Course coordinator
Dr Sara Burton
Course overview
- Study period
- Semester 1, 2026 (05/01/2026 - 21/11/2026)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 16
- Administrative campus
- St Lucia
- Coordinating unit
- UQ Medical School
MEDI7300 Clinical Immersion is a comprehensive 16-unit course spanning the third year of the UQMD program. The course builds upon previous years' foundations while maintaining a learner-centred approach aligned with Australian Medical Council requirements and the program's Graduate Outcomes. The curriculum integrates the six vertical themes of the MD program, structured around five 8-week clinical immersions in: Child and Adolescent Health and Wellbeing, Medicine, Mental Health/Rural Health, Obstetrics and Gynaecology and Surgery. These immersions are primarily delivered through the Learning Communities. Students undertaking the Rural Health pathway experience Mental Health learning and content integrated throughout the year rather than as a discrete block. The course is enhanced by two additional year-long components: a cohort-wide integrated tutorial program and a collaborative scholarly project completed in teams.
MEDI7300 Clinical Immersion is the third 16-unit, year-long course in the new UQMD program. From this year onwards, you will be fully immersed in a variety of clinical environments, embracing a variety of opportunities to put into practice much of the knowledge and theory you have learnt over the last two years. The course focusses on developing your clinical reasoning skills and cultural capability to enable your development into effective, compassionate, and kind clinicians. The MEDI7300 integrated course aims to deepen your understanding of the practice of clinical medicine, through:
- learning from clinicians, other health professionals, and real patients as you rotate through five clinical immersions, and their comprehensively designed tutorial programmes.
- weekly integrated concept tutorials, designed to integrate learning across specialities and between disciplines, highlighting the use of the interprofessional team in patient care. Additionally, this tutorial series will highlight and integrate the six core curriculum themes throughout the year.
- working with peers on the Scholarly Project, which enables you to consider the process and practice of scholarly inquiry skills in medicine and enhance your teamwork, collaboration and communication skills.
- Continuing to evidence your professionalism and leadership through contributing to your professional development portfolio.
As in previous years, this course adopts a learner-centred approach enabling you to progress towards achieving the graduate outcomes of the program and the Australian Medical Council Graduate Attributes. The MEDI7300 Learning Outcomes continue to address the six themes of the MD 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
A variety of learning experiences in your immersions will support your development in the clinical environment. Learning opportunities will be centred on your experiences with real patients and learning will occur during engagement with a structured teaching and tutorial programme for each clinical immersion, and attendance at a variety of clinical environments. Some locations and disciplines will offer simulated teaching opportunities to cover some learning outcomes. You will have formal and informal teaching opportunities in a range of clinical settings, including inpatient wards, outpatient clinics, admission units, delivery suites and operating theatres as specified in each immersion outline. Learning in the clinical environment will be supported by core teaching in each immersion, including online and synchronous tutorial sessions, case presentations and Learning Community structured tutorial sessions based on the specified core topics. In addition to timetabled learning experiences, you are expected to be self-directed in:
- seeking opportunities and feedback in the clinical environment to reinforce, complement and extend your learning about patient care, and
- make use of the extensive online core and extension learning resources curated for each immersion.
We hope you enjoy the huge range and scope of the learning opportunities you have in the clinical environment and that you grow in confidence and skill as you progress through MEDI7300.
A detailed description is found in the MEDI7300 Course Guide .
Course requirements
Assumed background
Completion of Year 1 and 2 in the UQ MD Medicine programmes
Prerequisites
You'll need to complete the following courses before enrolling in this one:
MEDI7200 - Developing Skills in Medicine
Restrictions
Restricted to MD and MD(Ochsner) enrolled students
Course contact
Course enquiries
Course Coordinator
School enquiries
Medical School Student and Academic Administration Team
Clinical immersion
Mayne Academy
Surgery: med.surgerystudents@uq.edu.au
Medicine: med.medicinestudents@uq.edu.au
Child and Adolescent Health and Wellbeing: med.paedsstudents@uq.edu.au
Mental Health: med.mentalhealthstudents@uq.edu.au
Obstetrics and Gynaecology: med.obsgynstudents@uq.edu.au
Rural and Remote Medicine: med.rrmstudents@uq.edu.au
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
Additional timetable information
The Academic Calendar is available online. MEDI7300 commences the week starting Monday, 5 January 2026, with a whole-of-cohort Orientation session scheduled for Thursday, 8 January 2026 and other induction activities in this week dependent on individual Learning Community scheduling. You will rotate through five clinical immersions of 8 weeks each, spanning 40 weeks, engage in a week integrated concept tutorial program, complete a team Scholarly Project, and continue to evidence your development in professional conduct during Year 3. Clinical immersions commence the week starting Monday, 12 January 2026.
Your timetable will vary on immersion and placement location. You are expected to spend 40 hours per week engaged in learning and assessment activities, in addition to personal study time.
Whole Cohort Learning - 3hrs/week
- Longitudinal Integrated Concept Tutorials Synchronised Zoom/Teams session + pre- and post-activities
Professional Development and Scholarship - 3hrs/week
- Scholarly Project Self- and team-directed group work - 2hrs/week
- Professional Development Portfolio Self-directed - 1hr/week
Clinical Immersion in Learning Community - 34hrs/week
- Core tutorial time Varies across immersions - 3.5-4hrs/week
- Immersion learning & clinical skills development Workplace experiential learning - 30hrs/week
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.
Identifies the socio-economic, political, cultural and physical environmental factors that contribute to health outcomes for individuals and communities. (AHI01)
LO2.
Cares for individuals from diverse populations and is committed to achieving equity in healthcare outcomes. (AHI02)
LO3.
Explains, identifies, and applies 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 healthcare resources to meet individual community and national health needs, while enhancing quality and safety. (AHI06)
LO7.
Describes global health issues and their relevance to healthcare delivery. (AHI07)
LO8.
Explains and demonstrates how health informatics and health technology can be used in clinical practice to improve patient outcomes and experiences. (AHI08)
LO9.
Describes the challenges and opportunities in health and healthcare in rural and remote areas. (AHI09)
LO10.
Applies biological, clinical, social, and behavioural sciences in healthcare. (CTSS01)
LO11.
Accesses, critically appraises and applies health data and evidence from medical and scientific literature. (CTSS02)
LO12.
Applies scientific methods to generate and translate knowledge that improves the quality and safety of healthcare. (CTSS03)
LO13.
Describes Aboriginal and Torres Strait Islander knowledges of wellbeing and models of health care, including community and sociocultural strengths, as well as best practice approaches that lead to positive health and wellbeing outcomes for Aboriginal and Torres Strait Islander communities. (CTSS04)
LO14.
Demonstrates professional and ethical scholarship, considering alternative perspectives and respectfully challenging beliefs and assumptions. (CTSS05)
LO15.
Demonstrates agility, adaptability and openness to change. (DLE01)
LO16.
Supports and contributes to the learning of others. (DLE02)
LO17.
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)
LO18.
Manages time and prioritises workload. (DLE04)
LO19.
Communicates with clarity and sensitivity in all interactions. (KCP01)
LO20.
Demonstrates kindness and compassion to others (KCP02)
LO21.
Takes a whole of person, compassionate approach to clinical care across the life course and in a range of settings. (KCP03)
LO22.
Recognises and safeguards vulnerable patients. (KCP04)
LO23.
Acts in accordance with the fundamental ethical and legal requirements of health professionals. (KCP05)
LO24.
Demonstrates professionalism and leadership in healthcare (KCP06)
LO25.
Empowers patients to manage their own health and wellbeing according to individual preferences and capabilities. (KCP07)
LO26.
Collaborates effectively as a member of the health care team in the provision of whole person care, health-related education and research. (PTP01)
LO27.
Works effectively as a member of learning, scholarly and research groups, and healthcare teams. (PTP02)
LO28.
Partners effectively with a diverse range of people to achieve a healthcare system which accomplishes whole person care. (PTP03)
LO29.
Relates respectfully to patients, colleagues, healthcare team members and others, is mindful of sociocultural diversity and open to different views and perspectives. (PTP04)
LO30.
Maintains appropriate student, academic, professional and therapeutic relationships. (PTP05)
LO31.
Contributes to a positive, supportive and collegiate workplace and team culture. (PTP06)
LO32.
Communicates effectively and with cultural safety. (SEC01)
LO33.
Integrates information from multiple sources, including a patient history, clinical examination, and the results of appropriately selected investigations. (SEC02)
LO34.
Demonstrates safe and effective clinical judgement based on the available evidence and recognises one’s own limitations of practice and seek support. (SEC03)
LO35.
Performs a range of procedural skills appropriate to the level of a graduating doctor. (SEC04)
LO36.
Demonstrates ability to prescribe medications and administer other therapeutic agents safely effectively and economically using up to date evidence. (SEC05)
LO37.
Devises a management plan in collaboration with the patient and their family/carers that prioritises the patient’s goals of care. (SEC06)
LO38.
Recognises and assesses deteriorating and critically unwell patients who require immediate care. Implements immediate emergency and life supporting care. (SEC07)
LO39.
Effectively manages patients with multiple comorbidities. (SEC08)
LO40.
Demonstrates understanding of the principles of care for patients preparing for their future care or at the end of their lives with consideration of physical comfort, psychosocial support for the patient and their family/carers including when not to intervene. (SEC09)
LO41.
Contributes to clinical care across patients’ life course. (SEC10)
LO42.
Is clear, accurate and appropriate with respect to written and / or electronic documentation. (SEC11)
LO43.
Actively monitors and addresses personal wellbeing, fatigue, health and safety to support self-care and patient care. (SEC12)
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Examination |
KNOWLEDGE : Cumulative Achievement Tests (CATs) Sequence
|
CAT 9: Week of 27/04/2026 CAT 10: Week of 31/08/2026 CAT 11: End of Year Examination Week |
|
| Paper/ Report/ Annotation, Participation/ Student contribution, Performance, Practical/ Demonstration, Presentation, Project, Reflection |
KNOWLEDGE & PROFESSIONALISM AND LEADERSHIP : Scholarly Project
|
Milestone 1: 1pm, Thursday 29/01/2026 (AEST) Milestone 2: 1pm, Thursday 9/04/2026 (AEST) Milestone 3: 1pm, Thursday 11/06/2026 (AEST) Milestone 4: Early October 2026 Milestone 5: 1pm Thursday 29/10/2026 |
|
| Notebook/ Logbook, Performance, Placement, Practical/ Demonstration |
KNOWLEDGE & CLINICAL SKILLS & PROFESSIONALISM AND LEADERSHIP : Longitudinal Immersion Assessments - MiniCEX
|
5pm, Friday (AEST): Last week of each clinical immersion |
|
| Examination, Performance, Placement, Practical/ Demonstration |
KNOWLEDGE & CLINICAL SKILLS : Longitudinal Immersion Assessments - Patient Focused Assessment (PFA)
|
Medicine: Week 7 or 8 of Immersion Mental Health: Week 8 of their Mental Health Immersion for GBCS and OCS students. Week 8 of Immersion 3, 4 or 5 for RCS students. Child and Adolescent Health and Wellbeing: Week 8 of Immersion Surgery: Week 6 or 8 of Immersion Obstetrics and Gynaecology: Week 8 of Immersion |
|
| Participation/ Student contribution, Performance, Placement, Practical/ Demonstration |
CLINICAL SKILLS: Clinical Skills Passport
|
66% i.e. 50 procedures to have been completed (with the DOPS at standard) by end of immersion 5 |
|
| Participation/ Student contribution, Performance, Placement, Practical/ Demonstration, Reflection |
KNOWLEDGE & CLINICAL SKILLS & PROFESSIONALISM AND LEADERSHIP : Longitudinal Immersion Assessments - Clinical Supervisor Reports
|
5pm, Friday (AEST): Last week of each clinical immersion |
|
| Participation/ Student contribution, Performance, Placement, Portfolio, Reflection |
PROFESSIONALISM AND LEADERSHIP : Professional Development Portfolio
|
Ongoing - multiple submission dates (Immersion-specific). Due by 5pm Friday 6 November 2026 (AEST). |
|
| Performance, Practical/ Demonstration, Role play/ Simulation |
Objective Structured Clinical Examination (OSCE)
|
End of the year (exact date to be confirmed) |
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
KNOWLEDGE : Cumulative Achievement Tests (CATs) Sequence
- Hurdle
- In-person
- Mode
- Written
- Category
- Examination
- Due date
CAT 9: Week of 27/04/2026
CAT 10: Week of 31/08/2026
CAT 11: End of Year Examination Week
- Other conditions
- Time limited.
Task description
Through the year, you will complete a sequence of three (3) invigilated computer delivered MCQ tests. These tests will occur simultaneously across the learning communities. The content of each test with correspond to your immersion sequence to ensure the assessment of knowledge aligns with your learning experiences.
CAT 9 (90 mins): 60 MCQ items (65-75% MCQ related to Immersion; 15-20% MCQ common questions related to Integrated Concept Tutorials and prior learning, 10-15% MCQ related to prior learning)
CAT 10 (90 mins): 60 MCQ items (65-75% MCQ related to Immersion; 15-20% MCQ common questions related to Integrated Concept Tutorials and prior learning, 10-15% MCQ related to prior learning)
CAT 11 (120 mins): 80 MCQ items (65-75% MCQ related to Immersion; 15-20% MCQ common questions related to Integrated Concept Tutorials and prior learning, 10-15% MCQ related to prior learning)
After each CAT assessment, you will receive feedback that includes:
- Your overall score and number of questions correct compared to the minimum pass standard
- Performance analysis by immersion topics
- Performance breakdown across different question categories
This structured feedback is designed to help you identify areas of strength and those needing further development as you progress through your clinical rotations.
Criteria & Marking:
Your scores will accumulate across the THREE (3) CATs. The percentage contribution of each CAT to the sequence cumulative total score is as follows:
- CAT 9 contributes to 30% of the total CAT score,
- CAT 10 contributes 30% of the total CAT score, and
- CAT 11 contributes 40% of the total CAT score.
The score boundaries defining ‘Indeterminate’ (and therefore clearly satisfactory and clearly not satisfactory) will be established using an appropriate standard-setting methodology. The upper boundary for indeterminate range is defined as derived standard score + 1 x standard error of measurement (SEM, calculated from assessment data). The lower boundary of the indeterminate range is defined as derived standard score - 3 x SEM.
Further information on the CAT passing standard and its contribution to the progression decision at the end of the year is found in the MEDI7300 Course Guide on Learn.UQ
Hurdle requirements
Performance hurdle: You must complete the 3 tests of the CAT sequence. This assessment contributes to the waypoints, review panels and progression decisions for the Knowledge component.Exam details
| Planning time | no planning time 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
May be held on a Saturday
Deferral or extension
You may be able to defer this exam.
Deferred CATs are usually scheduled within 2 weeks of the main exam.
KNOWLEDGE & PROFESSIONALISM AND LEADERSHIP : Scholarly Project
- Hurdle
- Team or group-based
- Mode
- Activity/ Performance, Oral, Product/ Artefact/ Multimedia, Written
- Category
- Paper/ Report/ Annotation, Participation/ Student contribution, Performance, Practical/ Demonstration, Presentation, Project, Reflection
- Due date
Milestone 1: 1pm, Thursday 29/01/2026 (AEST)
Milestone 2: 1pm, Thursday 9/04/2026 (AEST)
Milestone 3: 1pm, Thursday 11/06/2026 (AEST)
Milestone 4: Early October 2026
Milestone 5: 1pm Thursday 29/10/2026
- Other conditions
- Student specific, Peer assessed, Peer assessment factor, Longitudinal.
- Learning outcomes
- L11, L12, L14, L16, L17, L27
Task description
You will have the opportunity to work with a group of 4-5 of your peers on a scholarly project, for 2 hours each week across the 35 weeks of Year 3. The project will be undertaken alongside your clinical immersions throughout the year. This project provides an opportunity to work collaboratively on a group initiative while developing and applying the scholarly inquiry skills essential to medical practice.
The scholarly project outcomes build on the learning experiences in Year 1 and 2, particularly research and teamwork skills, including:
- understanding of the fundamentals of the research process through the Introduction to Research for Clinicians self-directed module, and completion of the longitudinal teaching program,
- applying biomedical research to understand issues in healthcare and clinical practice,
- understanding the principles of evidence-informed medicine and critical appraisal of literature,
- understanding and demonstrating the steps involved in performing a systematic literature review,
- developing and enhancing skills in teamwork and self-directed learning skills, and
- further developing the ability to give and receive peer feedback and engage with self-reflection
The Scholarly Project is structured around five milestone assessments that guide your progress throughout the year.
- Milestone 1: Confirmation of group members, allocated group leader, the project title, supervision arrangements, and group contract completion acknowledgment in MS Forms
- Milestone 2: Submission of the group project proposal by group leader via Turnitin on Learn.UQ. This will be graded against a rubric by your supervisor.
- Milestone 3: Submission of an individual supervisor Mid-project report via ePAD and Mid-project self+peer review reports via BuddyCheck in Learn.UQ.
- Milestone 4: Submission of a group oral poster presentation by group leader via Turnitin on Learn.UQ.
- Milestone 5: Has 2 components : 1. Submission of a group written report by group leader via Turnitin on Learn.UQ, and 2. Submission of an individual supervisor End-project report via ePAD and End-project self+peer review reports via BuddyCheck in Learn.UQ.
These milestones provide a scaffolded approach to project development, ensuring regular engagement with your group and supervisor(s). Each milestone focuses on a key stage of the research process - beginning with a formal project agreement, followed by the development of a project proposal, a mid-year review, and culminating in two major scholarly outputs : a group oral presentation and a formal written report. Supervisor and peer feedback are integrated at each stage to support continuous improvement and successful completion of your project.
Further information can be found in the MEDI7300 Course Guide on Learn.UQ.
Criteria & Marking:
If the group oral presentation is not completed with all individuals present, an alternative task will be arranged for those individuals unable to attend. If the presentation is not at/above or well above standard a further presentation, after feedback with be arranged.
If the written report is not at standard when graded against a rubric by a project supervisor, further submission(s) will be possible after feedback. Completion of the Written Report At/Above or Well Above standard is required for progression.
The Scholarly Project Report will be marked against the relevant rubrics and used to inform Knowledge progression decision. The Scholarly Project compliance requirements for group submission, peer review and peer self-review documents, and group presentation will be marked against a rubric and be used to inform Professionalism and Leadership progression decision. Rubrics can be found on Learn.UQ
Hurdle requirements
You must complete and submit all components. This assessment contributes to the waypoints, review panels, and progression decisions for the Knowledge and Professionalism & Leadership components.Submission guidelines
Refer to Task Description
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.
KNOWLEDGE & CLINICAL SKILLS & PROFESSIONALISM AND LEADERSHIP : Longitudinal Immersion Assessments - MiniCEX
- Hurdle
- In-person
- Mode
- Activity/ Performance
- Category
- Notebook/ Logbook, Performance, Placement, Practical/ Demonstration
- Due date
5pm, Friday (AEST): Last week of each clinical immersion
- Other conditions
- Work integrated learning, Longitudinal.
Task description
During each immersion, you will undertake several assessments based on observed patient encounters and workplace-based activities. Some observed workplace-based activities may occur in simulated environments (e.g. during immersion tutorials), as indicated in each immersion outline on Learn.UQ
The Mini-CEX include:
- Mini-CEx (history)
- Mini-CEx (examination)
- Mini-CEx (patient education/explanation)
- Mini-CEx (history and examination)
- Mini-CEx (prescribing and therapeutic reasoning)
- Mini-CEx (reasoning for investigations)
- Mini-CEx (clinical handover and documentation)
- Mini-CEx (recognising the acutely unwell or deteriorating patient).
In each of these activities, the assessor will ask you to discuss and/or demonstrate aspects of care to the patient context. This activity will be customised according to the clinical immersion and may occur in an authentic or simulated environment.
Further information can be found in the MEDI7300 Course Guide on Learn.UQ.
Hurdle requirements
Hurdle: You must complete and submit prescribed number in each clinical immersion. This assessment contributes to the waypoints, review panels and progression decisions for the Knowledge, Clinical Skills, and Professionalism & Leadership components.Submission guidelines
Submitted electronically using the UQ MyProgress platform.
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.
If you are unable to attend one of these (e.g. through illness) and cannot complete it during the current immersion, you should complete an application for a deferred examination. You can find information on Deferring an exam on my.UQ website.
KNOWLEDGE & CLINICAL SKILLS : Longitudinal Immersion Assessments - Patient Focused Assessment (PFA)
- Hurdle
- In-person
- Mode
- Activity/ Performance, Oral, Written
- Category
- Examination, Performance, Placement, Practical/ Demonstration
- Due date
Medicine: Week 7 or 8 of Immersion
Mental Health: Week 8 of their Mental Health Immersion for GBCS and OCS students. Week 8 of Immersion 3, 4 or 5 for RCS students.
Child and Adolescent Health and Wellbeing: Week 8 of Immersion
Surgery: Week 6 or 8 of Immersion
Obstetrics and Gynaecology: Week 8 of Immersion
- Other conditions
- Student specific, Work integrated learning, Longitudinal.
Task description
In each immersion, except for the rural immersion, you will have a Patient Focused Assessment (PFA). The PFAs are based on patient(s) seen by you, or a clinical scenario provided to you (with or without a standardised patient). You will engage in an in-depth discussion with an assessor(s). You may present and/or discuss the patient with the assessor, responding to structured questions from the assessor concerning diagnostic, investigative and therapeutic reasoning, patient management and/or whole person approach to care. Some PFAs (e.g., in Mental Health Immersion) will require a written response to discuss the same aspects of patient care.
- Medicine: Long Case and Standardised Clinical Scenario
- Mental Health: Written task based on patient case
- Child and Adolescent Health and Wellbeing: Case discussion
- Surgery: Clinical Case Presentation
- Obstetrics and Gynaecology: Structured Clinical Assessment
Specific information about the delivery format and logistics for each immersion PFA can be found on Learn.UQ .
Hurdle requirements
Hurdle: You must complete and/or submit a PFA in each clinical immersion (except for the Rural Immersion). This assessment contributes to the waypoints, review panels and progression decisions for Knowledge and Clinical Skills components.Exam details
| Planning time | no planning time 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 |
| Exam platform | Other |
| Invigilation | Invigilated in person |
Submission guidelines
Refer to individual clinical immersion folder in Learn.UQ for further submission instructions.
Deferral or extension
You may be able to defer this exam.
If you are unable to attend one of these (e.g. through illness) and cannot complete it during the current immersion, you should complete an application for a deferred examination. You can find information on Deferring an exam on my.UQ website.
CLINICAL SKILLS: Clinical Skills Passport
- Hurdle
- In-person
- Mode
- Activity/ Performance
- Category
- Participation/ Student contribution, Performance, Placement, Practical/ Demonstration
- Due date
66% i.e. 50 procedures to have been completed (with the DOPS at standard) by end of immersion 5
- Other conditions
- Work integrated learning, Longitudinal.
- Learning outcomes
- L35
Task description
You will complete your Clinical Skills Passport comprised of COPS and DOPS. DOPS procedures should be completed "at standard". Completion of four specific skills (perineal suturing, colposcopy, IUCD insertion and vaginal delivery) is highly recommended during the Obstetrics and Gynaecology immersion as these skills may be difficult to obtain in other immersions.
For a full list of Clinical Skills Passport activities, please refer to Learn.UQ
This assessment contribute to Waypoints, Review Panel and Progression Decision.
- 20% i.e. 15 procedures to have been completed (with the DOPS at standard) by Review Panel 1 at end of immersion 2
- 50% i.e. 38 procedures to have been completed (with the DOPS at standard) by Review Panel 2 at end of immersion 4
- 66% i.e. 50 procedures to have been completed (with the DOPS at standard) by Progress Decision Committee at end of immersion 5
Completion of remaining procedures for the Clinical Skills Passport to 100% of total is required by completion of the fourth term in Year 4.
Further information on the Clinical skills passport and the progression decision at end of year can be found in the MEDI7300 Course Guide on Learn.UQ
Hurdle requirements
Hurdle: You must complete and submit prescribed number of DOPS at standard and number of COPS. This assessment contributes to the waypoints, review panels and progression decisions for the Clinical Skills component.Submission guidelines
The Clinical Skills Passport is submitted electronically using the UQ MyProgress Platform
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.
KNOWLEDGE & CLINICAL SKILLS & PROFESSIONALISM AND LEADERSHIP : Longitudinal Immersion Assessments - Clinical Supervisor Reports
- Hurdle
- In-person
- Mode
- Activity/ Performance
- Category
- Participation/ Student contribution, Performance, Placement, Practical/ Demonstration, Reflection
- Due date
5pm, Friday (AEST): Last week of each clinical immersion
- Other conditions
- Work integrated learning, Longitudinal.
Task description
You will have 5 Immersion Clinical Supervisor Reports, one for each of your 8-week immersions. The Immersion Clinical Supervisor Report is completed by a nominated supervisor for you at the end of each immersion. The supervisor will have observed you during your immersion time, and/or will gather input as appropriate from other supervising clinicians and members of the unit, ward, clinic, practice or team. The focus is on aspects of patient care, collaborative practice and professionalism, and completion of clinical immersion specific clinical requirements (e.g. attendance at specific clinics and in various learning environments as detailed in the core learning experiences for each immersion). Each of these events will include a discussion to allow you to seek feedback on aspects of your performance. There will be a brief written summary provided by the nominated supervisor. The initial discussion of your clinical immersion learning plan will be confirmed.
Further information can be found in the MEDI7300 Course Guide on Learn.UQ.
Hurdle requirements
Hurdle: You must complete and/or submit a clinical supervisor report in each clinical immersion. This assessment contributes to the waypoints, review panels and progression decisions for the Knowledge, Clinical Skills and Professionalism & Leadership components.Submission guidelines
Submitted electronically using the UQ MyProgress platform.
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.
PROFESSIONALISM AND LEADERSHIP : Professional Development Portfolio
- Hurdle
- Mode
- Activity/ Performance, Written
- Category
- Participation/ Student contribution, Performance, Placement, Portfolio, Reflection
- Due date
Ongoing - multiple submission dates (Immersion-specific).
Due by 5pm Friday 6 November 2026 (AEST).
- Other conditions
- Student specific, Peer assessment factor, Work integrated learning, Longitudinal.
Task description
The suite of components forming the Professional Development Portfolio are derived from learning activities completed across the academic year to demonstrate your engagement in education, professional development, quality improvement and assurance activities for personal and peer benefit, as well as your dedication to professional standards as a developing medical practitioner. Digital records will provide evidence of your longitudinal participation and engagement in learning experiences and highlight your professional growth, contributions to your learning community, and your active role in feedback processes with tutors, clinical supervisors, and peers.
The required tasks contributing to the digital records associated with this assessment are outlined below:
- 5 Clinical Immersion learning plans, uploaded at the commencement of each immersion
- 5 Clinical insights from patient care, one completed per immersion
- Clinical Pharmacology modules, completed, usually during the Medicine Immersion
- Evidence of engagement with PCEP assessment in the Child and Adolescents Health and Wellbeing Immersion
- Evidence of engagement with 2 x Case-Based discussions for students who undertake the Rural Immersion
The quality of your learning plans and reflections are critical to the development of your portfolio, as these evidence your growth in line with the 6 MD program themes.
Criteria & Marking:
Your compliance with uploading the minimum requirements of the Professional Development Portfolio (records on MyProgress ePAD) will be used to inform Clinical Skills and Professionalism & Leadership progression decisions. There is no Marginal Fail for the Professional Development Portfolio.
Further information can be found in the MEDI7300 Course Guide on Learn.UQ.
Hurdle requirements
Hurdle: You must complete and submit all components by the required time. This assessment contributes to the waypoints, review panels and progression decisions for the Professionalism & Leadership component.Submission guidelines
Most components within this assessment are submitted electronically using the UQ MyProgress platform.
Refer to individual clinical immersion folder in Learn.UQ for further submission instructions.
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.
Objective Structured Clinical Examination (OSCE)
- Hurdle
- In-person
- Mode
- Activity/ Performance, Oral
- Category
- Performance, Practical/ Demonstration, Role play/ Simulation
- Due date
End of the year (exact date to be confirmed)
- Other conditions
- Time limited.
Task description
At the end of Year 3 there will be a whole cohort OSCE, which will provide information on your consultation skills of history, examination, explanation/planning, communication, clinical reasoning, cultural capability and safety and professional conduct. The 10 station OSCE will be administered across multiple sites.
Feedback will be provided after the OSCE. This will include examiner feedback and performance relative to readiness to progress on individual stations.
Criteria & Marking:
To meet the progression requirements for the OSCE you must:
- Achieve an overall score (sum of station scores) equal to or above the overall standard score (sum of station standard scores)
- Achieve station score equal to or above station standard score for 7 or more stations
For each station the score equivalent to standard to progress to year 4 (standard score) will be determined using appropriate standard setting methodology.
Students who do not meet the standard for the OSCE will be deemed Marginal Fail for the OSCE component. Student who receive a Marginal Fail are eligible to apply for a supplementary assessment. The supplementary assessment will be an OSCE of the same number and length of stations and overall blueprint, and progression requirements.
Further information can be found in the MEDI7300 Course Guide on Learn.UQ.
Hurdle requirements
Hurdle: You must attend and complete the Year 3 OSCE. This assessment contributes to progression decisions.Submission guidelines
Deferral or extension
You may be able to defer this exam.
Deferred OSCE will be held in December 2026.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Pass/Fails | Description |
|---|---|
| Pass |
Course grade description: To pass MEDI7300, you are required to be 'Ready to Progress' in ALL four components: Knowledge, AND Clinical Skills, AND Professionalism and Leadership Component, AND Objective Structured Clinical Examination (OSCE). |
| Fail |
Course grade description: Insufficient evidence of competency in meeting course learning outcomes. See Additional Course Grading Information for details. |
Additional course grading information
If you have not achieved the required standard for any of the four (4) components (Knowledge, Clinical Skills, Professionalism and Leadership, and OSCE), you may be eligible for a supplementary assessment.
Progression decisions in the Knowledge, Clinical Skills, and Professionalism and Leadership components are based on your continuous demonstration of performance, from several assessment events and various assessors, over the entire academic year. In some circumstances your initial result for the course may be a "Marginal Fail". This means that evidence from performance in a supplementary assessment, if offered, when aggregated with information from the academic year may support a decision of ‘Ready to Progress’.
The format and location of any supplementary assessment will be determined by the Progression Decision Committee to ensure it provides the necessary evidence required for the 'Ready to Progress' decision. The committee may also decide, for certain components, that the supplementary assessment task result will stand alone and not be aggregated with previous information. If approved for a supplementary assessment, you will receive a description of the assessment task and how it will be used to inform a ‘Ready to Progress’ decision. These assessments are typically scheduled during the University Supplementary Assessment Period.
Note, the supplementary assessment is not a remediation exercise. It is a further opportunity to provide evidence to inform the readiness to progress decision.
Supplementary assessment
Supplementary assessment is not available for some items in this course.
If you fail MEDI7300 with a marginal fail, you may be eligible for supplementary assessment, as per UQ’s Assessment Procedure, and at the discretion of the Associate Dean (Academic). Supplemental assessment is only for those who have marginally failed. Eligibility to apply does not guarantee approval. Refer to my.UQ for details. A non-marginal will not be eligible for supplementary assessment.
Supplementary assessments are designed to provide an additional opportunity for you to demonstrate that you have achieved all the required learning outcomes for the course. Final grades will take into consideration all information from both the supplementary and prior assessments for that component to determine readiness for Year 4.
Supplementary assessment may take various forms (eg an oral or written exam). Approved students must be available to sit the supplementary exam during the University’s Deferred and Supplementary examination period and approval cannot be rescinded by the student.
If a clinical immersion is required to provide supplementary data to inform progression decisions, data from this immersion as a supplementary assessment would be aggregated with data collated through the year. Such a supplementary assessment would only be feasible if sufficient time could be completed.
Additional assessment information
1. Late submission
Late submissions will be considered within the Professionalism and Leadership progression component as follows:
1.1 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.
1.2 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.
1.3 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.
- Where this is appropriate, a “marginal fail” result would be applied.
- If a supplementary assessment would not provide student evidence, the result would be “Not ready to progress”.
2. Remark of assessment
All clinical immersion assessments (i.e., Longitudinal Immersion Assessments, Clinical Skills Passport, Professional Development Portfolio and OSCE) and the Scholarly Project Group Presentation are not eligible for requests for re-mark. These assessments comprise expert evaluation over an extended period, setting within an clinical learning environment which cannot be duplicated, and/or assessment by two or more examiners.
The CAT sequence is not eligible for requests for re-mark as they are computer-marked. The answers are automatically graded by ExamSoft and the marking process is final.
The Scholarly Project Group Report is eligible for re-mark. Please refer to Querying a results on my.UQ for more information.
3. Academic difficulties
If you have experienced academic difficulties in previous years of the Program or during clinical immersions, you are encouraged to reflect on the nature of these difficulties and discuss any need for extra assistance with your Learning Community as soon as practical.
4. Use of Artificial Intelligence (AI) in Assessments
At UQ, the use of AI outputs without attribution is a form of plagiarism and constitutes academic misconduct. For further information regarding acknowledging and referencing AI in your work, please see link appropriate acknowledgment.
Use of AI in your assessment without permission or contrary to staff direction may constitute academic misconduct and/ or breach of UQ medical student Code of Professional Conduct.
Please ask your Course Coordinator if you require further clarification or have additional questions.
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
Classroom-based learning within this course is supported by guided learning undertaken online. Resources are held on the University's learning management system – Learn.UQ. You can still access your Years 1 and 2 materials on UQExtend if you wish to revise core content, but Year 3 materials will be held on Learn.UQ.
A range of resources that support guided learning and further extension of knowledge are additionally available either through the UQ Library or elsewhere online. These resources will be referred to throughout your learning materials. Wherever possible, links to electronic resources are provided so that they are readily accessible.
Each immersion has curated a suggested resource list for your 8-week immersion. Please refer to this list on Learn.UQ .
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 |
Tutorial |
Integrated Concept Tutorials You will attend a weekly whole cohort virtual integrated concept tutorial. These tutorials will integrate learning across specialities and between disciplines and highlight the use of the multidisciplinary team in patient care. In addition, this tutorial series will help highlight and integrate the six core curriculum themes through the year. Queensland: Thursday 12:30pm-1:30pm Ochsner: Monday 2:00pm-4:00pm The full Integrated Concept Tutorial timetable can be found on Learn.UQ . Students should prioritise attendance at ICT topics live when the topic aligns with their current immersion to gain most benefit, including being able to engage with case discussion, QnA and MCQ/CAT question practice. |
Practical |
Scholarly Project Engagement with scholarly project – undertaking group project activity and working with peers to generate an oral presentation and formal written project report over 35 weeks of Year 3. Nominally 2 hours each week should be committed to work on the scholarly project. Learning outcomes: L11, L12, L14, L16, L17, L27 |
|
Placement |
Professional Development Portfolio As in MEDI7100 and MEDI7200, you will curate evidence of your progression towards the MEDI7300 learning outcomes and MD Program Themes.
|
|
Tutorial |
Clinical Immersion Core Teaching Tutorial Scheduled core teaching tutorials and learning opportunities (3.5-4 hours/week) |
|
Placement |
Immersion Learning & Clinical Skills Development Workplace experiential learning |
Additional learning activity information
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.
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 poor professional conduct.
Refer to the Medical Program Participation Requirements for further information. Non-compliance with the requirements may result in failure of 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: