Course overview
- Study period
- Semester 1, 2025 (06/01/2025 - 07/06/2025)
- Study level
- Postgraduate Coursework
- Location
- Herston
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- Herston
- Coordinating unit
- UQ Medical School
The course goals include: - preparing the student for work readiness in a paediatric clinical unit; recognition of the sick child; understanding the scope of paediatrics and having sufficient knowledge and experience to progress to post-graduate training in Paediatrics and Child Health. The course includes a six week clinical immersion underpinned by the paediatric online interactive education (POLIE) curriculum, supplemented by subspecialty workshops and online learning modules.
Paediatrics is the medical discipline covering the health and wellbeing, including physical, mental and psychological, growth and development of infants, children and adolescents. From neonates who have been born up to 4 months premature through to adolescents or even young adults, we care for a wide ranging patient population with acute, chronic and complex medical problems. Paediatric care incorporates specialists from a diverse spectrum including General Paediatricians, Community Paediatricians, Neonatologists, Paediatric Surgeons and Anaesthetists, Medical Subspecialty Paediatricians (e.g. Paediatric Haematology, Respiratory, Gastroenterology, Neurology) and Paediatric Emergency Specialists. The multidisciplinary team comprising doctors, nurses, allied health, teachers, community and cultural supports, patients and families is central to the practice of paediatrics.
In MEDl7412 you will spend six (6) weeks in a hospital-based paediatric clinical immersion where you will be exposed to a range of medical, surgical, developmental and mental health presentations in neonates, infants, children and adolescents. Students will care for patients in both inpatient and outpatient settings. This immersion focuses on common general paediatric presentations but students will have the opportunity to participate in the care of patients with subspecialty needs as well. Students will have access to a range of learning activities across the 6 weeks of paediatric placement.
This semester-long course is one of three blocks that make up the Women’s and Children’s Health (WCH) Semester (Onshore) or Women's, Children's and Mental Health (WCMH) Semester (Onshore & Ochsner). While each of the courses in WCH & WCMH has a discipline focus and a related clinical placement, it is important to recognise that learning opportunities may arise for all courses in each one of the clinical placements. You are strongly encouraged to take every opportunity during the whole WCH/WCMH semester to acquire discipline-specific knowledge when the opportunity presents, to reflect on the ways that different disciplines view the same clinical problem, and to recognise how each discipline can contribute in different ways to the management of that problem.
Course requirements
Assumed background
This course builds on learnings from courses, particularly courses in Clinical Science and Clinical Practice from Years 1 and 2 of the MD Program. The knowledge we expect you to have gained from these courses includes but is not limited to teaching and learning in human structure and function, disease processes and pathophysiology, and approaches to clinical assessment. You are urged to review notes and learning materials from earlier courses in the program as appropriate during this course.
Prerequisites
You'll need to complete the following courses before enrolling in this one:
MEDI7212, MEDI7222, MEDI7232 and MEDI7242 or MEDI7202
Incompatible
You can't enrol in this course if you've already completed the following:
MEDI7402 or MEDI7421
Restrictions
MD & MD (Ochsner) Students Only
Course contact
School enquiries
Ms Medical School Student & Academic Administration Team
Contactable via email Monday to Friday.
Timetable
Additional timetable information
Additional Timetable Information
Timetable information specific for each hospital-based site is available through each Clinical Unit. You should contact your local Student Coordinator for further detail.
Participation and Attendance
You should be aware of the Medicine Program Participation Requirements (https://medical-school.uq.edu.au/medical-program-attendance-and participation-requirements). Non-compliance may result in failure in this course.
Aims and outcomes
The aim of the course is to provide you with a broad exposure to a range of common conditions that affect infants, children, adolescents and young persons (for brevity subsequently referred to as children), and to gain experience in the principles of paediatric diagnosis and management.
