinical Skill Progressive Review / Objective Structured Clinical Examination (OSCE) Weekly timetables are available in the Outlook calendar. Please refer to WATTLE for specific details of the individual week's activities.
2	Block 5: Digestive Diseases and Nutrition (7 weeks)	Block 5 MCQ testClinical Skill Progressive Review / Objective Structured Clinical Examination (OSCE) Weekly timetables are available in the Outlook calendar. Please refer to WATTLE for specific details of the individual week's activities.
3	Examination Period (1 week)	STUVACBlocks 4 and 5 Written Examination
4	Block 6: Haematology, Oncology, Immunology, and Infectious diseases (10 weeks)	Block 6 MCQ testClinical Skill Progressive Review / Objective Structured Clinical Examination (OSCE)Population Health AssignmentPAL Assignment Weekly timetables are available in the Outlook calendar. Please refer to WATTLE for specific details of the individual week's activities.
5	Examination Period (2 weeks)	STUVACBlocks 1 to 6 Written Examination
6	Block 7: Transition (3 weeks)	Block 7 Assessment Weekly timetables are available in the Outlook calendar. Please refer to WATTLE for specific details of the individual week's activities.

Assessment Summary

Assessment task	Value	Learning Outcomes
Block 4 MCQ (hurdle)	10 %	1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18
Block 5 MCQ (hurdle)	10 %	19,20,21,22,23,24,25,26,27,28,29,30,31,32,33,34
Written examination (hurdle)	30 %	1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21,22,23,24,25,26,27,28,29,30,31,32,33,34
Block 6 MCQ (hurdle)	10 %	35,36,37,38,39,40,41,42,43,44,45,46,47,48,49,50,51
Professionalism and Leadership (PAL) Assignment (hurdle)	5 %	12,13,18,30,31,32,47,48,49
Population Health Assignment (hurdle)	5 %	12,14,15,16,18,28,29,34,41,42,47,50,51
Written examination (hurdle)	30 %	1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21,22,23,24,25,26,27,28,29,30,31,32,33,34,35,36,37,38,39,40,41,42,43,44,45,46,47,48,49,50,51
Block 7 Formative online training modules and assessments	0 %	52,53,54,55,56,57
Blocks 4, 5 and 6 Clinical Skill Progress Reviews / Objective Structured Clinical Examination (OSCE) (hurdle)	0 %	1,2,3,6,9,10,17,18,19,20,22,23,24,33,34,35,36,40,51
Attendance (hurdle)	0 %	1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19,20,21,22,23,24,25,26,27,28,29,30,31,32,33,34,35,36,37,38,39,40,41,42,43,44,45,46,47,48,49,50,51,52,53,54,55,56,57

* 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.

Examination(s)

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 MEDI8020 supplementary assessments. Students should ensure that they are available to attend these dates should they be required to sit any supplementary assessments.

OSCE Supplementary examination - Tuesday 26th November 2024

Written Supplementary examination - Wednesday 27th November 2024

Assessment Task 1

Block 4 MCQ (hurdle)

50 item MCQ/ EMQ (R-Type) paper.

The paper will assess learning outcomes from Block 4: Musculoskeletal and Neuroscience.

Assessment rubric:

Raw marks will be scaled to a standardised pass mark.

Hurdle assessment requirement

Students are required to attempt this assessment item to pass the course.

Due date:

To be held at the end of Block 4 (exact details will be provided via WATTLE).

Assessment Task 2

Block 5 MCQ (hurdle)

50 item MCQ paper.

The paper will assess learning outcomes from Block 5: Digestive Diseases and Nutrition

Assessment rubric:

Raw marks will be scaled to a standardised pass mark.

Hurdle assessment requirement

Students are required to attempt this assessment item to pass the course.

Due date:

To be held at the end of Block 5 (exact details will be provided via WATTLE).

Assessment Task 3

Written examination (hurdle)

A series of written examinations comprising the following assessment items:

• Evolving modified essay questions (Minicases)
• Short Answer Questions (SAQ)

The examination will assess content that is aligned to the Level 3 learning outcome statements for MEDI8020. While the majority of the exam question topics will also be aligned with teaching and learning activities (and their Level 4 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 and discussions in problem based learning sessions.

Assessment rubric:

Standard setting procedures are used to determine the pass mark for each assessment item.

Written examination papers will be marked according to criterion referenced marking rubrics.

Raw marks will be scaled to a standardised pass mark.

Hurdle assessment requirement

Students are required to attempt this assessment item to pass the course.

Due date:

To be held during the end of semester 1 written examination period. See WATTLE for the final examination schedule.

Assessment Task 4

Block 6 MCQ (hurdle)

50 item MCQ/ EMQ (R-Type) paper

The paper will assess learning outcomes from Block 6: Haematology, Oncology, Immunology and Infectious Disease.

Assessment rubric:

Raw marks will be scaled to a standardised pass mark.

Hurdle assessment requirement

Students are required to attempt this assessment item to pass the course.

Due date:

To be held at the end of Block 6 (exact details will be provided via WATTLE).

Assessment Task 5

Professionalism and Leadership (PAL) Assignment (hurdle)

Portfolio of entries in reflective journal (exact details will be provided via WATTLE).

This assessment item must be attempted to pass the course.

Assessment rubric:

See WATTLE for the assessment marking criteria.

Hurdle assessment requirement:

This assessment item must be attempted to pass the course.

Due date:

See WATTLE for the final assessment schedule.

Assessment Task 6

Population Health Assignment (hurdle)

Students will complete a WATTLE based online assessment that aligns with the MEDI8020 curriculum.

Assessment rubric:

See WATTLE for the assessment marking criteria.

Hurdle assessment requirement:

This assessment item must be attempted to pass the course.

Due date:

See WATTLE for the final assessment schedule.

Assessment Task 7

Written examination (hurdle)

A series of written examinations comprising the following assessment items:

• Single best answer Multiple Choice Questions (MCQ) and Extended Matching Questions (EMQ) (5%)
• Evolving modified essay questions (Minicases); and short essay questions (25%)

The examination will assess content that is aligned to the Level 3 learning outcome statements for MEDI8020, MEDI8011 and MEDI8012. While the majority of the exam question topics will also be aligned with teaching and learning activities (and their Level 4 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 and discussions in problem based learning sessions.

The proportion of assessed content in the examination is also mapped to the curriculum Themes and Frameworks based on the representation of these components within the curriculum. Please note that some content from the curriculum of the Clinical Skills Theme is assessed in the written examination.

Assessment rubric:

Standard setting procedures are used to determine the pass mark for each examination assessment item.

Written examination papers will be marked according to criterion referenced marking rubrics.

Raw marks will be scaled to a standardised pass mark.

Hurdle assessment requirement:

Students must attempt all assessment items and achieve a scaled mark of 50 or greater to meet the hurdle.

Due date:

To be held during the end of semester 2 written examination period (exact details will be advised via WATTLE).

Assessment Task 8

Block 7 Formative online training modules and assessments

Details of this task will be published on WATTLE

Assessment rubric:

See WATTLE for the assessment marking criteria.

Hurdle assessment requirement:

This assessment item must be attempted to pass the course.

Due date:

Exact details will be provided via WATTLE.

Assessment Task 9

Blocks 4, 5 and 6 Clinical Skill Progress Reviews / Objective Structured Clinical Examination (OSCE) (hurdle)

Demonstration of competence in specific Clinical Skills. Students will be required to undertake a series of short performance based assessments to demonstrate their competency in Clinical Skills appropriate to their level of study.

Observed performance involving clinical assessment of a volunteer patient/actor focusing on history taking, clinical examination and/or reasoning skills developed in the Clinical Skills Theme.

Assessment rubric:

Marking criteria based on key step guides provided in Clinical Skills tutorials and by Clinical Skills academic coordinator.

Hurdle assessment requirement:

Students will be asked to demonstrate competence in physical examination skills which will be observed and assessed. Students must be assessed as competent in the assessment tasks to meet the hurdle requirement.

Due date:

End of Block 4, Block 5 and Block 6 (exact details will be provided via WATTLE).

Assessment Task 10

Attendance (hurdle)

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

• Rural immersion
• Problem Based Learning (PBL) sessions
• Medical Science practical sessions
• Professionalism and Leadership (PAL) class and group work sessions
• Population Health group work sessions
• Clinical Skills sessions

Hurdle assessment requirement:

A record of attendance of 85% or greater is required for each of the learning activities.

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

Attendance will be monitored. 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 Course Convenor for discussion regarding progression will be made and possible review under the Professional Behaviour Guidelines by the Professional Behaviours Committee.

Due date:

To be assessed at the end of MEDI8020.

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 all ANU students