Upon completion of this module, students will have developed a solid understanding of the structure and function of most body systems (e.g. musculoskeletal, cardiovascular, respiratory). In addition, be able to apply an understanding of normal and abnormal human structure, function and behaviour to the diagnosis, management and prevention of health problems. They will also be able to use the best available evidence on outcomes to prevent or cure disease, relieve symptoms or minimise disability and analyse clinical data and published work to determine their validity and generalisability. Students will participate in the generation, interpretation, application and dissemination of significant advances in medical knowledge; and recognise the limits of scientific knowledge and understanding, and the continuing nature of all scientific.

Upon completion of this module, students will be able to demonstrate understanding of the therapeutic nature of the patient-doctor relationship and the impact on that relationship of the individual characteristics of both patient and doctor. They will have the ability to listen and to identify issues of concern to patients, families and carers and to respond to those concerns, using whatever means are necessary for effective communication. They will also have the ability to elicit and interpret clinical symptoms and signs by interviewing and examining patients systematically and with sensitivity, and to use this information to guide further investigations. Students will have the ability to perform important clinical procedures, particularly those vital in life threatening situations; and ethical behaviour in meeting the needs of patients and families; concern for confidentiality and respect for individual autonomy, enabling patients and their families to make informed decisions in relation to their medical care.

In Stage 1 Students are introduced to the concept of population medicine as the interface between the practice of public health and the practice of clinical medicine. They are introduced to the Australian health system and legislative framework, and the many factors that contribute to the health, illness, disease and success of treatment of populations, including issues relating to equity and equality, diversity of cultural, spiritual and community values, and socio-economic and physical environment factors. They will understand definitions of risk and prevention at individual and population levels. They learn to explain and evaluate how disease is controlled at a population level through interventions such as infectious disease surveillance, immunisation and screening programs, and interdisciplinary cooperation, and the role of doctors in contributing to this process. They learn to explain environmental and lifestyle health risks and advocate for healthy lifestyle choices at individual and systemic levels.

On completion of this module students will have demonstrated knowledge of the foundations of health law and of the "Code of Conduct for Medical Practitioners: Good Medical practice" (the statement of the standard of conduct required of medical practitioners by the national professional registration board) and also of compliance with this Code (where appropriate). Students will also have demonstrated a foundational understanding of compassionate, ethical professional behaviour; the ability to work cooperatively as a member of a team accepting and providing leadership as appropriate; an understanding of the positive and negative personal impacts of a medical career and related concepts of stress; and the ability to observe discuss and reflect on individual experiences.

Further develop the learning and understanding of Basic and Clinical Sciences 1.

Further develop the learning and understanding of Patient and Doctor 1

In Stage 1 Students are introduced to the concept of population medicine as the interface between the practice of public health and the practice of clinical medicine. They are introduced to the Australian health system and legislative framework, and the many factors that contribute to the health, illness, disease and success of treatment of populations, including issues relating to equity and equality, diversity of cultural, spiritual and community values, and socio-economic and physical environment factors. They will understand definitions of risk and prevention at individual and population levels. They learn to explain and evaluate how disease is controlled at a population level through interventions such as infectious disease surveillance, immunisation and screening programs, and interdisciplinary cooperation, and the role of doctors in contributing to this process. They learn to explain environmental and lifestyle health risks and advocate for healthy lifestyle choices at individual and systemic levels.

See Personal and Professional Development 1.

Further develop the learning and understanding of Basic and Clinical Sciences 1.

There are two components to this course: (1) Research Methods: By the end of the Research Methods course of instruction throughout Stage 1, students will be expected to have developed an understanding of the broad principles of Research Governance and Ethical Review. They will be familiar with core concepts relating to biostatistics and rudimentary clinical epidemiology as outlined in the Research methods manual. (2) MD Project or Capstone: Students must have completed an outline for their MD Project or Capstone and have had it signed off by their Research Tutor (Milestone 1). At the start of the course, students will be asked to outline their previous research experience (if any). On the basis of this, they will be triaged to learn about a range of research methods used in medicine, with particular emphasis on the type of investigation that they choose for their MD Project. They will also gain an understanding of the principles of health and medical research ethics. Students' performance must be graded as 'satisfactory' in Milestone 1 in Stage 1 to progress to Stage 2.

