|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|
|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:
|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 Commission on Safety and Quality in Health Care (2021). National Safety and Quality Health Service 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
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.
Chinese Medicine Board of Australia. (2022, June 29). Codes and Guidelines. https://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. (2022, February 1). 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 Compleme ntary Medicines. https://www.tga.gov.au/publication/australian-regulatory-guidelines-listed-medicines-and-registered-complementary-medicines
Therapeutic Goods Administration. (2021, August 19). 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.