Foundations of Medicine (MEDI7100)

Course overview

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.

MEDI7100 focuses on supporting you through the initial stage of your journey toward becoming a doctor. Using a body-systems approach, it provides you with foundational medical and scientific knowledge, clinical skills, and professional behaviours to equip you for the remainder of your medical education and career. The Course embraces an integrated approach that encourages you to develop a holistic view of medical practice, recognising its scientific, social, cultural, and emotional dimensions. 

All aspects of your learning and development in the Program are designed to align with and strengthen your knowledge, skills, and attributes across the UQ MD Program’s six themes, which together define the 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 ongoing development in each of these themes throughout the year will provide a strong foundation for your learning in subsequent years and for your future medical practice.

Weaving Framework

We are committed to ensuring your learning experience is culturally safe and informed by Aboriginal and Torres Strait Islander knowledge systems and medicines, and we embed Indigenous cultural knowledges throughout your learning journey. This year marks the first time the Weaving Framework is being introduced in the UQ Doctor of Medicine Program. Grounded in Aboriginal and Torres Strait Islander perspectives, the Weaving Framework promotes shared learning rather than top-down teaching. By weaving diverse knowledges together, we create stronger, culturally safe practitioners and communities.

In Year 1, the symbol representing this learning is the Coolamon. The Coolamon, a traditional Aboriginal vessel used to carry babies, food, and water across Country, symbolises your entry into medical education. It represents care, connection, and the beginning of your journey toward becoming a culturally safe doctor. For MEDI7100 students, the Coolamon is more than a metaphor: it is a vessel of learning, growth and responsibility. As you progress through this foundational year, the Coolamon symbolically carries all that you are gaining, your foundation of understanding of Medicine, your evolving clinical skills and your growing commitment to relational care and cultural safety. Throughout this year you will engage in cultural activities and dedicated sessions, plus access dedicated resources on Blackboard; these will help you progress in your learning journey within the Weaving Framework. 

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 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. 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. As per the SBMS Code of Conduct for Use of Human Tissues, 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.

It is a requirement that all Brisbane-based students campus wear a clean white laboratory coat (or disposable gown for anatomy classes as directed), safety glasses, fully-enclosed shoes, surgical mask and their student identification cards when in the Gross Anatomy Facility. You will not be permitted in the laboratory (including the first laboratory session), without these items. PPE and identification card holders can be purchased from the UQ bookshop. You must have your UQ Student Identification Card visibly displayed above the waist.

Brisbane-based students must complete the online training for the "SBMS Code of Conduct for use of Donated Human Tissues" and the "GAF Student Pre-Entry Induction" via the UQ blackboard training website (Biomedical Sciences Student Training) no later than 72 hours prior to attending your first GAF session and at least once in each calendar year. A record of student completions of this training will be cross-checked against class rolls for each session. You will not be permitted entry to the GAF if these induction modules have not been completed in full.

Further information:

• Transplantation and Anatomy Act, 1979 (Qld)
• Criminal Code Act 1899 (Qld)
• UQ Anatomy Facilities and Programs Governance Policy
• SBMS Code of Conduct for Use of Donated Human Tissues

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

Course staff

Timetable

The timetable for this course is available on the UQ Public Timetable.

Additional timetable information

The MEDI7100 academic year follows the UQ MD Program schedule, which differs from the standard University academic calendar. All key dates, including teaching periods, assessment periods, and breaks, are published on the Medical School website, at the Key Dates page for Doctor of Medicine Students, accessible via this link. Please familiarise yourself with this calendar to stay informed of important dates and ensure you can meet the Course requirements throughout the year. 

Throughout the teaching periods, your learning will be supported by experiences embedded within the Course. These opportunities take the form of scheduled teaching and learning sessions, guided self-study resources, self-regulated development activities, and experiential opportunities.

