Block Clinical Practice 2

July 23, 2019

General Information
Duration 1 semester
Level Year 4, Semester 2
Unit Weighting Unit Credit Points: 10 credit points
Total Course Credit Points: 320 credit points
Student Workload Number of timetabled hours per week: 9
Number of personal study hours per week: 1
Total workload hours per week: 10
Prerequisites CCM402 TCM Paediatrics & Dermatology; CPP404 Block Clinical Practice 1
Academic Details
Description CPP418 Block Clinical Practice 2 is the final part of an intensive supervised clinical practice experience for 4th year students who undertake a total of 300 hours supervised clinical practice as a Level 5 ‘Clinic Intern’. At this level, the student takes on substantial responsibility for all aspects of managing, marketing and running of the Clinic. The practice hours include 24 hours for inter-professional learning and observation at that may occur off-campus and on-campus and involve at least TWO different medical professions (Non-TCM).
The objective of this unit is to: instil in students a desire to achieve excellence in the practice of acupuncture and Chinese herbal medicine and dispensing; engage in inter-professional practice and work collaboratively with other health care practitioners; and to contribute to improving both the quality of life of patients and the wellbeing of the community and the environment.
During the supervised clinical internship in the SITCM Teaching Clinic, students must complete 150 treatments using an equal percentage of both acupuncture and Chinese herbal medicine treatments. The range of treatment 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, treatments using Chinese medicine and 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 counselling skills, ethical professional behaviour, referral processes, the reporting of adverse events, the application of appropriate first aid measures for adverse reaction to treatments, prompt transfer to medical services where appropriate, and adherence to infection control and safety procedures.
Students are also required to participate in activities on and off campus and complete 24 hours of 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 also 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 medical professions within the allocated hours for inter-professional learning. Students may engage with non-TCM practitioners regarding consultations and treatment options, discuss strength and limit of different treatment approaches, and contribute insights from a TCM perspective.
Learning outcomes Upon successful completion of this unit students will be able to:
a. Critically analyse clinical information gained when conducting comprehensive problem focused interviews and physical examinations.
b. Develop strategies to make an accurate TCM diagnosis and formulate an appropriate treatment plan within the TCM scope of practice in partnership with the patient.
c. Evaluate the strengths, limitations and effects of TCM treatments in light of research findings and evidence-based practice.
d. Demonstrate the full range of competencies in managing patients including: treating the patient with traditional Chinese medicine according to individual needs and responses; providing patient education and advice; maintaining case records; reporting incidents and adverse events; managing risks associated with interactions between therapeutic approaches; delivering first aid and making referrals when required.
e. Demonstrate the ability to engage in inter-professional practice, advocate on behalf of patients, identify the need of referral, communicate in a culturally sensitive manner, and conduct self- and/or peer-assessment and continuing professional development.
f. Adhere to all legal and ethical responsibilities of registered Chinese medicine practitioners including relevant NSQHS Standards, and the CMBA’s Code of Conduct, policies, and guidelines for the safe and competent practice of acupuncture and the processing and dispensing of Chinese herbal medicines.
Assessment Clinical Logbook & Peer Assessment (5%)
Case Study Analysis (25%)
Clinical VIVA Examination (50%)
Clinical Assessment (20%)
Prescribed Textbook/Readings * The prescribed and recommended readings are subject to annual review.

Australian Institute of Professional Counsellors. (n.d.). AIPC’s Counsellor Skills Series: Report 1 Verbal and Non-Verbal Communication Skills. https://www.counsellingconnection.com/

Bensky, D., & Barolet, R. (2009). In Scheid V. (Ed.), Chinese herbal medicine: Formulas & strategies (Rev. ed.). Eastland Press.

Bensky, D., Clavey, S., Gamble, A., & Stoger, E. (2004). Chinese herbal medicine: Materia medica (3rd ed.). Eastland Press.

Australian Commission on Safety and Quality in Health Care (2021). National Safety and Quality Health Services Standards (2nd ed.). https://www.safetyandquality.gov.au/sites/default/files/2021-05/national_safety_and_quality_health_service_nsqhs_standards_second_edition_-_updated_may_2021.pdf

Chinese Medicine Board of Australia. (2020, December 14). Codes and guidelines. http://www.chinesemedicineboard.gov.au/Codes-Guidelines.aspx

Cheng, X., Cheng, Y., & Deng, L. (2010). Chinese acupuncture and moxibustion (3th ed.). Foreign Languages Press.

Cole, K., & Australian Institute of Management. (2004). Crystal clear communication: Skills for understanding and being understood (2nd ed.). Prentice Hall.

Davis, C. M. (2006). Patient practitioner interaction: An experiential manual for developing the art of health care (4th ed.). Slack Incorporated.

Maciocia, G. (2008). The practice of Chinese medicine: The treatment of diseases with acupuncture and Chinese herbs (2nd ed.). Elsevier.

National Health and Medical Research Council. (2019, May). Australian guidelines for the prevention and control of infection in healthcare. https://www.nhmrc.gov.au/about-us/publications/australian-guidelines-prevention-and-control-infection-healthcare-2020

Therapeutic Goods Administration. (2021, June 2). The Poisons Standard (the SUSMP). https://www.tga.gov.au/publication/poisons-standard-susmp

Therapeutic Goods Administration. (2018, April). Australian Regulatory Guidelines for Listed Medicines and Registered Complementary Medicines. https://www.tga.gov.au/publication/australian-regulatory-guidelines-listed-medicines-and-registered-complementary-medicines

Therapeutic Goods Administration. (2019, October 30). Reporting adverse events. https://www.tga.gov.au/reporting-adverse-events

Xue, C. C., & Lu, C. J. (2018). Evidence-based clinical Chinese medicine. World Scientific.