Grade descriptors and other information concerning grading are contained in Schedule 1 of the Macquarie University Assessment Policy, which is available at: https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policies/assessment.

Further details for each assessment task will be available on iLearn.

All final grades in the Bachelor of Clinical Science are determined by a grading committee and are not the sole responsibility of the Unit Convenor.

Students will be awarded a final grade plus a Standardised Numerical Grade (SNG). The SNG is not necessarily a summation of the individual assessment components. The final grade and SNG that are awarded reflect the corresponding grade descriptor in the Grading Policy.

To pass this unit, students must demonstrate sufficient evidence of achievement of the learning outcomes, attempt all assessment tasks, meet any ungraded requirements including professionalism and achieve an SNG of 50 or better.

It is our professional responsibility as your mentors to assign you a grade that accurately reflects your performance. Our grading decisions are subject to scrutiny by academic colleagues at the Program, Faculty and University level.

Grades ranging from High Distinction to Fail are defined as follows:

Student Professionalism

In the Faculty of Medicine, Health and Human Sciences, professionalism is a key capability embedded in all our courses. As part of developing professionalism, students are expected to attend all small group interactive sessions including tutorials, as well as clinical- and laboratory-based practical sessions.

Furthermore, lectures and seminars are key learning activities that you are expected to attend throughout completion of the Bachelor of Clinical Science. While audio recordings and lecture slides may be made available following these large group sessions, it is important to recognise that such resources are a study aid - and should not be considered an alternative to lecture or seminar attendance.

Students are required to attend a minimum of 80% of all small group interactive sessions. Students that do not meet this requirement may be deemed unable to meet expectations regarding professionalism and may be referred for disciplinary action (which may include exclusion from assessments and unit failure).

Similarly, as part of developing professionalism, students are expected to submit all work by the due date. Applications for assessment task extensions must be supported by appropriate evidence and submitted via www.ask.mq.edu.au. For further details please refer to the Special Consideration Policy available at https://students.mq.edu.au/study/my-study-program/special-consideration.

Late Submission

All assignments which are officially received after the due date, and where no extension has been granted, will incur a deduction of 5% for the first day, and 5% for each subsequent day including the actual day on which the work is received up until 10 days late. No submissions will be accepted after 10 days. Weekends and public holidays are included. For example:

Formative Assessment tasks

Team-based learning (TBL) sessions

Due: Run in weekly tutorial sessions Weighting: 0% (formative)

A series of TBL sessions will be run in the tutorial sessions across the semester. Students will be assigned to work in small teams to apply their learning to exam-style multiple choice questions and to solve simple clinical cases studies. These are ongoing formative exercises. Students will have the opportunity to assess their own individual learning through these sessions.

On successful completion you will be able to:

· Describe the structural components of the genitourinary systems, endocrine glands and structural organisation of the abdomino-pelvic wall and viscera.

· Identify the structural components of the nephron and interpret its function and contribution to fluid and electrolyte balance.

· Demonstrate an understanding of the embryological development of the major structures of the genitourinary and endocrine systems and apply that knowledge to describe common embryological abnormalities.

· Describe the mechanisms of hormonal control, action and feedback to explain how hypersecretion or hyposecretion of hormones leads to symptoms and signs of endocrine disorders.

· Explain how genetic, hormonal, environmental and socioeconomic factors may interact to influence phenotypic development throughout the lifecycle.

· Discuss case studies by organising and integrating knowledge of genitourinary and endocrine glands structures and functions (as well as concepts of pathophysiology) and by critically evaluating evidence from scientific and medical literature.

Technology Used

Active participation in the learning activities throughout the unit will require students to have access to a tablet, laptop or similar device. Students who do not own their own laptop computer may borrow one from the university library.

Recommended Readings

There is no prescribed text for this Unit, however it is strongly recommended that you access the Unit readings listed in iLearn available via the university library website.

Recommended texts (available at the library with limited online access)

1: Guyton and Hall Textbook of Medical Physiology (13th Edition), John E Hall, ISBN: 9781455770052

2: Human Physiology: An Integrated Approach (8th Edition), Dee Unglaub Silverthorn, ISBN: 9781292259628

Unit Schedule

*TBL = team-based learning session 

MEDI2102 is a new unit commencing in S2 2020