Scheduled Teaching and Learning

Scheduled teaching and learning sessions support your development and progression towards the Staged Learning Outcomes. Each activity type has specific expectations regarding preparation and engagement, and all should be approached as essential components of your weekly learning and participation within the Course. Please be aware that teaching at UQ may be recorded for the benefit of student learning. If you would prefer not to be captured either by voice or image, please advise the session presenter before class so accommodations can be made. Further information is available in the Recording of Teaching at UQ Policy and Recording of Teaching and UQ Procedure.

To complete MEDI7100, you must attend and engage in scheduled teaching and learning sessions. A full description of the participation expectations for students in the UQ MD Program, related to scheduled teaching and learning sessions and experiential opportunities, is contained in the UQ MD Program Participation, Attendance, and Engagement Guidelines, available on the Medical School website and accessible via this link. Some learning experiences (Team-Based Learning, Foundations of History and Examination, and Procedural Skills Workshops) are generally held at the same time at regular intervals, 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.

Learning sessions in MEDI7100 will be delivered in person at your site of enrolment, or online, either synchronously or asynchronously. The date, time, and physical venue for your in-person sessions will be indicated in your digital timetable; the date and time of your online sessions will also be in your digital timetable, with the venue listed as “Online”. For most sessions, pre-reading will be provided for you to complete before attending. Pre-reading may include readings, videos, learning modules, quizzes, or case-based tasks, and is designed to ensure you can make the most of in-session learning. Where scheduling constraints, such as public holidays or logistical needs, or unexpected disruptions impact the delivery of scheduled teaching and learning sessions, you will be required to engage with the relevant learning within the indicated timeframe, using the resources provided. Recordings will be made available for specific session types (i.e. Symposia, Lectures, and Clinical Plenaries) to support your review and consolidation of key concepts. These recordings are intended as a supplement to, not a replacement for, attendance and active participation in scheduled sessions. Session materials, including pre-reading, slides, extension resources, and recordings (where applicable), will be made available through the MEDI7100 Blackboard site. We encourage you to check Blackboard regularly to ensure you have accessed all required resources.

For all scheduled teaching and learning sessions you are expected to arrive on time, be prepared, participate fully, ask questions, contribute to group work, and uphold professional behaviours appropriate for a medical training environment, physical or digital. Many sessions rely on active learning, collaborative problem-solving, peer teaching, or hands-on practice, so your contribution is an important part of the learning experience for both you and your peers, and is assessed as part of the Professionalism and Leadership progression component. Further information regarding student conduct and professional behaviour expectations within the medical training environment is available on the Medical School website, and accessible via this link.

While life events such as health, family, or wellbeing needs may occasionally prevent attendance, you must notify the Medical School of your absence - both as a professional courtesy and to allow for catch-up planning and support. Please carefully examine the UQ MD Program Participation, Attendance, and Engagement Guidelines to ensure you understand the standards and requirements that apply across all years of the Program. Guidance related to participation and management of absences at examinations is provided in the relevant Assessment sections.

Non-compliance may impact your progression in MEDI7100. Lack of participation may indicate a need for support, but ongoing disengagement despite support and/or persistent lack of absence notification will be treated as a professional conduct issue. Students are responsible for complying with absence reporting requirements and understanding the implications for their academic progression. Absences will be evaluated for their potential impact on completing course requirements during waypoints and progress reviews.

Recurrent absences may trigger an assessment of fitness to study, in accordance with:

• Supporting students’ fitness to study policy;
• Medical School Student Wellbeing and Success Framework; and the
• Medical Student Code of Professional Conduct.

Further information regarding Guided Self-study, Self-regulated development activities, and Experiential opportunities is provided in the Course Guide, available in the MEDI7100 Blackboard Course site.

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. 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:

Assessment

Assessment summary

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)

• Hurdle
• Identity Verified

Mode

Written

Category

Examination

Weight

Knowledge Assessment Component

Due date

Week 5 (CAT 0 - Familiarisation Test), Week 8 (CAT 1), Week 17 (CAT 2), Week 27 (CAT 3), End of year examination period (CAT 4).

Other conditions

Student specific, Time limited, Longitudinal.

See the conditions definitions

Task description

Hurdle requirements

Exam details

Submission guidelines

All CAT examinations, except for CAT 0, 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 CAT, you must apply to defer that CAT, with appropriate documentation, within the timeframe prescribed by the UQ Deferred Examination process. If approved, you will receive information on the time and date of the deferred sitting, which will generally take place within two weeks of the main test. If you do not attend a CAT and do not have an approved deferral, you will receive a score of zero (0) for that CAT. It is not possible to defer a deferred examination; if you do not attend a deferred examination following your approved application, you will receive a score of zero (0) for that CAT.

Late submission

In exceptional circumstances, appropriately documented, preventing you from sitting both a main test and its deferred sitting, the following will apply:

• if you are unable to sit one CAT, either CAT 1, 2, OR 3 (main and deferred sitting), you must inform the Medical School (SAA); the weighting of the subsequent CAT(s) will be adjusted, acknowledging that content is retested in subsequent examinations. You must communicate with the Medical School (SAA) as soon as practicable and provide adequate documentation.
• if you are unable to sit CAT 4 (main and deferred sitting), the available data will be insufficient to confirm readiness to progress in the Knowledge component. In this circumstance, the result for the Knowledge component will be Marginal Fail or Not Ready to Progress, with consideration of the other assessment events in the component.
• if you have missed more than one CAT from 1,2, 3, AND 4 (main and deferred sitting), the available data on your progress in the Knowledge Component will be insufficient. In this circumstance, the result for the Knowledge component will be Not Ready to Progress.

Integrated Group Projects (IGP1 and IGP2)

• Hurdle
• Identity Verified
• 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

Knowledge Assessment Component, Professionalism and Leadership Assessment Component

Due date

IGP-1

Group presentations will be scheduled in weeks 12 and 13; the Project report and peer evaluation record is due at 1.00pm on Friday of the week following the Group presentation (week 13 and week 14).

IGP-2

Group presentations will be scheduled in weeks 23 and 24; the Project report and peer evaluation record is due at 1.00pm on Friday of the week following the Group presentation (week 24 and week 25).

Other conditions

Student specific, Peer assessment factor, Longitudinal.

See the conditions definitions

Task description

Hurdle requirements

Submission guidelines

Group presentations will be organised during scheduled teaching and learning sessions. Feedback by faculty member(s) will be provided to students via email.

Project reports are submitted by one student (the 'designated submitter') per group, who will have access to the Turnitin submission link. They are responsible for completing the submission, receiving the Project feedback, and sharing the feedback to the other members of the group. 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.

Each student must complete a peer evaluation record via Buddycheck at the time of the Project report submission.

Further information on will be provided via Learn.UQ (Blackboard).

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.

Refer to the General Assessment Guidelines for detailed information about extensions in the MD program.

Late submission

Refer to the MEDI7100 Course Guide for detailed information about late submissions in the MD program.

Rural Health Group Project (RHGP)

• Hurdle
• Team or group-based
• In-person

Mode

Product/ Artefact/ Multimedia, Written

Category

Paper/ Report/ Annotation, Participation/ Student contribution, Project, Reflection

Weight

Knowledge Assessment Component, Professionalism and Leadership Assessment Component

Due date

2/10/2026 1:00 pm

1.00pm, Friday 2nd October (Week 31)

Other conditions

Student specific, Longitudinal.

See the conditions definitions

Task description

Hurdle requirements

Submission guidelines

RHGP reports are submitted by one student (the Team Leader) per group, who will have access to the Turnitin submission link. They are responsible for completing the submission, receiving the Project feedback, and sharing the feedback to the other members of the group. 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.

Each student must complete a peer evaluation record via Buddycheck at the time of the Project report submission.

Further information on will be provided 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.

Refer to the General Assessment Guidelines for detailed information about extensions in the MD program.

Late submission

Refer to the MEDI7100 Course Guide for detailed information about late submissions in the MD program.

Mini-Clinical Evaluation Exercises (Mini-CEX)

• Hurdle
• In-person

Mode

Activity/ Performance

Category

Performance, Practical/ Demonstration, Role play/ Simulation

Weight

Clinical Skills Assessment Component and Professionalism and Leadership Assessment Component

Due date

Mini-CEX assessments will be conducted in the context of scheduled History and Examination tutorials. If you are absent from a Mini-CEX assessment session, you must notify the Medical School and provide appropriate justification, in accordance with the Participation, Attendance, and Engagement Guidelines.

Further information is available in the Course Guide, available in the MEDI7100 Blackboard Course site.

Other conditions

Longitudinal.

See the conditions definitions

Task description

Hurdle requirements

Submission guidelines

In consultation with your tutor, you must submit a record of both your performance during the observation and of the subsequent feedback conversation. You must complete and submit a mini-CEX form in the MyProgress ePad app to finalise the assessment. Your tutor will use your mobile device during the demonstration of the skill to input relevant information; however, the student is responsible for the correct completion of the Mini-CEX form, the prompt submission of the form, and the successful synchronisation of the device. Draft forms are not considered submitted and do not count towards the progression component. We encourage you to verify the initial sections of the form prior to submitting, to regularly check that all your forms are correct and successfully submitted to the ePortfolio, and to communicate promptly with the Medical School (SAA) in case of any errors.

Deferral or extension

You cannot defer or apply for an extension for this assessment.

Late submission

Refer to the MEDI7100 Course Guide for detailed information about late submissions in the MD program.

Direct Observations of Procedural Skills (DOPS)

• Hurdle
• In-person

Mode

Activity/ Performance

Category

Performance, Practical/ Demonstration, Role play/ Simulation

Weight

Clinical Skills Assessment Component

Due date

DOPS assessments will be conducted in the context of scheduled Procedural Skills Workshops. If you are absent from a Procedural Skills Workshop, you must notify the Medical School and provide appropriate justification, in accordance with the Participation, Attendance, and Engagement guidelines.

Further information is available in the Course Guide, available in the MEDI7100 Blackboard Course site.

Other conditions

Longitudinal.

See the conditions definitions

Task description

Hurdle requirements

Submission guidelines

In consultation with your tutor, you must submit a record of both your performance during the observation and of the subsequent feedback conversation. You must complete and submit a DOPS form in the MyProgress ePad app to finalise the assessment. Your tutor will use your mobile device during the demonstration of the skill to input relevant information; however, the student is responsible for the correct completion of the DOPS form, the prompt submission of the form, and the successful synchronisation of the device. Draft forms are not considered submitted and do not count towards the progression component. You should verify the initial sections of the form prior to submitting, to regularly check that all your forms are correct and successfully submitted to the ePortfolio, and to communicate promptly with the Medical School (SAA) in case of any errors.

Deferral or extension

You cannot defer or apply for an extension for this assessment.

Late submission

Refer to the MEDI7100 Course Guide for detailed information about late submissions in the MD program.

Objective Structured Clinical Examination (OSCE)

• Hurdle
• Identity Verified
• In-person

Mode

Activity/ Performance

Category

Practical/ Demonstration, Role play/ Simulation

Weight

Clinical Skills Assessment Component

Due date

OSCE Part 1 - Week 25

OSCE Part 2 - End of year examination period

Task description

Hurdle requirements

Submission guidelines

Your OSCE timetable will be sent via email to your student email account. The OSCE will take place at facilities in Greater Brisbane Clinical School, Rural Clinical School and at the St Lucia Campus. Note: the OSCE may be held on a Saturday.

Deferral or extension

You may be able to defer this exam.

Refer to the General Assessment Guidelines for detailed information about deferred examinations in the MD program.

Development Coaching

• Hurdle

Mode

Activity/ Performance

Category

Notebook/ Logbook, Participation/ Student contribution, Reflection

Weight

Professionalism and Leadership Assessment Component

Due date

Development Coaching Meeting 1 - Week 12 to Week 15

Development Coaching Meeting 2 - Week 23 to Week 26

Other conditions

Longitudinal.

See the conditions definitions

Task description

Hurdle requirements

Submission guidelines

You are required to maintain appropriate records of this activity, by timely completing and submitting these forms in the MyProgress ePad app for both meetings:

A Meeting agenda must be submitted no later than 48 hours prior to the day of the Development Coaching meeting;

A Meeting summary must be submitted no later than 7 days after the day of the Development Coaching meeting.

The student is responsible for the correct completion of the forms, the prompt submission of the forms, and the successful synchronisation of the device. Draft forms are not considered submitted and do not count towards the progression component. We encourage you to regularly check that all your forms are correct and successfully submitted to the ePortfolio, and to communicate promptly with the Medical School (SAA) in case of any errors.

If a meeting does not occur, you must prepare an explanation of the circumstances and a reflection on your self regulation skills, and include this as an appendix in your Continuing Professional Development Review.

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.

Refer to the General Assessment Guidelines for detailed information about extensions in the MD program.

Late submission

Refer to the MEDI7100 Course Guide for detailed information about late submissions in the MD program.

Peer Mentoring

• Hurdle
• Team or group-based

Mode

Activity/ Performance

Category

Notebook/ Logbook, Participation/ Student contribution, Reflection

Weight

Professionalism and Leadership Assessment Component

Due date

Peer Mentoring records must be submitted via the platform no later than 7 days after the date of the meeting.

First meeting: Weeks 4 to 5 | Second meeting: Weeks 14 to 15 | Third meeting: Weeks 20 to 21 | Fourth meeting: Weeks 30 to 31

Other conditions

Longitudinal.

See the conditions definitions

Task description

Hurdle requirements

Submission guidelines

The Peer Mentoring activity is conducted via the platform Chronus, and relevant records must be submitted via the platform no later than 7 days after the date of the meeting. You are responsible for the correct completion and timely submission of all the records related to Peer Mentoring. We encourage you to regularly check that all your forms are correct and successfully submitted to the ePortfolio, and to communicate promptly with the Medical School (SAA) in case of any errors.

To demonstrate satisfactory engagement in Peer Mentoring, you must participate in four individual meetings with your Peer Mentor and submit all the required documentation within the indicated timeframes.

Continuous engagement in the Peer Mentoring activity is a shared responsibility of the Mentor-Mentee pair. Should you experience any challenges in engaging in this activity, please promptly alert the Medical School (SAA) via email, so that appropriate support can be provided. If circumstances prevent you from completing this activity, you must prepare an explanation of the circumstances and a reflection on your self regulation skills, and include this as an appendix in your Continuing Professional Development Review.

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.

Refer to the General Assessment Guidelines for detailed information about extensions in the MD program.

Late submission

Refer to the MEDI7100 Course Guide for detailed information about late submissions in the MD program.

Continuing Professional Development Review

• Hurdle

Mode

Written

Category

Notebook/ Logbook, Participation/ Student contribution, Portfolio, Reflection

Weight

Professionalism and Leadership Assessment Component

Due date

25/09/2026 1:00 pm

Other conditions

Student specific.

See the conditions definitions

Task description

Hurdle requirements

Submission guidelines

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.

Refer to the General Assessment Guidelines for detailed information about extensions in the MD program.

Late submission

Refer to the MEDI7100 Course Guide for detailed information about late submissions in the MD program.

TBL Facilitator Feedback

• Hurdle
• In-person

Mode

Activity/ Performance

Category

Participation/ Student contribution

Weight

Professionalism and Leadership Assessment Component

Due date

Feedback will be provided by TBL Facilitator

Other conditions

Longitudinal.

See the conditions definitions

Task description

Hurdle requirements

Submission guidelines

Deferral or extension

You cannot defer or apply for an extension for this assessment.

Mental Health First Aid Accreditation

• Hurdle
• In-person

Mode

Activity/ Performance

Category

Participation/ Student contribution, Portfolio

Weight

Professionalism and Leadership Assessment Component

Due date

22/05/2026 1:00 pm

Task description

Hurdle requirements

Submission guidelines

You must submit your MHFA Accreditation Certificate via Blackboard. Other certificates, such as "Certificate of Completion of eLearning" or "Certificate of Attendance" do not meet the requirement of this assessment item.

Deferral or extension

You may be able to apply for an extension.

The maximum extension allowed is 21 days. Extensions are given in multiples of 24 hours.

Refer to the General Assessment Guidelines for detailed information about extensions in the MD program.

Late submission

Refer to the MEDI7100 Course Guide for detailed information about late submissions in the MD program.

Individual Readiness Assurance Testing (iRAT)

• Hurdle
• Online

Mode

Written

Category

Quiz

Weight

Professionalism and Leadership Assessment Component

Due date

Each iRAT is completed within a specified timeframes prior to scheduled TBL sessions.

Other conditions

Longitudinal.

See the conditions definitions

Task description

Hurdle requirements

Submission guidelines

In the event of recurrent lapses in engagement with iRATs you will be required to prepare an explanation of the circumstances and a reflection on your Professional Responsibilities and Personal Accountability, and include this as an appendix in your Continuing Professional Development Review. 

Deferral or extension

You cannot defer or apply for an extension for this assessment.

Needs to be completed prior to the associated learning activity.

Course grading

Full criteria for each grade is available in the Assessment Procedure.

Additional course grading information

Supplementary assessment is designed to provide an additional opportunity for you to demonstrate readiness to progress in any number of the assessment components. In determining your final grade, evidence from both your supplementary assessment and previous assessments for that component will be considered to support decisions about readiness to progress to Year 2.Supplementary assessment may consist of examinations or alternative assessment tasks. Students will be advised in a timely manner of the composition, format, and duration of the supplementary assessment. There are no provisions to defer a supplementary assessment. You need to be available to sit your supplementary examination or complete your assessment.

Supplementary assessment

Supplementary assessment is not available for some items in this course.

Partial supplementary-exempt course

Additional assessment information

All submission dates and times are in Brisbane time (AEST).

Late submissions will be considered within the Professionalism and Leadership progression component as follows:

1. Single Late Submission (<7 days late)

• Treated as an early indicator that the student may need to strengthen skills in time management or professional organisation.

• The student will be notified of the late submission and reminded of expectations for future timeliness.

• Support or guidance may be offered to assist their development.

2. More Significant Concerns

A submission more than 7 days late or two late submissions (on different due dates) will be viewed as a more notable concern.

• This reflects repeated delays despite earlier opportunities to improve.

• The student is likely to be directed to additional support or guidance.

• Consequences: The student will be required to provide additional evidence demonstrating that they meet Professionalism and Leadership expectations.

This may include completing an additional task (e.g., a reflection on the importance of timely documentation in their future clinical practice). non-completion of this additional task may result in an incomplete (INC) grade. Outcomes will be considered alongside all other evidence for this component, including conduct and adherence to participation guidelines.

3. Pattern of Delayed Submissions (More than two late submissions)

More than two late submissions (on more than two due dates), despite support and opportunities to improve will be considered as part of the broader Professionalism and Leadership evidence base.

• This pattern is likely to lead to a result that is not “ready to progress” for the Professionalism and Leadership assessment component.

• A decision will then be made for the Professionalism and Leadership assessment component, based on all evidence and assessment data, whether a supplementary assessment could provide adequate additional evidence to support a “ready to progress” result.

o Where this is appropriate, a “marginal fail” result would be applied.

o If a supplementary assessment would not provide student evidence, the result would be “Not ready to progress”.

Participation

Your active participation is important in the MD program, as a full-time course with a significant degree of experiential learning. This active participation aligns with expectations of medical practitioners. For all scheduled teaching and learning sessions you are expected to arrive on time, be prepared, participate fully, ask questions, contribute to group work, and uphold professional behaviours appropriate for a medical training environment, physical or digital. While life events such as health, family, or wellbeing needs may occasionally prevent attendance, you must notify the Medical School of your absence - both as a professional courtesy and to allow for catch-up planning and support. Please carefully examine the UQ MD Program Participation, Attendance, and Engagement Guidelines to ensure you understand the standards and requirements that apply across all years of the Program. Guidance related to participation and management of absences at examinations is provided in the relevant Assessment sections. Non-compliance may impact your progression.

Further information is available in the MEDI7100 Course Guide.

Information on progress

During MEDI7100, students receive notification on their learning trajectory through two Waypoints, one in each semester, and a Review conducted between the two semesters (see Course Guide Appendix B - Assessment Calendar Overview).

The Waypoints and the Review are structured opportunities where assessment data are collected and reviewed to provide students with notification about their progress and learning trajectory. These reviews synthesise the existing feedback from multiple assessment sources that have provided to the student to support reflection, highlight areas of strength, and identify areas for further development. The purpose of Waypoints and Progress Review is to provide students with a synthesis of data from their assessments, to guide learning, inform next steps, and assist students in engaging proactively with support services. Neither Waypoints nor Review contribute directly to final grades or progression decisions; instead, they are designed to promote insight, growth, and timely adjustment of learning strategies over the duration of the Course.

MEDI7100 Assessment: Progression to Year 2

Further assessment information is provided within the MEDI7100 Course Guide, available in the Blackboard Course Site. This includes information on standard-setting procedures and/or performance expectations for each assessment, integration of assessment outcomes within each of the progression components, and decision-making process to establish readiness to progress. For each of the progression components, assessment data and evidence of performance is aggregated continuously and assessed holistically. This allows for some compensation across assessment activities within the component. Factors including strength (amount) and weight (importance) of evidence, trajectory of change, response to feedback, and overall performance are considered.

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

Library resources are available on the UQ Library website.

Additional learning resources information

BYOD Guidelines

You must ensure that the device you intend to use for your assessments meets minimum device specifications listed the Medical School’s Bring Your Own Device Guidelines for Examsoft, which are available at this link. 

Resources

Learning sessions in MEDI7100 will be delivered in person at your site of enrolment, or online, either synchronously or asynchronously. The date, time, and physical venue for your in-person sessions will be indicated in your digital timetable; the date and time of your online sessions will also be in your digital timetable, with the venue listed as “Online”. For most sessions, pre-reading will be provided for you to complete before attending via the MEDI7100 Blackboard Course site. Pre-reading may include readings, videos, learning modules, quizzes, or case-based tasks, and is designed to ensure you can make the most of in-session learning. Please be aware that teaching at UQ may be recorded for the benefit of student learning. If you would prefer not to be captured either by voice or image, please advise the session presenter before class so accommodations can be made. Further information is available in the Recording of Teaching at UQ Policy and Recording of Teaching and UQ Procedure.

Admission to Gross Anatomy Facility (GAF)

It is a requirement that all Brisbane-based students campus wear a clean white laboratory coat (or disposable gown for anatomy classes as directed), safety glasses, fully-enclosed shoes, surgical mask and their student identification cards when in the Gross Anatomy Facility. You will not be permitted in the laboratory (including the first laboratory session), without these items. PPE and identification card holders can be purchased from the UQ bookshop. You must have your UQ Student Identification Card visibly displayed above the waist.

Brisbane-based students must complete the online training for the "SBMS Code of Conduct for use of Donated Human Tissues" and the "GAF Student Pre-Entry Induction" via the UQ blackboard training website (Biomedical Sciences Student Training) no later than 72 hours prior to attending your first GAF session and at least once in each calendar year. A record of student completions of this training will be cross-checked against class rolls for each session. You will not be permitted entry to the GAF if these induction modules have not been completed in full.

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.

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 for Students Policy and Procedure
• AI for Assessment Guide
• Recording of Teaching 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:

• MD General Assessment Guidelines
• Medical Program Participation Guidelines

Course guidelines

MEDI7100 Course Guide - available via Blackboard Course Site.