facul of medicine - university of newcastle · 2013. 6. 27. · perhaps in rcldtion to some aspect...
TRANSCRIPT
THE UNIVERSITY OF NEWCASTLE
New South Wales
. I/\1.
FACUL T)l OF MEDICINE
HANDBOOK
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CALENDAR 1982
Volume 9
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THE UNIVERSITY OF NEWCASTLE NEW SOUTH WALES 2308
ISSN 0159 - 3471
Telephone - Newcastle 68 0401
Two dollars
Recommended price
DEAN'S INTRODUCnON
On behalf of all my colleagues in the Faculty - members of the academic slaff, technicdl dnel secretarial staff - I welcome YOll most warmly to this new ,lI\d ,,,;citing Fi1Culty. W" have now virtually completed the building of our "team", and you may be dssured that you Me joining whdt can now be fairly described as a going concern, olle which has all assured [ut un~ and one which is attracting increasingly favourable attention in both the n,llional and intcrnatiol1,i1 arelldS. At the time I am dictating this we have just completed a major international workshop in Newcastle, attended by a number of invitl'd guests from the Asian/Pacific region, ;ll1d to this meeting the World lIe,l11h Organisation sent no less than three if its senior executives - a sure indication that they take \IS with great seriousness .IS a medical school with .1 vcry <list inct future and a very clear part to play in medical educ,ltion across the world.
Furthermore, we have recently attracted some substantial funding from outside bodies, in particular a grant of nearly half a million dollars from the Rockefeller Foundation for the development of grddudle training programmes which will be of pdrticul,lr rcJ"v.1nce [or developing countries. It might not .It first glance be easy for you as an undergradllate to sec the relevilnce of such outside funding Cor your own personal fl1ture, but you will in fact be benefiting in all sorts of direct and indirect ways, not the least of which is lh,ltyour own [uture depends very substantially on the continuing credibility o[ this Faculty as a force to be reckoned with in both medical education and research.
Presumdbly you already know·- and you will quickly find out it you don't - that this Faculty has an unusual, and we believe very important, altitude to tlw role o[ the basic sciences in medicClI education. As we provide no clearly separate "courses" in such traditional subjects ,IS
Anatomy, Biochemistry or Pharmacology, some students begin by wondering whether they will ever acquire the scientific information which they will need to underpin their subsequent practice of clinical medicine. As a Faculty we feel very explicitly that there is not much point in am setting up elaborate (and usually tediOUS) lectures and practical classes to try to cram into your heads what are sometimes called "the stories of scicnce"; no less an duthority on science thCln Sir Gustav Nossal wrote a few years ago that most of the practical cldSSCS conrlucl<:d in medical schools were nothing more than whilt he cillled "useless jokes".
What we are concerned about is the promotion within each one of you of it genuine spirit of scientific enquiry, the desire to search [or a deeper understanding of the Cduses of normal ,mel abnormal human phenonwna, the need to ask questions (even perhaps about some m,llWrs which are not usually questioned), the need to see each patient and each clinical situation as presenting, in one way or ClJlother, a problem to be solved, rdther than merely a pattern to be recognised requiring a form of management which is automatically prescrilwd. Our experiences with the more senior st ud"nts lead us to feel moderately optimistiC in this regard, for we believe that at least the great majority of them are genuinely scientific, in the best sense of that rather difficult word, in their approach to medicine; moreover, they would appear to us (and to some outside observers) to have acquired a quite satisfactory foundation in the basic sciences, derived however from the problem-solving approach to clinical problems rather than from what is often called "the passive transfer of information" from staff member to student.
Of course there is always a risk, which perhaps we have not altogether avoided, that there will be a few students who enter this school who have misread the messages about the Newcastle programme, and who have formed the quite erroneous opinion that they will be able to survive and prosper in the course while paying minimal attention to the scientific basis of medicine. They may have picked up messages about our emphasis on the importance of communication and caring in the practice of medicine, and from these gained the quite false idea that this is all
that medicine is about - an attitude which can only lead to the production, if indeed the student should survive the course, of a second-rate practitioner. Such students tend to be those who ask, sometimes very critically, why virtually every academic member of the Faculty is engaged in some type of research - perhaps in the laboratory, perhaps in the community,
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perhaps in rcldtion to some aspect of the education programme itself. It is necessary for you to recognise that the sCdrch ror il deeper understanding of the phenomena of health dnd c1is(~dsC is an integral part of university life; if it were not so, <1nd if academics were to devote 100% of their time to activities which directly involve the education of students, then medicine wally would have no parlicul<1r claim to he regarded as d university discipline, elml TTH~dical stnilents might justifj<1bly be located in a tcchnicill college alongside trainee television mechanics or laboratory technicians. As your course unfolds, \Ve will be expecting th<1t you too will become increasingly curious about the many facets of the hum;m body and the human mimI where our knowledge is still grossly imperfect - or perhaps your curiosity will be directed ill10 the org<1nisation of health care, or perhdps the orgdnisdtion of medical education itself. When you have become more familiar with the day to day organisation of th" ""leulty you will, I hope, IVant 10 know more about what goes on in the hlculty's research programmes - not necessarily l",cause you are going to end up dS a full-time medical research worker aftr,r graduation, but because such contact with research will stimulate your own scientific curiosity, without which you will never be more thdn a mediocre physician,
All medical schools <lYe involv"d in the business of cduc<1tion, the advancement of knowledge, and the provision of service to the surrounding community. I hope that before 100 much time has elapsed you will have seen at first hand some aspect of each one of these areas, not merely the first one. The opportunities are there for YOlltO become a genUinely enquiring scientist, in the brodd rather than the restricted sense of that frcqllPntly misunderstood term, and I hope that YOL! will grasp as lIlany of these opportunities as YOl! can.
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David Maddison, Dean.
Page
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Dean's Introduction
faculty Staff
CONTENIS
rdculty of Medicine
Faculty Board Constitution
Hospital and Other Clinical Facilities
Private Practices
Health Commission
Dress and Appearance
Costs
Allchmuty Library
Bachelor of Medicine Degree Requirements
ilachelor of Medical Science
Faculty Policy on Student Failure and Withdrawal
General Description of Curriculum
Phase I
Pahse If
Phase III
Phase IV Phase V
General Information - Between pages 10 & II.
