• Class Number 8459
  • Term Code 3460
  • Class Info
  • Unit Value 24 units
  • Mode of Delivery In Person
    • Dr Nicholas Taylor
  • Class Dates
  • Class Start Date 24/06/2024
  • Class End Date 01/11/2024
  • Census Date 31/08/2024
  • Last Date to Enrol 29/07/2024
SELT Survey Results

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 have a total of 39 weeks of 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

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. Foundations of Internal Medicine and Surgery Block:Examine the system/s relevant to patient’s medical/surgical complaint, elicit physical signs and integrate the physical findings in relation to the history and likely underlying pathophysiology of the patient’s illness.
  2. Develop competency in basic procedures for patients presenting with conditions managed in a hospital setting.
  3. Recognise the appropriate indications for undertaking a diagnostic test, and interpret common diagnostic test results undertaken in the hospital setting.
  4. Outline the management options for medical/surgical conditions commonly presenting in hospital settings, including pharmacological and surgical treatments.
  5. Explain and elicit informed consent for investigations, surgical and interventional medical and pharmacological therapies.
  6. Discuss palliative strategies in end-of-life care for the patient, including avoidance of unnecessary tests and invasive treatments, instituting pain relief, and counseling.
  7. Formulate a management plan for the patient's major problems in the short, medium and long term, integrating aspects of acute and chronic disease management, and recognise the value of palliative strategies in end-of-life care for the patient.
  8. Integrated Community and Child Health Block:Discuss healthcare delivery within Australian communities, in particular access to healthcare for vulnerable and hard to reach populations, effective use of resources and partnerships with allied health providers in the community, and the value of holistic care and longitudinal relationships between patients and health care professionals.
  9. Demonstrate inclusion of the patient’s concern and agenda in clinical decision-making, with an understanding of the importance of family, support systems, culture and community.
  10. Take an appropriate history and conduct relevant examination for patients presenting with common conditions managed in community healthcare settings.
  11. Describe and apply Murtagh’s framework for undifferentiated presentations, be able to identify appropriate investigations and identify any need for referral.
  12. Outline management approaches for acute, chronic and co-morbid conditions in the community.
  13. Develop competence in procedural skills that are commonly applied in the community setting
  14.  Discuss current guidelines for prevention, early detection and health maintenance in the community.
  15. Describe the common and complex issues facing Aboriginal & Torres Strait Islander peoples in community health settings, and be able to identify health services and support systems specific for Aboriginal and Torres Strait Islander people.

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) in 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.

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.

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.

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. 

Resources are detailed on the WATTLE course site 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 Phase 2 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.

Detailed reports on the breakdown of assessment results in sections of the written examination, and OSCE 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 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.

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. Phase 2 Portfolio ongoingSee assessment section for more details on other items.
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 (SONIA).  Phase 2 Portfolio ongoingSee assessment section for more details on other items.
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 (SONIA). 
“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 PlacementsSome 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.
Phase 2 Portfolio ongoingSee assessment section for more details on other items.
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. Phase 2 Portfolio ongoingSee 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
Written Examination (hurdle) 54 % 1,2,3,4,5,6,7,8,9,10,11,12,13,14,15
Objective Structured Clinical Examination (OSCE) (hurdle) 36 % 1,2,3,4,5,6,7,8,9,10,11,12,13,14,15
Population Health Project (hurdle) 10 % 8,14,15
Attendance (hurdle) 0 % 2

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


ANU has educational policies, procedures and guidelines , which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Integrity Rule before the commencement of their course. Other key policies and guidelines include:

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the Academic Skills website. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.


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. 

OSCE Supplementary examination - Monday 9th December 2024 - Tuesday 10th December 2024

Written Supplementary examination - Monday 9th December 2024 - Tuesday 10th December 2024

Assessment Task 1

Value: 0 %
Learning Outcomes: 1,2,3,4,5,6,7,8,9,10,11,12,13,14,15

Phase 2 Portfolio (hurdle)

The completion of all items defined in the Phase 2 Portfolio is a coursework requirement.

Clinical competence and experiential learning is defined and recorded through the Phase 2 Portfolio as follows:

  • The Phase 2 Portfolio items should be used to help guide learning throughout the clinical phase of the medical degree. The Portfolio is a valuable record that requires students to document their items and progress towards the course objectives.  
  • Items 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 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 Behaviours Committee policies and the Academic Integrity Rule 2021

Rural Stream Phase 2 Portfolio

  • The Rural Stream version of the Phase 2 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. Where the completion of the activity in the Rural Stream is substantially different, there will be documents and activities specific to the urban students, and specific to the Rural Stream students.
  • The Rural Stream Phase 2 Portfolio is completed in Year 3 by Rural Stream students only.

Students are strongly encouraged to start working on the Phase 2 Portfolio 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.

Many of the activities are opportunistic and it is wise to be aware of not only the Year 3 activities, but also to look ahead in the Phase 2 Portfolio and where there is the opportunity to complete Year 4 activities during Year 3, this is to the student’s advantage.

Assessment rubric

The Phase 2 Portfolio items encompass a wide-range of work integrated learning and assessment activities including, direct observation of procedural skills (DOPS), mini clinical evaluation exercise (mini-CEX), long cases, to track skill development and experiential learning. Each individual item is discrete and clear in its structure and content and is assessed using a relevant rubric. 

Hurdle assessment requirement:

Students are required to complete all assessment items to pass the course.

Completion of the Phase 2 Portfolio items will be routinely reviewed during the year and students not meeting the completion requirements will be notified by email and required to meet with a relevant academic.

Due date

See WATTLE and risr/advance for individual item due dates.

Assessment Task 2

Value: 54 %
Learning Outcomes: 1,2,3,4,5,6,7,8,9,10,11,12,13,14,15

Written Examination (hurdle)

A series of written examinations comprising the following assessment items:

  • Multiple Choice Questions (MCQ) - Single best of 5 options multiple choice questions, most based on evaluation of medical information provided in the stem. Item topics align with learning outcomes from both ICCH and FIMS Blocks and address general knowledge and clinical decision making; and Extended Matching Questions (EMQ, R-type) - Clinically-focused, scenario based items measuring clinical reasoning (weighting 40%).
  • Mini-cases (or Modified Essay Questions) - free response modified essays based on evolving clinical scenario and associated short answer (1 to 5 sentences) responses to multi-part questions. In the paper there is a “no look forward, no turn back” structure where partial answers to previously asked questions are revealed as part of the evolution of the scenario; and Short Answer Questions (SAQ) - free response modified essays, short answer responses to multi-part questions (weighting 60%).

The examination will assess content that is aligned to the Level 3 learning outcome statements for MEDI8030 and address general knowledge and clinical decision making. 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, scheduled learning sessions and clinical placements.

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 requirements

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 written examination period (exact details will be advised via WATTLE).

Assessment Task 3

Value: 36 %
Learning Outcomes: 1,2,3,4,5,6,7,8,9,10,11,12,13,14,15

Objective Structured Clinical Examination (OSCE) (hurdle)

Station based examination to assess clinical knowledge, skills and competence.

Assessment Rubric

Criteria are developed for each station.

Hurdle assessment requirements

Students must pass a minimum number of stations and be awarded an overall scaled mark of 50 to pass the course.

Due date

To be held during the OSCE period (exact details will be provided via WATTLE).

Assessment Task 4

Value: 10 %
Learning Outcomes: 8,14,15

Population Health Project (hurdle)

Students will undertake mandatory online modules plus a group project in one of the following streams: 

  1. Clinical Audit / Quality Improvement
  2. Health Promotion
  3. Prevention, Evaluation and Policy (subject to availability)

Exact details will be provided via WATTLE. 


Assessment rubric

In MEDI8030, assessment includes:

  • Individual completion of e-learning activities.
  • Group-based assessment of specified sections of the final written report.

The marking rubrics specific to each project stream will be provided via WATTLE.

Hurdle assessment requirements

Students must complete mandatory online modules, submit a project proposal and submit a written assignment consisting of specified sections of the final written report to pass the course.

Due date

Exact details will be provided via WATTLE. Please note that the Population Health project runs over both Year 3 and Year 4 of Phase 2. The final project submission deadline is approximately in the middle of Year 4.

Assessment Task 5

Value: 0 %
Learning Outcomes: 2

Attendance (hurdle)

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.

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 attend in-person and sign-in 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.

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 WATTLE for details
  • Rural Stream specific teaching sessions – see WATTLE for details
  • 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.

Hurdle assessment requirement:

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


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/placement (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 MEDI8030.

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).

Dr Nicholas Taylor

Research Interests

Emergency physician and educator who is the creator of multiple education websites including Time Critical Medical Education. Interests include emergency medicine capacity development in Sri Lanka and the Pacific, ultrasound and acute cardiology.More information is available here .

Dr Nicholas Taylor


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