Upon completion of this module, students will have a developed a solid understanding of the structure and function of most body systems (e.g. musculoskeletal, cardiovascular, respiratory). In addition, be able to apply an understanding of normal and abnormal human structure, function and behaviour to the diagnosis, management and prevention of health problems. They will also be able to use the best available evidence on outcomes to prevent or cure disease, relieve symptoms or minimise disability and analyse clinical data and published work to determine their validity and generality. Students will participate in the generation, interpretation, application and dissemination of significant advances in medical knowledge; and recognise the limits of scientific knowledge and understanding.

Upon completion of this module, students will be able to demonstrate understanding of the therapeutic nature of the patient-doctor relationship and the impact on that relationship of the individual characteristics of both patient and doctor. They will have the ability to listen and to identify issues of concern to patients, families and carers and to respond to those concerns, using whatever means are necessary for effective communication. They will also have the ability to elicit and interpret clinical symptoms and signs by interviewing and examining patients systematically and with sensitivity, and to use this information to guide further investigations. Students will have the ability to perform important clinical procedures, particularly those vital in life threatening situations; and ethical behaviour in meeting the needs of patients and families; concern for confidentiality and respect for individual autonomy, enabling patients and their families to make informed decisions in relation to their medical care.

In Stage 2 students will build on the principles learned in stage 1 to consider public health initiatives and community supports in specific populations, such as the elderly, children and adolescents, sexual and gender minorities, people with disabilities, cancer and mental health issues, rural and international populations. They will understand and describe the roles and relationships between health agencies and services, and explain the principles of efficient and equitable allocation of finite resources, to meet individual, community and national health needs.

On completion of this module students will have demonstrated knowledge of the foundations of health law and of the "Code of Conduct for Medical Practitioners: Good Medical practice" (the statement of the standard of conduct required of medical practitioners by the national professional registration board) and also of compliance with this Code (where appropriate). Students will also have demonstrated a foundational understanding of compassionate, ethical professional behaviour; the ability to work cooperatively as a member of a team accepting and providing leadership as appropriate; an understanding of the positive and negative personal impacts of a medical career and related concepts of stress; and the ability to observe discuss and reflect on individual experiences.

See Basic and Clinical Sciences 3

See Patient and Doctor 1

In Stage 2 students will build on the principles learned in stage 1 to consider public health initiatives and community supports in specific populations, such as the elderly, children and adolescents, sexual and gender minorities, people with disabilities, cancer and mental health issues, rural and international populations. They will understand and describe the roles and relationships between health agencies and services, and explain the principles of efficient and equitable allocation of finite resources, to meet individual, community and national health needs.

See Personal and Professional Development 3.

By the end of the course, students will be expected to have completed a comprehensive proposal for their MD Project or Capstone, endorsed by their Research Tutor, MD Coordinator and one of the Sub Deans (MD Research). The proposal will include consideration of ethics and the need for ethics approval. For the 2014 cohort students Milestones 2, 3 and 4 are project progress reports, one of which must include the project checklist and the appropriate ethics documentation. For students in the 2015 cohort onwards, Milestone 2 comprises an ethics statement that students must submit by the due date. For students in the 2015 cohort onwards, Milestone 3 includes the MD Project Checklist, which covers all information required by the University for the purposes of ensuring that the MD Project or Capstone complies with applicable University policy on research governance and the conduct of research. For students in the 2015 cohort only, completion of the University of Sydney Academic Honesty Education Module is also required by the end of Milestone 3. For all cohorts Milestone 4 is a progress report with a seminar presentation attended by all members of the student's MD Project Group. The seminar is assessed by the Research Tutor and one independent examiner. Students' performance must be graded as 'satisfactory' in all three Milestones in Stage 2 to progress to Stage 3.

By the end of the course, students will be expected to have completed a comprehensive proposal for their MD Project. At the start of the course, students will be asked to outline their previous research experience (if any). On the basis of this, they will be triaged to learn about a range of research methods used in medicine, with particular emphasis on the type of investigation that they choose for their MD Project. They will also gain an understanding of the principles of health and medical research ethics.

Involves student attachments to the main medical and surgical ward services and associated ambulatory clinics in the teaching hospitals in the various clinical schools. Students will also have some experience in sub-specialty disciplines, such as Ear Nose and Throat and Ophthalmology. About half of each student's week will be spent directly involved in the clinical activities of the service to which they are attached. A progressive increase in clinical responsibility is expected over the total 32 weeks of these attachments.

Involves student attachments to the main medical and surgical ward services and associated ambulatory clinics in the teaching hospitals in the various clinical schools. Students will also have some experience in sub-specialty disciplines, such as Ear Nose and Throat and Ophthalmology. About half of each student's week will be spent directly involved in the clinical activities of the service to which they are attached. A progressive increase in clinical responsibility is expected over the total 32 weeks of these attachments.

In Stage 3, students will apply their understanding of the principles of population medicine acquired in stages 1 and 2 to their clinical practice through interactions with patients. The program will allow them to consider the experience so their patients in the broader context of their lives and their communities and consider how an understanding of population medicine fosters patient-centered care and better management outcomes, especially in the context of chronic disease. Students will also have opportunities to practice public health based strategies such as needs analysis and pandemic responses.

Involves student attachments to the main medical and surgical ward services and associated ambulatory clinics in the teaching hospitals at the various clinical schools. Students will also have some experience in sub-specialty disciplines, such as Ear Nose and Throat and Ophthalmology. About half of each student's week will be spent directly involved in the clinical activities of the service to which they are attached. A progressive increase in clinical responsibility is expected over the total 32 weeks of these attachments.

By the end of the course, students will be expected to have completed a comprehensive proposal for their MD Project. At the start of the course, students will be asked to outline their previous research experience (if any). On the basis of this, they will be triaged to learn about a range of research methods used in medicine, with particular emphasis on the type of investigation that they choose for their MD Project. They will also gain an understanding of the principles of health and medical research ethics.

Medicine Year Three is the first of two Medicine Blocks undertaken by medical students enrolled in Stage 3 of the MD. This is a Core Block.

Surgery is the Surgical Block undertaken by medical students enrolled in Stage 3 of the MD. This is a Core Block.

Critical Care is the Critical Care Block undertaken by medical students enrolled in Stage 3 of the MD. This is a Core Block.

Community is the Community Block undertaken by medical students enrolled in Stage 3 of the MD. This is a Specialty Block.

Psychological and Addiction Medicine is the Psychological and Addiction Medicine Block undertaken by medical students enrolled in Stage 3 of the MD. This is a Specialty Block.

Perinatal and Women's Health is the Perinatal and Women's Health Block undertaken by medical students enrolled in Stage 3 of the MD. This is a Specialty Block.

Child and Adolescent Health is the Child and Adolescent Health Block undertaken by medical students enrolled in Stage 3 of the MD. This is a Specialty Block.

Medicine Year Three is the first of two Medicine Blocks undertaken by medical students enrolled in Stage 3 of the MD. This is a Core Block.

Surgery is the Surgical Block undertaken by medical students enrolled in Stage 3 of the MD. This is a Core Block.

Critical Care is the Critical Care Block undertaken by medical students enrolled in Stage 3 of the MD. This is a Core Block.

The Elective Term offers students an opportunity to undertake supervised experience in a health related activity. This may be clinical work in hospital or community settings, research global health or health policy work locally, interstate or anywhere in the world. It is an opportunity to prepare for a particular career direction, explore different experiences or enhance skills in particular areas of a student's own choice. Students usually organise their own Elective Term placements but the Office for Global Health manages around 90 exchange placements for Elective students each year. If advice or assistance is needed students can contact the Electives academic at their Clinical Schools, Director of Electives or the Elective Administrative Officer.

The Elective Term offers students an opportunity to undertake supervised experience in a health related activity. This may be clinical work in hospital or community settings, research global health or health policy work locally, interstate or anywhere in the world. It is an opportunity to prepare for a particular career direction, explore different experiences or enhance skills in particular areas of a student's own choice. Students usually organise their own Elective Term placements but the Office for Global Health manages around 90 exchange placements for Elective students each year If advice or assistance is needed students can contact the Electives academic at their Clinical Schools, Director of Electives or the Elective Administrative Officer.

Students will undertake an approved, supervised research or capstone project culminating in a 2,500 word report in the form of an article suitable for publication in a peer-reviewed journal. They will be monitored through regular progress reviews with their supervisors. In addition to the report, they may be required to give an oral presentation on their work to an audience comprising other medical students and staff.

Involves student attachments to the main medical and surgical ward services and associated ambulatory clinics in the teaching hospitals in the various clinical schools. Students will also have some experience in sub-specialty disciplines, such as Ear Nose and Throat and Ophthalmology. About half of each student's week will be spent directly involved in the clinical activities of the service to which they are attached. A progressive increase in clinical responsibility is expected over the total 32 weeks of these attachments.

Involves student attachments to the main medical and surgical ward services and associated ambulatory clinics in the teaching hospitals in the various clinical schools. Students will also have some experience in sub-specialty disciplines, such as Ear Nose and Throat and Ophthalmology. About half of each student's week will be spent directly involved in the clinical activities of the service to which they are attached. A progressive increase in clinical responsibility is expected over the total 32 weeks of these attachments.

In Stage 3, students will apply their understanding of the principles of population medicine acquired in stages 1 and 2 to their clinical practice through interactions with patients. The program will allow them to consider the experience so their patients in the broader context of their lives and their communities and consider how an understanding of population medicine fosters patient-centered care and better management outcomes, especially in the context of chronic disease. Students will also have opportunities to practice public health based strategies such as needs analysis and pandemic responses.

Involves student attachments to the main medical and surgical ward services and associated ambulatory clinics in the teaching hospitals at the various clinical schools. Students will also have some experience in sub-specialty disciplines, such as Ear Nose and Throat and Ophthalmology. About half of each student's week will be spent directly involved in the clinical activities of the service to which they are attached. A progressive increase in clinical responsibility is expected over the total 32 weeks of these attachments.

The Pre-Internship Term aims to ease the transition to internship. Students are placed in locations by their Clinical Schools accredited by the Postgraduate Medical Council of New South Wales for intern training with programs modified to meet the special needs of final-stage students.

Involves student attachments to the main medical and surgical ward services and associated ambulatory clinics in the teaching hospitals in the various clinical schools. Students will also have some experience in sub-specialty disciplines, such as Ear Nose and Throat and Ophthalmology. About half of each student's week will be spent directly involved in the clinical activities of the service to which they are attached. A progressive increase in clinical responsibility is expected over the total 32 weeks of these attachments.

Involves student attachments to the main medical and surgical ward services and associated ambulatory clinics in the teaching hospitals in the various clinical schools. Students will also have some experience in sub-specialty disciplines, such as Ear Nose and Throat and Ophthalmology. About half of each student's week will be spent directly involved in the clinical activities of the service to which they are attached. A progressive increase in clinical responsibility is expected over the total 32 weeks of these attachments.

Medicine Year Four is the second of two Medicine Blocks undertaken by medical students enrolled in Stage 3 of the MD. This is a core block.

The Pre-Internship Term aims to ease the transition to internship. Students are placed in locations by their Clinical Schools accredited by the Postgraduate Medical Council of New South Wales for intern training with programs modified to meet the special needs of final-stage students.

Medicine Year Four is the second of two Medicine Blocks undertaken by medical students enrolled in Stage 3 of the MD. This is a core block.

Students will undertake an approved, supervised research or capstone project culminating in a 2,500 word report in the form of an article suitable for publication in a peer-reviewed journal. They will be monitored through regular progress reviews with their supervisors. In addition to the report, they may be required to give an oral presentation on their work to an audience comprising other medical students and staff.