HealthSci Guide to UG Degrees Web 11 1

8/18/2019 HealthSci Guide to UG Degrees Web 11 1

1/14

Te moemoeä:

Whaia te iti kahurangi

UNIVERSITY OF OTAGO

FACULTY OF MEDICINE

Bachelor of Medicine and Bachelor of Surgery (MB ChB)A guide to the Otago undergraduate medical degree

2O11http://micn.otago.ac.nz


2/14

The purpose of the University of Otago undergraduate medical course

(MB ChB) is to produce safe, knowledgeable, competent practitioners

with the skills to move into clinical practice and continual learning. The

curriculum takes into account national and international perspectivesof medical training, and is externally evaluated and accredited by the

Australian Medical Council.

The University of Otago expects its medical graduates to have

developed specific personal, interactive and disciplinary attributes as

outlined in the Graduate Profile. The course is more specifically defined

by learning outcomes, which students attain throughout their degree, at

different levels appropriate to the stage of learning.

Outcome Domains

The outcomes are organised within six programme domains and eight practice domains, with the emphasis on programme

domains because they comprise mainly generic skills and apply across all areas of practice, while practice domains focus on

specialised areas of practice.

The undergraduate curriculum database tracks the outcomes, where and how they are learned, and to which level, to develop a

cohesive and comprehensive map of the Otago MB ChB.

About theundergraduatemedical degree

course

Programme Domains

Research and Information Literacy

Clinical Skills

Medical Science

Hauora Mäori

Ethics/Professional Development

Population Health

Practice Domains

Acute Care

Cardiology/Lungs/Renal

Digestion/Endocrine

Musculoskeletal/Infection/Immunity

Palliative Care/Continuing Care/Rehabilitation Systems

Psychological Medicine

Reproduction and Development

The Senses

Resources

Graduate profile: www.tiny.cc/OUMedGradProfile

Outcome Database: https://outcomes.facmed.otago.ac.nz/

You will need a University username and password to gain access to this database.

Contact: [email protected] for assistance.

Page 1


3/14

The Otago course takes at least six years to complete if the student has no prior degree.

Most students spend their first year on the Dunedin campus taking the University of Otago’s Health Sciences First Year

programme to compete for entry into the medical degree programme.

Years two and three of the medical degree, Early Learning in Medicine (ELM), are taught on the Dunedin campus by staff from the Otago School of Medical Sciences (OSMS), Dunedin School of Medicine (DSM), and Faculty of Medicine staff.

At the end of third year, students are allocated to Dunedin School of Medicine, University of Otago, Christchurch (UOC) or

University of Otago, Wellington (UOW) for the fourth, fifth and sixth years of the programme (Advanced Learning in Medicine

or ALM), depending on their choices and availability of places at each campus.

Up to 20 students each year are selected to spend their Year 5 within the Rural Medical Immersion Programme (RMIP), which

has satellite centres in Balclutha, Queenstown, Greymouth, Blenheim, Masterton, and Dannevirke.

Students spend most of their sixth or Trainee Intern (TI) year on clinical attachments, including time in rural and regional sites.

How thecourse isorganised

First Year

Year Two

Year Three

Year Four

Year Five

Year Six

Early Learning in

Medicine (ELM)

Advanced Learning

in Medicine (ALM)

Otago School of Medical Sciences

Faculty of Medicine

Dunedin School of Medicine

Health Sciences First Year

RMIP

Graduateand Other

Entry

UOC DSM UOW

Page 2


4/14

Otago medical students enter the course in a number of ways.

Health Sciences First Year

School leavers enrol at the University of Otago for the Health Sciences Fir st Year (HSFY) course. In July students applying from

HSFY also sit the Undergraduate Medicine and Health Sciences Admission Test (UMAT).

Competitive Graduate entry

Graduates in any discipline, from any New Zealand university, may apply within three years of completing their first degree. They

are ranked on the basis of a score derived from the grades achieved in their first degree, must meet the UMAT threshold in the

year of application and must pass the HSFY papers or their equivalents before taking a place in the second year of the course.

Other entry

A very small number of students (New Zealand Citizen or NZ Permanent Resident) are also accepted under the Other

category, which considers applications from:

First year andadmission

to medicine

Compulsory papers

– 70% minimum required

Foundations of Biochemistry

Cell and Molecular Biology

The Chemical Basis of Biology and Human Health

Human Body Systems 1

Human Body Systems 2

Foundations of Epidemiology

Biological Physics

Optional paper from approved list

HSFY

• Logical Reasoning and

Problem Solving

• Understanding People

• Non-verbal Reasoning

Applicants’ results are used to derive a score comprising 2/3 Grade Point Average

(using the best 7 papers) plus 1/3 Weighted UMAT score. Applicants with the highest

scores are offered a place – the number of places varies slightly from year to year

UMAT

Health Professionals

For health professionals with not less than five years’

experience in their chosen profession, at least two years in

New Zealand.

Other Graduates

Those who completed their first degree more than three

years prior to application, completed a second or higher

degree in New Zealand or completed a degree at an

overseas university.

Sub categories

Prospective students may indicate that they wish to be considered under Mäori, New Zealand Resident Pacific Origins, Mental

Health Professional, New Zealand Rural Origins. These special allocations reect Government-identied areas of workforce

need.

International

Some second year places are offered to students who are classified as International Students, who must apply in the HSFY or

Competitive Graduates categories. International applicants must achieve a pre-determined level of academic attainment and

complete all necessary prerequisites.

Resources

Admission website: http://healthsci.otago.ac.nz/courses/admissions.html

Contacts: Associate Dean, Medical Admissions, Alison Belton, [email protected]

Page 3


5/14

The Faculty currently accepts about 270 students into ELM each year; in future years this may increase to 300 as determined by

government funding.

Early Learning in Medicine (ELM)

The ELM programme (years 2 and 3) continues the medical science learning which began in HSFY, while introducing students

to patients, their communities, and their points of view. The learning emphasis in ELM is: active and collaborative, integrated,

contextually and community based.

The introduction to patients and patient context take place in a combination of the Healthcare in the Community (HIC),

Integrated Cases and Clinical Skills Programme Modules. Within HIC, students visit patients in their own homes, work in

a nursing home and interview volunteer patients from the Friends of the Medical School. Clinical Skills sessions provide

opportunities to learn and practise clinical skills (consultation skills, physical examination and practical procedures), and to

develop basic clinical reasoning. The Integrated Cases programme offers examples of the medical sciences in a context that

emphasises their clinical relevance. All tutorials emphasise an active small group collaborative working environment.

In ELM, students spend about 45% of their time in formal teaching situations (lectures, labs), about 15% in small groups (case

tutorials, supervised patient contact), with the remaining 40% of non-contact time allocated to independent learning.

Advanced Learning in Medicine (ALM)

In Years 4 and 5, students rotate through specic context-based block modules and learn through clinical exposure to patients.

Their clinical experience is gained in a number of situations including community, in-patient and out-patient in both urban andrural settings. This is supplemented by lectures and tutorials, including ver tical module topics such as ethics, microbiology, and

pathology.

The Trainee Intern year is based on the apprenticeship model of learning, and largely spent in clinical situations on and off

campus. It includes a 12-week elective undertaken away from campus which allows students to extend their experience in a

particular area of interest.

In ALM about 75% of the student’s time will be spent in clinical situations and 25% in lectures and tutorials.

Years 2-6of themedical

degree

Page 4


6/14

Learning opportunities within the medical degree are arranged in modules. The block modules are concentrated within a period

of time; in ELM, they are mainly based on body systems (for instance cardiovascular, endocrine) and in ALM are based on a

combination of body systems or on a context of care (such as general practice or paediatrics). Vertical modules typically are less

context-dependent, and cover areas like ethics or pathology, which can be relevant to a wide range of medical problems and

apply to many of the block modules. Schools arrange ALM modules to fit their specific circumstances.

ELM overview

Modules

Page 5

Block Modules Integrated Cases Healthcare in theCommunity Units

Clinical Skills VerticalModules

Y e ar 2

S em e s t er 1

Foundation Weeks

Trauma1 – Being a Patient, Being aDoctor

Consultation SkillsB l o

od

; C a n

c er

; E B P

; E

t h i c

s ; G en

e t i c

s ; H

a u or

a M

a or i ; I nf e

c t i on

a nd I mm

uni t y

; P

a t h ol o

g y ; P r

of e

s s i on

a l D

e v el o

pm

en

t ;

P h

a r m

a c ol o

g y ; P

s y c h

ol o

g i c

a l M

ed i c i n e ; P

u b l i c H

e a l t h

BehaviouralMedicine

Health & Illness BehaviourHIV

Musculoskeletal Painful JointsHeadache and FeverBruising

2 – Disabilities and Carers History and Examination ofthe Musculoskeletal System

Cardiovascular FaintingPalpitations

3 – Culture and Health4 – Clinical Placement5 – Illness and Ageing6 – Addiction7 – Doctors in the Media(Delivered in streams)

History and Examination ofthe Cardiovascular System

S em e s t er 2

Chest Pain

Respiratory Shortness of BreathCough

History and Examination ofthe Respiratory System

Hauora Maori Immersion Week

Gastrointestinal Abdominal Pain and JaundiceColon Cancer

Units 3-7 continue aftermid-semesterbreak/Immersion Week

History and Examination ofthe Gastrointestinal System

Y e

ar 3

S em e s t er 3

Nervous System Traumatic Head InjuryDevelopmental DelayCollapseSuicide and Depression

1 – InterprofessionalLearning

2 - Humanities

History and Examination ofthe Nervous System

Metabolism andNutrition

DiabetesObesity

3 – Child Development Clinical Reasoning

Renal HaematuriaChronic Renal Failure

4 – Biomedicine andComplementary andAlternative Medicine(CAM)

Lifestyle

5 – Health PromotionDealing with Emotions in theConsultation

S em e s t er 4

Endocrine

Failure to ThriveLethargy 6 – Domestic Violence

Techniques includingVenepuncture, Blood SugarLevels, Urine Dipstick

7 – Primary Healthcare

Reproduction,Developmentand Ageing/Regional ClinicalAnatomy

Lump in the Neck8 – Patient Safety

History and Examination ofObstetrics andGynaecological Systems

Infertility and Pregnancy 9 – Community ContactWeek

Sexual Health andCervical Cancer

10 - Cure and Care

Lower Abdominal Pain11 – Year 4 Preparation Revision


7/14

Year 5

DSM UOC UOW

Medicine 2 &Ophthalmology – 7 weeks

B i o e t h i c s ; Cl i ni c a l P h a r m a c ol o g y ; Cl i ni c a l S k i l l s ; C omm uni c a t i on S k i l l s ; E v i d en c e-B a s e

d M ed i c i n e ; H a u or a

M ā or i ; R a d i ol o g y ; Mi c r o b i ol o g y ; P a t h ol o g y ; P r of e s s i on a l D e v el o pm en t

Advanced Medicine -4 weeks A n a t omi c P a t h ol o g y ; B i o c h emi s t r y ; Cl i ni c a l S k i l l s ; E t h i c s / M ed i c o-l e g a l ; H a u or a M ā or i ; Mi c r o b i ol o g y ;

P a t h ol o g y / S y s t em s I n t e g r

a t i on ; P h a r m a c ol o g y ; P r of e s s i on a l D e v el o pm en t ;

Q u a l i t y a nd S a f e t y ; R a d i o

l o g y

General Medicine &Subspecialties – 5 weeks

A d d i c t i onM ed i c i n e ; ; Cl i ni c a l P h a r m a c ol o g y ; Cl i ni c a l R e a s oni n g ; H a u or a M ā or i ; M ed

i c a l I m a g i n g ;

P a t h ol o g y a nd L a b or a t or y M ed i c i n e ; P r of e s s i on a l S k i l l s ,A t t i t ud e s a nd E t h i c s

Musculoskeletal Medicine - 4weeks Musculoskeletal & Skin – 5

weeks

Musculoskeletal &Emergency Medicine – 7

weeks Neurology/Neurosurgery - 4weeks

Reproductive, Sexual &Women’s Health – 5weeksWomen’s Health and

Developmental Medicine - 8

weeks Child Health &Reproductive Medicine – 7weeks

Child & Adolescent Health – 10 weeks

Paediatrics - 4 weeks

Rural General Practice – 7weeks

Psychological Medicine - 4

weeks Psychological Medicine - 5weeks

Whole Class / StudyWeeks – 5 during year

Public Health - 4 weeks

Primary Health Care &General Practice – 2weeks

Whole Class/Study Week Whole Class/Study Week

Page 6

Year 4

DSM UOC UOW

Medicine 1 – 8 weeks

(Acute – 4 weeks;Geriatrics – 4 weeks,Ambulatory – concurrent)

B i o e t h i c s ; Cl i ni c a l P h a r m a c o

l o g y ; Cl i ni c a l S k i l l s ; C omm uni c a t i on S k i l l s ; E v i d en c e-B a s ed M

ed i c i n e ; H a u or a

M ā or i ; R a d i ol o g y ; Mi c r o b i ol o g y ; P a t h ol o g y ; P r of e s s i on a l D e v el o pm en t

Clinical Orientation - 2 weeks A n a t omi c P a t h ol o g y ; B i o c h emi s t r y ; Cl i ni c a l S k i l l s ; E t h i c s / M ed i c o-l e g a l ; H a u or a M ā or i ; M

i c r o b i ol o g y ;

P a t h ol o g y / S y s t em s I n t e g r a t i o

n ; P h a r m a c ol o g y ; P r of e s s i on a l D e v el o pm en t ;

Q u a l i t y a nd S a f e t y ; R a d i ol o g y

Advanced Clinical Skills -

3 weeks

A d d i c t i onM ed i c i n e ; ; Cl i ni c a

l P h a r m a c ol o g y ; Cl i ni c a l R e a s oni n g ; H a u or a M ā or i ; M ed i c a l I m a g i n g ; P a t h ol o g y

a nd L a b or a t or y M ed i c i n e ; P r

of e s s i on a l S k i l l s ,A t t i t ud e s a nd E t h i c s

Healthcare of the Elderly - 4weeks Medicine & Clinical Skills

– 10 weeks

Cardio/Respiratory – 4 weeks

Surgery – 8 weeks

Cardio Vascular, Plastics andDermatology (CVPD) – 4weeks

Surgical & Clinical Skills –10 weeksSurgery/Gastroenterology - 4

weeks

Urban General Practice &ENT – 5 weeks

Surgery/Oncology - 4 weeks

Public Health – 3 weeks

General Practice - 8 weeks

General Practice & PublicHealth – 10 weeksPsychological Medicine - 8

weeks

Ophthalmology,Otolaryngology, Addiction

Medicine (OOA) – 4 weeksWhole Class Week

Whole Class Week

Whole Class Week

ALM overview


8/14

Year 6 (Trainee Intern)

DSM UOC UOWWard Management:Medicine – 6 weeks

P r of e s s i on a l D e v el o pm en t

Medicine – 8 weeks P r of e s s i on a l D e v el o pm en t ; H

a u or a M ā or i

Medicine 1 (InternalMedicine) – 6 weeks

P r of e s s i on a l S k i l l s .A t t i t ud e s

a nd E t h i c s

Ward Management:Surgery – 6 weeks

Medicine 2 (SpecialtyMedicine) – 4 weeks

Critical Care (Anaesthesia,Intensive Care, Emergency

Medicine) – 4 weeks Surgery – 6 weeks

Specialty Management:Obstetrics & Gynaecology

– 4 weeks

Surgery – 6 weeks

Specialty Management:Paediatrics – 4 weeks

Emergency Medicine – 2weeks

Obstetrics & Gynaecology – 4 weeks

Obstetrics & Gynaecology – 6 weeks

Specialty Management:Psychological Medicine – 4weeks Paediatrics – 6 weeks

Community Management:Clinics - 2 weeks

Paediatrics – 4 weeks

Community Management:General Practice - 4 weeks

Psychological Medicine – 4

weeks

Psychological Medicine – 4

weeksCommunity Management:EM/Project - 6 weeks

General Practice – 4 weeks General Practice – 4 weeks

Elective – 12 weeks Elective – 12 weeks Elective – 12 weeks

Page 7


9/14

The approaches taken in the course relate to learning, patient care, and professionalism.

Students learn:

In context

Students learn scientific principles in a clinical context to improve recall during clinical encounters. Where patients are not

present, clinical examples are used wherever possible, and patient scenarios emphasise both biomedical principles and the

patient’s point of view.

In different situations

Students learn in hospital and community settings as well as in urban and rural environments; the ELM course provides students

with opportunities to visit patients in their homes and in community facilities.

In teams and independently

Doctors practise in teams and independently. Small group work is encouraged to facilitate collaborative learning and

interpersonal, cognitive, and skill development. Through small group sessions and assigned individual work, students are required

to work increasingly independently of teaching staff as the course progresses.

Through enquiry

Students need to develop skills to deal with problems they have yet to face, or that may not yet even exist. Enquiry based

learning is encouraged through small groups in ELM and with teamwork and clinical situations in ALM. The acknowledgement of

uncertainty within medicine is also emphasised.

The approach to patient care

The course emphasises a patient-centred approach to care: students are expected to put the patient at the centre of their

care and to understand the illness and its impact from the patient’s point of view. Students are also expected to demonstrate

empathy and compassion.

Professionalism in training

The course also emphasises the development of the student as a health professional. Orientation to second year begins with

the Student Code of Conduct which defines expectations of students on the behaviour appropriate to ‘being’ a doctor. Students

are required to treat peers and patients appropriately throughout the course, with components of the Code used to measure

progress within small group tutorials.

Howstudentslearn

at Otago

Student Code of Conduct www.tiny.cc/OUMBChBStudentCode

Page 8


10/14

The purpose of assessment

Assessment ensures standards, monitors progress and provides feedback.

At the end of the degree, graduating students must have reached the standard of knowledge, skills and attitudes required of

qualified doctors. To achieve this, all students are tested to the same standard at key points during the degree.

Terms

During the course all students are expected to meet specied conditions or ‘Terms’ before they are permitted to sit end-of-

year examinations (years 2, 3 and 5), progress to the next year, or graduate (from year 6). Meeting Terms requires satisfactorilycompleting all work assigned within each module; this varies from module to module and may take the form of essays, tests,

observation of performance, case presentations and so forth. Students must also demonstrate acceptable professional

behaviour (including punctuality and attendance) and contribute adequately to group projects and discussions.

End of year assessments

At the end of Years 2, 3, and 5, students undergo summative assessments to determine whether they have reached the standard

required to progress to the next year. In year 2 and 3 these comprise Short Answer Questions papers (SAQ), an Objective

Structured Practical Examination (OSPE), and an Objective Structured Clinical Examination (OSCE). In year 5 there is an

extended matching items Multi-choice Question paper, an SAQ paper and an OSCE.

Assessment

Medical Student Assessment Procedures Guide www.tiny.cc/assessmentguideChair, Faculty Assessment Committee Tim Wilkinson [email protected]

Chair, ELM Assessment Committee Helen Nicholson [email protected]

Assessment Coordinator MB ChB Sarah Jutel [email protected]

Page 9


11/14

The medical curriculum is overseen by the Faculty of Medicine’s Faculty Curriculum Committee (FCC), which reports to the

Faculty Board, and has reporting linkages to the Faculty Executive and Committee.

HSFY is overseen by a Board within the Division of Health Sciences.

Medical Education Committees (MECs) oversee the delivery of the curriculum:

• Early Learning in Medicine:

~ Year 2/3 MEC

• Advanced Learning in Medicine:

~ Year 4/5 MEC

~ Year 6 MEC

Medical Education Groups (MEGs) are responsible for the implementation and evaluation of the curriculum on each campus;

the ELM Operations Sub-Committee (ELM OC) has this role for years 2 and 3.

As well as the MECs, the FCC uses a number of task-based sub-committees to which it refers specic aspects for consideration

and recommendation.

• Assessment

• Clinical Skills

• Education Research and Quality Improvement

• eLearning and ICT (Information and Communications Technology)

• Hauora Mäori

Governanceof thecurriculum

Operational AcademicUniversity Council

Pro-Vice-ChancellorHealth Sciences

Vice-Chancellor

Deputy Vice-Chancellor(Academic)

Senate

BUGSBoard of

Undergraduate Studies

FACULTY BOARD

Dean Dean Dean Dean

HoDs HoDs HoDs HoDs

UOW UOC DSM OSMS

ELM Exec

ELM OC

ELMMEC

MEC4/5 MEC 6

MEG MEG MEG 4/5/6 4/5/6 4/5/6 DSM UOC UOW

S c h o o l

F a c u l t y

D i v i s i o n

U n i v e r s i t y

Board ofExaminations 6

Board ofExaminations 4/5

Board ofExaminations 2/3

Divisional Board

RMIP

HSFY Board

MedicalAdmissions

Faculty Curriculum

Committee

Dean Faculty of Medicine

FACULTY FACULTY EXECUTIVE COMMITTEE

Committee Chairs

Chair, Faculty Curriculum Committee Tim Wilkinson [email protected]

Chair, MEC 2/3 David Perez [email protected]

Chair MEC 4/5 Jim Reid [email protected]

Chair, MEC 6 Ted Shipton [email protected]

Page 10


12/14

The programme is consistently reviewed to ensure that it keeps up with national health care needs and research-informed

educational approaches as part of ongoing continuous quality assurance and improvement.

Health care needs

Module convenors and Faculty ensure that the key health care needs and issues within New Zealand inform curriculum

planning. At a disciplinar y level, convenors adapt outcomes to meet changing needs; more centrally, FCC advice on national and

international trends and directions is incorporated into overarching course planning.

Educational research

The Faculty uses institutional, national and international educational research, both qualitative and quantitative, to inform learning

delivery within the course.

Continuous quality improvement of course

Components of the course (modules) are monitored at least once every three years. Modes of monitoring are dictated by

the specific area monitored, for example, learning outcomes achieved during the course, student satisfaction, the learning

environment.

Programme evaluation is also undertaken looking across the totality of a year or course rather than discrete blocks (modules).

Ensuringimprovementsto the

course

Contacts for Faculty Education Unit / Medical Education Units

Director, Faculty Education Unit Joy Rudland [email protected]

Medical Education Adviser, ELM Tony Barrett [email protected]

Medical Education Adviser, DSM David Tordoff [email protected]

Medical Education Adviser, UOC Anthony Ali [email protected]

Medical Education Adviser, UOW Peter Gallagher [email protected]

Clinical Education Adviser, DSM Geoff Cutfield [email protected]

Clinical Education Adviser, UOC Maggie Meeks [email protected]

Clinical Education Adviser, UOW Sean Hanna [email protected]

Clinical Education Adviser, UOW Helen Winter [email protected]

Clinical Education Adviser, UOW Joy Percy [email protected]

Page 11


13/14

Locationmap

Main teaching centres

Hastings

Dannevirke

Masterton

Wellington (ALM)

Blenheim

Christchurch (ALM)

Dunedin (ELM and ALM)

Balclutha

Timaru

Queenstown

Palmerston North

Lower Hutt

RMIP

Regional sites

Nelson

Greymouth

Invercargill

Ashburton

Regional contacts

Associate Dean, Medical Education, ELM David Perez [email protected]

Associate Dean, Medical Education, OSMS Mike Legge [email protected]

Associate Dean, Undergraduate Education, DSM John Dockerty [email protected]

Associate Dean, Medical Education, UOC Tim Wilkinson [email protected]

Associate Dean, Medical Education, UOW Mike Tweed [email protected]

Director, Rural Medical Immersion Programme Branko Sijnja [email protected]

Associate Deans: Regional sites

Invercargill Gordon Veale [email protected] Don Wilson [email protected]

Hutt Tim Petterson [email protected]

Palmerston North Anna Ranta [email protected]

Hawke’s Bay Carol McAllum [email protected]

Page 12


14/14

UNIVERSITY OF OTAGO

FACULTY OF MEDICINE

Bachelor of Medicine and Bachelor of Surgery (MB ChB)A guide to the Otago undergraduate medical degree

Te moemoeä:

Whaia te iti kahurangi

Documents

HealthSci Guide to UG Degrees Web 11 1