MED2031: Medicine 3

For the year - 10% Mid-Semester Test, 6% Student Project Case Written Summary, 3% Rural Individual Assignment, 7% Rural Group Assignment, 6.8% Health Promotion Assignment, 4% Student Project Case Oral Presentation, 10% End of Semester Written Examination, 0% Breast Examination (hurdle), 0% CBP Placement Plan (hurdle) (formative assignments include practical write-ups, system quizzes, and the formative OSCE)

The workload really steps up in second year, in both contact hours (commonly 30+) and in workload. However, unlike first year, I found the content to be much more relevant clinically, which provides incentive to learn.

As with the rest of the course, the unit is divided into four parts (or themes of study):
Theme I: Personal and Professional Development
Theme II: Population, Society, Health and Illness
Theme III: Foundations of Medicine
Theme IV: Clinical Skills

Similarly with first year, of the four themes, I (and the vast majority of the cohort) found themes III and IV to be the most enjoyable because aforementioned, they focus on knowledge and skills that have a direct and practical use in future life as a clinician. Themes I and II, again, contain a lot of theory, a lot of which is very logical and dry. Unfortunately, a fair portion of the exam tests these Themes I and II.

This unit essentially focuses on a few bodily systems, namely: respiratory, gastrointestinal, renal, urinary and endocrinology, in order of when you do them. Each system provides it's own challenges as you delve into the physiology, gross anatomy, pharmacology and clinical manifestations.

The physiology is taught primarily in the lectures and it is expected that you take the initiative to fill in the blanks in your own time. The anatomy, similar the semester 2 of first year, is taught through dissections, prossections, radiology and tutes with surgical registrars. These are invaluable and practical learning is very enjoyable. Histology practicals accompany each system and reinforce some of the learning.

Again, we pursue with clinical skills tutes and things become more intense. We cover more system reviews and more clinical examinations: respiratory, gastrointestinal, renal, obesity, dehydration, diabetes, endocrinology (focus on the thyroid). These are essential to OSCEs and future clinical practice. Again, group and team work becomes vital in these tutes and participation is the key to learning and preparation for the eventual OSCE.

There are two new aspects to this semester: Rural Weeks and Community Based Placements (CBP).

The Rural Weeks (2 week placement in groups of 10-20) are arguably the best two weeks of my academic life: simply amazing on so many levels. I was lucky to travel to Bairnsdale at stay at the luxurious Captains Cove. The placement, academically, consisted of placements at a GP, theatre, emergency department, district nursing, allied health, naturopathy, Indigenous, pharmacy, farm site visit and vets. So in terms of the healthcare aspect, we are given a very broad experience. Personally, I found the district nursing placement to be the best of them, learning so much from a different perspective. Throughout these placements you are able to refine your clinical skills: injections, examinations, histories, vital signs, etc. We are also given the opportunity to participate in a suturing workshop at Bairnsdale Regional Health Service.

On a social level, the placement is amazing too. After academic hours, you can expect a large party for all. The accommodation is simply stunning with large rooms and units and beautiful lakeside views when you wake up, perfect for a BBQ and some heavy partying. So, we did We also had the opportunity to socialise with the 4th year MBBS students who were there too, so we partied hard. In the weekend between the two weeks you are given the opportunity to go home but luckily no-one did, so we were able to road-trip to Lakes Entrance and many other touristy sites. Very enjoyable and many, many great memories.

However, there are two assignments to complete from this rural placement, one individual and one group, so being mindful of those is important too. Also important to note that only half the cohort goes on Rural Weeks in the first semester, the others go next semester in MED2042.

The CBP is also a good experience. Basically, in a small group of 3-6 you go to special schools, youth services, retirement homes, etc and participate and get involved in what is going on once a week for 14 weeks (continues in MED2042). I was lucky to be based in a special school and I am loving the opportunity. Whilst it's a little sad at times, I am really enjoying playing and teaching students. I really commend Monash for having a program like this, it really brings me down to Earth with where many health issues really lie.

However, there is always a downside. He have a "Health Promotion" series of lectures and tutes. In addition, there is also an assignment attached to this. Personally, I gave up on attending the lectures after the first one, honestly not worth my time. However, tutes were enjoyable. Not so much because the learning was beneficial or useful in any way (it isn't), but because my tutor was very engaging and spun the coursework into fun group tasks with opportunities for lots of laughs. These laughs soon diminish when the assignment comes up though.

Another downside (in my opinion), was the Student Project Case (SPC) which is completed in groups of 3-4. Essentially it has two parts: a written summary of your assigned condition (asbestos-related lung diseases, haemochromatosis, Dengue fever, or breast cancer) and then present a 30 minute oral (word used loosely as you can use technological aids - my group for example made short video clips and a powerpoint presentation) presentation. The downsides I found with this were how much of your time it consumes and the fact that the oral presentations are a couple of days before the End of Semester Exam. Other than the stress, the learning is somewhat enjoyable.

In terms of the lectures throughout the semester, again, they are at a high standard, still captivating and interactive (except for Health Promotion). As last semester, questions are allowed to be asked before, during and after the lectures, and all lecturers are more than happy to respond to emails afterwards. The lecture notes/slides given are also of a decent standard and it is possible to pass the unit solely using these. There is no attendance requirement for this unit, however it is expected that students attend all lectures (most lectures are nearly full, so that shows the quality of what is given).

In terms of the hurdle requirements, there are two: the CBP Placement Plan and the Breast Examination (completed by those who did not do Rural Weeks in this semester). Passing these are compulsory to passing the unit (and hence the year) and failure to do so will result in your repeating of the year.

On word of caution is that if you are lucky to go on rural in this semester, the workload piles up at the end of the semester. Both rural assignments, the SPC oral presentations, the Health Promotion assignment and the End of Semester exam are within 3 weeks of each other. This is a stressful time, but I guess it's better to get this whammy of assessments now that at the end of the year when there are even more exams (additional written exam and a summative OSCE). Better end of a bad deal.

Just something I'd like to add that isn't academic is the issue of study groups. Not being a jaffy, I've been given the opportunity to participate as a tutor (volunteering) in Year I/II study groups. This is something I've found not only very helpful to my own revision, but also very enjoyable. In addition there are also Year II/III study groups for you to get some extra help too, I love these too.
On the whole though, a very intense and tough unit in terms of workload, but again, a unit that is extremely enjoyable and rewarding Starting to feel like you know things is a good feeling

Many, depending on the series of lecture (respiratory, GIT, renal, urinary, endocrinology, pharmacology, pathology, etc.)

No, the Faculty has now published a document with threats to expel students from the course if they are caught compiling past questions or distributing or using past compilations. All past compilations have been removed from the MUMUS site.

5/5

Yes, with screen capture that includes lectures notes being written on

• Clinical Examination A Systematic Guide 6th - O'Connor and Talley*
• Clinically Oriented Anatomy 6th - Agur, Dalley and Moore*
• Functional Histology 2nd - Kerr
• Guyton and Hall Textbook of Medical Physiology 12th - Guyton and Hall*
• Langman's Medical Embrgy 11th - Sadler
• Mim's Medical Microbiology 4th - Dockrell, Goering, Mims, Roitt, Wakelin and Zuckerman
• Netter's Clinical Anatomy 2nd - Hansen*
• Physiology 4th - Costanzo
• Rang and Dale's Pharmacology 7th - Dale, Flower, Henderson, Rang and Ritter*
• Respiratory Physiology The Essentials 9th - West
• The ECG Made Easy 7th - Hampton
• Wheater's Functional Histology A Text and Colour Atlas 5th - Heath, Lowe, Stevens and Young

* means essential

per week: 12 x 1hr lectures + 3 x 2 hr prac + 2 x 2 hr tutorials + 3.5 hr PBL (Problem Based Learning tutorial - new name for CBL of last year) + 6 hr CBP (Community Based Placement)

Semester 1, 2013