Course Structure
The five themes of the MBBS can de described as:
1. Human Health and Disease - outcomes relating to the science underlying medicine, clinical skills, research and technology.
2. Communication and Collaboration - outcomes relating to communication skills, team working and leadership skills.
3. Community Health and Disease - outcomes related to health care systems (national and international), public health and community based practice.
4. Personal and Professional Development - outcomes related to ethics, lifelong learning, and safety and quality.
5. Integration - outcomes that ensure students are able to synthesise material, think critically and creatively, and problem solve.
Students must satisfactorily complete all units with a total weighting of 500%, as described in the MBBS Schedules. This will comprise 100% from each Year level shown in the Schedule.
In the first 3 years, students will undertake predominantly campus-based learning programs, including lectures, tutorials and practical classes, with exposure to patient contact in a variety of environments. Year 3 will provide the transitional year to clinical settings and Years 4 and 5 will involve the students in a series of clinical rotations including some electives. In Years 4 and 5 students will study at one of the three clinical schools (Hobart, Launceston, or Burnie) and while every effort will be made to cater for students' preferences, if the need arises the Dean has the prerogative to assign students to clinical schools.
The curriculum uses a learner-centred approach; specifically it seeks to help students realign their thinking in response to encounters with new information or situations. Teaching and learning strategies have been designed to challenge students to explore their current concepts and develop new thinking.
Another important principle is that of 'situated' learning, which encourages engagement and enhances recall. There will be a focus on regular (weekly) Case Based Learning activities to aid integration and highlight important concepts. Furthermore, patient contact will be introduced in the first year and be experienced in a variety of environments, exposing students to a range of health-care practices with an emphasis on community, particularly rural learning. This experience will produce graduates with the flexibility to adapt to a range of health-care environments in their future careers. Learning in conjunction with other health professionals will be encouraged, to assist graduates develop team skills and foster a multi-disciplinary approach to health-care.
