Course coordinator
Associate Professor Bernadette Richards
Course overview
- Study period
- Semester 1, 2025 (30/01/2025 - 22/11/2025)
- Study level
- Postgraduate Coursework
- Location
- Rockhampton
- Attendance mode
- In Person
- Units
- 16
- Administrative campus
- Herston
- Coordinating unit
- UQ Medical School
MEDI7200 Developing Skills in Medicine is a comprehensive 16-unit course in the second year of the UQMD program. Building on the foundations of the first year, this course takes a learner-centered approach aligned with Australian Medical Council requirements and program Graduate Outcomes. The curriculum integrates the UQMD program's six vertical themes and develops clinical reasoning through nine focus areas that integrate clinical practice and medicine, biomedical sciences, and public health and social sciences. Students gain hands-on experience through immersion in diverse clinical care settings in the Collaborative Care and Outpatients immersion, and General Practice immersion, allowing them to apply their knowledge and clinical skills in real-world contexts. Two key developmental streams enhance the learning experience further: a. a longitudinal leadership and professional development stream that builds foundational skills in leadership and quality management sciences; and a personalised learning stream offering opportunities for students to either explore areas of special interest or focus on skills that will benefit from additional development
MEDI7200, Developing Skills in Medicine, is the second 16-unit year-long course in the MD Program. Each year adopts a learner-centred approach enabling you to progress towards achieving the graduate outcomes of the program and the Australian Medical Council (AMC) Graduate Attributes. The MD graduate outcomes are defined with respect to the six themes of the MD Program:ﾠ
The MEDI7200 Learning Outcomes aligns with the six themes of the UQMD program:
- Advocate for Health Improvement
- Critical Thinker, Scientist and Scholar
- Dynamic Learner and Educator
- Kind and Compassionate Professional
- Partner and Team Player
- Safe and Effective Clinician
Through an integrated, body-systems approach spanning the human life stages, you will dive deeper into the fascinating world of clinical medicine, discovering how pathology and pathophysiology manifest in real patient presentations. You will sharpen your clinical reasoning skills, learning to recognise abnormalities in patient histories and physical examinations, and develop confident approaches to patient management. Your learning journey will be rich and varied, combining:
- clinical setting immersions, clinical coaching and simulations
- interactive small group learning
- scenario based learning that integrates medical science with public health perspectives
- cultural and ethical healthcare dynamics
- practical diagnostic skills development
The 35-weeks course structure includes:
- Learning Development Week
- Clinical Immersions: 4 weeks in Collaborative Care/Outpatient settings and 16 weeks in General Practice settings
- Personalised learning Stream
- Leadership and Professional Development Stream
- Clinical Coaching, typically ‘at the bedside’
- Independent study periods
The weekly schedule is designed to balance scheduled teaching with clinical learning and team- and self-directed learning. Typically, you will engage in about 26 hours of scheduled learning experiences and 14 hours of guided self-directed study per week, comprising the full-time study load approximately 40 hours weekly. [Note, as a guide UQ recommends that you spend approximately 10 hours studying per week for a 2-unit course, including contact time, during semester].
Important note about learning Anatomy from human donor bodies
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
Prerequisites
You'll need to complete the following courses before enrolling in this one:
MEDI7100 - Foundations of Medicine
Restrictions
Restricted to MD and MD(Ochsner) enrolled students
Course contact
School enquiries
Medical School Student and Academic Administration Team
Learning community
Contact details
South: med.southlcstudents@uq.edu.au
Central: med.centrallcstudents@uq.edu.au
West: med.westlcstudents@uq.edu.au
North: med.northlcstudents@uq.edu.au
Central Queensland: med.rcs.rockhamptonstudents@uq.edu.au
Wide Bay - Bundaberg: med.rcs.bundabergstudents@uq.edu.au
Wide Bay - Hervey Bay: med.rcs.herveybaystudents@uq.edu.au
Darling Downs - Southwest: med.rcs.toowoombastudents@uq.edu.au
Ochsner Clinical School: med.ocsStudentAdmin@uq.edu.au
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
Some learning experiences (Clinical Scenario Based Learning, Clinical Plenaries, Integrated Symposia) are generally held at the same time each week; however, the timetable for other learning experiences might vary from one week to another. A considerable amount of learning will occur in clinical environments. Some of these learning experiences will be scheduled and coordinated by individual Learning Communities. Although most of these activities will be timetabled between 8am and 6pm Monday to Friday, some sessions and clinical immersion activities may be scheduled outside this timeframe.
Some public holidays will have an impact on scheduling learning experiences.
In the event of an unexpected disruption that prevents in-person learning experiences from taking place as scheduled, activities may be moved online.
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.
Thinks critically and respectfully challenges beliefs and thinking / 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 ones 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 patients 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 5), Week 17 (CAT 6), Week 26 (CAT 7), End of year examination period (CAT 8) |
| Paper/ Report/ Annotation |
Written Assessment: Quality Improvement in Healthcare Assignment
|
KNOW Component |
30/06/2025 1:00 pm
Monday 1:00pm (AEST) Week 19 |
| Presentation |
Clinical Scenario Discussion Summary
|
KNOW Component (Presentation), BE Component (Peer feedback) |
You are required to complete five (5) summaries during scheduled CSBL sessions across the year. |
| Paper/ Report/ Annotation, Essay/ Critique, Presentation, Quiz |
Personalised Learning Stream Knowledge Assessments
|
KNOW Component |
Weeks 18 through to end of year exam period. Please see your Personalised Learning Stream guide for stream-specific due dates. |
| Performance, Placement, Practical/ Demonstration |
Observed Clinical Assessments (OCAs)
|
DO Component |
5pm, Friday (AEST): Week 35 |
| Role play/ Simulation |
Objective Structured Clinical Examination (OSCE)
|
DO Component |
Week 33 |
| Participation/ Student contribution, Performance, Placement, Practical/ Demonstration |
GP Supervisor Report (Clinical Skills)
|
DO Component |
5pm, Friday (AEST): Last week of GP immersion |
| Participation/ Student contribution, Placement, Portfolio, Reflection |
Developing Professional Conduct Records
|
BE Component |
Week 1 to week 35 |
| Product/ Design, Reflection |
Leadership and Professional Development Stream
|
BE Component |
Please see Learn.UQ (Blackboard) for the milestone due dates for your designated Leadership and Professional Development Stream period. |
| Portfolio, Reflection |
Mid-Year Professional Development Review (written submission)
|
BE Component |
Week 15: 23rd May 2025 13:00 AEST |
| Portfolio, Reflection |
End of Year Professional Development Review (written submission)
|
BE Component |
Week 34: 24th October 2025 13:00 AEST |
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
- In-person
- Mode
- Written
- Category
- Examination
- Weight
- KNOW Component
- Due date
Week 8 (CAT 5), Week 17 (CAT 6), Week 26 (CAT 7), End of year examination period (CAT 8)
- Other conditions
- Student specific, Time limited, Longitudinal.
Task description
CATs are progressive knowledge-based assessments that consist of multiple-choice questions (MCQs). Questions in each CAT will cover course material up to and including the week before the CAT, including content you have covered previously in this course and in the preceding years of the program. The number of questions sequentially increases with each CAT (see table below), reflecting your expanding knowledge base. This approach helps you retain, build and apply the knowledge acquired across the two years of the program. The cumulative approach reinforces long-term learning by regularly reviewing past material while integrating new concepts. Your scores will accumulate across the four (4) CATs. The percentage contribution of each CAT to the sequence cumulative total score is as follows:
- CAT 5 (week 8) contributes 15% of the total CAT score,
- CAT 6 (week 17) contributes 25% of the total CAT score,
- CAT 7 (mid-year exam week) contributes 25% of the total CAT score,
- CAT 8 (end of year examination period) contributes 35% of the total CAT score.
Questions in each CAT will cover course material up to and including the week before the CAT, including content you have covered previously in this course and in the preceding years of the program.
Each CAT exam varies in duration and will be a maximum of 120 minutes. Please refer to the Course Guide for a full breakdown.
Hurdle requirements
You must complete all requirements related to this assessment. Data related to your performance on this assessment will be aggregated with data from other assessments that contribute to each relevant progression component (Know, Do, Be). Progression decisions are informed by this aggregated data.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 5, 6, OR 7 (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 8. If you are unable to complete CAT 8 (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.
Written Assessment: Quality Improvement in Healthcare Assignment
- Hurdle
- Mode
- Written
- Category
- Paper/ Report/ Annotation
- Weight
- KNOW Component
- Due date
30/06/2025 1:00 pm
Monday 1:00pm (AEST) Week 19
- Other conditions
- Student specific.
Task description
This assessment aims to develop your ability to identify areas for improvement in healthcare settings, conduct a literature review, and propose an evidence-based intervention. Your written assignment should address the following areas:
- Reflect on your experiences across different clinical environments on healthcare and consider the aspects that interest you with respect to quality improvement. Then, review case examples provided, select a specific aspect of healthcare practice for further investigation – such as patient safety, communication, education, clinical practice.
- Conduct a literature review of recent studies, guidelines, and best practices related to the identified area.
- Propose a specific, evidence-based intervention aimed at improving the identified area, detailing the intervention and discussing its potential benefits for clinical outcomes, patient safety, and quality of care.
Further information about the rubric to be used can be found in the 2025 MEDI7200 Course Guide available on Learn.UQ (Blackboard).
Hurdle requirements
You must complete all requirements related to this assessment. Data related to your performance on this assessment will be aggregated with data from other assessments that contribute to each relevant progression component (Know, Do, Be). Progression decisions are informed by this aggregated data.Submission guidelines
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.
The due date for submission may be changed with an extension if approved. There is a process to apply for extension and if approved a new submission due date will be confirmed. Please ensure that you refer to the General Assessment Guidelines for detailed information about extensions 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 extensions in the MD program.
Clinical Scenario Discussion Summary
- Hurdle
- In-person
- Mode
- Oral
- Category
- Presentation
- Weight
- KNOW Component (Presentation), BE Component (Peer feedback)
- Due date
You are required to complete five (5) summaries during scheduled CSBL sessions across the year.
- Other conditions
- Student specific, Peer assessment factor, Longitudinal.
Task description
The Clinical Scenario Discussion Summary serves as foundational training, helping you refine your skills in presenting and discussing clinical cases, enhancing your ability to communicate medical information, think critically about patient care, and collaborate effectively with healthcare teams as you advance in your medical studies.
You are required to complete five (5) summaries during scheduled CSBL sessions across the year. Each discussion summary presentation requires you to present an overview of the recently discussed clinical scenario in the CSBL session to your peers and tutor. In a concise oral presentation (around 5 minutes), you will summarise key aspects of the case, such as patient history, diagnostic considerations, treatment plans, and clinical reasoning.
Peer feedback
You will provide feedback to your peers at least eight times during the year using an online form (Peer Feedback on Discussion Summary) available in
MyProgress. This is a student-led activity which contributes to your Professional Conduct Records (see BE component for further information on expectations to meet the required standard). Both the tutor and student presenter will receive a copy of the feedback upon timely submission of the form.
Further information about the rubric to be used can be found in the 2025 MEDI7200 Course Guide available on Learn.UQ (Blackboard).
Hurdle requirements
You must complete all requirements related to this assessment. Data related to your performance on this assessment will be aggregated with data from other assessments that contribute to each relevant progression component (Know, Do, Be). Progression decisions are informed by this aggregated data.Submission guidelines
Refer to Learn.UQ (Blackboard) for submission details.
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Late submission
You may be asked to complete this in any CSBL session (meaning you will not be allocated to a specific week). It is your responsibility to ensure that you are nominated to present throughout the year. Attendance at all CSBL sessions is required. If you are absent from a CSBL session, you must submit an Absence Notification Form with supporting documentation and reason for your absence, in accordance with the Absence Notification guidelines for planned and unplanned absences. You can locate the form and find out more information regarding participation guidelines on the following page: Medical Program Participation Guidelines. If you are scheduled to present the summary for a session, but do not attend this will be noted. If this is without absence notification, this will be considered a lapse in your professional conduct (BE component).
Personalised Learning Stream Knowledge Assessments
- Hurdle
- Mode
- Oral, Written
- Category
- Paper/ Report/ Annotation, Essay/ Critique, Presentation, Quiz
- Weight
- KNOW Component
- Due date
Weeks 18 through to end of year exam period.
Please see your Personalised Learning Stream guide for stream-specific due dates.
Task description
Each Personalised Learning Stream includes assessments that contribute to the KNOW component of MEDI7200. Given the diverse nature and content of the streams offered, your performance in the PLS Knowledge Assessment may be evaluated through a variety of tasks. In each stream, you will be offered feedback on your progress prior to the final assessment, this feedback may be provided in various formats. Each Personalised Learning Stream aligns with the following learning outcomes: 10,19,20,30 supplemented by outcomes that are specific to the stream.
Hurdle requirements
You must complete all requirements related to this assessment. Data related to your performance on this assessment will be aggregated with data from other assessments that contribute to each relevant progression component (Know, Do, Be). Progression decisions are informed by this aggregated data.Submission guidelines
Please see your Personalised Learning Stream guide for stream-specific submission instructions.
Deferral or extension
You may be able to defer this exam.
Please ensure that you refer to the General Assessment Guidelines for further information.
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 extensions in the MD program.
Observed Clinical Assessments (OCAs)
- Hurdle
- In-person
- Mode
- Activity/ Performance
- Category
- Performance, Placement, Practical/ Demonstration
- Weight
- DO Component
- Due date
5pm, Friday (AEST): Week 35
- Other conditions
- Work integrated learning, Longitudinal.
Task description
You are responsible for actively monitoring and managing your own progress toward completing all 16 OCAs, which is the expected standard for this academic year. Overall, you need to complete a minimum of sixteen (16) different OCAs across the year, comprising four (4) different mini-CEX, five (5) different DOPS, a focused system assessment (1 history and 1 examination) and five (5) clinical tasks during GP Clinical Immersion.
As you progress through your learning activities and clinical immersion sessions, it is essential that you:
- Regularly review your OCA completion status
- Track your progress against the list below
- Take initiative to identify and address any gaps in your OCA completion
- Ensure you are meeting all requirements by the designated deadlines
Your professional development depends on your active engagement in this process. We encourage you to use the learning ePad to track your progress and take prompt action if you find yourself lagging behind schedule.
While these OCAs do not have specific performance benchmarks, you are responsible for:
- Initiating and completing all 16 OCAs through ePad
- Proactively seeking endorsement from teaching staff or clinical supervisors
- Actively participating in feedback conversations with your clinical supervisors
- Taking ownership of your professional growth by:
- Reflecting meaningfully on the feedback information received
- Developing specific action plans based on these discussions
- Implementing changes to enhance your clinical practice
- Using insights gained to guide your ongoing learning journey
Further information about the OCAs can be found in the 2025 MEDI7200 Course Guide available on Learn.UQ (Blackboard).
Hurdle requirements
You must complete all requirements related to this assessment. Data related to your performance on this assessment will be aggregated with data from other assessments that contribute to each relevant progression component (Know, Do, Be). Progression decisions are informed by this aggregated data.Submission guidelines
Submitted electronically using the UQ MyProgress platform.
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Late submission
Penalties will apply for late submissions, and extensions for this assessment task are not permitted. Please ensure that you refer to the General Assessment Guidelines for detailed information in the MD program.
If you are going to be absent, you must submit an Absence Notification Form. You can locate the form and find out more information regarding participation guidelines on the following page: Medical Program Participation Guidelines.
Objective Structured Clinical Examination (OSCE)
- Hurdle
- In-person
- Mode
- Activity/ Performance
- Category
- Role play/ Simulation
- Weight
- DO Component
- Due date
Week 33
Task description
The OSCE will comprise 10 stations, with 2 minutes to read instructions and 8 minutes to performs the clinical skills tasks. All stations will include assessment of communication and professionalism, and in addition each station will predominantly focus on a further single task with 3-5 stations being history taking, 3-5 stations being examination, and 1-3 stations being explanation/education.
Hurdle requirements
You must complete all requirements related to this assessment. Data related to your performance on this assessment will be aggregated with data from other assessments that contribute to each relevant progression component (Know, Do, Be). Progression decisions are informed by this aggregated data.Submission guidelines
Your OSCE timetable will be sent via email to your student email account. Where possible you will be allocated to an OSCE site within your Learning Community.
Note: the OSCE may be held on a Saturday.
Deferral or extension
You may be able to defer this exam.
Please ensure that you refer to the General Assessment Guidelines for detailed information about deferrals in the MD program.
GP Supervisor Report (Clinical Skills)
- Hurdle
- In-person
- Mode
- Activity/ Performance
- Category
- Participation/ Student contribution, Performance, Placement, Practical/ Demonstration
- Weight
- DO Component
- Due date
5pm, Friday (AEST): Last week of GP immersion
- Other conditions
- Work integrated learning, Longitudinal.
Task description
During your GP immersion your supervisor will complete two reports, one mid-immersion and one at the end of the immersion. Performance reported in the clinical skills sections from the end-of-immersion report will be used to inform progression decisions in the DO component. While both reports offer valuable feedback on your clinical skills performance and development, only the end of immersion report will be used to inform progression decisions in the DO component. Both reports inform BE component requirements.
Hurdle requirements
You must complete all requirements related to this assessment. Data related to your performance on this assessment will be aggregated with data from other assessments that contribute to each relevant progression component (Know, Do, Be). Progression decisions are informed by this aggregated data.Submission guidelines
Submitted electronically using the UQ MyProgress platform.
Deferral or extension
You may be able to apply for an extension.
Developing Professional Conduct Records
- Hurdle
- Mode
- Written
- Category
- Participation/ Student contribution, Placement, Portfolio, Reflection
- Weight
- BE Component
- Due date
Week 1 to week 35
- Other conditions
- Student specific, Peer assessment factor, Longitudinal.
Task description
The Professional Development Record provides evidence of your developing professional conduct during MEDI7200. The tasks outlined in the table below are markers the course team uses to determine whether you are taking responsibility for your learning, contributing to your peers' learning, routinely reflecting on your learning and practice, evaluating your progress with support from your coach, and meeting the professional standards expected in clinical settings. The required tasks contributing to the digital records associated with this assessment are outlined in the following table.
1. Peer Feedback on CSBL presentations:
- You are required to provide feedback to peers on their clinical scenario summaries at least eight (8) times across the year as part of the CSBL process.
2. Learning Logs:
- Routine reflection on insights gained from learning experiences, feedback conversations, progress towards goals/MD themes, and actions for continuous learning and development.
- A minimum of 4 entries must be completed per 8-week period (16 across the year)
3. Preparation for and participation in 2 individual Development Coach meetings:
- Timely booking of your 2 appointments with coach.
- Submission of a coaching meeting agenda no less than 48 hours prior to meetings, and a meeting summary no more than 7 days post-meetings.
4. Personalised Learning Stream Review:
- Submission of a Personalised Learning Stream Review (approximately 750 words), comprising initial goal setting and post-stream self-evaluation.
- You will set individual goals for your learning, aligned with one or more of the six MD themes. At the end of your learning journey, you will reflect on how your
goals have developed and how your experiences and feedback within the Personalised Learning Stream will inform your future learning in the MD program.
5. GP Supervisor Reports:
- During your GP Clinical Immersion, you are required to seek feedback twice from your GP supervisor on your participation and professionalism.
6. Outpatient/ Collaborative Care Clinical Immersion poster:
- In collaboration with your CSBL team, you will create and present a group poster summarising key learnings from your Collaborative Care and Outpatient Clinic placements, to be showcased in your Learning Community.
Criteria: You are expected to demonstrate consistent and timely completion of all requirements listed in the table above.
- Please see the 2025 MEDI7200 Course Guide for further detail, including task deadlines.
- Please note that if two or more records are submitted late, you will be at risk of not progressing to MEDI7300.
Hurdle requirements
You must complete all requirements related to this assessment. Data related to your performance on this assessment will be aggregated with data from other assessments that contribute to each relevant progression component (Know, Do, Be). Progression decisions are informed by this aggregated data.Submission guidelines
Templates are provided on Learn.UQ (Blackboard) and the MyProgress (ePad) for completion of these tasks.
The due date for submission of the Personalised Learning Stream Review initial goal setting is July 7, 2025 and self-evaluation is Monday 20th October, 2025.
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Late submission
Penalties will apply for late submissions, and extensions for this assessment task are not permitted.
Please ensure that you refer to the General Assessment Guidelines for detailed information in the MD program.
Leadership and Professional Development Stream
- Hurdle
- Team or group-based
- Mode
- Product/ Artefact/ Multimedia, Written
- Category
- Product/ Design, Reflection
- Weight
- BE Component
- Due date
Please see Learn.UQ (Blackboard) for the milestone due dates for your designated Leadership and Professional Development Stream period.
- Other conditions
- Peer assessed.
Task description
Within the Leadership and Professional Development Stream, there are 9 milestones you need to complete to demonstrate achievement of the relevant learning outcomes. To meet the passing standard for the Leadership and Professional Development Stream, you must complete the following tasks by the specified due date:
- Upload your mentorship training completion certificate to Blackboard
- Complete a form denoting your group and topic for the resource showcase
- Submit your group’s resource in preparation for the resource showcase to Padlet
- Present your resource in the resource showcase
- Submit your group’s final resource following feedback to Microsoft Teams
- Complete interprofessional learning modules on Learn.UQ (Blackboard)
- Submit your group’s multiple-choice question set to RiPPLE
- Provide group peer feedback on multiple-choice question set to Microsoft Teams
- Complete a minimum of 4 mentoring sessions for a first year student (as recorded on Chronus)
Hurdle requirements
You must complete all requirements related to this assessment. Data related to your performance on this assessment will be aggregated with data from other assessments that contribute to each relevant progression component (Know, Do, Be). Progression decisions are informed by this aggregated data.Submission guidelines
Deferral or extension
You cannot defer or apply for an extension for this assessment.
If you are unable to participate in any Leadership and Professional Development Stream sessions, please refer to the Medical Program Participation Requirements and submit an Absence Notification Form.
Late submission
Please ensure that you refer to the General Assessment Guidelines for detailed information about deferrals in the MD program.
Mid-Year Professional Development Review (written submission)
- Hurdle
- Mode
- Written
- Category
- Portfolio, Reflection
- Weight
- BE Component
- Due date
Week 15: 23rd May 2025 13:00 AEST
- Other conditions
- Longitudinal.
Task description
The Mid-Year Professional Development Review continues to assess your developing skills in self-evaluation, feedback and action planning, and continuous learning and development. This is your chance to respond to feedback on your MEDI7100 Professional Development Record and to show continuous improvement. Your submission will be marked according to a criterion-based rubric.
Your reflection must be supported by evidence in your appendix, including both formal assessment feedback and informal feedback from peers, tutors, health professionals, patients and/or carers.
To be successful in this task, you need to
- actively participate in learning experiences,
- continuously monitor your development using information available to you,
- routinely seek and record feedback,
- develop and evaluate your action plans, and
- complete your Developing Professional Conduct Records.
Templates are provided to assist you to align your activities with MD program themes and MEDI7200 learning outcomes.
Hurdle requirements
You must complete all requirements related to this assessment. Data related to your performance on this assessment will be aggregated with data from other assessments that contribute to each relevant progression component (Know, Do, Be). Progression decisions are informed by this aggregated data.Submission guidelines
You are required to submit your mid-year Professional Development Review as a single document via Learn.UQ (Blackboard) (Turnitin).
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
The due date for submission may be changed with an extension if approved. There is a process to apply for extension and if approved a new submission due date will be confirmed.
Please ensure that you refer to the General Assessment Guidelines for detailed information about extensions 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 extensions in the MD program.
End of Year Professional Development Review (written submission)
- Hurdle
- Mode
- Written
- Category
- Portfolio, Reflection
- Weight
- BE Component
- Due date
Week 34: 24th October 2025 13:00 AEST
- Other conditions
- Longitudinal.
Task description
The End of Year Professional Development Review will continue to assess your developing skills in self-evaluation, feedback and action planning, and continuous learning and development. Your submission will be marked according to a criterion-based rubric.
Your reflection must be supported by evidence in your appendix, including both formal assessment feedback and informal feedback from peers, tutors, health professionals, patients and/or carers.
To be successful in this task, you need to
- actively participate in learning experiences,
- continuously monitor your development using information available to you,
- routinely seek and record feedback,
- develop and evaluate your action plans, and
- complete your Developing Professional Conduct Records.
Templates are provided to assist you to align your activities with MD program themes and MEDI7200 learning outcomes.
Hurdle requirements
You must complete all requirements related to this assessment. Data related to your performance on this assessment will be aggregated with data from other assessments that contribute to each relevant progression component (Know, Do, Be). Progression decisions are informed by this aggregated data.Submission guidelines
You are required to submit your end of year Professional Development Review as a single document via Learn.UQ (Blackboard) (Turnitin).
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.
The due date for submission may be changed with an extension if approved. There is a process to apply for extension and if approved a new submission due date will be confirmed.
Please ensure that you refer to the General Assessment Guidelines for detailed information about extensions 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 extensions in the MD program.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Pass/Fails | Description |
|---|---|
| Pass |
Course grade description: To be considered ready to progress to Year 3 MEDI7300 (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: Knowledge (KNOW) component AND Clinical Skills (DO) component AND Developing Professional Conduct (BE) component. Note: Personalised Learning Stream tasks may contribute to any of the three components and will depend on the nature of these assessments. |
| Fail |
Course grade description: A non-graded fail may mean you: are not ready to progress to the next stage of learning and are ineligible for supplementary assessment ORﾠ have achieved a marginal fail as described in the 2025 MEDI7200 Course Guide on Learn.UQ (Blackboard). A marginal fail indicates that you may be offered supplementary assessment 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 MEDI7200 Course Guide document available on Learn.UQ (Blackboard). Supplementary assessment will not be available if you are considered not ready to progress. |
Supplementary assessment
Supplementary assessment is available for this course.
Additional assessment information
All submission dates and times are in Brisbane time (AEST).
Participation and Attendance
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. Refer to the Medical Program Participation Requirements for further information. Non-compliance with the requirements may result in failure of this course. Please refer to the 2025 MEDI7200 Course Guide available on Learn.UQ (Blackboard) for specific guidelines and expectations under 'Monitoring and Review of Your Progress'.
Feedback on Progressﾠ
The purpose of monitoring and progress review panel checkpoints is to consider all assessment information available and identify students whose trajectory is clearly towards ‘Ready to Progress’ at the end of the year, and those not. In addition, for students whose assessment dataset is incomplete, the review will consider whether there are opportunities for completion of identical or equivalent events.
During the year, there will be monitoring checkpoints within the Learning community. These will involve Learning Community staff checking on how you are progressing towards meeting your requirements in terms of compliance and performance on a trajectory for ‘Ready to Progress’. You will be provided with information about completion of assessment tasks in MyGrades (around week 10 and 30). If there is any data from assessment and/or other sources that highlights that your current trajectory may not be progressing toward this target, this will promote a discussion with you to ensure wellness for study, an awareness of requirements, and a plan for learning and assessment opportunities.
Mid-year (approximately weeks 20-21), the Progress Review Panel will review progress for all students across all learning communities. Students with incomplete assessment data, or data indicating that the current trajectory is not progressing toward the target of ‘ready to progress’ will be informed, again prompting a discussion with learning community staff. This process is designed to provide information on your trajectory towards meeting the standard to progress with the program (i.e., to Year 3) and 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 to progress successfully.
You will also receive longitudinal support from your Development Coach, who will offer timely feedback on your self-management of your professional development in the course. Where necessary, the goal is to provide you with the necessary guidance and tools to refocus and enhance your efforts, ensuring that you will be better equipped to meet the standard required to advance to the next course. Your success is our priority, and these reviews are part of a collaborative effort to support you in achieving your academic goals.
Your role in this supportive process is to ensure that all assessment-related tasks are completed and submitted on time. 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.
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 required to review and comply with the Medical School’s "Bring your own device" (BYOD) guidelines. Please refer to the Medical School website for details.
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. The GAF Policy and Procedures Laboratory Manual will be available to students when in the GAF. Compulsory face-to-face GAF inductions will be conducted at the start of the semester at scheduled times. Students are required to attend one of these face-to-face induction sessions prior to undertaking any classes in the GAF.
Any non-compliance with state legislation or university, school or GAF policy may result in an investigation and disciplinary action.
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 |
Workshop |
Masterclass Sessions provide an opportunity for the demonstration of a skill by an expert, or to introduce people (doctors, other health professionals, patients, families, representatives of societal groups etc) to tell their stories to or discuss their roles or experiences within the health system. Sessions may be interspersed with explanation or tips from the ‘master’. This may also be followed by questions and discussion. Curriculum areas: Advocacy and Public Health; Research and Evidence in Practice, Clinical and Professional Learning; Ethics, Professionalism and Law. |
Tutorial |
Clinical Skills Sessions These include two-hour weekly Clinical and Professional Learning (CaPL) tutorials in small groups (10 students) and several Procedural Skills Workshops (PSW)
Curriculum areas: Clinical Skills |
|
Tutorial |
Clinical Scenario Based Learning These are small group sessions based on clinical scenarios that expand your problem-solving and communication skills. They aim to integrate your understanding on patient assessment and management using patient-centred models. Sessions are led by student presentation and discussion, facilitated by a clinician. There is an expectation to prepare for each sessions using the CSBL guide provided. Curriculum areas: Clinical Application and Integration of Concepts |
|
Practical |
Practical Sessions Sessions provide opportunities for consolidation of, for example, gross, surface and imaging anatomy, histology, physiology, and pathology teaching. These face-to- face practical classes, give you an opportunity to interact with teachers and tutors, as you complete guided activities. Curriculum areas: Histology, Infection Control, Multi-Disciplinary, Applied Physiology, Physiology, Pharmacology. |
|
Lecture |
Lecture Series Sessions combine the content provision of a traditional lecture but involve active learning and problem solving, conducive to more effective learning. Sessions may run as synchronous interactive classes (online or in person), or as interactive asynchronous online tutorials using a discussion board. Curriculum areas: Ethics, Professionalism and Law; Medical Sciences; Research; Rural and Remote Medicine; Advocacy and Public Health; Indigenous and Cultural Considerations. |
|
Lecture |
Clinical Plenary Clinical Plenary Lectures provide an integrated and comprehensive overview of the week’s concepts, with a focus on clinical relevance. Sessions are led by clinical experts across medicine, medical sciences, and other health professions. They may involve patients, community members or individuals with lived experiences, as is helpful. Curriculum areas: Clinical Application and Integration of Concepts |
|
Lecture |
Integrated Symposia Opportunities to appreciate a broader context and perspective of a clinical area or other topic. such as integrated models of healthcare, interprofessional collaborative practice and/or public health, community and societal aspects. Symposia offer perspectives on key issues and topics from a variety of experts including patients or relevant community members, where applicable. Curriculum areas: Advocacy and Public Health; Clinical and Professional Learning; Medical Sciences; Research and Evidence in Practice; Rural and Remote Medicine; Clinical application; Indigenous and Cultural Considerations; Ethics, Professionalism and Law. |
|
Not Timetabled |
Development Coaching Sessions As in MEDI7100, you are required to book 2 individual meetings with your Development Coach via StudentHub.
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|
Placement |
Clinical Immersion experiences Each week you will engage in Clinical Immersion learning in either: 1) one day in General Practice, or 2) two half day sessions in other clinical settings. • These experiences will swap halfway through the year. • Your role will be to actively observe clinical practice and, where appropriate, engage in clinical activities. |
|
Tutorial |
Personalised Learning Stream In the second half of the year (week 18-35), you will have the opportunity to shape your learning journey to align with your interests, challenge your capabilities, and expand your horizons. The Personalised Learning Stream, an integrated part of MEDI7200, allows you to dive deep into areas that spark your curiosity or strengthen areas where you seek development. |
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: