ICS SH Student Guide 2020 Finalv 3 PDF

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Download ICS SH Student Guide 2020 Finalv 3 PDF

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UNSW Medicine

Phase 2 ICS: Society & Health Term Student Guide 2020

We would like to acknowledge the Bidjigal people who are the traditional owners and custodians of the land on which the Kensington campus is located and we would like to pay our respects to Elders both past and present

Table of Contents Welcome to Society and Health ........................................................................................................................... 3 Staff involved in the Term .................................................................................................................................... 3

Sydney campus ................................................................................................................................... 3 Aims of Term......................................................................................................................................................... 4 Learning Outcomes ............................................................................................................................................... 4 Learning Activities ................................................................................................................................................. 5 Student Code of Conduct...................................................................................................................................... 5 Campus Based Learning Activities ........................................................................................................................ 7 Community Clinical Attachments ......................................................................................................................... 7 Important: NSW Health Compliance .................................................................................................................... 8 Workplace Health and Safety (WHS) .................................................................................................................... 8 Term Tutor Sessions ............................................................................................................................................. 9 The Patient Centred Approach of Community Medicine ................................................................................... 10 Assessment ......................................................................................................................................................... 11 Continuous Assessment ................................................................................................................................ 11 Written Assessment...................................................................................................................................... 12 Academic Honesty and Plagiarism ...................................................................................................................... 12 Health Records and Information Privacy ............................................................................................................ 12 myExperience Feedback ..................................................................................................................................... 13 Self-care and support ......................................................................................................................................... 13 Group Project: The Analysis of a Public Health Problem and Assessment of a Health Promotion Intervention 14 Focus Graduate Capabilities ......................................................................................................................... 14 Generic Graduate Capabilities ...................................................................................................................... 14 Learning Objectives ...................................................................................................................................... 14 Project Requirements ................................................................................................................................... 14 Timeline ........................................................................................................................................................ 14 Steps for Choosing and Registering your Project.......................................................................................... 14 Required Research ........................................................................................................................................ 15 Project Review Presentation (Friday Week 3) .............................................................................................. 15 Poster and Oral Presentation (Wednesday Week 6) .................................................................................... 15 The Written Report ....................................................................................................................................... 16 Peer Feedback on eMed ............................................................................................................................... 16 Assessment Criteria ...................................................................................................................................... 16 Some Useful References and Resources ....................................................................................................... 18 Appendices ......................................................................................................................................................... 19 Appendix A - List of Target Populations........................................................................................................ 20 Appendix B - Required Research: Informal Discussions ............................................................................... 20 Appendix C - Informal Discussion Notes Template....................................................................................... 21 Appendix D - Letter to Informal Discussion Participants .............................................................................. 22 Appendix E - Draft Email to Potential Participants for Informal Discussions................................................ 22 Appendix F - Marking rubric for Group Project ............................................................................................ 23

ICS: Society and Health Term Student Guide 2020 Page 2 of 26

Welcome to Society and Health Society and Health (S&H) is one of six terms within the Integrated Clinical Studies course, which occurs during Phase 2 Coursework of the Undergraduate Medicine Program. This term is coordinated by the School of Public Health and Community Medicine. SH in Phase 2 builds upon the themes covered in Phase 1 SH and will provide you with opportunities to develop clinical skills in community health services. During this term, you will work closely with multidisciplinary clinicians in their management of patients . You will receive high quality teaching on campus in the biomedical and social sciences, relevant to your clinical experiences. By the end of the term, you will have gained insight into how population health principles are applied in community health settings. The six weekly themes will be addressed at multiple levels in various settings, with a variety of teaching styles. The group project assignment will equip you with skills to conduct literature searches, as you work closely with peers to evaluate interventions for addressing a public health problem. In order to maximise your experience this term, you will need to immerse yourself fully in both clinical and campus activities and be proactive in your learning. We encourage you to maintain an inquisitive mind, as we explore the bigger issues at play which impact on the health and wellbeing of individuals in our society.

Staff involved in the Term Sydney campus Term Convenor

Term Convenor

Husna Razee

Kerry Uebel

School of Public Health and Community Medicine UNSW Medicine

School of Public Health and Community Medicine UNSW Medicine

Tel: +61 (2) 9385 8317 Email: [email protected]

Tel: +61 (2) 9385 1927 Email: [email protected]

Education Support Officer Sarah Jacob Education Support Officer Level 2, Samuels Building School of Public Health and Community Medicine UNSW Medicine

Please contact Sarah for administrative issues: • campus classes: when teachers do not attend • any issues relating to clinical attachments • leave from studies (planned; unexpected) • submitting course paperwork, such as clinical task logs; medical certificates

Tel: +61 (2) 9385 2520 Fax: +61 (2) 9313 6185 Email: [email protected]

ICS: Society and Health Term Student Guide 2020 Page 3 of 26

Aims of Term This term will enable students to explore and gain further understanding of population health through experience in community health, with a direct emphasis of its application to clinical medicine.

Learning Outcomes At the conclusion of this term, you should be able to: 1.

Understand social determinants and health care needs within a PH framework 1.1 Integrate knowledge of social and cultural determinants of health and principles of equity in explaining public health significance of health issues for Aboriginal and Torres Strait Islander peoples and vulnerable groups of the Australian society. 1.2 Apply principles of epidemiology in assessing disease burden and public health significance of health issues for different population groups in Australia including Aboriginal and Torres Strait Islander peoples. 1.3 Critically analyse factors that may contribute to health professionals’ wellbeing in the clinical setting and recommend strategies to mitigate ris ks for fatigue and stress.

2.

Describe health care provision in community contexts 2.1 Critically analyse roles and relationships between various health agencies/organ izations and services in providing health care to the Australian population including Aboriginal and Torres Strait Islander peoples and focussing on vulnerable population groups within the community context.

3.

Develop Cultural Competence 3.1 Apply contemporary frameworks to elicit a culturally sensitive and patient-centred medical history. 3.2 Recommend culturally appropriate management strategies in a patient-centred manner. 3.3 Demonstrate understanding of concepts of cultural safety, and the historical, social and political context when eliciting information from/communicating with Aboriginal and Torres Strait Islander peoples.

4.

Apply principles of population health and ethics in clinical practice 4.1 Apply disease prevention, and health promotion and protection principles such as screening, surveillance and outbreak investigations for addressing health problems encountered in clinical practice. 4.2 Demonstrate understanding of ethical frameworks for population screening and prevention approaches appropriate to working with ATSI and other groups in clinical practice.

5.

Understand the principles of appraisal of health promotion interventions 5.1 Applies frameworks such as the Ottawa Charter to critically analyse how well health promotion interventions integrate best practice principles to promote wellbeing of different population groups in Australia.

6.

Interpret and use scientific evidence in clinical practice 6.1 Use evidence from the literature to critically analyse the public health significance of health issues encountered within the clinical context.

7.

Balance health care needs and priorities in resource allocation 7.1 Describe principles of justice in relation to the distribution of resources and health economics 7.2 Describe the roles and relationships between different health care organizations and explain how they allocate resources to meet the needs of different population groups in Australia

8.

Develop skills in teamwork and ethical practice and reflective practice within t he context of community health care. 8.1 Describe the roles and functions of health care professionals and critically analyse how effectively they are working as an inter-professional team. 8.2 Critically reflect on own actions and performance within the clinical and learning contexts and provide alternate courses of action in consultation with others.

ICS: Society and Health Term Student Guide 2020 Page 4 of 26

Learning Activities The consensus statement of the Joint Advisory Group on General Practice and Population Health has defined general practice and population health as: ‘...the prevention of illness, injury and disability, reduction in the burden of illness and rehabilitation of those with a chronic disease. This recognises the social, cultural and political determinants of health. This is achieved through the organised and systematic responses to improve, protect and restore the health of populations and individuals. This includes both opportunistic and planned interventions...’ Above quote from The RACGP Curriculum for Australian General Practice, Curriculum Statement: Population health and public health, by The Royal Australian College of General Practitioners (2016). Retrieved from http://curriculum.racgp.org.au/statements/population-health-and-public-health/

This statement summarises what you will be learning through attending the clinical attachments and other learning activities. The ecological model of health shown below provides a framework for you to think about the multiple determinants of health of individuals, families and communities you will encounter through clinical attachments and campus learning activities.

Taken from: Who Will Keep the Public Healthy? Educating Public Health Professionals for the 21st Century by Gebbie, K., Rosenstock, L. and Hernandez L. M. (eds) (2003) (p.33). The National Academies Press, Washington, D C. Retrieved from

http://www.nap.edu/read/10542/chapt er/4#33

Student Code of Conduct Students and staff are governed by the normal laws that regulate our daily lives, but in addition the University has its own code of rules and conduct expressed through its policies and procedures. Good conduct and academic honesty are fundamental to the mission of the University as an institution devoted to the pursuit of excellence in scholarship and research, and to the service of society. These principles apply to the whole University community, including students and staff and have been developed over many years. In addition medical students are expected by their colleagues and the public to demonstrate a high degree of professionalism and these expectations are outlined in our document Professionalism in Medicine: Student Code of Conduct and Guidelines on Professionalism: Feedback for Students. Further information is available at: https://student.unsw.edu.au/policy UNSW Student Code of Conduct: https://student.unsw.edu.au/conduct. Students are reminded to wear their student badge to hospital activities and follow the Student Code of Conduct.

ICS: Society and Health Term Student Guide 2020 Page 5 of 26

The 6-week term is organised into weekly themes, as follows: 1. Prevention and Screening: Understand the importance of prevention and screening activities, and how to apply clinically to individuals and population groups 2. 3. 4. 5. 6.

Population Health: Understand broader societal issues which impact on the health of communities Mental Health and Well-being: Understand the contributing factors, diagnostic and therapeutic approaches to common mental health problems Drugs and Violence: Understand harm minimisation in the context of illicit drug us e and violence Aboriginal and Torres Strait Islander and Cross-Cultural Health: Understand issues which impact on the health of Aboriginal and Torres Strait Islander people and ethnic communities Environmental Health: Understand health issues attributable to the natural and built environment locally and globally, and approaches to reduce these health risks

For Sydney students, the 6-week term is spent partly on campus and partly in community based clinical settings during Weeks 1 to 4. Weeks 5 and 6 are spent on campus attending lectures, tutorials and practical sessions, with the remaining time for you to finalise work on your group project. Rural students will be notified of their weekly timetabling by their RCS. Students who have missed earlier clinical sessions need to use Weeks 5 and 6 to catch up with clinical experience - if acceptable to the individual clinical supervisor. Examples of the relationship between term themes and clinical medicine:

Term Themes and Clinical Medicine 1.

Theme Prevention and Screening

2. Population Health

Patient Assessment • • • •

3.

Mental Health and Wellbeing

• •

4.

Drugs and Violence

• • •

5.

6.

Aboriginal and Torres Strait Islander and Cross-Cultural Health

Environmental Health

•

•

•

•

ICS: Society and Health Term Student Guide 2020 Page 6 of 26

Primary prevention (e.g. SNAP) Offering screening related to patient’s age and risk level Relating current public health issues to patient (e.g. swine flu exposure) Chronic disease prevention (e.g. using Cardiovascular Risk calculator and AUSDRISK) Asking about world views on mental health with specific groups Communicating with intellectually disabled people Observe for cues from patient Taking a detailed drug and alcohol history Being able to ask sensitively about family violence Being open to historical context and cultural concerns during history taking/examination; differing health belief systems Thinking about different health problems prevalent in Aboriginal and Torres Strait Islander and CALD communities Asking about possible exposure to environmental elements causing disease (e.g. asbestos; dust mites, smoke) Asking about health problems associated with work/home environments

Patient Management • • • •

• • •

• • • •

• •

•

•

Brief intervention appropriate to ‘stage of change’ Offer relevant screening tests Refer to current clinical guidelines. May need vaccination Discuss with patient evidence for intervention for CVD and diabetes prevention – may increase compliance Listen with empathy Brief intervention Utilising relevant services and resources Brief intervention Discuss safety issues Counselling; think about relevant services and programs Incorporate potential cultural differences when formulating management plans Incorporate a trauma informed approach into management plans Using cross cultural skills and sensitivity in communications Discuss ways to reduce exposure to environmental elements, and longterm consequences of exposure Appropriate management of health problems associated with work and home environments

Campus Based Learning Activities Lectures will provide an overview of the topic and key learning outcomes and introduce material that will be used in tutorials. You will also discover aspects of lecture content in practice during your clinical attachments. Tutorials are designed for groups of students to work together, with the assistance of experienced tutors to achieve a set task. The tasks contribute to the learning outcomes for that week and will assist you to develop skills for later clinical practice. Blended Learning Activities: Students are expected to complete online pre-work where required prior to attending class following the prescribed sequence in Moodle. Some of the online learning activities have quizzes included in them. Y...