Course coordinator
Associate Professor Joan Li
Course overview
- Study period
- Semester 1, 2025 (03/02/2025 - 22/11/2025)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 16
- Administrative campus
- St Lucia
- Coordinating unit
- UQ Medical School
This is a 16-unit, year-long course that focusses on the foundational knowledge, skills and attributes that underpin modern medical practice and on your development into effective, culturally capable, compassionate, and kind clinicians. This fully integrated course enables you to understand the responsibilities of doctors in society and within the healthcare system, learn the foundational biomedical and clinical sciences, and social and human sciences, as well as develop the foundational skills for clinical practice.
Year 1 is the foundational year in your transformation from student into a culturally capable, compassionate, safe, and effective doctor. Your journey will include diverse opportunities that weave several key curriculum areas:
- The biomedical sciences of medicine: you will enhance and further build your foundational understanding anatomy, histology, physiology, pharmacology, microbiology, and pathology. These curriculum areas form the bedrock of how the human body works in health and disease.
- The art of medicine: you will explore ethics, law, philosophy, public health, health literacy, and evidence-informed practice. These areas help you understand the broader context of healthcare and develop critical thinking skills essential for modern medical practice. You will apply your learnings to different healthcare settings, such as rural and remote medicine, and to different stages in the life cycle, such as children and older people.
- Cultural humility in medicine: you will gain deep appreciation for diverse perspectives, particularly through engagement with Indigenous and Torres Strait Islander people and culture. This understanding will help you provide culturally safe care to all peoples of our communities, which is an essential attribute for contemporary healthcare.
- Essential skills of medicine: you will begin developing the fundamental abilities essential to medical practice. From learning to take a patient history and perform basic examinations to developing effective communication skills with patients and colleagues, these hands-on experiences will help you build confidence in clinical settings.
Throughout this year, you'll discover how these different aspects of medicine interconnect, preparing you to become the kind of doctor our communities need - one who combines scientific knowledge with clinical skills, cultural awareness, and compassionate care.
All facets of your learning and development in the program, and in this first year, aligns with, and develops your knowledge, skills, and attributes in the program’s six themes, which highlights the key roles of a modern doctor:
- Advocate for Health Improvement,
- Critical Thinker, Scientist and Scholar,
- Dynamic Learner and Educator,
- Kind and Compassionate Professional,
- Partner and Team Player, and
- Safe and Effective Clinician.
Your development in each of these themes will provide a solid foundation on which to build in subsequent years, and of course, further on in your medical career.
Important note about learning Anatomy from human donor bodiesﾠ
In this course, you will have the opportunity to learn about human anatomy from donor bodies at the Gross Anatomy Facility (GAF) at St Lucia or from plastinated human specimens, anatomical models and digital resources at Central Queensland University Anatomy Facilities in Bundaberg, Rockhampton and online.
The study of real human anatomy depends on the altruistic gifts of donors and demands a respectful behaviour and professional attitude of students and staff at all times (see 3.1 Required Learning Resources for compulsory training and relevant acts and policy documents). Students should note that it is a requirement under Queensland law to appropriately conduct themselves when examining any material derived from donated human cadavers. The Transplantation and Anatomy Act 1979 (Qld), s34 (2) states that: "A person who performs an anatomical examination upon a body shall do so in a quiet, orderly and decent manner”. Failure to comply with this rule of the Anatomy Act may be regarded as a criminal offence under part s236 (b) of the Criminal Code Act 1899 (Qld) which states "A person improperly or indecently interferes with, or offers any indignity to, any dead human body or human remains, whether buried or not...is liable to imprisonment...". Any such breaches may be referred to or prosecuted by the police.
You must adhere to the relevant Codes of Conduct for your respective site/s. If you are based at St Lucia. as per the SBMS Code of Conduct for Use of Human Tissues (see 3.1 Required Learning Resources), personal electronic devices including mobile phones, cameras, tablets, and other recording devices, must not be used anywhere in the anatomy teaching facilities, and they cannot be carried on your person (even in the off position) beyond the bag rack areas. Exemptions may be provided by the GAF manager for certain medical conditions. Use of the cadavers for entertainment, profit, and/or other personal purposes is strictly prohibited. Unauthorised photography, electronic imaging, and/or postings on social media that compromise donor confidentiality or discuss dissecting room protocol are banned. Severe penalties apply for breach of these rules, including expulsion from the University.
If you are based in Rockhampton and Bundaberg, the Code of Conduct and policies and procedures governing the Central Queensland University facilities must be adhered to.
Course requirements
Assumed background
Students enrolled in Foundations of Medicine (MEDI7100) bring a wealth of experience relevant to the course and these will collectively enrich the learning experiences in the course. Building on previous learning, the course will give you the opportunity to expand and integrate foundational knowledge.
Restrictions
Restricted to MD and MD (Ochsner) enrolled students
Course contact
School enquiries
Medical School Student and Academic Administration Team
Learning community
Contact Details
GBCS MD Learning Hub (St Lucia): med.mdlh@uq.edu.au
Central Queensland: med.rcs.rockhamptonstudents@uq.edu.au
Wide Bay - Bundaberg: med.rcs.bundabergstudents@uq.edu.au
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
Some learning experiences (Team-Based Learning, Clinical and Professional Learning, Clinical and Procedural Skills workshops) are generally held at the same time each week, however, the scheduling of other learning experiences might vary from one week to another. Although most of these activities will be timetabled between 8am and 6pm Monday to Friday, a small number of sessions may be scheduled outside this time frame.ﾠ
Where a public holiday impacts scheduled learning experiences, you will be required to engage with the guided learning provided for that week.ﾠ
Where an unexpected disruption impacts in-person learning experiences, some activities may be moved online.ﾠ
Aims and outcomes
The course themes are based on six roles of the well-rounded doctor. These themes form the overarching aims of the program and have learning outcomes staged across the year courses. In summary, the program aims to develop you to be:
- Safe and effective clinicians who are clinically capable, person-centred and demonstrate sound clinical judgement.
- Critical thinkers, scientists and scholars who have a thorough knowledge and understanding of the social and scientific basis of medicine, applying evidence and research to support clinical decision making and knowledge generation.
- Kind and compassionate professionals who are sensitive, responsive, communicate clearly and act with integrity.
- Partners and team players who collaborate effectively and show leadership in the provision of clinical care and health-related education and research.
- Dynamic learners and educators who continue to adapt and have a commitment to lifelong learning.
- Advocates for health improvement who can positively and responsibly impact the health of individuals, communities, and populations.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Describes the socio-economic, political, cultural, and physical environmental factors that contribute to health outcomes for individuals and communities in metropolitan and rural settings. (AHI01)
LO2.
Describes care for individuals from diverse populations and is committed to achieving equity in healthcare outcomes. (AHI02)
LO3.
Explains and evaluates public health methods including health screening and prevention approaches and incorporates prevention and early detection equitably into clinical practice. (AHI03)
LO4.
Demonstrates commitment to healthcare sustainability and advocacy for climate change mitigation and adaptation. (AHI04)
LO5.
Describes the factors that contribute to the health and wellbeing of specific populations including Indigenous Australians and other culturally and linguistically diverse groups and approaches to helping to address these factors. (AHI05)
LO6.
Demonstrates ability to be a steward for the healthcare system through the efficient and equitable allocation of finite resources to meet individual community and national health needs. (AHI06)
LO7.
Describes global health issues and their relevance to healthcare delivery. (AHI07)
LO8.
Uses health informatics in an appropriate effective and professional manner and can explain how big data can be used to improve health outcomes. (AHI08)
LO9.
Describes the challenges in health and healthcare in rural and remote areas. (AHI09)
LO10.
Applies fundamental concepts of biomedical, clinical, public health, epidemiology, social and behavioural sciences to clinical practice. (CTSS01)
LO11.
Demonstrates a critical approach to applying new knowledge base to understanding of disease and clinical practice. (CTSS02)
LO12.
Applies their knowledge and skills appropriately to improve health at individual community and population level. (CTSS03)
LO13.
Demonstrates ability to think critically and respectfully challenge beliefs and thinking (CTSS04) / Effectively communicates scholarly information through written, verbal, and visual presentation. (CTSS05)
LO14.
Critically appraises interprets and applies evidence from the medical and scientific literature. (CTSS06)
LO15.
Responsibly utilises health data to support clinical decision making and research. (CTSS07)
LO16.
Demonstrates the ability to contribute to the generation of new knowledge to improve health outcomes for individuals and communities. (CTSS08)
LO17.
Is agile, adaptable, and open to change. (DLE01)
LO18.
Supports and contributes to the learning of others. (DLE02)
LO19.
Is a self-regulated learner that reflects on their own professional practice seeks input from others and implements actions as part of continuous learning. (DLE03)
LO20.
Demonstrates engagement in learning experiences in the context of life-long learning. (DLE04)
LO21.
Communicates with clarity and sensitivity in all interactions. (KCP01)
LO22.
Demonstrates kindness and compassion to others. (KCP02)
LO23.
Takes a whole of person, compassionate approach to clinical care across the life course and in a range of settings. (KCP03)
LO24.
Empowers patients to manage their own health and wellbeing according to individual preferences and capabilities. (KCP04)
LO25.
Recognises and safeguards vulnerable patients. (KCP05)
LO26.
Acts in accordance with the fundamental ethical and legal requirements of health professionals. (KCP06)
LO27.
Demonstrates ability for professionalism and leadership in healthcare. (KCP07)
LO28.
Demonstrates a commitment to self-care and to protecting patients and others from any risk posed by their own health. (KCP08)
LO29.
Collaborates effectively as a member of the healthcare team in the provision of whole person care, health-related education, and research. (PTP01)
LO30.
Works effectively as a member of learning, scholarly and research groups, and healthcare teams. (PTP02)
LO31.
Partners effectively with a diverse range of people to achieve a healthcare system which accomplishes whole person care. (PTP03)
LO32.
Relates respectfully to patients, colleagues, healthcare team members and others, is mindful of sociocultural diversity and open to different views and perspectives. (PTP04)
LO33.
Maintains appropriate student, academic, professional, and therapeutic relationships. (PTP05)
LO34.
Contributes to a positive, supportive, and collegiate workplace and team culture. (PTP06)
LO35.
Communicates effectively and with cultural safety. (SEC01)
LO36.
Integrates information from multiple sources including a physical examination, patient history, and the results of appropriately selected investigations. (SEC02)
LO37.
Demonstrates sound clinical judgement based on the available evidence and recognises one’s own limitations of practice. (SEC03)
LO38.
Performs a range of procedural skills appropriate to the level of a graduating doctor. (SEC04)
LO39.
Demonstrates ability to prescribe medications and administer other therapeutic agents safely effectively and economically using up to date evidence. (SEC05)
LO40.
Devises a management plan in collaboration with the patient and their carers that prioritises the patient’s goals of care. (SEC06)
LO41.
Recognises and assesses deteriorating and critically unwell patients who require immediate care. Implements immediate emergency and life supporting care. (SEC07)
LO42.
Able to effectively manage patients with multiple comorbidities. (SEC08)
LO43.
Demonstrates understanding of the principles of care for patients at the end of their lives with consideration of physical comfort, psychosocial support for the patient and their care givers including when not to intervene. (SEC09)
LO44.
Contributes to clinical care across the life course. (SEC10)
LO45.
Is clear, accurate and appropriate with respect to written and / or electronic documentation. (SEC11)
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Examination |
Cumulative Achievement Test (CAT)
|
KNOW Component |
Week 8 (CAT 1), Week 17 (CAT 2), Week 28 (CAT 3), End of year examination period (CAT 4) |
| Paper/ Report/ Annotation, Participation/ Student contribution, Presentation, Project, Reflection |
Integrated Group Projects (IGP1 and IGP2)
|
KNOW Component (Report), BE Component (Presentation, teamwork and peer feedback) |
Presentations IGP1 (week 12 and 13), IGP2 (week 23 and 24) Report due Friday 1.00 pm IGP1 (Week 13 or 14), IGP 2 (Week 24 or 25) |
| Paper/ Report/ Annotation, Participation/ Student contribution, Project, Reflection |
Rural Health Group Project (RHGP)
|
KNOW Component, BE Component (teamwork and peer feedback) |
1pm, Friday 26th September (Week 31) |
| Performance, Practical/ Demonstration, Role play/ Simulation |
Observed Clinical Assessments (OCAs)
|
DO Component |
1pm, Friday 24th October (Week 35) |
| Role play/ Simulation |
Multiple Observed Clinical Assessment Test (MOCA)
|
Clinical Skills Component |
Week 22 |
| Participation/ Student contribution, Reflection |
Developing Professional Conduct Records
|
BE Component |
Continuous (weeks 1-35), with mid-year (due 1pm, 27th June 2025) and end of year submissions (due 1pm, 17th October 2025) |
| Participation/ Student contribution, Performance, Portfolio, Reflection |
Professional Development Review
|
BE Component |
Continuous, with Interim Professional Development Review submission (due 1pm, 27th June 2025) and End of year Professional Development Review submissions (due 1pm, 17th October 2025) |
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.
Assessment details
Cumulative Achievement Test (CAT)
- Identity Verified
- Mode
- Written
- Category
- Examination
- Weight
- KNOW Component
- Due date
Week 8 (CAT 1), Week 17 (CAT 2), Week 28 (CAT 3), End of year examination period (CAT 4)
- Other conditions
- Student specific, Time limited, Longitudinal.
- Learning outcomes
- L01, L03, L04, L07, L08, L09, L10, L11, L12, L13, L14, L15, L16, L25, L26, L35, L36, L37, L39, L40, L41, L42, L43, L44, L45
Task description
CATs are progressive knowledge-based assessments that consist of multiple-choice questions (MCQ). Unless otherwise stated, you are required to select the single best answer to the question.
CATs:
- evaluate your understanding and integration of the curriculum areas in Year 1, and
- assess your ability to apply the knowledge and skills you have developed during the learning experiences (including self-directed learning based on stated learning outcomes) from the beginning of the course up until and including the week prior to the respective CAT.
Each CAT in the sequence builds on the previous one and includes sampling of previously tested topics to support you to retain knowledge as well as develop a more advanced understanding of the previously studied topics. Therefore, the number of questions in each CAT will sequentially increase.
The percentage contribution of each CAT to the sequence cumulative total score is as follows:
- CAT 1 (week 8) contributes 15% of the total CAT score,
- CAT 2 (week 17) contributes 25% of the total CAT score,
- CAT 3 (week 28) contributes 25% of the total CAT score,
- CAT 4 (end of year examination period) contributes 35% of the total CAT score.
Following each CAT, you will receive feedback on your performance in the form of a Strengths and Opportunities report. As part of your development, you are encouraged to use the Strengths and Opportunities report to refine your learning goals, review your progress, and seek opportunities to further enhance your knowledge and skills.
Exam details
| Planning time | no planning time minutes |
|---|---|
| Duration | 120 minutes |
| Calculator options | (In person) Casio FX82 series only or UQ approved and labelled calculator |
| Open/closed book | Closed Book examination - no written materials permitted |
| Materials | Personal device |
| Exam platform | ExamSoft |
| Invigilation | Invigilated in person |
Submission guidelines
CATs are scheduled either during timetabled sessions or during university examination periods and may be held on a Saturday.
Deferral or extension
You may be able to defer this exam.
If you are unable to sit any of the CATs you may apply to defer through the UQ deferred examination processes with appropriate documentation within the required timeframe. This deferred or second offering following an approved deferral will generally be held within two weeks of the main/original sitting date.
Late submission
If you are unable to sit one CAT, either CAT 1, 2, OR 3 (including a second offering following an approved deferral), the weighting of the scores in subsequent CAT(s) will be revised to adjust for the scores from the missed CAT. To be considered ready to progress you must complete CAT 4.
If you are unable to complete CAT 4 (including a second offering following an approved deferred), there will be insufficient evidence to support being ready to progress, but you may be considered a marginal fail.
Integrated Group Projects (IGP1 and IGP2)
- Team or group-based
- In-person
- Mode
- Activity/ Performance, Oral, Product/ Artefact/ Multimedia, Written
- Category
- Paper/ Report/ Annotation, Participation/ Student contribution, Presentation, Project, Reflection
- Weight
- KNOW Component (Report), BE Component (Presentation, teamwork and peer feedback)
- Due date
Presentations IGP1 (week 12 and 13), IGP2 (week 23 and 24)
Report due Friday 1.00 pm IGP1 (Week 13 or 14), IGP 2 (Week 24 or 25)
- Other conditions
- Student specific, Peer assessment factor, Longitudinal.
- Learning outcomes
- L01, L03, L04, L05, L06, L09, L10, L11, L12, L13, L14, L15, L16, L18, L19, L20, L22, L23, L24, L25, L26, L29, L30, L31, L37, L39, L40, L42, L44
Task description
The Integrated Group Projects (IGP) are designed for you to explore aspects of medicine that are of particular interest to you or that might enhance your learning across the six program themes. Importantly these are collaborative learning tasks with your peers. The group project discussions and presentations will help to refine and clarify your understanding and expose you to alternative perspectives, fostering critical thinking and teamwork skills as you exchange, negotiate, and evaluate information with your peers. These learning processes are well supported by the educational literature.
Collaborative group work among peers offers various benefits for learners, such as positively impacting students' understanding, sense of belonging, professional identity, and academic performance. Social interaction in learning tasks, presenting information in a clear way and relating it to other students, and using conceptually demanding learning tasks have a strong correlation to achievement.
Each IGP has two sets of learning outcomes: generic and focus learning outcomes. Generic learning outcomes are outcomes that are common to all IGP1 projects. For IGP1, these are:
- Identifies credible literature sources to support clinical practice (CTSS03.A1).
- Effectively communicates scholarly information through written, verbal, and visual presentation (CTSS05).
- Can articulate the role of feedback in learning; seeks, receives, and responds to, feedback to ensure own learning is optimised (DLE03.A1).
- Respectfully contributes to group and team function and applies the principles of time management, teamwork, team dynamics and processes to enable effective collaboration in scholarly and learning teams (PTP02.A1).
For IGP2, the generic learning outcomes are:
- Critically appraises interprets and applies evidence from the medical and scientific literature (CTSS06).
- Thinks critically and respectfully challenges beliefs and thinking / Effectively communicates scholarly information through written, verbal, and visual presentation (CTSS04 / CTSS05).
- Can articulate the role of feedback in learning; seeks, receives, and responds to, feedback to ensure own learning is optimised (DLE03.A1).
- Respectfully contributes to group and team function and applies the principles of time management, teamwork, team dynamics and processes to enable effective collaboration in scholarly and learning teams (PTP02.A1).
In addition to these, each IGP1 and IGP2 topic allows you and your group to focus on 2 learning outcomes related to two of the six program themes. These form the task-specific learning outcomes for each project and are detailed in the project topic outline on Learn.UQ (Blackboard). The variety of topics are designed to allow you to choose topics of interest or areas in which you want to strengthen your development.
The following will be available on Learn.UQ (Blackboard):
- Project topic outlines
- Assessment rubrics to guide marking of the presentations and project reports, and
- The feedback form used by peers and academic staff to provide feedback on the group presentations.
Submission guidelines
Students providing peer feedback on the IGP presentation need to complete this on the day of the respective presentations. Feedback to group members on teamwork skills is submitted at the time of the report submission. For projects that result in posters or other education materials or resources, one additional file may be submitted as supporting evidence e.g., a poster, leaflet, video, or audio file.
Information on the process for submission will be on Learn.UQ (Blackboard).
Deferral or extension
You may be able to apply for an extension.
Please ensure that you refer to the General Assessment Guidelines for detailed information about late submissions in the MD program.
Late submission
If submitted up to 7 days after the due date, you should expect this to be reflected in the ratings and feedback on your submission. Please ensure that you refer to the General Assessment Guidelines for detailed information about late submissions in the MD program.
Rural Health Group Project (RHGP)
- Team or group-based
- In-person
- Mode
- Product/ Artefact/ Multimedia, Written
- Category
- Paper/ Report/ Annotation, Participation/ Student contribution, Project, Reflection
- Weight
- KNOW Component, BE Component (teamwork and peer feedback)
- Due date
1pm, Friday 26th September (Week 31)
- Other conditions
- Student specific, Longitudinal.
- Learning outcomes
- L01, L02, L09, L11, L12, L13, L14, L16, L19, L25, L30
Task description
The Rural Health Group Project (RHGP) is designed to guide you to explore the factors that contribute to health outcomes of rural communities and the strengths of the rural communities that contribute to health and wellbeing. You will draw on your rural community immersion or virtual immersion experiences, including the rural conversation(s), and work collaboratively to develop a community profile. You will use information synthesized from the community profile and rural conversation(s) to formulate a rural health research question relevant to your community. The group project written submission will include the community profile, the rural conversations summary, the project topic synthesis and group work reflection.
The RHGP allows you and your group to focus on the Advocate for Health Improvement and Critical Thinker, Scientist and Scholar themes, specifically on the following focus learning outcomes:
- Describes the socio-economic, political, cultural and physical environmental factors that contribute to health outcomes for individuals and communities in metropolitan and rural settings (AHI01).
- Describes the challenges in health and healthcare in rural and remote areas (AHI09).
- Demonstrates the ability to contribute to the generation of new knowledge to improve health outcomes for individuals and communities (CTSS08).
In addition, the RHGP will also assess the generic learning outcomes for projects which are:
- Applies their knowledge and skills appropriately to improve health at individual community and population level (CTSS03).
- Effectively communicates scholarly information through written, verbal, and visual presentation (CTSS05).
- Is a self-regulated learner that reflects on their own professional practice seeks input from others and implements actions as part of continuous learning (DLE03).
- Works effectively as a member of learning, scholarly and research groups, and healthcare teams (PTP02).
The Staged Learning Outcome statements indicating the expected standard in each specific outcome are detailed in the rubric found in the Assessment section of the MEDI7100 Learn.UQ (Blackboard) Course site.
The scaffolded tasks in the RHGP are summarised below:
- Teamwork to research, discuss, and develop a Community Profile and report.
- Feedback on a draft Community Profile through conversations with your rural community.
- Final Report, which includes incorporation of actions based on feedback received.
- Feedback to group members on teamwork skills demonstrated and learned during the project task.
The task plan and the proformas to be used will be available in the Assessment section of the MEDI7100 Learn.UQ (Blackboard) Course site.
Similar to the IGPs, you will engage in providing peer feedback to your team members on their development of teamwork skills observed during the project task. As a project group you will need to use one of the tools provided to analyse your teamwork, as well as complete the feedback activity. The completed tool must be submitted as an appendix in your group project report and referred to in the group work reflection. The 2025 MEDI7100 Course Guide on Learn.UQ (Blackboard) provides further information on these teamwork tools and the process for providing peer feedback on teamwork.
Submission guidelines
A nominated Team Leader for the group will submit a report (word document or PDF) on behalf of the group, via Turnitin on Learn.UQ (Blackboard). Feedback to group members on teamwork skills is submitted at the time of the report submission. As part of the project report students need to append a copy of the draft community profile with tracked changes and comments noting feedback from the rural conversations as well as the final community profile incorporating your responses to feedback. Information on the process for submission will be on Learn.UQ (Blackboard).
Deferral or extension
You may be able to apply for an extension.
Please ensure that you refer to the General Assessment Guidelines for detailed information about late submissions in the MD program.
Late submission
If submitted up to 7 days after the due date, you should expect this to be reflected in the ratings and feedback on your submission. Please ensure that you refer to the General Assessment Guidelines for detailed information about late submissions in the MD program.
Observed Clinical Assessments (OCAs)
- In-person
- Mode
- Activity/ Performance
- Category
- Performance, Practical/ Demonstration, Role play/ Simulation
- Weight
- DO Component
- Due date
1pm, Friday 24th October (Week 35)
- Learning outcomes
- L18, L21, L22, L25, L26, L28, L32, L33, L34, L35, L36, L38, L40, L41
Task description
OCAs are facilitated opportunities for you to practice core clinical assessment skills in a simulated environment, whilst being observed, and to engage in feedback conversations. In Year 1 OCAs include two tasks:
- Mini-clinical evaluation exercise (mini-CEX) where you complete history taking and physical examination, and
- Direct observation of procedural skills (DOPS) where you complete a procedural skill in your clinical skills workshops.
MiniCEX: There are seven (7) opportunities for mini-CEX across the year. You are required to complete all seven (7) mini-CEX. At each mini-CEX offering, the focus will be specific to the History and Examination sessions of the previous 3 weeks.
- History: taking various components of a medical history, for example, history of a presenting complaint, from a volunteer peer simulated patient.
- Examination: performing a system examination (e.g., respiratory examination - demonstrate inspection, palpation, percussion & auscultation of the chest) on a volunteer peer simulated patient.
DOPS: There are seven (7) opportunities for DOPS across the year. You are required to complete all seven (7) DOPS.
To stay on track, you need complete at least two (2) mini-CEX and two (2) DOPS by the first Progress Review in the middle of the academic year (week 20-21).
The completion of these tasks will be sequenced in stages across the year.
- Stage 1: It is recommended that you consistently complete the mini-CEXs and DOPS to ensure optimal performance in the Year 1 MOCA (Week 27).
- Stage 2: Depending on your MOCA performance and the learning needs identified, you may need to complete additional OCAs during the end of year examination period (i.e., more than the required 7 mini-CEX and 7 DOPS).
Submission guidelines
Mini-CEX OCAs are completed during your Foundations of History and Examination sessions every four weeks. DOPS OCAs are completed during your Clinical Skills workshops. Details regarding submission are available in the 2025 MEDI7100 Course Guide document available on Learn.UQ (Blackboard).
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Multiple Observed Clinical Assessment Test (MOCA)
- In-person
- Mode
- Activity/ Performance
- Category
- Role play/ Simulation
- Weight
- Clinical Skills Component
- Due date
Week 22
- Learning outcomes
- L21, L22, L26, L31, L35, L36, L38, L41
Task description
The MOCA, consisting of up to four (4) skills-based stations in a simulated environment, provides an opportunity for you to demonstrate your consultation and clinical skills developed throughout the year. To optimise your clinical skills performance (and therefore MOCA performance), it is recommended that you complete as many OCAs (mini-CEXs and DOPS) as possible prior to the MOCA.
To further enhance your learning from the MOCA, you will also need to complete and submit a self-evaluation activity (by the due date–see below). This self-evaluation activity has been designed to develop your evaluative judgement (i.e. the ability to assess the quality of your clinical skills). The completion of the self-evaluation is included as a requirement of the Professional Development Record (see below).
Further details about the MOCA are included in the 2025 MEDI7100 Course Guide document available on Learn.UQ (Blackboard).
For those students who do not meet the standard in the MOCA (as per Course Guide), there will be the opportunity to demonstrate clinical skills is post-MOCA OCAs. Students who perform at/above the standard for the MOCA will be exempt from being required to undertake these OCAs. The post-MOCA OCAs will allow students to demonstrate performance requirement in history and/or examination based on their performance in the MOCA Also See OCA section above.
Submission guidelines
Your MOCA timetable will be sent via email to your student email account. The MOCA will take place at a Greater Brisbane Clinical School or Rural Clinical School site or at the St Lucia Campus. Note: the MOCA may be held on a Saturday.
Deferral or extension
You may be able to defer this exam.
Developing Professional Conduct Records
- Hurdle
- Team or group-based
- Mode
- Activity/ Performance
- Category
- Participation/ Student contribution, Reflection
- Weight
- BE Component
- Due date
Continuous (weeks 1-35), with mid-year (due 1pm, 27th June 2025) and end of year submissions (due 1pm, 17th October 2025)
- Other conditions
- Peer assessed, Longitudinal.
- Learning outcomes
- L17, L18, L19, L20, L27, L28, L32, L33, L34
Task description
Throughout the year, you are expected to demonstrate active participation in learning experiences, responsibility for your own learning, and contribution to your peers’ learning. Markers of this include:
- Completion of iRATs
- Tutor and peer feedback on your contribution to group learning experiences
- Participation in two individual coaching meetings and completion of coaching meeting requirements (booking your meeting, submitting an agenda, and submitting a meeting summary)
- Completion of mental health first aid training
- Completion of feedback on peers’ participation in integrated group projects
Please see 2025 MEDI7100 Course Guide on Learn.UQ (Blackboard) for more detailed instructions.
Hurdle requirements
A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.Submission guidelines
iRATs are due each week and are submitted on ExamSoft.
Students are expected to participate actively in group projects and in each Team-Based Learning (TBL) session (unless they are absent due to illness or exceptional circumstances). Tutor feedback will be provided throughout the year and accessed on the MyProgress ePad. Peer feedback will be provided after each group project on BuddyCheck.
Students are required to submit an agenda no less than 48 hours before their coaching meeting and to submit a summary of their coaching discussion within 7
days of the meeting. Coaching meeting records are submitted on [Learn.UQ (Blackboard)/MyProgress ePad]
Mental Health First Aid training is due by 28 February 2025.
Feedback on peers’ participation in group projects is due on BuddyCheck at the time of group project report submission.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 7 days. Extensions are given in multiples of 24 hours.
Extensions may be granted for the coaching meeting summary and mental health first aid training when an absence notification has been completed.
Late submission
Please ensure that you refer to the General Assessment Guidelines for detailed information about late submissions in the MD program. If you have not been able to complete tasks in a timely manner, you should reflect on why this happened and articulate your plan for improvement in your Professional Development Record.
Professional Development Review
- Mode
- Written
- Category
- Participation/ Student contribution, Performance, Portfolio, Reflection
- Weight
- BE Component
- Due date
Continuous, with Interim Professional Development Review submission (due 1pm, 27th June 2025) and End of year Professional Development Review submissions (due 1pm, 17th October 2025)
- Other conditions
- Student specific, Work integrated learning, Longitudinal.
- Learning outcomes
- L17, L18, L19, L20, L27, L28, L32, L33, L34
Task description
The Professional Development Review is a written reflection on your personal and professional growth during MEDI7100, based on the activities you have undertaken to progress and extend your learning. You are required to submit a 1000-word account of your development towards your individual learning goals and one to two MD program themes, and your plans for the next phase of your learning. (Across MEDI7100 and MEDI7200 you need to demonstrate reflection on all 6 MD themes.) You are required to support your 1000-word account with an appendix, containing individual learning goals, action plans, coaching meeting agendas and summaries, an MOCA self-evaluation, as well as other examples of relevant reflections and feedback conversations from your logs.
Your end of year Professional Development Review will be marked using a criterion-based rubric. To achieve the passing standard, you need to be rated at least ‘improvement required’ for each of the criteria. If you receive a ‘significant improvement required’ rating for the self-evaluation and/or feedback and action planning criteria, you will be offered one opportunity to resubmit your Professional Development Review with tracked changes, demonstrating how you have addressed the feedback. If you receive a ‘significant improvement required’ rating for the continuous learning and development criterion, your Professional Development Review is unlikely to improve on resubmission and so there will be no opportunity to resubmit.
Please see 2025 MEDI7100 Course Guide on Learn.UQ (Blackboard) for more detailed instructions.
Submission guidelines
You are required to submit your Professional Development Review as a single document at two time points.
- Week 18: Submit your Interim Professional Development Review via Learn.UQ (Blackboard).
- Week 33: Submit your End of year Professional Development Review via Learn.UQ (Blackboard).
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 14 days. Extensions are given in multiples of 24 hours.
Late submission
Please ensure that you refer to the General Assessment Guidelines for detailed information about late submissions in the MD program.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Pass/Fails | Description |
|---|---|
| P |
Course grade description: To be considered ready to progress to Year 2 MEDI7200 Developing Skills in Medicine course (i.e., the next stage of learning) you will need to: Complete ALL assessment tasks for each of the three components: Knowledge (Know), Clinical Skills (Do) and Developing Professional Conduct (Be) AND Obtain the required standard in each of the three components a. Knowledge (Know) component AND b. Clinical Skills (Do) component AND c. Developing Professional Conduct (Be) component. The required standard to be met to pass is the minimum for readiness to progress to Year 2 MEDI7200. Most students will clearly surpass this standard by the end of the year. |
| F |
Course grade description: A non-graded fail may mean you are not ready to progress to the next stage of learning OR you have achieved a marginal fail as described in the criteria and marking information in the 2025 MEDI7100 Course Guide document available on Learn.UQ (Blackboard). Note a marginal fail indicates that you may be provided with a supplementary assessment task to provide you with an additional opportunity to demonstrate that you have met the passing standard. You will be considered as not ready to progress if you: Are below marginal fail in any of the three components as described in the criteria and marking information in the 2025 MEDI7100 Course Guide document available on Learn.UQ (Blackboard). Supplementary assessment will not be available if you are considered not ready to progress. |
Additional course grading information
Criteria for readiness to progress KNOW component MEDI7100.
To be ready to progress, meeting the progression standard, you will need to demonstrate satisfactory standard across collated data from:
- CAT 1-4 sequence
- 3 group project reports
For definitions of 'Clearly above standard', 'indeterminate' and 'clearly below standard' in the CAT sequence and the 3 group projects refer to the 2025 MEDI7100 Course Guide on Learn.UQ (Blackboard). Details of the CAT sequence and projects are available in the 2025 MEDI7100 Course Guide on Learn.UQ (Blackboard).
Readiness for readiness to progress requirement DO component MEDI7100.
To be ready to progress, meeting the progression standard, you will need to demonstrate:
- Meet the performance requirement across MOCA and specific post-MOCA Test OCAs, AND
- Complete required Mini-CEX, AND
- Complete required DOPS
Details of the MOCA Test, post MOCA Test OCAs, completion requirements for Mini-CEXs and DOPS are available in the 2025 MEDI7100 Course Guide on Learn.UQ (Blackboard).
Criteria for progression decision for BE component MEDI7100.
To be ready to progress, you need to:
- Demonstrate consistent participation and timely completion of all assessment and mandatory tasks related to the KNOW, DO, and BE components (no more than 1 initial lapse) AND
- Achieve ‘at expected standard’ for your integrated group project presentations, or demonstrate responsiveness to integrated group project feedback AND
- Achieve at least ‘improvement required’ for all the criteria in the end of year Professional Development Review following one opportunity to resubmit. Note "significant
- improvement required" for the "continuous learning and development" criteria will not be eligible for resubmission AND
- Contribute to your peers’ learning, as evidenced by feedback offered by your tutor and peers
IMPORTANT NOTE: There is no opportunity to be granted a Marginal Fail in this component.
If you have not met the expected standard by the end of the year, the MD Progression Decision Committee will consider the following factors in making progression decisions:
Evidence that you have demonstrated a trajectory of improvement in developing professional conduct across the course.
Relative opportunity available to you across the course (including adherence to participation guidelines).
Supplementary assessment
Supplementary assessment is not available for some items in this course.
Additional assessment information
All submission dates and times are in Brisbane time (AEST).
Your active participation is important in the MD program, as a full-time course with a significant degree of experiential learning. In addition, this active participation in personal and peer learning aligns with expectations of medical practitioners.
However, just as for medical practitioners, life events such as health and wellbeing needs occur. Such events will mean that individual students cannot attend all scheduled learning activities. However, there is an expectation that such absences will be notified to the appropriate people, again as for the expectations of medical practitioners.
To participate you will need to be present and engage in the learning activities. A lack of participation can be the first indication of a need for additional support and perhaps learning, but a persistent lack of participation despite support can be considered to reflect professional conduct.
Further information is available in the 2025 MEDI7100 Course Guide on Learn.UQ (Blackboard).
Feedback on progress
Your progress is reviewed mid-year (approximately week 20-21), by a Progress Review Panel. This process is designed to not only provide feedback on your trajectory towards meeting the standard to progress to the next course (i.e., Year 2), but also to offer support and guidance for your continued learning and development. It aims to bring to your attention the additional support and resources available to assist you in progressing successfully. In addition, you will be provided with information about completion of assessment tasks in MyGrades (around week 15 and 29).
Your role in this supportive process is to ensure that all assessment-related tasks to date are completed and submitted on time for the Progress Review Panel’s consideration. If during this process, there is concern about your ability to meet the progression requirements, you may be invited to meet with the Academic Guidance Lead and/or other staff members. The meeting will provide an opportunity to discuss your progress and explore the available support mechanisms to assist you in your academic journey.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
BYOD Guidelines
You are encouraged to review and comply with the Medical School’s has "Bring your own device" (BYOD) guidelines. Please refer to the Medical School website for details.ﾠ
Resources
Resources are held on the University's learning management system, Learn.UQ (Blackboard), and/or UQ Extend. Access to the course Learn.UQ (Blackboard) site requires a UQ username and password.
A Gross Anatomy Facility (GAF) Policy and Procedures Laboratory Manual is available to you when in the GAF. Compulsory face-to-face GAF inductions are conducted at the start of the semester at scheduled times. You must attend one of these face-to-face induction sessions prior to undertaking any classes in the GAF.
Non-compliance with state legislation or university, school or GAF policy may result in an investigation and disciplinary action.ﾠ
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Multiple weeks |
Team Based Learning |
Team-based Learning (TBL)
Curriculum areas: All Curriculum areas, Clinical Application and Integration of Concepts Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08, L09, L10, L11, L12, L13, L14, L15, L16, L17, L18, L19, L20, L21, L22, L23, L24, L25, L26, L27, L28, L29, L30, L31, L32, L33, L34, L35, L36, L37, L38, L39, L40, L41, L42, L43, L44, L45 |
Lecture |
Lectorials
Curriculum areas: Aboriginal and Torres Strait Islander Peoples' Health; Advocacy and Public Health; Cognitive and Behavioural Sciences; Cultural Safety and Competence; Ethics, Professionalism, and Law; Learning in the MD; Medical Sciences; Research and Evidence in Practice; Rural and Remote Medicine. Learning outcomes: L01, L02, L03, L05, L06, L07, L09, L10, L11, L12, L13, L14, L15, L16, L17, L18, L19, L20, L21, L22, L23, L24, L25, L26, L27, L28, L29, L30, L31, L32, L33, L34 |
|
Lecture |
Clinical Plenaries
Curriculum areas: Clinical Application and Integration of Concepts Learning outcomes: L01, L02, L03, L04, L05, L07, L08, L09, L10, L11, L12, L13, L14, L15, L19, L20, L21, L22, L23, L25, L26, L27, L29, L30, L31, L32, L33, L34, L35, L36, L37, L39, L40, L41, L42, L43, L44 |
|
Symposium |
Integrated Symposia
Curriculum areas: Advocacy and Public Health; Clinical Skills; Learning in the MD; Medical Sciences; Research and Evidence in Practice; Rural and Remote Medicine Learning outcomes: L01, L02, L05, L06, L07, L08, L09, L10, L11, L12, L13, L14, L15, L16, L17, L18, L19, L20, L21, L22, L23, L24, L25, L26, L27, L28, L29, L30, L31, L32, L33, L34, L35, L36, L37, L38, L39, L40, L41, L42, L43, L44, L45 |
|
Workshop |
Workshops Workshops focus on active learning approaches typically with the cohort subdivided into smaller groups and brought back for whole-of-cohort activities. The engagement is structured, allowing the instructor opportunities to identify, share, and comment upon the work of individual student groups with the cohort. Workshop activity typically focusses on topical examples, the demonstration of theory application, and leading whole-of-cohort discussion on preparatory work undertaken prior to the activity. Curriculum areas: Advocacy and Public Health; Medical Sciences; Research and Evidence in Practice Learning outcomes: L01, L02, L04, L05, L06, L07, L09, L10, L11, L12, L13, L14, L15, L16, L17, L18, L19, L20, L21, L22, L23, L24, L25, L26, L27, L28, L29, L30, L31, L32, L33, L34, L35, L36, L37, L38, L39, L40, L41, L42, L43, L44, L45 |
|
Workshop |
Clinical Skills Sessions
Curriculum areas: Clinical Skills Learning outcomes: L02, L05, L10, L11, L12, L13, L15, L16, L17, L18, L19, L20, L21, L22, L23, L24, L25, L26, L27, L28, L29, L30, L31, L32, L33, L34, L35, L36, L37, L38, L39, L40, L41, L42, L43, L44, L45 |
|
Practical |
Medical Sciences Practicals
Curriculum areas: Medical Sciences Learning outcomes: L02, L05, L10, L12, L13, L17, L18, L19, L20, L21, L22, L23, L25, L26, L27, L28, L29, L30, L31, L32, L33, L34, L35, L36, L37, L38, L39, L40, L41, L42, L43, L44, L45 |
|
Not Timetabled |
Development Coach Meetings You are required to book two individual meetings with your Development Coach, one in the first half of the year and one in the second half of the year. By submitting an agenda 48 hours before the meeting, and a summary 7 days after, you will enable the team to support your learning and demonstrate acceptance of responsibility and completion of delegated tasks. Learning outcomes: L19, L20 |
|
Placement |
Rural Community Immersion Rural and Remote Medicine Learning outcomes: L05, L09, L10, L12, L17, L18, L19, L20, L21, L22, L23, L24, L25, L26, L27, L28, L29, L30, L31, L32, L33, L34, L35 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.
School guidelines
Your school has additional guidelines you'll need to follow for this course: