Course coordinator
Associate Professor Zoe Noonan
Course overview
- Study period
- Semester 1, 2025 (09/01/2025 - 22/11/2025)
- Study level
- Postgraduate Coursework
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 16
- Administrative campus
- St Lucia
- Coordinating unit
- UQ Medical School
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. Most of you would have completed MEDI7200 as a pre-requisite. 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 professional conduct 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 whole immersion 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
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
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
A copy of the approved Academic Calendar is available online. MEDI7300 commences on Thursday, 9 January 2025 with in person clinical immersion induction activities. 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.
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
Integrated Professional Development - 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.
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.
Demonstrates care for individuals from diverse populations and is committed to achieving equity in healthcare outcomes (AHI02)
LO3.
Explains and evaluates public health methods including health screening and prevention approaches and incorporates prevention and early detection equitably into clinical practice (AHI03)
LO4.
Demonstrates commitment to healthcare sustainability and advocacy for climate change mitigation and adaptation (AHI04)
LO5.
Describes the factors that contribute to the health and wellbeing of specific populations including Indigenous Australians and other culturally and linguistically diverse groups and approaches to helping to address these factors (AHI05)
LO6.
Demonstrates ability to be a steward for the healthcare system through the efficient and equitable allocation of finite resources to meet individual community and national health needs (AHI06)
LO7.
Describes global health issues and their relevance to healthcare delivery (AHI07)
LO8.
Uses health informatics in an appropriate effective and professional manner and can explain how big data can be used to improve health outcomes (AHI08)
LO9.
Describes the challenges in health and healthcare in rural and remote areas (AHI09)
LO10.
Applies fundamental concepts of biomedical, clinical, public health, epidemiology, social and behavioural sciences to clinical practice (CTSS01)
LO11.
Demonstrates a critical approach to applying new knowledge base to understanding of disease and clinical practice (CTSS02)
LO12.
Applies their knowledge and skills appropriately to improve health at individual community and population level (CTSS03)
LO13.
Demonstrates ability to think critically and respectfully challenge beliefs and thinking (CTSS04) / Effectively communicates scholarly information through written, verbal, and visual presentation (CTSS05)
LO14.
Critically appraises interprets and applies evidence from the medical and scientific literature (CTSS06)
LO15.
Responsibly utilises health data to support clinical decision making and research (CTSS07)
LO16.
Demonstrates the ability to contribute to the generation of new knowledge to improve health outcomes for individuals and communities (CTSS08)
LO17.
Demonstrates ability to be agile, adaptable, and open to change (DLE01)
LO18.
Demonstrates ability to support and contribute to the learning of others (DLE02)
LO19.
Demonstrates ability to be 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.
Demonstrates ability to communicate with clarity and sensitivity in all interactions (KCP01)
LO22.
Demonstrates kindness and compassion to others (KCP02)
LO23.
Adopts a whole of person, compassionate approach to clinical care across the life course and in a range of settings (KCP03)
LO24.
Demonstrates ability to empower patients to manage their own health and wellbeing according to individual preferences and capabilities (KCP04)
LO25.
Demonstrates ability to recognise and safeguard vulnerable patients (KCP05)
LO26.
Demonstrates ability to act 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.
Demonstrates ability to collaborate effectively as a member of the healthcare team in the provision of whole person care, health-related education, and research (PTP01)
LO30.
Demonstrates ability to work effectively as a member of learning, scholarly and research groups, and healthcare teams (PTP02)
LO31.
Demonstrates ability to partner effectively with a diverse range of people to achieve a healthcare system which accomplishes whole person care (PTP03)
LO32.
Demonstrates ability to relate respectfully to patients, colleagues, healthcare team members and others, is mindful of sociocultural diversity and open to different views and perspectives (PTP04)
LO33.
Demonstrates ability to maintain appropriate student, academic, professional, and therapeutic relationships (PTP05)
LO34.
Demonstrates ability to contribute to a positive, supportive, and collegiate workplace and team culture (PTP06)
LO35.
Demonstrates ability to communicates effectively and with cultural safety (SEC01)
LO36.
Demonstrates ability to integrate 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.
Demonstrates ability to 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.
Demonstrates ability to recognise and assess deteriorating and critically unwell patients who require immediate care (SEC07)
LO42.
Demonstrates ability 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.
Demonstrates ability to contribute to clinical care across the life course (SEC10)
LO45.
Demonstrates ability to be clear, accurate and appropriate with respect to written and / or electronic documentation (SEC11)
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Examination |
KNOW: Cumulative Achievement Tests (CATs) Sequence
|
CAT 9: Week of 07/04/2025 CAT 10: Week of 18/08/2025 CAT 11: End of Year Examination Week |
|
| Paper/ Report/ Annotation, Participation/ Student contribution, Performance, Practical/ Demonstration, Presentation, Project, Reflection |
KNOW & BE: Scholarly Project
|
Milestone 1: 5pm, 31/01/2025 (AEST) Milestone 2: 5pm, 11/04/2025 (AEST) Milestone 3: 5pm, 13/06/2025 (AEST) Milestone 4: October 2025 Milestone 5: October 2025 |
|
| Notebook/ Logbook, Performance, Placement, Practical/ Demonstration |
KNOW, DO & BE: Longitudinal Immersion Assessments - Workplace-Based Activities
|
5pm, Friday (AEST): Last week of each clinical immersion |
|
| Notebook/ Logbook, Performance, Placement, Practical/ Demonstration |
KNOW, DO & BE: Longitudinal Immersion Assessments - Observed Patient Encounters
|
5pm, Friday (AEST): Last week of each clinical immersion |
|
| Examination, Performance, Placement, Practical/ Demonstration |
KNOW, DO & BE: Longitudinal Immersion Assessments - Patient Focused Assessment (PFA)
|
Medicine: Week 7 or 8 of Immersion Mental Health: Week 8 tutorial for GBCS and OCS students, or in final tutorial for Rural 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 *Rescheduled PFA for students affected by ex-TC Alfred (Term 1 only): Medicine: GBCS - w/c 17/03/2025; Toowoomba - w/c 17/03/2025 or 24/03/2025 Mental Health: 18/03/2025 Child and Adolescent Health and Wellbeing: 25/03/2025 Surgery: w/c 17/03/2025 Obstetrics and Gynaecology: 25/03/2025 |
|
| Participation/ Student contribution, Performance, Placement, Practical/ Demonstration, Reflection |
KNOW, DO & BE: Longitudinal Immersion Assessments - Clinical Supervisor Reports
|
5pm, Friday (AEST): Last week of each clinical immersion |
|
| Participation/ Student contribution, Performance, Placement, Portfolio, Reflection |
BE: Professional Development Portfolio
|
13/01/2025 - 7/11/2025 (AEST) By the end of the year |
|
| 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
KNOW: Cumulative Achievement Tests (CATs) Sequence
- In-person
- Mode
- Written
- Category
- Examination
- Due date
CAT 9: Week of 07/04/2025
CAT 10: Week of 18/08/2025
CAT 11: End of Year Examination Week
- Other conditions
- Time limited.
- Learning outcomes
- L01, L03, L04, L05, L06, L07, L08, L09, L10, L11, L12, L13, L14, L15, L16, L22, L23, L26, L27, L31, L32, L33, L34, L36, L37, L38, L39, L40, L41, L42, L43, L44, L45
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 (60 mins): 40 MCQ items (15-25 MCQ related to Immersion 1; 15-25 MCQ common questions related to Integrated Concept Tutorials and prior learning)
CAT 10 (90 mins): 60 MCQ items (15-25 MCQ related to Immersion 2; 15-25 MCQ related to Immersion 3; 15-25 common questions related to Integrated Concept Tutorials and prior learning)
CAT 11 (120 mins): 80 MCQ items (15-25 MCQ related to Immersion 4; 15-25 MCQ related to Immersion 5; 15-25 MCQ common questions related to Integrated Concept Tutorials and prior learning; 15-25 MCQ common questions related to all immersions)
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 22.23% of the total CAT score,
- CAT 10 contributes 33.33% of the total CAT score, and
- CAT 11 contributes 44.44% of the total CAT score.
The score boundaries defining ‘Indeterminate’ (and therefore clearly meeting and clearly not meeting standard), and ‘Not Ready to Progress’ 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 - 1 x SEM. The lower boundary of the clearly below standard is defined as the derived standard score – 5 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
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.
KNOW & BE: Scholarly Project
- 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: 5pm, 31/01/2025 (AEST)
Milestone 2: 5pm, 11/04/2025 (AEST)
Milestone 3: 5pm, 13/06/2025 (AEST)
Milestone 4: October 2025
Milestone 5: October 2025
- Other conditions
- Student specific, Peer assessed, Peer assessment factor, Longitudinal.
- Learning outcomes
- L10, L11, L12, L13, L14, L15, L16, L21, L26, L30
Task description
You will have the opportunity to work with peers on a scholarly project, nominally for 2 hours each week for 35 weeks throughout Year 3. The project will be undertaken alongside your clinical immersions during the year, to allow you to undertake a group project and to consider the process and practice of scholarly inquiry skills in medicine.
You can choose from a list of suggested project topics, or select your own project topic. The scope of projects is wide – but must be related to medicine and health improvement in its broadest sense.
The scholarly project outcomes build on the learning experiences in Year 1 and 2, particularly research and teamwork skills, including:
- understand the fundamentals of the research process through the Introduction to Research for Clinicians self-directed module, and the longitudinal teaching program,
- apply biomedical research to understand issues in healthcare and clinical practice,
- understand the principles of evidence-informed medicine and critical appraisal of literature,
- understand and demonstrate the steps to performing a systematic literature review,
- develop and enhance skills in teamwork, and self-directed learning,
- develop and enhance skills in giving and receiving peer feedback, and self-reflection.
There are 5 milestone assessment points for the scholarly project, requiring you to engage with your peers and project work throughout the year, and guiding you to a successful scholarly output (group oral presentation and formal written project report) by the end of the year. Milestone assessments incorporate a formal project agreement, development of a project synopsis, and feedback from the supervisor and peers as work progresses during the year.
- Milestone 1: Conformation of group members, the project title and supervision arrangements submitted in Learn.UQ.
- Milestone 2: Submission of a group project proposal via Turnitin on Learn.UQ. This will be graded against a rubric by your project supervisor.
- Milestone 3: Submission of an individual supervisor report, peer review and self-review via MyProgress.
- Milestone 4: Group oral presentation. This will be marked against a rubric by several academic assessors and project supervisors. The written report will be marked against rubric by a project supervisor.
- Milestone 5: Submission of a 5000-word group written report, along with a supervisor, peer and self-review forms via Turnitin on Learn.UQ.
Further information can be found in the MEDI7300 Course Guide on Learn.UQ.
Criteria & Marking:
If group oral presentation is not at standard (as deemed by the panel of assessors), one further presentation attempt will be possible after feedback and will be assessed by a different panel of assessors. Student will receive a Marginal Fail if not at standard after repeat presentation.
If written report is not at standard, one further submission will be possible after feedback to a different assessor. Student will receive a Marginal Fail if not at standard after resubmission.
The Scholarly Project Report will be marked against the relevant rubrics and used to inform KNOW 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 BE progression decision. Rubrics can be found on Learn.UQ .
Submission guidelines
Refer to Task Description
Deferral or extension
You may be able to apply for an extension.
KNOW, DO & BE: Longitudinal Immersion Assessments - Workplace-Based Activities
- 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.
- Learning outcomes
- L01, L04, L06, L10, L21, L24, L25, L26, L27, L31, L32, L33, L35, L36, L37, L38, L39, L40, L41, L42, L43, L44, L45
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 observed workplace-based activities include:
- 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.
Submission guidelines
Submitted electronically using the UQ MyProgress platform.
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.
Deferred assessments may occur on Tuesday of Week 2, during Immersions 2 to 5. Workplace-Based Activities may require a deferred assessment to provide sufficient data. This will depend on the number missed and future opportunities.
KNOW, DO & BE: Longitudinal Immersion Assessments - Observed Patient Encounters
- 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.
- Learning outcomes
- L01, L04, L06, L10, L21, L24, L25, L26, L27, L31, L32, L33, L35, L36, L37, L38, L39, L40, L41, L42, L43, L44, L45
Task description
During each immersion, you will undertake several assessments based on observed patient encounters and workplace-based activities. Some observed patient encounters (e.g. for education/explanation) may occur in simulated environments (e.g. during immersion tutorials), as indicated in each immersion outline on Learn.UQ.
The observed patient encounters include:
- Mini-CEx (history)
- Mini-CEx (clinical examination)
- Mini-CEx (education/explanation)
- Mini-CEx (history & examination)
- Mini-CEx (history, clinical examination, & education / explanation)
In each of these observed patient encounters you will be observed undertaking the tasks described; some encounters may also include other tasks, such as generating a likely diagnosis, suggesting a differential diagnosis or outlining management plan.
Further information can be found in the MEDI7300 Course Guide on Learn.UQ.
Submission guidelines
Submitted electronically using the UQ MyProgress platform.
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.
Deferred assessments may occur on Tuesday of Week 2, during Immersions 2 to 5. Observed Patient Encounters may require a deferred assessment to provide sufficient data. This will depend on the number missed and future opportunities.
KNOW, DO & BE: 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 tutorial for GBCS and OCS students, or in final tutorial for Rural 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
*Rescheduled PFA for students affected by ex-TC Alfred (Term 1 only):
Medicine: GBCS - w/c 17/03/2025; Toowoomba - w/c 17/03/2025 or 24/03/2025
Mental Health: 18/03/2025
Child and Adolescent Health and Wellbeing: 25/03/2025
Surgery: w/c 17/03/2025
Obstetrics and Gynaecology: 25/03/2025
- Other conditions
- Student specific, Work integrated learning, Longitudinal.
- Learning outcomes
- L01, L04, L06, L10, L11, L12, L13, L14, L15, L21, L24, L25, L26, L27, L31, L32, L33, L35, L36, L37, L38, L39, L40, L41, L42, L43, L44, L45
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
Compliance hurdle: You must complete and/or submit a PFA in each clinical immersion (except for the Rural Immersion). This assessment contributes to the monitoring checkpoints and progress review panels.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.
Deferred assessments may occur on Tuesday of Week 2, during Immersions 2 to 5.
KNOW, DO & BE: 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.
- Learning outcomes
- L01, L02, L03, L04, L05, L06, L07, L10, L11, L12, L13, L14, L15, L17, L18, L19, L20, L21, L22, L23, L24, L25, L26, L27, L28, L29, L30, L31, L32, L33, L34, L35, L36, L37, L38, L39, L40, L41, L42, L43, L44, L45
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 professional conduct, 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 supervisor may, if they choose, access and be informed by your clinical immersion learning plan, activity tracker and your personal clinical scenario reflections.
Further information can be found in the MEDI7300 Course Guide on Learn.UQ.
Hurdle requirements
Compliance hurdle: You must complete and/or submit a clinical supervisor report in each clinical immersion. This assessment contributes to the monitoring checkpoints and progress review panels.Submission guidelines
Submitted electronically using the UQ MyProgress platform.
Deferral or extension
You may be able to apply for an extension.
BE: Professional Development Portfolio
- Hurdle
- Mode
- Activity/ Performance, Written
- Category
- Participation/ Student contribution, Performance, Placement, Portfolio, Reflection
- Due date
13/01/2025 - 7/11/2025 (AEST)
By the end of the year
- Other conditions
- Student specific, Peer assessment factor, Work integrated learning, Longitudinal.
- Learning outcomes
- L01, L02, L03, L05, L06, L07, L10, L11, L12, L13, L14, L15, L17, L18, L19, L20, L21, L22, L23, L26, L27, L28, L29, L30, L31, L32, L33, L34, L35
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 Immersion activity trackers, completed during each immersion
- 10 case reflections, two completed per immersion
- Core pharmacology module, completed 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
- 66% (i.e., 48 procedures) of the Clinical Skills Passport completed during Year 3. The full list of Clinical Skills Passport is located in the Professional Development Portfolio folder under Assessment on Learn.UQ .
The quality of your learning plans and reflections is critical to the development of your portfolio, as these evidence your growth in line with the 6 MD program themes. You will receive peer feedback on your learning plans, activity trackers, and reflections during Integrated Concept Tutorials related to professional development.
Criteria & Marking:
Your compliance with uploading the minimum requirements of the Professional Development Portfolio (records on MyProgress ePAD) will be used to inform DO and BE 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
Compliance hurdle: You must complete and submit all components by the required time. This assessment contributes to the monitoring checkpoints and progress review panels.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.
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.
- Learning outcomes
- L01, L10, L11, L12, L13, L14, L15, L21, L26, L27, L31, L32, L33, L35, L36, L37, L38, L39, L40, L41, L42, L43, L44, L45
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 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 pass standard score (sum of station pass standard scores)
- Achieve station score equal to or above station pass standard score for 7 or more stations
For each station the score equivalent to standard to progress to year 4 (pass 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. 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
Compliance hurdle: You must attend and complete the Year 3 OSCE. This assessment contributes to the final progress review panel.Submission guidelines
Deferral or extension
You may be able to defer this exam.
Deferred OSCE will be held in December 2025.
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 (Know), AND Clinical Skills (Do), AND Professional Conduct (Be) Component, AND Objective Structured Clinical Examination (OSCE) |
| Fail |
Course grade description: Insufficient evidence of competency in meeting course learning objectives. See Additional Course Grading Information for details. |
Additional course grading information
Most of you will have a result at the end of the year which is Pass (Ready to Progress).
If you have not achieved the required standard for any of the four (4) components (Know, Do, Be and OSCE), you may or may not be eligible for a supplementary assessment, which is dependent on UQ policy and procedures. Progression decisions are based on your continuous demonstration of performance, from several assessment events and various assessors, over the entire academic year. A single supplementary assessment may not contribute significantly to this evaluation of your development.
However, in some circumstances evidence from performance in a supplementary assessment when aggregated with information from the academic year may support a decision of ‘Ready to Progress’. In such circumstances the initial result for the course may be ‘Marginal Fail’.
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 comprehensive 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.
Should you fail MEDI7300 with a marginal fail, you may be eligible for supplementary assessment. Not all assessment components of this course may be re-assessed with supplementary assessment. A grade of marginal fail does not guarantee that supplementary assessment may be undertaken for this course, however you may apply.
Refer to my.UQ for information on supplementary assessment.
Supplementary assessment can take any form, for example, an oral or a written exam. Students who are eligible and approved for a supplementary assessment and the form of assessment is an examination, are expected to be available to sit the supplementary exam during the University’s Deferred and Supplementary examination period. Once approved, supplementary assessment cannot be rescinded by the student.
As per UQ’s Assessment Procedure the opportunity for a supplementary assessment is provided where in the judgement of the Associate Dean (Academic) you have marginally failed to achieve the required standard.
Supplementary assessment is designed to provide an additional opportunity for you to demonstrate that you have achieved all the required learning outcomes for the course. In determining the outcome after completion of any supplementary assessment, your final grade will take into consideration all information from your prior assessments for that component to determine if you have demonstrated that you are ready to progress to the next stage of learning (Year 4).
Additional assessment information
1. Late submission
During the year, you will complete various assignments, the most significant being the Scholarly Project report.
There is a process to apply for extension and if approved a new submission date will be confirmed.
- A single late submission of less than 7 days is considered a lapse that can be used to guide learning, growth and development. You will be notified that you have made a late submission and that future submissions should be achieved at the appropriate time. You are likely to be directed to support and guidance.
- A late submission of more than 7 days or two late submissions despite opportunities to learn, growth and develop will be considered more significant. Again, you are likely to be directed to support and guidance. The consequence will be that concurrent and subsequent evidence will need to demonstrate that you have met the requirements, and this is likely to need additional tasks (e.g. a reflection on the relevance of timeliness of documentation in clinical practice), the results of which will be aggregated with all relevant data.
- More than two late submissions despite offered support and guidance, and opportunities to learn, growth and develop will be considered with other data in the BE component and is likely to result you being '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 within an authentic clinical learning environment which cannot be duplicated, therefore they cannot be re-marked and cross-marked by another examiner.
The CAT sequence is not eligible for requests for re-mark as they are computer-marked. The answers are automatically graded by ExamSoft and therefore, 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. Previous academic difficulties
If you have experienced academic difficulties in previous years of the Program or during clinical immersion, you are encouraged to reflect on the nature of these difficulties and discuss any need for extra assistance with your Learning Community at the beginning of the course.
4. Use of Artificial Intelligence (AI) in Assessments
At UQ, the use of AI outputs without attribution, and contrary to any direction by teaching staff, is a form of plagiarism and constitutes academic misconduct.
If you use AI in your assessment without permission or appropriate acknowledgment it may be considered misconduct. If you have questions, you should ask your Course Coordinator.
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 (for Ochsner, some of these may be scheduled separately to accommodate the time zone difference). 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: Wednesday 3-6pm (Queensland); Thursday 8-11am (Combined Queensland/Ochsner) Ochsner: Monday (Ochsner); Wednesday (Combined Queensland/Ochsner) The full Integrated Concept Tutorial timetable can be found on Learn.UQ. Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08, L09, L10, L11, L12, L13, L14, L15, L16, L17, L18, L19, L20, L21, L22, L23, L24, L25, L26, L27, L28, L29, L30, L31, L32, L33, L34, L35, L36, L37, L38, L39, L40, L41, L42, L43, L44, L45 |
Team Based Learning |
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: L01, L02, L03, L04, L05, L06, L07, L08, L09, L10, L11, L12, L13, L14, L15, L16, L17, L18, L19, L20, L21, L22, L23, L24, L25, L26, L27, L28, L29, L30, L31, L32, L33, L34, L35, L36, L37, L38, L39, L40, L41, L42, L43, L44, L45 |
|
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.
Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08, L09, L10, L11, L12, L13, L14, L15, L16, L17, L18, L19, L20, L21, L22, L23, L24, L25, L26, L27, L28, L29, L30, L31, L32, L33, L34, L35, L36, L37, L38, L39, L40, L41, L42, L43, L44, L45 |
|
Tutorial |
Clinical Immersion Core Teaching Tutorial Scheduled core teaching tutorials and learning opportunities (3.5-4 hours/week) Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08, L09, L10, L11, L12, L13, L14, L15, L16, L17, L18, L19, L20, L21, L22, L23, L24, L25, L26, L27, L28, L29, L30, L31, L32, L33, L34, L35, L36, L37, L38, L39, L40, L41, L42, L43, L44, L45 |
|
Clinical Hours |
Immersion Learning & Clinical Skills Development Workplace experiential learning Learning outcomes: L01, L02, L03, L04, L05, L06, L07, L08, L09, L10, L11, L12, L13, L14, L15, L16, L17, L18, L19, L20, L21, L22, L23, L24, L25, L26, L27, L28, L29, L30, L31, L32, L33, L34, L35, L36, L37, L38, L39, L40, L41, L42, L43, L44, L45 |
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 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 - 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: