it's not that i am really excited for this coming new yr, but lately i've been thinking a lot about my new house, my new furnitures, n all the new things ahead.. i need to be a new hardworking med student who dont give a damn on what's happening far far away in korea or japan. oh ok, i'll get a new entry for the whole story of my new yr's resolution ^_^ n here is the something i copied from my.monash. be excited guys!!!
Synopsis:
In each semester students are enrolled in one integrated unit within which is embedded material from each of the following 4 themes:
THEME I: Personal and Professional Development;
THEME II: Population, Society, Health and Illness: Health, Knowledge and Society;
THEME III: Foundations of Medicine;
THEME IV: Clinical Skills. (For more information refer to the website)
Unit objectives:
Theme I:
1. develop a perspective on issues of social equity and justice, particularly as they relate to the practice of medicine;
2. develop knowledge of the welfare system and its relevance to medicine;
3. appreciate the operational philosophy and service delivery components of key agencies working in the areas of social action, social justice and advocacy;
4. understand the concept of the 'whole person' and in particular, the social and economic context of health and illness;
5. develop an understanding of social and public policy and how it impacts on people's lives; 6. understand that from their position of responsibility within the community, they have knowledge and skills that can contribute to the well-being of those people who are disadvantaged;
Theme II:
7. articulate the relationship between data, information, evidence, knowledge and informed care; 8. demonstrate in applied situations the following: - enhanced information technology skills (searching and medical database identification skills, including computer presentation skills) - application of critical skills to clinical and research questions - application of a range of knowledge based systems in clinical practice (bibliographic software, decision support systems); 9. appreciate the different perspectives in health promotion through the application of the 'sociological imagination';
10. define, compare and contrast medical, behavioural and socio-environmental approaches to health promotion;
11. understand the application of a range of health promotion theories of change, ranging through individual to social;
12. understand and participate in the basic health promotion process of program development, planning, implementation and evaluation;
13. systematically apply critical appraisal and knowledge management skills to evaluation of health promotion intervention strategies;
14. identify appropriate strategies for health promotion interventions, including targeting high risk and population-based strategies;
Theme III:
15. describe the structure and function of the healthy cardiovascular, respiratory and renal systems and the formation and function of blood;
16. appreciate the mechanisms and effects of selected pathologies affecting these systems;
17. enumerate and understand the mechanisms of action of therapeutic agents commonly prescribed to combat disorders of these systems;
18. give an account of the interactions of these systems in the maintenance of homeostasis, drawing upon knowledge acquired in preceding semesters;
Theme IV:
19. understand the framework for clinical reasoning in the cardiovascular, respiratory, haematopoietic and renal systems;
20. demonstrate focused history taking in the cardiovascular, respiratory, haematopoietic and renal systems;
21. perform and understand the relevance of an examination of the patient's cardiovascular, respiratory, haematopoietic and renal system;
22. work cooperatively with peers to achieve specified tasks;
23. gain experience with patient interviews and examination on hospital wards;
24. gain an appreciation of the range and types of disorders in the cardiovascular, respiratory, haematopoietic and renal systems encountered in general practice;
25. understand the complementary and diverse aspects of clinical disorders in the cardiovascular, respiratory, haematopoietic and renal systems encountered in general practice and in hospitals; Selectives - As a result of the chosen Selective, the student will develop existing and/or acquire new, interests and skills that lie outside the traditional ambit of 'medical education' Rural Placement:
26. describe and discuss how rural contexts impact on the assessment of health conditions;
27. recognize the importance of context and clinical reasoning in relation to focused history taking;
28. describe and discuss how a rural context impacts on the clinical and non-clinical management of patients.
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