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FACULTY OF MEDICINE
DEAN'S UNIT
Dean
Professor G. M. Kcllcnnan, MSc, Mil, BS(Sydncy), fAACB, FRACP
Faculty Secretary J. M. Birch, BA, DipFcI(Sydncy)
Administrative Assistant Jeanne M. La'Brooy, BA, DipEd(Sydney)
Faculty Clerks S. farquh,nson, AAS1\ Kathleen Watkins
Faculty Office Staff Susan M. James Ann N. McCabe Ann Rllfo
Professional OiHcer P. VII. Woittiez
Senior Technical Offker (Electronics) G. B. Davis
Technical Officer (Electronics) T. G. White
Technical Officer (Mechanical) r Oldham
Technical Officer (Animal House) Sue Crewthcr, BVetSc(Melbollnw)
Animal House Attendants Vickie Ross Michelle Steers
Driver/Storeman D. C. Kirkland P. Nix
Attendant G. L. Morrison
ACADEMIC STAFF
Professors
T. J. C. Boulton, BSc, MD, ChB(Eclinburgh), FRACP(Paeciiatrics) R. C. Burton, BSc(Mes), J'vIB, BS, PhD, MD(Melbourne), FRACS, FRACP(Surgical Science)
R L. Clancy, BSc(Med), MB, BS(Syclney), PhD(Monash), FRACp, FRACp(C) (Pathology) R M. Clarke, MA, MD, BChir, PhD(Cambridge) (Anatomy) G. M. Kellerman, MSc, MB, BS(Syclney), FAACB, FRACp S. R. Leeder, BSc(Med), MB, BS, phD(Sydney), FRACP, MFCM(UK) (Community Medicine) Beverley Raphael, MD, BS(Syclney), DPM(R.ANZCP), rRAN;?p, MRC(Psych)(UK) (Psychiatry)
J. S. Robinson, BSc, MB, BCh, BAO(Bclfast), DRCOG, MRCOG, FRACOG (Reprocluctive Medicine) R. W. Sanson- Fisher, M.Psych, PhD(Western Australia), AIlPsS, MAPsS (Behavioural Science in
Relation to Medicine)
A. J. Smith, MA, DM, BChir(Oxford), FRCP (Clinical Pharmacology) S. VII. While, MB, BS(Sydney), MD(New South Wales) (Human Physiology)
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Associate Professors R. D. B,my, IWSc(Sydncy), PhJ)(f\NU), MA, Scll(C;lluilridge) (Microbiology) S. B. Bhagw,lI\dccn, Mil, Chll, (Ni]t"I), IYIRCl'ath(Loll(lon) FRCPA (llistOjldlholgy) C. E. Fngel. rBI'S (Medical Education)
Clinical Associate Professors J. M. ll11gg,ll\, Mil, IlS(Sydney), H{f\CP, mel' E. Hennessy, MB, BS(SydlH~Y), FEACS J. r. Holland, HSc(Med), MB, BS(Sydncy), rRACI' G. Kerridgc, MB, BS(Sydncy), FRCS(Edin), FRACS, rACS R. S. Nama, Mil, BS(Malaya), rRACI'
Fellows in Community Medicine J. Ilickinson, MB, IIS(QueensJancl), FCCrp J. Jill Gordon, MB, BS(SydllCY), FRACC3P A L. 1\. Reid, MB, BS(Londoll). rRACGp
Fellows in Medicine E. R. Smith, MH, BS(Sydncy), FHACp
Senior Lectmcrs R. G. Adler, Mil, BS(Sydney), rRACI', MRANZCI' (Child I'sychi,'try) M. W. Brinsrncad, MB, BS(Qw'ensJ.lIHI), I'hU(Auckland), MRCOG (Reproductive Medicine) S L. Cuney. :\Hl, BS, PhD(Melbounw), FRACI' (l\'1cdicil\c) G. A. Doran, IlLlSc, MSc(WesterJl Australid) MACE (Anatomy) 1'. R. !Junkley, IlSc, PhD(MeliJoul'll(') (Medical Biochemistry) G. I. Felclli, BSc("icw Soutil VV,iles), BA(Allstr,dian Ndtional). PIlD(Vllellington) (Mcdical
Education) A II. B. GilJir:s, Mil, CIlB(Ol.lgO), pIlD, !'RACp (Medicir1P) M . .I. Ilensley, MB, BS. Phll(Sydney), FRAep (Colfununity Medicine) K. R Mitclwll, MSc, MEd, PhD(New South Wales), ABPsS, MAPsS. MACE (Behaviour,]1 Science
in Relation to M"dicine) V. 1'\lI1 McPhr:rson, MB, BS(Sycincy), FRCPA(Meclicine) R I.. Il. Neall'll', MA, MB. BClrir(Cambriclgc), PIlD(London) (!Iuman Physiology) D. A. Pmvis, BSc, Pi1Il(l.ondon) (1Iufll,lIl Phyoiology) N. A. S,Hlndcrs, MD, BS(Sydney), FRCP. !'RACP (Medicine) B. S. Singh, MB, BS(Sydney), MRANlCP, FRACP (Psychiatry) R Smith, Mil, IlS(Syclney), FRAU' (Medicine) (; A. T,lllnock, MSc(Vllestern Australia), PhD(i\\iU) (Microbiology)
Lecturers I.oris A. Ch"hl. ;VISc. PhD(Qlleensland) (Clinical Pharmacology) J. W. Heath. BSc, PhJJ(Melhournc) (Anatomy) A . .J. Ilush,mel, IlScAgr, phJJ(Sydney) (Immunology) .J. A. P. Host.]s, BSc, PlrD(Monash)
Senior Tutor vlonicd H. Iidyes, llA(!.ciccster). PhD(CNAA) (Beh,1\ ioural Science in Relation to Mcclicincc)
Clinical Supervisors 1'. B. Buchallall, vISe, Mil, IlS(Sydncy), FRACP LJ IV j,J(kslJn. Mil. BS(S\,dney). J-RCS(I.cliniJurgh), I·RAeS P R. IVdkefonl, Mil BS(Sycll1ey), mACp IV. S. WickITnwsingllC. MB. BS(Ceylon), 0;1RCl'(l.omlon)
Clinical Lect.urers C Amc\,. BA, Dipl'sych(Clin) R L. Bissett, "113, BS(Mclbo"rne). rR;\CS R C. Chambers. MB, BS(Syclll(,Y), FRAN/el' W . .I. Charlton, MB, BS(Sydney). MRACGP
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L. W. Cidrk, Mil, HS(Sydncy), MECOG, FAGO, mAcoe;
A. C. Coulthdnl, I3Sc, MH, IlCh(Wdles), mCOG, FAGO, mAcoe;
/\. W. Cripps, IlSc(Ncw Engldnd), PhD(Sydney) P. G. Cmtcis, MI3, BS(Sydney), FEAC!' .J. E. Dickeson, BSc, phD
F. p, Donoghue, MB, BS(Sydncy), DObslRCOG, l'RACGP R. G. Evans, MB, BS(Adelaicle), FRAC!)
S B. l'itchett, MB, BS(Syclncy), MRCOG, !'RACOG
D. A. Flo"tc, MB, BS(Lonclon), MRCP(UK), FRACP Y A. E. Ghabrial, MB, BCh, DipSurgery(Cairo), MChOrth(Liverjlool), mCS(Edinburgh)
G. lIarrison, MB, BS(Sydney), FFACGI' N. E. Ince, IlSc(Lonclon), LFCP, MRCS
B. F . .Jones, 1'v1B, BS(Sy(hwy), MRACP A. J. Keller, MB, BS(Syclney), FRACP, MRCPath(Lonclon)
C;. A. C. Major, MB, BS(Sydney), FRACP M. Martin, MB, BS(Syciney), DCH(London)
G. /\. Mmugesau, MB, BS, MI'M(Malaya), MRAN7CP K. Ng, MIl, BS(Malaya), DObstRCOG, MRCOG(Lonclon)
K. Ostinga, MB, BS(Sydney), FRCS, FFACS
G. Rickarby, MB, BS(MellJourne), r:EACGP, FRANZCP S. C. Fohinson, MB, BS, llPM(Lonc1on), MRCPsych
II. N. Rose, MB, BS(Syclney), MRACGP N. Saltos, Mil, IlS(Sydncy), MRCI', FFACP
B. ,I. Springthorpe, MB, HS(Syclney), DCH(Lomlon), MRACGP, FRACP G. P Steele, MIl, BS(Sydney), MRANZCP
J. S. Taylor, MB, BS(Sydney), FRCS(Ec1inlJurgh), FRCS(Englanci), FRACS
1'. Trevillian, Mil, BS(Syciney), FRACP D. B. J. Wardle, MB, BChir(Cambridge), FRCS, FRACS T. C. Waring, [lA, MSc, MAPS
Wenda Wilks, RGN(NZ), RPN T. J. Woolard, MB, HS, DPH(Syciney), FACMA
Clinical Teachers V. J. Adcock, MIl, BS(Syriney) R. St. J. Adc!inall, Mil, IlS(NSW)
F. E. Anderson, Mil, BCh, BAO(Queens Belfast), MD, DDM(Sydney) FRACP C. H. Baker, MB, BS, DO(Sydney), fJORCP+S(London) w. .], Barnett, MH, BS(Syc1ney), DO(Syrincy), MRACO
B. H. Bartlett, MB, BS, DlJM(Syfiney), FACD E. S, Bean, MB, BS(Adelaide), !'RACP
F. A. Benjamin, MB, BS(Ceylon), DO(London), FRCS(Ec!inburgh), FRCS(England) T. N. Best, MB, BS(Sycincy), FRACS, FRCS(Loncion)
J. M. Bishop, MB, BS(Sydney), FRCPA A. J. Bookallil, MB, BS(Sydney), FRCS(England)
R. U. Bourke, MIl, BS(Syciney) M. E. Braggett, MB, BS(Sydncy)
J. A. Ilrown, Mil, HS(Sydney), DObstRCOG B. P. Campbell, MB, BS(Sydney), DObstRCOG, FRACGP
K. S. Cocking, MB, BS(Sydney), FRACGP
l. M, Cran, MB, ChB(Abercleen), FRCS(England), FRACS J. N. Davies, BSc, MB, BS(London), MRCS, LRCP, FRACS
J. R. Deves, MB, BS(Sydney), FRCS(Edinburgh) D. T. P fJezylva, MH, BS(Ceylon), DTMH(Ceylon) 1'. S. Dhasmana, MB, BS(Lucknow), DLO(Lucknow), FRCS(England), rRCS(Edinburgh)
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M. J. Dontll1, MB, BS(Sydney)
R. L. Douglas, Mil, BS(Sydney), lJO(London) D. B. Dnnlop, MB, BS(Sydney), 1)0RCPSEng, rRACO
B. Duraiappam, MB, BS, FHACS
J. R. Elliott, BSc, MB, BS(Sydney), FRCOG, F"ACOG D. G. Emery, Mil, BS(Sydney) T. ll. Farcbrother, MB, IlS(Sydney), I'IIC, r:l(ACS
R. If. Feather, MB, BS(Sydney)
O. A. r:eketey, Mil, Chll(St. Andrews)
B. J. Ferguson, M 13, I.IS(Sydney) N. W. Ferguson, MH, BS(Sydney)
C. I.. rirkin, Mil, IlS(Sydncy)
J. W. Fiolwr, Mil, BS(Syelney), FRCS(Edinburgh), FRCS(Englanel), FRACS J. Fowler, MB, BS(Syelney), MRACP
P. G. l'clIVler, MB, BS(Sydney), I)OhstFCOC; P. Furey, MB, BS(Sydney)
W. T. Gdllagher, M13, BS(Syciney), FI{COG, rRACO<i, FAGO S. C. Ganclhcl, MB, BS(Punjdb)
A . .1. C;,mliner, Mil, BS(Syciney), FRAel' G. Gomes, Mil, BS(Singapoyc)
1'. It A. Gorelon, Mil, BS(Syciney), FIlACGP
.I. C;ovind, Mil, CI.Il(CapetolVn) P. A. (;r,\h,ll11, MB, BS(Sydncy)
I) . .I. Harbison, MB, BS(Syelncy), I·RACP B. IIMrlie, MA(CamiJridgc), MRCS, l.I(el'
F. C. Harrell, MB, BS(Syciney), FEACGP, I)RCO(;
Pam 1\. Ilarrison, Mil, I3S(Sydney)
A. HelVson, MIl, BS(Syelney), !'ECOG, FRCS(FflinIJmgh) G. L. !licks, MB, BS(SyciIH'Y), MRCO(;, FRACOG (;. lIide, Mil, BS(Sycil1cy)
K. Howard, MIl, BS(Loncion), MRCP
W. F Ilunter, MH, IlS(Sydncy), DCI', MCPA (;. J) Jdckcl, MB. BS(Monash), MRCOG, 1';\(;0, FRACOG
c. I.. Joneshart, MB, BS(Sydney), DO(Melholll'Ilc), !'RAU) A. K,llnil, Mil, BS(Pllnjah)
II. l. KC'dting, MB, IlS(Sydncy)
l. H. Kicicl. BSc, Mil, ChB(Edinburgh), DObstRCO(J, rRCOe;, FFACO(J j W. Killen, MB, I3S(Sydnev) l. P I.,lI1g, '\lIB, BS(Queel1oldnd), ~1RU)(;, FRAGl(;
R J. Lawrt'I1lT, Mil, ChB(l.ceds) I). N. F. l.cdk('. MB, BS(Syciney), !)I.U
!) M. Leeder, MI\, BS(Sydl1cy), rRAU;p, LiC('Ilt Mer!, C;\JCL(C,lnddd)
R A. Linelsay, MB, BS(Sydnev), DLO(Loncion), FRCS(Fciinllllrgh), rEACS K . .J. McCredie, MB, BS, DT'\III If(Sydl\('V), FRACCP
R.I. McKenLie, BSc(iVkd), MIl, BS(Sydney), f-RACS, FRCS(Englancl) W. P McLaughlin, Mil, BS(Syclney), FRCO(;, FAGO, FRACOG :VI. .1. McMdi1on, MB, BS(Syclncy), MRCOr;, 1·1\(;0, FRACOe;
i\. II. McPherson, Mil, I\S(Nc\V South Wales) M. S M,lI1ku, Mil, ehB, DO(Sydney), FRACS, FACS, FRACO
l.. I L Marsh, MB, BS(New South Wdles) J. W. Marshall, Mll, BS(Syciney)
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L\dlttin,Hion Hesuils :ipCl j,ll Exarnindi i~)n:--; n{'l't~Yn;{i f\drnill,Jjion~)
Pd.VlfWn! of t:h,Hgc'S ~;d\uldl.'shiD Holder:) dUel :;p<.111':,nyu] ~_;r\ld(-Jl)',
!(f-;fund of (.barges EXlf'IlS;Oll oi lime \0 Pel\-
Ifighcr !kbH'f' Cdwll{LI(' -I uilioll I-('{:;s
(iiil
}'ubhc 110lhLry
)1
II
01
for d:cad('lnic iYf/ln
\;J-ec diso lk;,\n':) discrC:ilon p di
hini dftey pdVJnel1l
evkkncC' that the ~ltudC'n( is enrolled dnd a parking pernti{ 01' io cOl1finn
cCl1npictf'ly hom
Ne a(/ulist-;ion a/lef Absence person \i;ho hits been cnxoHed previou:':t!\ the University of bur not enroller! in
JUlJJ. i.,;; lC'quin-:c! to lodge ,:m Applicruion j(Jr fld'fni.'l'siurt if further 111HjergrttdIJdtc f-:-'nro!rnc'111 dC~~1Ycd ;\pplic;Jdons dVitilable from the SHidenl Admitlislr;ttion Orfice ,1nd should
h):iged bv 1 ()ctobcr J qg 1,
cdndhl,1U' f{)'( dlly qUd-lificAtion otitc>r fit,Ul d postgradudte (}lhllifici11ion who enrolled llnTt'·-qu,lneYS or lilore of d nOlTl;h11 ruH-till1C' progr(lrnnw- Sh~ll1 he decrned LK- a Llil 'itudcnt II Ciflldidtll(' e-nroHcd in eIther d p("rt~ttrne course or tes~): than three- (:n{jru;Y~J
of d {l.111--iinlu progrLlmnH' ~jh{iU be dt'Bwcd to be ,{ p<Hl~timc student
.\ cdndid;11't< for ,J postgraduate: qu,JhficaUon ShdU enrol dS cHher full-time or a IHrt-Jimc stnclt'ot rk'tenninEd by 1he Faculty J)o~lr<L
responsible for norUyLng the< Student Adrninistfdtion OHief' in writing dH\ addtC'ss. Changp of Addn.:>:.''>'s form ~:i'houht he ty;cd and tlv;li1ablc horn
:..itudeni I\{hninis1fdliOlt Off icc.
F;;ilul'"e (0 liolify couid kild {o- inlpOO,tjH corn:--:spondE'nc~~ or cour~,(' iniorm;:ulc;n run the ~;rudent. Ihl~ University (\innot dCCC'IH rc:;ponsibdity if orncidt
t/dl to )"(>1(:'\: (~st!ldctU i;,zho has Hot nofified the :Audent AtirninislTation Uffice o{ (1
H ~:!lOttld be th.at eXdlninaUon results. H>~enrolrn('n1 nnd orJwf corn;spond1mcc \yili he tlwik:d to :-;tlHk~nis I )C'cembt'f and J;:llluary, Students who vdU be away during rhc'
('rom th1; <Jddp;;~s giv{';n tite fOf correspondence :)hotdd Jildkc <IFdnr;CHlcnts to h,lV(' rn;1il fonvtlrc!f-,d 1.0 tht~nl,
C!;rmgc uf ;)l1flkut '; ch~ttlg~..:; i.heir Heune SliOLdd advi~">01hc Stud('nt Adminisi (dtion Off icc
poll or ndtnrdii;;,-ltion elC, c()dificiltf':-, should be presented [(w siehting in ordey ('an h<' noted on (iniversitv H'C(rnis,
0/ P"w,."""",,> .'\pprova1 HliJS! be 0cHIghr fOY;1n\ to
i;"!c!udes deleting or \Yirhdr(1\-ving subj(;cu), chaO?iflg aHcnddl1c(> StdlUS (for {;x,unph-: frorn lull-lilll(' £0 part~lirn(') or to different degree or faculty,
prup(bf'd changes should be entered on the Variation of Programme form il'\,'i1ilable lite ~:;tljd(>nl .'\drnini:;!rdtion Office Rt\:\son:,l for change') and v\-hel'(~ appropri,Jle docUntCntdr\ f''<,,'l{lCnCe if! the fO'lfn of rn{~dicr1t or oilley ilppropriate certificates lnU~3l be slIbrniHC!i,
i\ppJiCdtiCr!l \0 vvithdr;xw frOHt subject should he HVlde on a Variation Progrf.11TlH1C' form iind !odgr.:c1 rli tlie SH.ldc-nl Adndnj~;1J'ation ornce or rnailed to the Secretarv.
,\prdicHions rccei\'Cd by the dppropriate date listed be;o\:v v\'iH be approved foy \',:ithdrd\'vdl \~jidF)\tl iJ fdilure recorded ag<linst ill(: suhject or subjects in question.
Yeor /:;11 bfe(.{s first [fair YPlzr Subjeas 1v1onday
19li1.
Second lJalr Year Subjects vlonc!ilY 6 September 1 ~)fU
alwr dit: dho\,(' dates will nonnallv Jead to i:1 failure being fecorded J~aill~;1 tht: l1{l!cS~) the Dean of the Facultv EraHts pL'nnission for (he ~)iudctll \0
vvithout penally,
(vi)
\ lloli, Oill1w \\dll oPl'o<;ile ih~) c'nndnce to h'ctu""(c tlWdlIi:: BOt i'_' thcd tor l""fl(' jJ1Hl)U':l' ,-)1 d;:>pld\ iq~~ (,\rllnindlioll 11nlCUdJi(-::~ dud other nOll( ('S ~lboUl ('xdrnin1iiioil:,_
i:'> lh(~ dbp1;!\, poird for llOtlU':-,; conccrninp, ('nrohncnt ll1dJ ((---;1':'1
rule') dud lril\ con( C:,~j()llS. elc. 'fhis nutice: bcunl L, k)Cttted(,1) jhl'
ntclY i)(; 1'K'ld in Ilnv ~llt}jCC( from lime: 10 timc;, !n IhE ~lS:-d"')~;mC1(r of d
d Uni\Tysiry COttr:3(', consic!er,ltioll \\-'iIi be g/Vf'.ll to labor~nor\ \vnr) ~lJld to any (enn or orhcr U-'~1l<-" conducted LIr-oughollt the V('dr, '1'11('
\'Ven"};: Hld\,!..H' iIlcorpuratcd with tll0'-;C' or iurmd!l,vri1(('i]
V/(F'rE-' prc:;cribt-;rJ, dd' compulsory, :::;ludc!lls should cOlhult lhe tlildl
l;!j"j( Llj)k j(l ,Hl\'doce 10 filld Ollt 1.11(-> ddtl:, dine dnd placE' of their e",-c1mill(ition::; d11<1 Sh()llht
!ltclll'~f'h't':) plclltr of' l1J""!1C to gel 10 the c\.d!1lin;:.n i on rool11 so tildT t!1('y Ldll !dkc
,l{l\ (If! he lO minUte'S (C'ddinr; tlm_t' ihdl h (""(!lowed hefore the t-;\.dmin<..1tiou q}tnH\l~nc-(',:),
Ill,i1 ,d11111),-""1(1011:; 11:;1.1,-111\- h('ld ill lIlt' (Jr\';:t 1 !all ':-iH'd (in \JovcI11bcr) th(' AuchflHH\
'lpni ,-'JIl,-\....' nw :-,('di dl!(}CdliOn !hl for F'dl:h cXamindtlOn will he 011 ~l nOdccboard ()uhi{1c
rO()HI,
'Jiud,;l.){.;) Cdll uh-' llliu dliV (lXdmirhllion ili1V \\'!iling instrun\cJU, dya\\illf~ tnstn!IllCl1l or
(e)
jn~lrUmcl:1. Lngdri1l1Jrdc L:lbk's )(1(\'/ no] he ukcn in: theV will be ;:-lvailabh: frollll""hc ii J..l(Tdcd,
Lt~ used, ifpcrmittcti h\' ihv ('}(amilH'Yin-dny (;Xillulil,ltion, Toc\, llHbL 1)1; lund :rd_icd dud nOll-progr;_tlnnlablC' <lnd students should note lftdlllO cun;-(~:';~;ion
\,,-110 PiTV(-'l11{;d liOJn bringing into d )'00111 ~l programflhlhlc cd}cuLltor
lin it caicul(l\{)l incorrcctly: or
of b,1i t(,1: Y fcd1 un',
!'YCllfil}I(JiiOl!S
'5 of (he: r-,\;tlllindtiOrl 1~C'guLH ions Sf:ts (I own the yules for fonn.:-d {)\atnlIldl lUr/'), d',
(-;h,111 comp1v with an\' l!l:·;trnclion:) givf'n bV a sll1wrvl~-)()r reLllin}~ \0 ll\{'
~-O.il(ltil~l 01 the C;~\dltlil13tion;
.\ P(O;;L:ll:llll{:\)jr:, cdculd10r \\ill he ppulltlled prm-'idc(\ pmgr,H1\ (dId,', MId dc\'icC'<::; .In: nut tr..:i.t'l' into l/h
C'v!ld]r;.ldutl '(oom
(viii)
(i)
f urtil-et' cnyohnem in dny
111ay enrol to lhir1rd ilkH
..1(1\,1("('
Uf
ycgnLlf iolt.'; lH~l'{ avplV en! vc-rlllis~)j!}l) 10 c:nIol
:J\d!l ~;1.1cl1 r<>'c(l.rolincnj" {nrnrj),-,ncc hefore
-If>plic-ltiOJJ to ('orol. pursiv;nl Ih;gillaUon 8 (l) or n t::.) (i-i) of l!l;~:':;(,
hy d hlculty HOdI'd Ifh-ty' apJ)ct.ll to the I\drni~>:->iud
appeal to
iodgjll§; V\'lllt {Ill"; C;~:)hjer the apprcrved Aur.hmity to Comj}lete (:0'1("( dll dhnf~cs due or tjvidenCf: Lhel.t {l !]pon:){jr will Jn2el
to pdV
i-Of TC:<=;flruHhl~~ :;indc-ll\:> (11' k;{I:){
they 01 tend [0 enrol.
notice allowed from d10 ddtc of Hli-dlinn the by rvhlch charw:::; mll:;r be paid. The' (F.:tlEli
vdLi he printed on ill(' fortH. hlLer wHl he if ,lppr>:)v,ll of LhG pYCJpO:i 1)0('n delayed or if the studern itas taken Sp('C11,J or f)eicYcd
\cf"Vict.'s UHF/H:£,
,:;tlf{/2l[[,')' [0 U j){~!!ree or Diploma Fun--! :.;1-tiJh:f1L;
Per tHillHlfl
~;; J J 'j ()
1"c1' (1)1n1.1.O.1
~;{ Udelll.'; joilling ~\(;\\ ca;:;rlc 1Jnion for ilH:' first Uwe , S 1 0
OJ) iV(}n-lh~::ree Sturlenis (Jniun ch;\'{fC
lute CfwYJ!,es {i-1} },rae lor/;J,emem fif F:'itrO/;fiCffi ForrH
\;\ftK'H' a (olli.inuitlg ;;;iudern dOf;:-; 1101 lodge applica1ion bV h'i(i.~·',y, g Jdnn,l"(Y, 1 \jg),
WlltTC ;-) Ci1fldht,lic fcn d <-;pecial l,louarv doe~> not lodg(' H>-CJlI0Lncnl dJ)pIicdfiOl1 \)\
h::,hnldrv, 19H2 <
(b) Ufi:: f-vdgCifWn.{ of.AU/horny ro {'oillp/etC Frfrohneft£ FOrNi
·";Vh;:C;H~ the AuthoritV to COH1pl.cte Fn'(ulmclH h1i'm (u;:ei1Y~!
(ci
(lj frcncr;d Service", C\
Elsa I!. Cant iVLnic E. Carlile Elinor F. Couper CHoline A. Cranfield 'vl,nie Dick Joan P. Odgers Elaine M. Sheehan, BA(New South Wales) Wendy L. Smith Judith WOOLI
Director for Educational Technology A. V. Daniel, FlMBl(Victoria)
Information Officer Aileen Stevenson, BA, ALi\A
Professional Officers .1. Falconer. IISc, PhIl(Lcccis) DeborAh M. Lloyd, !lA, DipEcl
Instructional Designers Veronica PiHkcr, FlA, DipFd Gloria Street. B.'\ BarlJal<1 C. Wallis, FlSc(Sydney), BA
Senior Technical Officers Cheryl Ray, BSc(Monash) Linda E. Rogers, BSc(Harris ColI., Virginia)
Technical Officers P . .I. [In'nt
Vicki /\. Brent R Herd P. Lctchford, BSc(New Englclnci) Lynn Mdnwaring Cathy Sndpc S. Williams
Medical Photographer B. W. Turnbull, 'vlIMI\l(N.I.)
Assistant Medical Photogra phey S. T Mclndlly
Medical Artist .I. I L Single
Audiovisual Officer K. Quigley
Medica I Librarian Jdnct ilrice, IlA(NSW). DipLib(Wi\IT), ALA/\
Gardiner Librarian Monica !lavis, BA, DipEd(Catholic University of Chile), llipl.ib(NC'w South Wales)
11
Constitution o{ the Faculty Board
The memlJership of the Vice~Chancellor and the full~limc academic and tcaching staff is provided for by the relevant by~laws and regulations. Additional members are provided for in the Faculty of Medicine as f'ollows:-«1) members elected by the Senate from the academic :staff of the University other than the
Faculty of Medicine, in the rcltio of one such nwmlJer for cdch eight members of the full~ time academic stall oftlw Faculty of Medicine as at 1 st January in each year, the result of such calculation to be adjusted up to the next whole number;
(b) members elected by ,mel from the part~time aCddt,mic stdff' of tlw Factrlty in the ratio of one such repn'sentative for each four full-time members of the academic staff of the Faculty as at I st January in each year, the result of sllch calculat ion to be adjusted up to the next whole number: provided thet medical ant! non~medical members of that part~ time staff shall be represented as closely as possible in the proportion which their respective numbers hear to the total nllInl)('r of such stall;
(e) the Librarian or his nomiIwe;
(d) the Regional llin'ctor for the Hunter Region of the IIr'cllth Commission of New South Waif'S;
(e) a member nominated by the lIunter Meclical Association;
(I) two members nominated by the Board of Din'ctors of The Royal Newcastle Hospital: proVided that there shall be only one such nominee in 1977;
(g) a member nominated by the Aclvisory Board of the Mater Misericordiac Hospital;
(h) a membf'r nominated by the Board of Directors of the W dllsend District Hospital: provided that no such nominee shall be appointed hr:f'ore 1st Jdnuary, 1978;
(i) not more than three other persons, whether or not members of the University, elected by the members of the Faculty BOdrd other than those prescribed in this paragraph;
(j) one postgraduate student elf'cted by clntl front the postgraduate students tmrolled in the Faculty;
(k) two students from e,1ch year of the Bachelor of Medicine elegree course offered within the Faculty, elected by and !'rom the stttdeets enrolled in each year of that course;
(I) one student elected by and from the candidate'S for tlte degree of Bachelor of Medicel Science.
Hospitals and Olher Clinical Facilities
The Royal Newcastle lIospital complex comprises a total of 870 beds distributed between four main sites. These include the main hospital (503 beds) dnel Belrnont Ilospital (lOS beds), which proVide a range of general and specialist services, William l.yne (90 beels), the centre of the hospital's geriatric rehabilitation programme, and Rankin Park, used for chest patients.
There dre approximately 1,300,000 outpatient attendances dnnual1y, mainly for specialist clinics. The hospital dlso provides a domiCiliary carl' service, involving approximately 36,000 home visits per year.
The Newcastle Maler Misericordiae Hospital has 302 beds, including 50 for pdcdiatrics .mcl61 for obstetrics. Approximately 1900 births occur annually at this hospital
Wallsend Dislrict Hospital has approximcltelv 200 beds following completion of rl:ccnt extensions and is expected to deVelop a significant role in geriatric and paediatric care, and in community health and domicilClI'Y care services.
Newcastle PsyciliatTic Centre hdS 151 beds and an admission rdte of approximately 2000 per yeer. The admission pattern is similar to that in other State psychicltric hospitals.
12
Associated lIospiWls C;osford District Hospital Manning Fiver District lIospitd I Goslord District Ilospital
Private Practices Mdny gencr,i1 [1roctitioncrs and 'pcc;'!lists in the Fcgion 11lake their proctie", dvailoblc .IS
learning resources.
Heailh Commission The Healtil Commission 01 New South Wol0s has Community Cine Centres throughout the Hunter Fegioll. These provide 0 wide range 01 services including domiciliary cne. There arc, in nddition, a number of specidlist services, the Hunter Drug Advisory Service, Fegional Mental Retarciation '{'c,lIn, Regional Geriatric Team ,md Child Development linit. which participate in the educational dctivilies 01 the University.
Dress and ilppearance
In ell profession,11 settings, the gelleral appearance and dress 01 students should be appropriate. This is SO that the image which students present to p,1ticnts and relalives facilitdtes corntllttnicdtiol1 between them, so thdt students arc easily rr,cogniscri nS members of the profession by health professionals ene! other stan, dmi so that students thelTlselves develop a sense of prolessionrll identity.
In some clinicrll settings (e.g. w,mls. clinics, etc.) it will be appropridte to wear a short white coat of approved pattern. The Faculty will make av,]ilable a supply of such COdts lor purchrls£' by stndents, who will be responsible for l,wnrlering them. These should only be worn ill hospital or other professional surroundings.
In some cases it tndy be more appropriate not to wed)' a white coat (e.g. private rooms, some surgeries). Advance consultcltion with the person in charge of the dctivity will establish whetlwr or not a white coat should be w')rn.
For lailorcltory work, protective clothing (when required) will be provided by tl1" FdClIlty, dnd should be worn.
Students will be expected to wedr d name badg" in the clinical setting, and on some otiler occdsions which will again be identified by consu)tation with the person in charge. The badge will hear the student's given name and smndmc only, and will he provided hy the Faculty. In some hospitels, further identification will be nC'cess,ny; this should 1)(' worn or carried at illl times, end may be useful identification outside the hospital.
For obvious re,1S0ns, a high standere! of clcdnliness will be reqUired in all clinical settings.
General tidiness and dress should he SOCially dcce]lt ilble amI clppropriatc to rlw occasion. Students will quickly learn by experience what standards dre appropriate in different circumstances, not only, tor exonrple, on the wards or in private rooms, but also in 'off duty' professional settings, e.g. hospital dining rooms.
In general, men may wear shorts with long socks anel shoes. Thongs will be inadvisable for safety reasons. ;\)0 restriction willlw placed on hair length, hut hair sholtld be clean and kept under COntrol.
Supervisor'; will notify students whose dress and clppearance is inclppropriate, and such students may be refused access to the facilities for which their turnont is deemed inclppropriclte.
Costs
Apart from the compulSory charges common to ail unrlergrrlduate courses, therr: lVill be some additiotHi costs.
13
Clothing The white coats mentioned in the section on Student Dress dnd 1\ppcdr;mce should be purchased by students. Coats of the approved pattern will be aVdilable on campus for ]lmch<lsc by students during the first week of Term 1. Each student should possess tIYO coats, total cost approximately $25.00.
In.';,'truments The oilly instrument required by a student at tlw outset is a stethoscope.
BooHs Siudents dYC recommended nOllO buy books unlil they have had the opportunity to as""s the books provided on loan in the first year of thc course.
The 1I1lchmllty Ubrary
At present. medicl11l1ollOgrapits and serials form pilrt of the general collections. Medicill nonprint materials, however, anel facilities for their use together witlt a small coll('('lion of special texts Me housed in the Medical Reading Room within the Library.
Medical Reading Room Monc!;lY to ThursciclY hiday Saturday and Sunday
Monday to Thursday Friday
The Gardiner Library
H.30 a.m. to 6 p.m. Sunday
8.30 a. m. to I () p.m.
8.30 a.m. to 7 p.m. 1.30 p.m. to 5 p.111.
8.30 a.m. to 8 p.m. I p.m. to 5 p.m.
REQUIRFMENTS FOR THE J)h'GREE OF BACHELOR OF MEIJICINE
nefinition
Grading of negree
Enrolment
Qualifications for negree
ProgreSSion
I.
2.
3.
4.
5.
6.
In these Requirements, unless the context or subject matter otherwise indicates or requires, "the Faculty Board" means the Faculty Board of the Faculty of Medicine.
The degree of Bachelor of Medicine may be conferred as dn ordincry degree or as a degree with honours.
1\ candidate shall enrol only as a full-tillle student.
To qualify for admission to the degree of Bdchelor of Meclicilw a candiate shall in normally not less than five aCldernic years complete to the satisfaction of tl1c Filculty Board the programme of work set out in the Schedule of these Requirements ,~'Id consisting of such seminars, tutorials and lectures, wrin"n dnd practical work, examinations and assessments as may be prescribed by the I;aculty Board.
Except as otherwise provided in clauses 7 and 9 of Ihese Requirements a canrlidate shill! <:omplete the programme o[ work in consecutive terms.
(1) 1\ candidate shall attempt all the assessments prescribed as summative by the Faculty BOilrd.
(2) Except in Phase 5, the results of candiclates in summdliv(' ass(~ssments shall Iw classified as ungraded Pass or rail. In Phase 5 results shall be classified as Ilonours, Pass or Fail.
(:5) 1\ cilndidate whose result in d sUl1unative assessment is claSSified as Fail will be required to ilttempt such adclitional assessment as the Faculty Board shall del<:rmine.
14
Witildruwa! 7.
8.
(I) 1\ candidate may withdraw from the course only by notifying the Secretary 10 the University in writing and the withdrawal shall take dfect from the date of receipt of such notification.
(2) Such withdrawal shilll be -(a) without failure, if the candidate's [lcrform;mce is deemed
by the Faculty Board to be satisfactory; or (lJ) with failure, if th,~ candidate's performance is deemed by
the Faculty Board to be unsdtisfactory.
J\ candidate who has been permitted to withdraw without failure and who subsequently wishes to resume his studies in tlw course: (a) will be required to re-apply [or admission to the course if tlw
withdrawal occurred <luring his first yeClY of study; or (b) if the withdra\Val occurred in a later year of study, will 1)('
permitted to re-enrol under such conditions and at such time as the Faculty BOdrd may determine; which conditions m,lY include success at re-assessment before re-cnrolnH'nt.
Leave of Absence 9. J\t the completion of an academic year, a candidate whose performance is deemed by the faculty Board to be satisfactory may be granted leave of absence under such conditions as the Faculty Board may determine. Such leave will not normdlly be gr,1l1tcd for more th<ln one year.
Relaxation Clause 10. The Senate on the recommendation of the Faculty Board may relax any provision of these Requirelllents in order to provide for exceptional circumstances arising in particular cases.
Phase [ Introduction
Phase II Problems in
Phases
to Problem Solving
the IIdulr
Phase III Problems in the Adult (continued)
Elective II
Phase IV Problems of
Elective II I
-----_._--_.-
Growth and Ageing
Phase V Integrated Pr actice
Notes
-
THE SCHEDULE ~~
--~-~"-- ------Terms Years
Term I Year I - ::-----Term 2
--..:!:<:'~ml_ -~
Term 4 Term 5 Year 2
Term 6 ----
Term 7 Term 8
Year 3' Term 9
Term 10
Term II Term 12 Term 13 Year 4'
Term 14 ._----'--
Term IS Term 16 Year 5' Term 17 Term 18
I. The programme of work in elective studies shall be proposed by the candidate and approved by the Filculty Board.
2. Years 3, 4 and 5 each comprise four Terms whose dates are not the same as those of the three University Terms.
15
BACHELOR OF MFDICAL SCIENCE
A one yedr programme leading to the dward of the degree of B.Med.Sc. is ilvdilablc to
candidates for t)w degree of Bachelor of Medicine who have completed at least three years of their course. The degree provides for a period of supervised rescdrch in ,my of the disciplines represented in the facnlty of Medicine, or in another related to Medicine, suhject to the rtvailabilily of adequate supervision within the Faculty.
The programme is intcnded for Hledical students \Vho wish to consider reseclYch as an option in their C,lrcers, rather than concentrate solely on the practice of c:iinicdl nwdicinc, ;l!ld provides a basic training in rcs(,arch methods.
L
2.
REQU1RFMENIS FOR n[E DEGREF OF fJACJIFLOR OF MEDICAL SClFNCE
In these Requirements, unless tire context or subject miitler otherwise inclic,ltes or requires, "the Filculty Bo,lrCl" means the Faculty Board of the r,lculty of Medicine.
(I) The degree of Bachelor of Medicill Science shall be conferred ,lS ,111 honours e1egree only.
(2) There shall be three clilsses of lIonours, mmely Clilss I, Clilss II ,rnd Class III. Class II shall have two divisions, !1dmely Division (i) and ilivision (i i).
3 An appliGltion for ddmission to c"nclidature for tire (i<'grec shall lJe ffld('" on the prcscribed form dnd lodged with tire S'ecretary to tile University by the prescribed ddte.
4. An ilpplicdnt for admission to cilndidature shall have completecl to a level of performance satisfactory to the faculty Ilodrd not less thdn three years of the course leilding to the degree of Bachelor of Medicine in the University of Newcastle.
5. (I) Admission to candid,lture shall n'quirc the approvdl of the F,lculry Board. (2) An applicant shall not 1)(' ddmitted to candidature unless th(' Faculty Board:
(a) approves the programme of study proposed by tire applicant; and (ll) is sdfished that adequ,1le supervision amI facilities ,He rtvaiLlble.
6. To qualify for admission to the degree a candidate shall in one YCdr of full-time enrolment complete to the satisfaction of the Faculty Boanl the dPprovcd programme rtnd also such work and examinations ,15 may be prescribed by the Faculty BOMd.
7. In order to proVide for exception,l! circumstancco arising in pdrticular cases, the Sendte on the recommendation of the Faculty BOdrcl, may relax any provision of these Requirements.
Faculty Policy on Assessment and Withdrawal
The requirements for the Bachelor of Medici!", degn'e and the University's Regulations C;overning Unsatisfilctory Progress constitute the formal framework within which student progress is governed. The following notes explain details of the Fdcl1lty's policy.
Assessment Procedure Summative assessment is normally conducted for each part of tl1l' course ident if'ied on tile enrolment form at the end of each year, except in fourth ycar.
A preliminary result of Satisfactory or Non-Satisfdctory is recorded. If the assessors el)'(' undbk to make a firm judgement, they may require the student to undergo supplemcntary dssessment on those items where doubt exists.
A student judged unsatisfactory is offered counselling and remediation if this is considered appropriate. A deferred assessment will then be provided before the end of the year, and. if necessary, a further and final opportunity in January of the following year. Deferred assessment normally concentrates on the individuell student's areas of defiCiency, identified in previous assessment ami defined hI' the major objectives of the n'Icv;Hl1 blocks of study.
If a student is unsatisfactory in final deferred assessment, a result of Felil will norl11dlly be determined.
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SlUdenl Progression
Students have to obtrtin .1 judgement of SatisLH:tory in .111 str,mds of the course in order to obtain a Pass resuit for the year rtnd qualify for dlltomdtic progression. A student who is determined dS having fdiled in dny strand in d year )WCOIlH'S sllllject to review of his progress under the University Reguliltions referred to dllovC'. These are set out in fnll in the C;enerdl Information Section of the Handbook. In the Filculty of Medicine, the Student Progress Commillee is chcHged with the responsibility for m,lking dcterIllinations under these Regu);Hions dml the section or the University's Rules for EXdmindtions dealing with SPCCidl Examinations (see Generdl Inforllldtioll Section).
Withdrawal University rull's governing withdrawal dec contdineci in the Generill Information Section.
A student who is I)(,nnittcd to withdr,lW while repcdting dny part of the course willlw required to undertakc d special re-assessment in that part before lwing permitted to re-enrol.
Leave of Absence Leave of absence for one academic year m,lY b(~ granted by the Dean to d student in good dcadernic standing.
General Descript.ion of Curriculum
The five-yeilr undergradU,lle curriculum lcilding to the degree of Bachelor of Medicine is divided into five Philses clnd two Electives. A table is included in the Degn'" Requirements illustrating this.
phase I occupies the first tcrrn, ilnll constitutes an introduction to problem solving, to the prilctice of medicine, and to University life. Philse II occupies tl", next five terms, il!ld consists of a more detailed, systematic cxamindtion of problems which typically present in the ac1ult. Phase III extends this study by a further thn'" terms.
Dming the Elective terms, students will be abl" to study, in greater depth, d topic of their choice, suhject to Faculty approval.
Phase IV lasts three terms, and is concerrrC<l with problems in infants, children, 8dolescents, the aged and with cancer. In Phase V, students rot,He through a number of clinical dllachments. There is also a common seqtl("":I' of weekly seminars.
Objectives The overall objectives for the undcrgrdduatc curriculum ;lre set out in the Fdculty's Working Paper VI (Undergraduate Progr,1!nIne Object ivcs). iVlore detdil"d objectives for edch Phase ilnd Block will be available.
Learnins Melhods
The mdjor curricular emphasis will be on learning through conSidering and solving clinicill problems. Students will be expected to dcquire not only the factuill knowledge ilnd intellectual understanding which dre essential for clinical deciSion-making, but ellso the skills of information gathering, decision making and implementation, not only in relation to problems of individuill patiellts, but also in relation to problems of groups or communities.
Students will usually work in groups of eight with a tutor, hut smaller groups will be used when appropriate. They lViII be encouraged to identify their own learning needs, ami to find their own individual solutions to those needs, thus progressively hecoming independent learners, capable of a life-time of continuing self-education and self-evaluation. Those who encounter learning difficulties, resulting either from poor study habits or from a different educational background (e.g. insufficient knowledge of physics) will be offered help to overcome those difficulties
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Phase I - Term I - Introduction to Problem Solving
Following a week's general introduction to the University and the L;culty, the major activity in Phase I will give a broad overview of the scope of medical practice, and an introduction to c1inicdl problem-solving, through the study of four problems, designed to be representative and likely to include acute and chronic illness in people of varying ,'ges.
Study of selected <;speets of thes,~ problems will make possible the acquisition of basic information which will be some of the foundation upon which later learning can be built. In addition, there wilille instruction ilnd practice in the skills of interviewing and communication, in preparation for meeting and talking to patients. There will also he ilIl introduction to the lay anel health professional communities of the Hunter Region.
phase II -- Term 2 - Acute Interruption of Function
The problems in Term 2 will be split into two Blocks, which arc designed so that neither can be studied first. Half of the student groups will study Block 2A first ami the other half 2B.
Block 2A is concerned with acute interruption of function in individuals and communities, through the stuely of:
a bereaved person a person who (ries to commit suicide a family with multiple health and social problems and a disaster in the city of Newcastle.
In addition to the knowledge and understanding basic to the management of these problems, emphasis will be given to the community services available to help people with such problems, and further attention will be given to communications and interviewing skills. Bloch 2B is concerned with acute interruption of function in the limbs, through the study of:
a man with a cut thigh a woman with a broken bone a man with muscle weakness and sensory loss after being stabbed in the ann a man with a cold, painful leg.
As before, in addition to the acquisition of basic knowledge and understanding, attention will be given to the examination of patients with problems of this type. Experience will be arranged in a casualty department, and in a hospital ward under the supervision of the ward sister.
Phase II - Term 3 - Gastrointestinal, Rena\, and Urological Problems
Blocli 3A will be devoted to the study of a number of problems in relation to the gastrointestinal tract, giving a broad introduction to this body system through the study of abdominal pain, altered bowel habit, etc.
Block 3B will consider renal and urological problems, including failure to pass urine, blood in the urine, frequent passage of urine, pain 011 passing urine, and pain in the loin,
During this term there will be practice in interviewing and examining patients with these and similar problems, both in hospital and in community settings.
Phase II - Term 4 - Cardiovascular and Respiratory Problems
Block 4A willbe devoted to study of a number of common cardiovascular problems which will enable the student to evaluate and diagnose patients with cardiovascular disease.
Block 4B will be devoted to study of a number of common respiratory conditions which will enable the student to understand the basic mechanisms of common respiratory disorders and to cliagnose and manage patients with respiratory disease.
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During this terlll the students will continue their prdctice in interviewing and physical eXdmination and will comnwnce to take responsibility for doculllenting the progress of a patient's illness.
Phase II - Term 5 - Rheumatology, Orthopaedics, Haematology and Endocrinology
Wock 511 is concerned with rlwtllIlatologic.d .InrI non-trallilldtic orthopaedic jlrohlerns.
Block SB is concerned with d numiler of important hapmatologic,ti conditions and also provides dn introduction to endocrinology
Phas{' III - Term 6 -- Neurology and the Mind
This term will he a fully integrated term wtwrc the studenb \\'ill stllrIy neurologic,ll dn<i psychiatric problems in ,1 tlworctic,ti ,lllrl jlrilctic:al setting.
Phase III - Term 7 - Dermatology, Eye, Ear, Nose and Throat and Acute Emergencies
This term will ,tilE'rTldt" with Terlfl B dlHI most ollhe students will spend it Ollt of ~('wcdstle at TdlflIVort h. Taree or C;osfonl. The learning of skills in Ilcnndtology, Lye ,lilt! t,lY, Nose dnd Tlnodt will in Ill.-lI1V casf'.') take place in individudllHdctitionefs' rooms. AttdchmellC'-:> for dCU(P r:mergellcips will iw dHdng('d ill the CdSlI;:Jlty anci intensive cuc' areas.
Phase III - Term 8 - Sexuality and Acute Emergencies
Ihis term will alterndle with Term 7 and will he dOlle in ~,e\\<:astle Problems of 5('XUdlit\, ,lnd elssociated problems will Ill' considered
Phase III -- Term 9 -- Chronic Failure
II\(' t<'tlll will 1)(' spent predomindntly elt II1£' campus ,md ,lilY clinic,ti atlachnwnt will 1)(' completl'l\ integrated into the prohlf'llls whICh conu,ntrat" on inlegration acrOss systems
Term 10
An eicctive terlll
Phase IV
Students will rotate through Terms II, 12, 13 ,lIul 14. Problems in reproduction, development dnd growth. \Vith "ppropriate clinic,ti trelining in hospitals illHI speCialist's roOIllS, will be studied over tno terms, prohicills of dgcillg, purlicul,nly oncology, will occupy" further term; and tlw rCl1lclining term will 1)(' for elective studies
Phase V - Integrated Practice
Stud"nts will rotdte through d I,niety of clinic,ll attachmenls, c('rtdin of which will he lfhll1c1,lIory Tilis aClivit\ will occupy ,;Ilout 20 Itours!w,'('k ,md will generate problems to be studied individually and discussed 111 groups. A "llllrary" of problems suitable for illrli"idllal study will be dVdilabic which will expdlld the knowledge. g,lin",1 in the earlier years 01 lite
course This willi", structurecl to 'lliow the student to perform continuing self-dssessment of his knowledge ,md abilities
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