DISCIPLINE
Medicine

DURATION
Entire program of study: four-year, graduate entry, leading to the award of MB BS.

ICT USED
A databased content-management system producing XML output to generate web pages and allow content changes through an HTML editing interface. The CMS maintains the linked relationship of all program "document types" with "parent -child" relationships and versioning.

PBL triggers are presented online using Quicktime video - a series of still, clinical images, with voice-over. Substantial use is also made, e.g. within the PBL cases, of digital imaging via links to the University's online Anatomy and Pathology Museums specimens images; radiological images (chest xrays etc.); practical demonstrations (e.g. cardiac abnormalities - ECG tracings - heart sounds) and a wide range of other links to sites which use multimedia such as animations, etc. Extensive use is also made of online synchronous and asynchronous discussion tools.

Early development of the online Clinical Reasoning Guide (described earlier) used a series of adjacent HTML frames linked to a Sybase database with Java script.

DELIVERY CONTEXT
Mixed mode including structured sessions; small groups and independent and online learning.

TARGET AUDIENCE
This learning design is implemented for the graduate-entry, four-year program. Students are enrolled in a MB BS (Bachelor of Medicine/ Bachelor of Surgery).

Entry requirements include a credit average in any undergraduate degree, successful performance in the Graduate Australian Medical School Admissions Test (GAMSAT), and successful performance at a semi-structured interview.

Students enrolled have a wide range of prior degrees e.g. medical/health science, science, humanities, economics, law, management.

COHORT
Total four year student cohort: Approx 1000.

Development of a wide range of abilities appropriate for a beginning medical practitioner, clustered under four themes:

• basic and clinical sciences;
• patient-doctor;
• community-doctor;
• personal and professional development.

IMPLEMENTATION OF ASSESSMENT STRATEGIES
The assessment system is consistent with principles of problem-based learning and is therefore designed to test a wide range of abilities. Apart from a small element of the formative assessment, it is not web-based. A range of methods, typical of PBL programs, are used, including Modified Essay Question written examinations, Objective Structured Clinical Examinations (OSCEs), Portfolios, as well as more traditional methods such as the use of Short Cases, Long Cases, and Single Best Answer written examinations, Clinical Supervisor Reports etc.

IMPORTANCE OF ASSESSMENT STRATEGIES USED
The use of assessment within this program is consistent with the principle of constructive alignment among the three elements: the learning goals, the teaching/learning methods, and the assessment methods. A key feature is also the extensive use of formative assessment, in the lead up to summative. There is some opportunity for students to negotiate their own assessment, e.g. within the Clinical Elective term which occurs between Years 3 and 4.

WHY ICT IS USED
The staged provision of detailed authentic learning resources simultaneously to a widely geographically dispersed Faculty, including flexible access for independent study.

HOW ICT USE HELPS

• Single master set of highly detailed resources.
• Access to online reference sets.
• Expedient collection of feedback and evaluation.

MOST IMPORTANT ICT CONTRIBUTION TO LEARNING DESIGN
Its ability to accurately support the educational model being used.