Students

MEDI8203 – Critical Care, Patient Safety and Quality, and Research

2026 – MD2B, In person-scheduled-weekday, North Ryde

General Information

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Unit convenor and teaching staff Unit convenor and teaching staff
John Turchini
john.turchini@mq.edu.au
Lydia Lozzi
lydia.lozzi@mq.edu.au
Credit points Credit points
10
Prerequisites Prerequisites
(MEDI8200 or MEDI920) and (MEDI8201 or MEDI921) and (MEDI8202 or MEDI922)
Corequisites Corequisites
Co-badged status Co-badged status
Unit description Unit description

This 8 week unit provides you with focused learning on the patient safety and quality aspects of health systems, framed within the clinical context of critical care and anaesthetics. You will explore evaluation of system-wide safety interventions and high-quality care; medical error; open disclosure and incident management; digital technology in healthcare, and the role of systems, people and services in the development and delivery of resilient healthcare. The unit incorporates an experiential learning component contextually focused on patient-centred health care delivered in the clinical disciplines of critical care and anaesthetics. Your learning is integrated with advanced learning about research methodologies to prepare you for your Research Project which you will complete in Stage 2. You are expected to use these learning opportunities to demonstrate significant progress toward the development of the 4 Macquarie MD Graduate Capabilities: Scientist and Scholar, Clinical Practitioner, Engaged Global Citizen and Professional, and the Entrustable Professional Activities, at a standard appropriate to end of Stage 1 of the Macquarie MD.

Important Academic Dates

Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates

Learning Outcomes

On successful completion of this unit, you will be able to:

  • ULO1: Apply knowledge of relevant medical sciences, clinical presentations, scientific principles and mechanisms of disease to explain a variety of common or clinically-significant disease states, as well as how drugs and other treatments are used to manage or prevent disease in various population sub-groups (Capability 1: Scientist and Scholar)
  • ULO2: Identify questions and learning needs arising from clinical cases, and work individually or as part of a group to create appropriate responses to clinical scenarios, relevant to critical care, by evaluating evidence from a range of sources, including medical scientific literature  (Capability 1: Scientist and Scholar)
  • ULO3: Construct appropriate research questions and critique methodologies that might be applied to address research questions  (Capability 1: Scientist and Scholar)
  • ULO4: Apply basic research methodology and information search strategies to identify evidence to answer relevant clinical research questions (Capability 1: Scientist and Scholar)
  • ULO5: Perform clinical interviews and examinations efficiently with patients presenting with health conditions covered in Stage 1; and employ sound clinical reasoning skills in deriving diagnoses and management plans that encompass the multiple aspects of the given health issue (Capability 2: Clinical Practitioner)
  • ULO6: Evaluate system-wide safety interventions and high-quality care, including evaluation of the importance of patient safety and quality, the measurement and assessment of patient safety and quality, and the role of technology, systems, people and services (Capability 3: Engaged Global Citizen)
  • ULO7: Discuss factors affecting and promoting patient safety and quality in private and public healthcare settings, including medical error, open disclosure and incident management, use of technology in healthcare, and patient management and transference (Capability 3: Engaged Global Citizen)
  • ULO8: Recognise patient safety measures and the impact adverse events have on health service delivery and patient outcomes (Capability 4: Professional)
  • ULO9: Use feedback from teachers, clinicians, peers and patients, to inform self-evaluation and critical reflection (Capability 4: Professional)

General Assessment Information

Detailed information regarding the assessment of the Macquarie MD and unit-specific assessment is available on the MQMDAssess Macquarie MD Assessment iLearn site. 

Grading

In this unit the written examination will be numerically graded with a standardised mark out of 100. The numeric marks for the assessment examinations are weighted according to their contribution, and used to calculate the overall Unit aggregate. The viva and case reports assessments will be coarse graded, with grades (P+, P, P-, F) assigned to the focused and generic MD Capability Aspects as well as overall task performance. Only the coarse grade for the overall performance of assessment tasks weighted according to their contribution will be used to calculate the overall unit aggregate. 

Unit outcomes based on the unit aggregate will be reported to the University using the standard Macquarie grades (High distinction, Distinction, Credit, Pass, Fail). A single numerical grade (SNG) will be reported for each University grade. The conversion of the aggregate to SNG are available in the Macquarie MD Rules of Assessment and Progression document posted in the Policies and Guidelines section of the MDCU Doctor of Medicine Community iLearn site.

All final grades in the Macquarie MD are reviewed by the MD Course Board and Faculty Assessment Committee and ratified by the Faculty of Medicine, Health and Human Sciences Faculty Board. Therefore, they are not the sole responsibility of the Unit Convenor. To pass this unit students must demonstrate sufficient evidence of achievement of the learning outcomes, attempt all assessment tasks, and meet any ungraded requirements which include professionalism.

Extensions for Assessment tasks

Please refer to the Special Consideration Policy if you require an extension for an assessment task

Professional Expectations

Professionalism is a key capability embedded in the Macquarie MD. Professional Behaviour Notifications (PBN) which can be a breach (PBNB) or a commendation (PBNC) may be awarded. PBNs will be recorded in the student's portfolio. As part of developing professionalism, Macquarie MD students are expected to attend all  interactive sessions including clinical, practical, laboratory and team-based learning activities. If attendance is deemed to be of concern, the student will be referred to the Stage 1 Lead for remediation, subsequent monitoring, and recording in the portfolio. Similarly, as part of developing professionalism, Macquarie MD students are expected to submit all work by the due date. Late submission without prior approved extension will result in a professional behaviour notification- breach (PBNB) in the portfolio.

Assessment Tasks

Name Weighting Hurdle Due Groupwork/Individual Short Extension
Written examination 40% No Week 6 Individual No
Objective Structured Clinical Examination (OSCE) 60% Yes Week 7 Individual No
Research Project Plan 0% No Week 4 Individual No

Written examination

Assessment Type 1: Examination
Indicative Time on Task 2: 12 hours
Due: Week 6
Weighting: 40%
Groupwork/Individual: Individual
Short extension: No

The written examination will consist of multiple choice and short answer questions which will be mapped to capability aspects. Overall performance and capability aspects will be assessed and recorded in your Macquarie Assessment Portfolio.
On successful completion you will be able to:
  • Apply knowledge of relevant medical sciences, clinical presentations, scientific principles and mechanisms of disease to explain a variety of common or clinically-significant disease states, as well as how drugs and other treatments are used to manage or prevent disease in various population sub-groups (Capability 1: Scientist and Scholar)
  • Identify questions and learning needs arising from clinical cases, and work individually or as part of a group to create appropriate responses to clinical scenarios, relevant to critical care, by evaluating evidence from a range of sources, including medical scientific literature  (Capability 1: Scientist and Scholar)
  • Evaluate system-wide safety interventions and high-quality care, including evaluation of the importance of patient safety and quality, the measurement and assessment of patient safety and quality, and the role of technology, systems, people and services (Capability 3: Engaged Global Citizen)
  • Discuss factors affecting and promoting patient safety and quality in private and public healthcare settings, including medical error, open disclosure and incident management, use of technology in healthcare, and patient management and transference (Capability 3: Engaged Global Citizen)
  • Recognise patient safety measures and the impact adverse events have on health service delivery and patient outcomes (Capability 4: Professional)

Objective Structured Clinical Examination (OSCE)

Assessment Type 1: Clinical performance evaluation
Indicative Time on Task 2: 35 hours
Due: Week 7
Weighting: 60%
Groupwork/Individual: Individual
Short extension: No
This is a hurdle assessment task (see assessment policy for more information on hurdle assessment tasks)

The OSCE will have numerous stations and cover all of Stage 1 content. For each station, overall performance, capability aspects and Stage 1 Entrustable Professional Activities will be assessed and recorded in your Macquarie Assessment Portfolio.
On successful completion you will be able to:
  • Apply knowledge of relevant medical sciences, clinical presentations, scientific principles and mechanisms of disease to explain a variety of common or clinically-significant disease states, as well as how drugs and other treatments are used to manage or prevent disease in various population sub-groups (Capability 1: Scientist and Scholar)
  • Identify questions and learning needs arising from clinical cases, and work individually or as part of a group to create appropriate responses to clinical scenarios, relevant to critical care, by evaluating evidence from a range of sources, including medical scientific literature  (Capability 1: Scientist and Scholar)
  • Perform clinical interviews and examinations efficiently with patients presenting with health conditions covered in Stage 1; and employ sound clinical reasoning skills in deriving diagnoses and management plans that encompass the multiple aspects of the given health issue (Capability 2: Clinical Practitioner)
  • Evaluate system-wide safety interventions and high-quality care, including evaluation of the importance of patient safety and quality, the measurement and assessment of patient safety and quality, and the role of technology, systems, people and services (Capability 3: Engaged Global Citizen)
  • Discuss factors affecting and promoting patient safety and quality in private and public healthcare settings, including medical error, open disclosure and incident management, use of technology in healthcare, and patient management and transference (Capability 3: Engaged Global Citizen)
  • Recognise patient safety measures and the impact adverse events have on health service delivery and patient outcomes (Capability 4: Professional)
  • Use feedback from teachers, clinicians, peers and patients, to inform self-evaluation and critical reflection (Capability 4: Professional)

Research Project Plan

Assessment Type 1: Plan
Indicative Time on Task 2: 24 hours
Due: Week 4
Weighting: 0%
Groupwork/Individual: Individual
Short extension: No

Submit a draft research proposal that includes the research question(s), aim(s) and objective(s) for the project to be completed in Stage 2. Overall performance and capability aspects will be assessed and recorded in your Macquarie Assessment Portfolio.
On successful completion you will be able to:
  • Construct appropriate research questions and critique methodologies that might be applied to address research questions  (Capability 1: Scientist and Scholar)
  • Apply basic research methodology and information search strategies to identify evidence to answer relevant clinical research questions (Capability 1: Scientist and Scholar)
  • Evaluate system-wide safety interventions and high-quality care, including evaluation of the importance of patient safety and quality, the measurement and assessment of patient safety and quality, and the role of technology, systems, people and services (Capability 3: Engaged Global Citizen)
  • Discuss factors affecting and promoting patient safety and quality in private and public healthcare settings, including medical error, open disclosure and incident management, use of technology in healthcare, and patient management and transference (Capability 3: Engaged Global Citizen)
  • Recognise patient safety measures and the impact adverse events have on health service delivery and patient outcomes (Capability 4: Professional)
  • Use feedback from teachers, clinicians, peers and patients, to inform self-evaluation and critical reflection (Capability 4: Professional)

1 If you need help with your assignment, please contact:

  • the academic teaching staff in your unit for guidance in understanding or completing this type of assessment
  • the Writing Centre for academic skills support.

2 Indicative time-on-task is an estimate of the time required for completion of the assessment task and is subject to individual variation

Delivery and Resources

Outline of teaching and learning strategy

The unit is delivered by a variety of methods that include:

  • Case based tutorials

  • Unit specific learning sessions

  • Clinical placements

  • Group workshops

  • Online mini lectures

  • Self-directed online learning resources

Assumed knowledge

This unit assumes that you have a comprehensive knowledge of human anatomy and human physiology.

iLearn

The unit iLearn site will provide weekly resources, including:

  • lecture notes and recordings
  • practical lesson pre-reading and worksheets (where applicable)
  • preparation and consolidation learning material
  • assessment details
  • self directed test-your-understanding quizzes
  • self directed online mini lectures

Technology and equipment

MQ is a BYOD environment. Students are encouraged to bring their personally owned devices (laptops, tablets, etc.) to class and to use these devices to access information and study. To study optimally when off campus you will need to have access to a reliable internet connection to retrieve unit information and engage with online resources.

 

Policies and Procedures

Macquarie University policies and procedures are accessible from Policy Central (https://policies.mq.edu.au). Students should be aware of the following policies in particular with regard to Learning and Teaching:

Students seeking more policy resources can visit Student Policies (https://students.mq.edu.au/support/study/policies). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.

To find other policies relating to Teaching and Learning, visit Policy Central (https://policies.mq.edu.au) and use the search tool.

Student Code of Conduct

Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/admin/other-resources/student-conduct

Results

Results published on platform other than eStudent, (eg. iLearn, Coursera etc.) or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit connect.mq.edu.au or if you are a Global MBA student contact globalmba.support@mq.edu.au

Academic Integrity

At Macquarie, we believe academic integrity – honesty, respect, trust, responsibility, fairness and courage – is at the core of learning, teaching and research. We recognise that meeting the expectations required to complete your assessments can be challenging. So, we offer you a range of resources and services to help you reach your potential, including free online writing and maths support, academic skills development and wellbeing consultations.

Student Support

Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/

Academic Success

Academic Success provides resources to develop your English language proficiency, academic writing, and communication skills.

The Library provides online and face to face support to help you find and use relevant information resources. 

Student Services and Support

Macquarie University offers a range of Student Support Services including:

Student Enquiries

Got a question? Ask us via the Service Connect Portal, or contact Service Connect.

IT Help

For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/. 

When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.

Inclusion and Diversity

Social inclusion at Macquarie University is about giving everyone who has the potential to benefit from higher education the opportunity to study at university, participate in campus life and flourish in their chosen field. The University has made significant moves to promote an equitable, diverse and exciting campus community for the benefit of staff and students. It is your responsibility to contribute towards the development of an inclusive culture and practice in the areas of learning and teaching, research, and service orientation and delivery. As a member of the Macquarie University community, you must not discriminate against or harass others based on their sex, gender, race, marital status, carers' responsibilities, disability, sexual orientation, age, political conviction or religious belief. All staff and students are expected to display appropriate behaviour that is conducive to a healthy learning environment for everyone.

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 clinical, practical, laboratory, work-integrated learning, and team-based learning activities. Some learning activities are recorded, however you are encouraged to avoid relying upon such material as they do not recreate the whole learning experience and technical issues can and do occur. As an adult learner, we respect your decision to choose how you engage with your learning, but we would remind you that the learning opportunities we create for you have been done so to enable your success, and that by not engaging you may impact your ability to successfully complete this unit. We equally expect that you show respect for the academic staff who have worked hard to develop meaningful activities and prioritise your learning by communicating with them in advance if you are unable to attend a small group interactive session.

Another dimension of professionalism is having respect for your peers. It is the right of every student to learn in an environment that is free of disruption and distraction. Please arrive to all learning activities on time, and if you are unavoidably detained, please join activity as quietly as possible to minimise disruption. Phones and other electronic devices that produce noise and other distractions must be turned off prior to entering class. Where your own device (e.g., laptop) is being used for class-related activities, you are asked to close down all other applications to avoid distraction to you and others. Please treat your fellow students with the utmost respect. If you are uncomfortable participating in any specific activity, please let the relevant academic know.

Unit information based on version 2026.02 of the Handbook