Master of Medicine in Emergency Medicine

Purpose

The purpose of this qualification is to produce learners with expertise in research, which includes the ability to evaluate and implement research findings in the practice of Emergency Medicine and the ability to guide junior learners if the learner is in an educational setting usually as a component of Work Integrated Learning.

Rationale

This Master of Medicine in Emergency Medicine will increase the number of properly trained health care workers and will train and inspire a new generation of clinical researchers and university teachers.

Recognition of Prior Learning (RPL)

For this Master of Medicine in Emergency Medicine, RPL will be predominantly used for returning learners with an incomplete Master's qualification and for learners who have an incomplete Master's qualification obtained at another institution. The RPL process involves matching the learner's current knowledge and skills to the learning outcomes of the qualification to determine whether a returning learner should be given credit for specific units of competency.

RPL may be used to grant access to the qualification to learners who do not meet the minimum entry requirements.

Entry Requirements

Bachelor of Medicine and Bachelor of Surgery (MBChB).

This qualification consists of the following compulsory modules at Level 9 totalling 720 Credits.

• Pathology in Emergency Medicine, 20 Credits.
• Physiology in Emergency Medicine, 20 Credits.
• Pharmacology in Emergency Medicine, 20 Credits.
• Foundations in Emergency Medicine, 20 Credits.
• Clinical Anatomy in Emergency Medicine, 20 Credits.
• Clinical Practice of Emergency Medicine, 440 Credits.
• Mini-Dissertation (Emergency Medicine), 180 Credits.

1. Demonstrate specialist knowledge of disease processes related to Emergency Medicine.
2. Perform and interpret Imaging in all modalities related to the practice of Emergency Medicine and offer a specialised clinical opinion.
3. Use a wide range of specialised skills in Emergency Medicine to identify, conceptualise, design and implement methods of enquiry to address complex and challenging problems.
4. Demonstrate an understanding of the consequences of any solutions or insights generated within the field of Emergency Medicine.
5. Evaluate current processes of knowledge production and choose an appropriate process of enquiry for Emergency Medicine.
6. Develop own learning strategies which sustain independent learning and academic and professional development.

The following Associated Assessment Criteria will be assessed in an integrated manner across the Exit Level Outcomes.

• Use problem-solving techniques, which draw on own multi-faceted knowledge, in order to arrive at a diagnosis for a patient.
• Communicate efficiently and effectively with the patient and other health care workers as a team.
• Show sustained competence in the psychomotor skills necessary for the practice of Emergency Medicine.
• Use instruments and equipment necessary for the practice competently and responsibly.
• Conduct all research with due regard for the moral, legal and ethical accountability and requirements of the profession.
• Practice Evidence-Based Medicine by critically evaluating published literature in the field and apply it in practice relevant to Emergency Medicine.
• Guide junior learners who are studying or working in Emergency Medicine.
• Show respect for patients and colleagues that encompasses, without prejudice, diversity of background and opportunity, language, culture and way of life.
• Refer patients to practitioners who are more appropriately qualified to treat certain conditions.
• Demonstrate an awareness, through actions or in writing, of the moral, legal and ethical responsibilities involved in individual patient care and the provision of care to populations.
• Consider both the impact of health care on the environment as well as the impact of the environment on health.
• Strive to improve patient care, to reduce inequalities in health care deliver and to optimise the use of health care resources in our society.
• Use own professional capabilities to contribute the community as well as to individual patient welfare by the practise of Emergency Medicine.
• Teach, through clinical practice at the specialist level, the application of knowledge from the basic to the advanced level to other professionals.
• Communicate knowledge by teaching Undergraduates and supervising interns and more junior colleagues in the speciality of Emergency Medicine.
• Use appropriate strategies for learning that will prepare one for continued professional development throughout life, both as a specialist doctor and as a responsible citizen.
• Acknowledge responsibility for Continuing Professional Development (CPD) in order to keep up-to-date with new developments and to maintain accreditation and meet statutory CPD requirements.
• Identify personal limitations and develop the capacity of self-audit and participate in the peer review process, showing a willingness to seek help when necessary.

Integrated Assessment

Learning and assessment across Exit Level Outcomes in the qualification should be integrated to ensure a well-structured cohesive qualification. Assessments are based on formative assessments which are in place to assure continuous learning and feedback to learners and summative assessments which ensure a judgement of learning at exit level. Such assessments should assess the learner's ability to integrate the larger body of knowledge, competencies and attitudes that are represented by the Exit Level Outcomes, either as a whole or as components of the qualification.