July 23, 2019
|Duration||1 semester (14 teaching weeks)|
|Level||Year 4, Semester 8|
|Unit Weighting||Unit Credit Points: 30 credit points
Total Course Credit Points: 320 credit points
|Student Workload||Number of timetabled hours per week: Minimum 18 and maximum 27
Number of personal study hours per week: 0
Total workload hours per week: Minimum 18 and maximum 27
|Prerequisites/ Corequisites||CCM405 TCM Paediatrics & Dermatology; CPP404 Block Clinical Practice 1|
|Description||For CPP408 Block Clinical Practice 2, fourth year students participate in an intensive clinical internship experience at the SITCM teaching clinic, and inter-professional learning at non-TCM external clinics.
Interns participate in a 300-hours supervised internship (including 24 hours inter-professional practice) and they are placed in a position to take substantial responsibility for all aspects of managing, marketing and running of the clinic. The objective of this unit is to instill in students a desire to achieve excellence in the practice of acupuncture and Chinese herbal medicine/dispensing, engage in inter-professional practice and work collaboratively with other health care practitioner, and contribute to improving both the quality of life of patients and the wellbeing of the community and the environment.
Students are required to complete 150 treatments with acupuncture and/or Chinese herbal medicine. The treatments with acupuncture must be roughly equal to the treatments with Chinese herbal medicine. The range of areas covered should include: internal medicine (minimum 50 treatments); traumatology (minimum 40 treatments); gynaecology (minimum 15 treatments); paediatrics (minimum 5 treatments); and dermatology (minimum 10 treatments).
The internship includes patient assessment, comprehensive differential diagnosis, treatment using Chinese medicine and/or acupuncture or other auxiliary treatment(s), patient communication in awareness of Australia’s healthcare context including multi-cultural/multi-racial issues that may affect practice, the application of basic counseling skills, ethical professional behavior, referral processes, the reporting of adverse events, the application of appropriate first aid measures for adverse reaction to treatment, prompt transfer to medical services where appropriate, and infection control and safety.
Students are also required to participate in activities on and off campus for 24 hours for inter-professional learning. Non-TCM practitioners such as medical practitioners (GPs), physiotherapists, chiropractors, psychologists and Aboriginal and Torres Strait islander health practitioner are invited on campus to provide students with an understanding of their health care approaches, to provide formal presentations and informal discussions and/or case study analyses of their approaches to health care and management. Inter-professional learning may take place off campus at approved non-TCM practitioners’ clinics. Students may arrange to visit, observe, and interact with practitioners in at least two different disciplines (e.g. GP, physiotherapist, etc.) within the allocated hours for inter-professional learning. Students may engage with non-TCM practitioners regarding consultations and treatment options, and contribute insights from the TCM standpoint and options of TCM treatment. The desire to achieve excellence in the practice of acupuncture and/or Chinese herbal medicine and to contribute to improving both the quality of life of patients and the wellbeing of the community and the environment will be a key feature in the teaching and learning of this unit.
|Learning outcomes||Upon completion of this unit students should be able to:
|Unit requirement||To successfully complete the unit, students must: attend 100% of the entire clinic hours including fulfilling receptionist roles; attempt all assessment tasks and achieve at least 50% of the total marks, at least 50% for Clinical Assessment and pass VIVA Examination (at least 60% of the scores plus not having any fail item).|
|Assessment||Assessment 1: Overall Clinical Performance (20%)
Assessment 2: VIVA Examination (50%)
Assessment 3: Case Study Analysis (30%)
|Recommended readings||Xue, C. C., & Lu, C. J. (2018). Evidence-based clinical Chinese medicine. World Scientific.
Bensky, D., & Barolet, R. (2009). In Scheid V. (Ed.), Chinese herbal medicine: Formulas & strategies (Rev. ed.). Seattle, WA: Eastland Press.
Bensky, D., Clavey, S., Gamble, A., & Stoger, E. (2004). Chinese herbal medicine: Materia medica (3rd ed.). Seattle, Wash.: Eastland Press.
Chinese Medicine Board of Australia. (2018). Codes and guidelines. Retrieved from http://www.chinesemedicineboard.gov.au/Codes-Guidelines.aspx
Cheng, X., Cheng, Y., & Deng, L. (2010). Chinese acupuncture and moxibustion (3th ed.). Beijing: Foreign Languages Press.
Cole, K., & Australian Institute of Management. (2004). Crystal clear communication: Skills for understanding and being understood (2nd ed.). New York; Sydney: Prentice Hall.
Davis, C. M. (2006). Patient practitioner interaction: An experiential manual for developing the art of health care (4th ed.). Thorofare, NJ: Slack Incorporated.
Maciocia, G. (2008). The practice of Chinese medicine: The treatment of diseases with acupuncture and Chinese herbs (2nd ed.). Edinburgh; New York: Elsevier.
National Health and Medical Research Council. (2010). Australian guidelines for the prevention and control of infection in healthcare (2010). Retrieved from https://www.nhmrc.gov.au/about-us/publications/australian-guidelines-prevention-and-control-infection-healthcare-2010
Australia Government. (2019). Poisons Standard June 2019, 9 May 2019. Retrieved from https://www.legislation.gov.au/Details/F2019L00685