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Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources e.
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In addition aggregated course SELT data is available. This section contains links to relevant assessment-related policies and guidelines - all university policies. Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment.
Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice.
Please read the important information contained in the disclaimer. Coordinates: The University of Adelaide. All University Sites. Current Site. Course Outlines. Through the study of clinical cases students continue to develop their knowledge and understanding of the basic scientific principles that underpin the practice of medicine. The Case Based Learning Program emphasises the need for students to be able to explain the mechanisms responsible for the production of symptoms and signs of diseases and to be able to relate these to pathophysiology and related underlying scientific disciplines.
At this level the cases give more consideration to diagnosis and management.
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Student learning in this course is supported by relevant resource sessions and lectures. Open All. The course is taught by tutors and teachers drawn from scientific and clinical staff. Furtherdetails of the timetable structure will be made available at the start of the course. In Year 1 students will be introduced to basic concepts and vocabulary.
Learning will become more complex as the course progresses. All of the courses in Years are designed to help prepare students to undertake clinical placements in Years Detailed objectives for each year level in the MBBS Program are distributed as part of the case-based learning program and may include, but not be limited to, the following 1.
Required Resources Students will be required to purchase a standard medical examination kit and textbooks. Much of the information which can be found on the internet is of questionable accuracy and it is vital that students have accurate information. There will be recommended textbooks for specific courses and students will be advised of these as part of introduction to that course.
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For the SBM course, students will need basic textbooks on anatomy and histology, physiology, pathology and pathophysiology and biomedical science. There are a lot of different textbooks available and different textbooks will appeal to different learners.
We recommend that you spend time looking at different textbooks and talking to your peers about what has worked for them, before you purchase any textbooks. Extensive electronic and paper-based resources will be recommended as the course progresses. Online learning is an important curriculum component in all years of the MBBS course. Reliable sources of reference journal articles are available online through the University Barr Smith Library BSL and various search engines. Wikipedia can be a useful guide for definitions, but it is generally an unreliable source of medical and technical information.
You are recommended instead to search PubMed or Google Scholar for peer reviewed articles and research evidence. Learning by doing: Students are expected to actively participate in CBL tutorials and develop the skills required to work as a member of a team.
Case presentations are a very important communication tool among medical practitioners. They are used in a variety of setting: ward rounds, teaching rounds, hand-over, transfer of patient care between units, discussing a referral and communication between different practitioners. It is important then that students get as much practice as possible in first year to prepare and deliver good oral case presentations for the CBL sessions.
The skills of reasoning in CBL and case presentations need to be acquired in preparation for the clinical years, where it features as a major forum for the academic and clinical communication to peers and consultants in the hospital. Attendance at tutorials is compulsory. While lectures are not compulsory, the material presented in a lecture will assist your ability to participate in tutorials and will provide examinable material. The development of time management skills is important for future medical practice. Students are expected to develop study skills and allocate time to self-directed learning.
In Years , the standard total student workload for 24 units is 48 hours a week. The curriculum begins with an introduction to CBL processes and study continues in large and small groups using clinical cases of the most common and important diseases as a basis.