Goals
At the completion of the course, you will be able to:
1. Understand the relationship between the child's illness and their age, developmental level, and physiological and psychological maturity
2. Experience and become familiar with the interaction between children and their families
3. Recognise and differentiate the clinical signs of a seriously ill child
4. Understand the scope of paediatrics and child health
5. Develop skills and experience to allow safe practice as an intern in a paediatric unit or mixed emergency department
6. Acquire a foundation of knowledge and clinical experience to progress to postgraduate training in paediatric related disciplines
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Relate the pathogenesis of common/important paediatric illnesses to its expected presentation, natural history and implications for management.
LO2.
Recognise and differentiate the clinical signs of a seriously ill child.
LO3.
Develop and apply a clinical approach to common/important acute and chronic paediatric presentations.
LO4.
Develop and apply clinical reasoning skills in the assessment and management of the child.
LO5.
Develop and apply skills in communicating with children and their parents or caregivers.
LO6.
Apply strategies for health prevention and maintenance within the family, social, cultural and community context for the child.
LO7.
Recognise and apply strategies for safe patient care including risk prevention, public health awareness and infection control.
LO8.
Access, evaluate and apply clinical research findings in the management of sick children.
LO9.
Develop skills in evaluating your own performance and directing your own learning.
LO10.
Develop the principles of ethical medical practice through interaction with children and their families, and with colleagues.
LO11.
Develop an awareness of the importance of multidisciplinary teams in the management of children.
LO12.
Demonstrate professional behaviour in the clinical, tutorial and online learning environments.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Examination |
MCQ Examination
|
2/06/2025 - 7/06/2025
Details regarding the exam will be provided by the Medical School |
|
| Role play/ Simulation |
STANDARDISED CLINICAL EXAMINATION (SCE/viva)
|
Wednesday - Friday
Final week of clinical placement, as determined by site lead |
|
| Practical/ Demonstration |
WBA Neonatal, Long Case
|
5pm - Last day of clinical placement |
|
| Participation/ Student contribution, Placement |
CLINICAL PARTICIPATION ASSESSMENT - PAEDIATRICS
|
5pm - Last day of clinical placement |
|
| Practical/ Demonstration, Reflection |
PEER FEEDBACK - CLINICAL EXAMINATION IN PAEDIATRICS (PCEP)
|
5pm - Last day of clinical placement |
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
MCQ Examination
- Hurdle
- In-person
- Mode
- Written
- Category
- Examination
- Due date
2/06/2025 - 7/06/2025
Details regarding the exam will be provided by the Medical School
- Other conditions
- Time limited.
Task description
The examination questions will assess material covered in the following:
- Introductory week: Foundational Online modules and workshops,
- POLIE: Pre-learning modules, Case Based Discussions and Skills Workshops,
- Subspecialty workshops and the Core online learning modules,
- Essential Topics list,
- Clinical Immersion Experience
Criteria & Marking:
All multiple-choice questions will be equally weighted.
The pass mark for the MCQ is set at 60% and this may be modified in accordance with standard setting methods.
Hurdle requirements
Performance Hurdle: You must complete and meet the passing standard to pass the course.Exam details
| Planning time | no planning time minutes |
|---|---|
| Duration | 90 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 | ExamSoft |
| Invigilation | Invigilated in person |
Submission guidelines
Deferral or extension
You may be able to defer this exam.
STANDARDISED CLINICAL EXAMINATION (SCE/viva)
- Hurdle
- In-person
- Mode
- Oral
- Category
- Role play/ Simulation
- Due date
Wednesday - Friday
Final week of clinical placement, as determined by site lead
Task description
The TWO Standardised Clinical Examination (SCE/viva) stations will test students principally on material covered in the POLIEs: Pre-learning modules, Case Based Discussions and Skills workshops.
The format of the examination will be two (2) minutes preparation and ten (1O) minutes examination with the examiner. However, there will be NO role players in the stations so a clinical case vignette will be presented. You will be asked to request additional targeted history from the examiner and indicate which focused clinical findings would be assessed. The 'history and examination' will be followed by a brief discussion of differential diagnosis, an outline of further investigations, management options including communicating with senior colleagues and advice to the parents.
The Associate Dean (Academic), Faculty of Medicine has waived the requirement for this assessment item to be recorded. The SCE/viva scoring rubric (available on the course Learn.UQ site) and examiner comments will be used to document your performance.
Criteria & Marking:
You are required to meet the passing standard for at least ONE (1) SCE/viva station in order to meet the overall passing standard for the oral exam.
For each SCE/viva station, students will be assessed equally on the domains listed as below:
1. History taking
2. Physical examination
3. Clinical Reasoning / Differential diagnosis/Investigations
4. Management plan
5. Communication (child/carer/parent/colleagues)
Student performance on each domain is marked as one of:
• Below expectations / Unsatisfactory
• Borderline
• Meets expectations / Satisfactory
• Above expectations / Proficient
The passing standard for each of the SCE/viva stations is determined via standard setting methods.
Hurdle requirements
Performance Hurdle: You must complete and meet the passing standard to pass the courseSubmission guidelines
Deferral or extension
You may be able to defer this exam.
WBA Neonatal, Long Case
- Hurdle
- In-person
- Mode
- Activity/ Performance
- Category
- Practical/ Demonstration
- Due date
5pm - Last day of clinical placement
Task description
The two Workplace Based Assessment Tasks (WBAs) assess different key elements of paediatric clinical practice. They assess the integration of knowledge with clinical skills and communication.
Item Description: Examination (Neonatal)
Neonatal examination is completed in the delivery room, nursery, clinic, post-natal ward or simulated workshop with standardised questions.
Please refer to the explanatory notes embedded within the Neonatal Examination assessment form available on Learn.UQ and the Criteria and Marking below.
Item Description: Marked Admission and Presentation (Long Case)
This task refers to a new case in an outpatient clinic or clerked patient presented on the post-take ward round.
Please refer to the explanatory notes embedded within the marked admission and presentation assessment form available on Learn.UQ and the Criteria and Marking below.
Criteria & Marking:
For each WBA, the following domains may be assessed:
1. History taking
2. Physical examination
3. Clinical reasoning
4. Medical knowledge/management plan
5. Communication (child/carer/parent/colleagues).
Student performance on each domain is marked as one of:
• Below expectations / Unsatisfactory
• Borderline
• Meets expectations / Satisfactory
• Above expectations / Proficient
In general, you should receive no UNSATISFACTORY scores and/or no more than two (2) BORDERLINE standard scores to be considered of passing standard for each WBA item. You will not have met the passing standard if you are awarded a single UNSATISFACTORY standard score or three (3) BORDERLINE standard scores, in either WBA item. You must achieve a minimum of 'Competent' for the Physical Examination domain within the Neonatology WBA in order to be considered of passing standard for this assessment task.
Re-sit:
If you do not meet the passing standard for a WBA item on your first attempt (i.e. receive one or more UNSATISFACTORY scores on any domains and/or three (3) or more BORDERLINE scores on any domains, or a BORDERLINE/ UNSATSFACTORY score within the Physical Examination domain of the Neonatology WBA) you will be offered the opportunity to repeat the assessment prior to the end of the course. The site lead paediatrician and local Student Coordinator should be notified to enable them to allocate an examiner (who may be the same as the first examiner) for the second attempt. If you meet the passing standard on the second attempt, then you will be awarded a PASS for this WBA item. If you do not meet the passing standard for the repeat WBA item, then this is considered an overall FAIL for the WBA Assessment Task.
You need to meet the passing standard for BOTH the Neonatal Examination AND the Marked Admission and Presentation (Long Case) to pass the WBA assessment.
Hurdle requirements
Performance Hurdle: You must complete and meet the passing standard to pass the courseSubmission guidelines
The assessment forms for both WBA’s will be completed via the Workplace Based Assessment Platform, My Progress.
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.
Late submission
You are required to submit assessable items on time. If you fail to meet the submission deadline for either the two (2) WBA items without an approved extension, it will be considered as a lapse in professional conduct. Late submission longer than 7 calendar days will be considered as not meeting the passing standard for this assessment, in addition to being considered a lapse in professional conduct.
CLINICAL PARTICIPATION ASSESSMENT - PAEDIATRICS
- Hurdle
- In-person
- Mode
- Activity/ Performance
- Category
- Participation/ Student contribution, Placement
- Due date
5pm - Last day of clinical placement
- Other conditions
- Work integrated learning.
Task description
The Medical School considers that participation and engagement at clinical placements are fundamental aspects of the MD program, consistent with the framework of self-directed and life-long learning and indicative of the need for clinical competence and professional conduct in addition to theoretical knowledge.
In all courses during Years 3 and 4 of the MD program, you are assessed on your professional conduct and clinical skills and the extent to which you have contributed and engaged in your clinical placement and clinical learning activities. The nature of these activities will vary according to the placement, but may include admitting/clerking patients, assessing patients at outpatient clinics, presenting at ward rounds and demonstrating initiative in attending other activities such as grand rounds.
Scoring in the Clinical Participation Assessment (CPA) is based on conduct and contribution during ward rounds and case discussions, initiative in seeking learning opportunities, behaviour towards peers and medical (and all other) colleagues, patient assessment, ability to succinctly present a patient case including differential diagnosis, and awareness of social and ethical issues including risk assessment.
The CPA components are:
- Clinical Communication
- History Taking
- Examination Skills
- Clinical Reasoning
- Engagement in Practice
- Professional Practice
- Reflective Practice
- Social/Cultural Competence and Safety
There is also a Student Flag component which allows a supervisor to report a student with concerning unprofessional or unsafe behaviour. The Student Flag component also provides a mechanism for notifying exemplary performance to the School.
To maximise your learning, you are encouraged to actively seek feedback from your clinical teacher/s during your clinical placement. This will assist in identifying any areas requiring further improvement before your final Clinical Participation Assessment is completed. Active engagement in the clinical setting is a requirement to pass this assessment task.
The CPA rubric can be found in the Blackboard Course Site for guidance so that you are familiar with marking criteria for each component.
Criteria & Marking:
The CPA is a global assessment of professional and clinical practice and contribute to your overall performance in the following ways:
- If you are enrolled concurrently in the WLP course, four components contribute to this MEDI7412 course (Clinical Communication, History Taking, Examination Skills, Clinical Reasoning) and the remaining components (Engagement in Practice, Professional Practice, Reflective Practice, Social/Cultural Competence and Safety and Student Flag) contribute to the WLP course.
- If you are not enrolled concurrently in the WLP course all components contribute to this MEDI7412 course.
Additional information may be received by staff from clinical placement site/s where you completed this course. This will be reviewed by the Course Coordinator and ratings completed by your supervisor in the CPA may be revised. For example, if your supervisor rated you as satisfactory related to professional conduct but the Medical School has other information available, the supervisor’s ratings may be moderated based on this additional information.
Your performance will also be reviewed at the End of Semester Examiner’s meeting and following discussion you may receive a non-graded fail for the course, if:
- There are any unsatisfactory results recorded in any of the CPA components contributing to this course (including moderations made by the Course Coordinator)
- There are four or more borderline results recorded in any of the CPA components contributing to this course (including moderations made by the Course Coordinator)
- The required number of CPAs have not been submitted to your supervisor for completion by the due date.
Factors that will be taken into account during the review undertaken at the End of Semester Examiner’s meeting include:
- Evidence of temporal improvement in performance across the course (if applicable)
- Completion and content of the WLP Task Review in response to unsatisfactory or borderline ratings
- Relative opportunity available across the semester
- Other factors relevant to your performance
Hurdle requirements
Performance Hurdle: You must complete and meet the passing standard to pass the courseSubmission guidelines
A function of the CPA discussion and form completion is to consider information from the whole placement. Therefore, you are expected to complete your CPA discussion and submit your CPA form during the final week of placement. Given clinician availability, there may be times when this is not always possible. If you complete your CPA discussion and submit your CPA form before the final week of placement for placements of 3 weeks or less, or before the penultimate week of placement for placements longer than 3 weeks, additional information obtained by your supervisor or Course Coordinator maybe considered to add to that discussed and submitted. Therefore, you are discouraged from completing the CPA discussion and form submission early.
You are expected to engage in discussions about your performance with your supervisor or their delegate throughout the course, preferably face-to-face. To ensure you receive synchronous feedback from your supervisor or their delegate, you are encouraged to request your supervisor to complete the assessment in real-time before the end of your placement. However, if your supervisor is unable to assess in real-time, you have the option to submit your CPA to your supervisor or their delegate, on or before the due date specified in the Assessment Section of this Course Profile, using the Email for later option in MyProgress. CPAs submitted after the due date without an approved extension will not be accepted and may result in a course failure.
If your supervisor has not assessed your CPA within 7 days after submission, you are encouraged to send a gentle reminder email to your supervisor via MyProgress. If there are problems contacting your supervisor or if your CPA remains unassessed, please contact your local Student Coordinator.
Deferral or extension
You may be able to apply for an extension.
Late submission
If you fail to meet the submission deadline for any Clinical Participation Assessment without an approved extension, it will not be accepted and may result in course failure regardless of whether the supervisor has rated your participation at a satisfactory or proficient level in the related course components.
PEER FEEDBACK - CLINICAL EXAMINATION IN PAEDIATRICS (PCEP)
- Hurdle
- In-person
- Mode
- Oral
- Category
- Practical/ Demonstration, Reflection
- Due date
5pm - Last day of clinical placement
- Other conditions
- Peer assessed.
Task description
Clinical examination of an infant/child is an important clinical skill. The purpose of this activity is for students to practice examining children within a clinical setting in a supported way. As a pair you will conduct a clinical examination of an infant or child, with one student being the Candidate (Part A) who examines the child and the other student being the Observing student (Part B) who observes their colleague. Together you will then engage in a feedback conversation followed by individual feedback reflection. The emphasis of the clinical examination is on a systematic examination and assessment relevant to a particular clinical problem or question rather than on history taking skills.
The Peer Feedback - Clinical Examination in Paediatrics (PCEP) can be undertaken during any normal clinical interaction the student has with a patient. This may occur in the emergency department, in a ward or in outpatients. The candidate may make a request for focused feedback on a particular aspect of their clinical examination. The observing student observes the candidate completing the clinical examination. A checklist is used by both students to note completed elements of the examination. You will both complete individual reflections on the examination before engaging in a Peer Feedback learning Conversation. You will then complete a final Action Plan and reflection.
You are encouraged to engage in this observed clinical examination and feedback process regularly throughout your paediatric immersion but must submit at least ONE clinical examination as the candidate (Part A) and ONE as the observing student (Part B).
Hurdle requirements
Compliance hurdle: You must complete this requirement to pass the courseSubmission guidelines
This task will be completed and submitted via the Workplace Based Assessment Platform, My Progress. You must submit completed checklists and reflections for AT LEAST ONE (1) observing student PCEP, and AT LEAST ONE (1) candidate PCEP. The reflections and checklist that accompany this learning activity may be reviewed by the course coordinator but this task is not graded and no minimum performance criteria are set.
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.
Late submission
You are required to submit assessable items on time. If you fail to meet the submission deadline for either Part A or Part B of the PCEP without an approved extension, it will be considered as a lapse in professional conduct. Late submission longer than 7 calendar days will be considered as not meeting the passing standard for this assessment, in addition to being considered a lapse in professional conduct.
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Pass/Fails | Description |
|---|---|
| Pass |
Course grade description: Demonstrated evidence of competency in meeting course learning objectives. See Additional Course Grading information below. |
| Fail |
Course grade description: Insufficient evidence of competency in meeting course learning objectives. See Additional Course Grading information below. |
Additional course grading information
PASS: Demonstrated evidence of competency in meeting course learning objectives:
Complete and submit all assessment tasks outlined below.
Awarded where the student achieves ALL of the following:
• Meets the passing standard for the MCQ;
• Meets the passing standard for the Standardised Clinical Examination (SCEviva);
• Meets the passing standard for the WBA
• Completes and submits the required components of at least 1 x PEER FEEDBACK - CLINICAL EXAMINATION IN PAEDIATRICS (PCEP) Candidate (Part A) AND Observing Student (Part B)
• Meets the criteria for the Clinical Participation Assessment (CPA)
MARGINAL FAIL:
Awarded when the student records ONE of the following outcomes. Students who record ONE of the below outcomes may be eligible for a Supplementary Assessment, however to be considered for a Supplementary Assessment students must also meet the criteria for the CPA.
• Does not meet the passing standard for the MCQ, OR
• Does not meet the passing standard for the Standardised Clinical Examination (SCEviva), OR
• Does not meet the passing standard for the WBA; OR
• Does not complete and submit required components of at least 1 x PCEP Candidate (Part A) AND Observing Student (Part B)
FAIL: Insufficient evidence of competency in meeting course learning objectives:
Awarded when the student records ONE or more of the following outcomes:
• Does not meet the passing standard for the MCQ AND the Standardised Clinical Examination (SCEviva); OR
• Does not meet the passing standard for the MCQ AND the WBA, OR
• Does not meet the passing standard for the Standardised Clinical Examination (SCEviva) AND the WBA
• Does not meet the criteria for the CPA
Supplementary assessment
Supplementary assessment is not available for some items in this course.
If you fail the Clinical Participation Assessment (CPA), you will not be eligible for a supplementary assessment/examination. These assessments are based on the successful development and demonstration of professional competencies over the entire clinical placement and a record of attendance at all clinical placement days throughout the entire clinical placement, as required in the Medical Program Participation Guidelines.
Supplementary assessment will only be awarded where, in the judgement of the Associate Dean (Academic), you have marginally failed to attain the level of competence required for a passing grade in this course as per Assessment Procedures.
If you are eligible for a supplementary assessment, you will generally be required to complete the assessment task or tasks where you did not meet the expected standard.
Additional assessment information
Re-mark of assessment:
The workplace-based assessments and SCEviva are clinical examinations that are not eligible to be remarked. These assessments comprise expert evaluation by experienced, trained specialist clinical examiners which cannot be replicated or duplicated. This assessment therefore cannot be re-marked, and it cannot be cross-marked by another examiner.
The Clinical Participation Assessment (CPA) is not eligible for requests for re-mark. This assessment comprises expert evaluation over an extended period within an authentic clinical learning environment which cannot be duplicated. This assessment therefore cannot be re-marked, and it cannot be cross-marked by another examiner.
Previous academic difficulties:
If you have experienced academic difficulties in previous years of the Program or during clinical placement, you are encouraged to reflect on the nature of these difficulties and discuss any need for extra assistance with your Course Coordinator/s and clinical unit / Learning Community at the beginning of the course.
Use of Artificial Intelligence 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
Learning resources are available on the Learn.UQ site.
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 |
|---|---|---|
O-week |
Lecture |
INTRODUCTORY WEEK During introductory week, students will engage in independent learning on the foundations of paediatrics. This includes completing online modules on: • Paediatric History taking • Paediatric Examination • Neonatal Examination • Growth and Nutrition in Children • Breastfeeding assessment and support • Child Development • Recognising neurodiversity, developmental delay and differences In addition, students will engage in workshops on: • Recognition of the Sick Child • Child Development Assessment This orientation provides a knowledge base for your 6 x week clinical placement in Paediatrics. |
Multiple weeks From Week 1 To Week 6 |
Placement |
PAEDIATRIC & CHILD HEALTH (Clinical Placement) You will spend six (6) weeks in a hospital-based paediatric clinical immersion will expose you to a range of acute, chronic, and complex paediatric conditions including medical, surgical, developmental, and mental health conditions. Students will care for infants, children, and adolescents with a learning focus on common and important paediatric presentations. Core Learning Experiences will include: Postnatal wards: You will actively participate in the assessment and care of well neonates including assisting with and becoming proficient in neonatal assessments. You will learn about newborn care, breastfeeding, transition to extra-uterine life and common neonatal conditions including preterm/small for gestational age infants, resuscitation and asphyxia, infection, jaundice and respiratory distress. General Paediatric Wards: You will become part of a team caring for unwell children. You will observe and participate in patient admissions, ward rounds, consultations and multidisciplinary, family centred care. Emergency Department / Admissions: You will assist in the assessment and initial management of unwell children. You will observe and participate in recognition of sick children, triage, consultation, procedures, handover and resuscitation. Paediatric Outpatients: You will observe and participate in outpatient assessment and management of general paediatric and/or subspecialty patients including patients with neurodevelopmental concerns and chronic/complex conditions. Additional Learning Experiences (Where feasible; may not occur at all sites) Some sites may also be able to provide students immersive time in: • Paediatric surgery (General, ENT, Orthopaedics) • Paediatric subspecialty medicine • Community paediatrics (mental health, child development, indigenous clinic, private paediatrics) |
Case-based learning |
POLIE (Paediatric On Line Interactive Education) Online pre-learning module + Case Based Discussion + Skills workshop This learning activity is delivered in a flipped classroom blended learning model with 6 sessions in total each focusing on a different common presentation in paediatrics. Students engage in a Pre-learning Module focused on clinical reasoning around a common paediatric presentation and key management and skills (Approx 1.5 hours). Students are then asked to bring a history and examination from a patient they have seen in clinical placement with that presenting condition to a Case Based Discussion with an expert tutor. Students engage in a group clinical reasoning and management discussion around selected student presented patient cases. (Approx 1 hour). Finally, students participate in a 30-minute Skills Workshop practicing and demonstrating a skill linked to that presentation. The POLIE topics include the following:
|
|
Case-based learning |
CORE ONLINE LEARNING MODULES Students will engage in a series of 30 minute online modules focusing on other common paediatric presentations (in addition to those covered in POLIE). Modules will clearly be identified as CORE modules (to be done by every student) and ELECTIVE/EXTENSION modules (students may choose to do). Students can complete these modules at any time across the 6 week immersion and may use them for just-in-time learning before or after seeing a patient with the relevant condition in their clinical placement. Learning from this activity will be assessed in the Multiple Choice Examination. |
|
Clinical coaching |
CLINICAL BEDSIDE TEACHING During the immersion all students will take part in learning at the bedside, including history and examination of specific patients. This may be scheduled formally at some sites or done informally as part of ward rounds or outpatient clinics, depending on the environment and patients seen. |
|
Lecture |
SUB SPECIALTY PAEDIATRIC LEARNING ACTIVITIES This learning activity will encourage students to explore paediatric subspecialty areas in more detail with exposure to expert subspecialty presenters from the Queensland Children’s Hospital or local experts in each area. The workshops will be case based and developed centrally by the topic subspecialist. These 1-hour workshops will intermittently across the year, presented at the QCH by subspecialists with these sessions made available by both live zoom and recording. Pre-learning will be provided where relevant. |
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.
You'll also need to be aware of the following policies and procedures while completing this course:
- Placement
- Working with Children
- Laboratory Occupational Health and Safety
- Fitness to Practise
- Immunisation
- Work Integrated Learning and Work Experience
School guidelines
Your school has additional guidelines you'll need to follow for this course: