Tutorial Classes in Weeks 2-12 will be assessed with a combination of Group and Individual Assessment Tasks.

Level of GenAI use allowed:

AIAS Level 3: You may use AI to assist with specific tasks such as drafting text, refining and evaluating your work. You must critically evaluate and modify any AI-generated content you use.

PRIOR TO CLASS

Each Monday, two tutorial case studies with associated questions will be provided on Moodle.

Students will be expected to prepare their responses for questions 1 & 2 prior to the scheduled tutorial.

DURING CLASS

Part One: Case response development

Students will be allocated randomly to work on one of the two case studies during the tutorial.

They will discuss their responses to questions 1 & 2 with their assigned group and then provide a list of diagnostic test procedures they would like performed for the patient.

The results of these tests will then be provided to the group.

The tutorial group will then spend the remaining first hour developing a group response to questions 3-7. A minimum of two (2) students must work on any given question but the group should be across the entire response.

This response will be documented on the template provided on Moodle. 

At the end of this time, each student will submit a copy of their group response to Moodle.

PART 2: Case response presentation (Second hour of tutorial)

Each member of the group will be required to orally present one component of their group response with a 20-minute allocation.

Group responses will be marked in real time and immediate feedback provided where information may be missing, insufficient in depth or incorrect. Written feedback will also be provided on the submitted document.

AFTER CLASS

Each week students will be provided with several prompts to support their integration of knowledge and professional practice. Students will individually write a response applying the CARL critical reflective writing framework.

This reflection will be due 24hrs after the completed tutorial.

Further extensive information and exemplars are available on the unit Moodle site.

There is no 72-hour grace period available for this assessment task.

Extensive assessment criteria will be provided on the unit Moodle site.

The mark for each tutorial (worth 4% of overall unit mark) will be a combination of groupwork submission (70%) and individual reflection (30%).

Group submissions will be marked regarding overall accuracy, demonstration of clinical reasoning and appropriate use of literature.

Individual reflections will be marked on depth of critical reflection, demonstrated insights and application of framework.

Use a Large Language Model of your choice (egs OpenAI – ChatGPT, Anthropic Claude, Google Gemini etc) to curate information and instruct the AI write a 1000-word essay on the use of artificial intelligence technologies in one aspect of clinical diagnostic microbiology that aligns with the content topics of this unit.

Australian English should be used for the summary table and reflections.

Level of GenAI use allowed:

AIAS Level 4: You may use AI extensively throughout your work either as you wish, or as specifically directed in your assessment. Focus on directing AI to achieve your goals while demonstrating your critical thinking. Specifically, you may use it:

·       To develop prompts

·       To write the essay

·       To brainstorm for reflective writing (include prompts and output for comparison to your final reflections)

·       For spelling and grammar checking.

Submission will include:

·       The name and version of the AI used

·       A copy of the prompts used to generate the essay

·       A copy of the annotated essay indicating areas of accurate and inaccurate information. Annotation should include verification statements (what sources did you use to verify content provided, citation, word count etc).

·       A table summarising the strengths and weaknesses the AI had in generating the essay.

·       Two short critical reflections (minimum 200 words each), using the CARL reflective writing. One focusing on what you have learnt about the use of AI-Ts in CDM and the other what you have learnt about using a LLM for research and writing in an educational context.

To support this task, further detailed information, examples of potential prompts and potential unit-aligned topic options will be provided on the unit Moodle site.

A detailed marking rubric and information to support comprehension of the marking rubric will be provided on the unit Moodle site. Exemplars will also be provided to help set student expectations of marking.

Marked Out of 100 marks

Weighted 10% of total unit mark

Marking Scheme

AI-generated essay annotation (50 marks total)

• Identification of correct/incorrect information (10 marks)
• quality of annotations & comments (10 marks)
• use of reliable sources for verification process (10 marks)
• evaluation of presentation and structure (10 marks)
• depth of demonstrated critical thinking (10 marks)

Strengths Analysis (10 marks)

Weaknesses Analysis (10 marks)

Reflection on AI in Clinical Diagnostic Microbiology (15 marks)

Reflection on Using LLMs for Academic Work (15 marks)

Please refer to the marking rubric for details on how to achieve the different mark allocation.

For this task, you will be required to attend a Block Practical where practical laboratory skills will be developed to allow you to better understand how pathogenic organisms may be isolated and identified and how antimicrobial sensitivity testing is performed, and it's use in directing antimicrobial therapy. You will be required to document the results of the tests performed and to draw conclusions on the identification and treatment options for the pathogens isolated.

The final half day of the residential school will involve you developing awareness and competencies associated with the use of artificial intelligence in modern clinical diagnostic microbiological practices.

There are two components to the assessment for residential school:

1. You will be required to complete a laboratory workbook and have your work signed off by an academic across the residential school activities.

2. Critical reflection on both wet lab practices and AI-Ts in Clinical Diagnostic Microbiology

The critical analysis and reflection will be submitted online and due the Monday following residential school. Monday 8/9/2025 11:49pm for ROK students and Monday 15/9/2025 11:49pm for BDG students

Level of GenAI use allowed:

AIAS Level 2 You may use Al for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas. Specifically, you may use it for development of reflections only. Prompt and response information must be included in the submission.

The residential school has a Pass/Fail marking allocation.

You will be assessed through:

(i) confirmation of experimental completion of works in a laboratory manual

(ii) appropriate critical analysis and reflection of competencies completed progressively throughout the residential school. 

Further details regarding how to meet each of these requirements is available on the unit Moodle site.

For this task, you will be required to complete an online open book test that will be conducted in Week 12.

Level of GenAI use allowed:

AIAS Level 2: You may use AI for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas. As this is not an invigilated examination, it is not possible to prohibit the use of AI. Should you choose to use AI it will affect your ability to successfully complete the assessment task in the time required so we recommend not relying on this strategy.

The test will consist of three (3) parts:

Part A: 30 multiple choice questions (1 mark per question, total of 30 marks)

Part B: 20 short answer style questions (1.5 marks per question, total of 30 marks)

Part C: Choose two (2) out of a total of four (4) clinical case study style questions where you are presented with a brief patient history. You are required to suggest a provisional and differential diagnosis and answer questions about the case or condition (20 marks per question, total of 40 marks)

The online test will be available to commence between 07:00 and 19:00 on Monday 13/10/25 (Week 13 Study period). Once commenced, you will have a total of three (3) hours to complete the test. You will not be permitted to exit and return to the quiz. After three (3) hours the quiz will automatically close. You are only permitted a single attempt.

The 72-hour grace period does not apply to this assessment.

Questions will align with all of the Unit Learning Outcomes:

1 - Discuss the clinical significance, laboratory detection, treatment and management of commensal flora, pathogens and opportunistic pathogens of each of the human body systems.

2 - Appraise the use of standard and emerging techniques for detecting and identifying bacteria, viruses, fungi and parasites causing human disease.

3 - Evaluate the use of antimicrobial chemotherapeutic agents and vaccines in the treatment and prevention of infectious diseases caused by bacteria, viruses, fungi and parasites.

4 - Discuss the mechanisms of antimicrobial resistance in bacteria, viruses, fungi and parasites.

5 - Compare and contrast emerging infectious diseases, including definitions, factors leading to disease emergence, monitoring and intervention strategies.

Mark allocation will be accordingly:

Part A: 30 questions; 1 mark per question, total of 30 marks

Part B: 20 questions; 1.5 marks per question, total of 30 marks

Part C: 2 questions; 20 marks per question, total of 40 marks

The online quiz will cover questions relating to the causative organisms of infectious diseases, their pathophysiology, isolation and identification, treatment, management and prevention. You will also explore the emergence of new pathogens and antimicrobial resistance. This will require you to demonstrate your knowledge of risk factors, clinical manifestations and pathophysiology of various diseases as well as the isolation and identification of specific pathogens. The test will be designed to incorporate questions from the wide variety of content covered throughout the entire term, enabling you to demonstrate your depth of understanding of the content. The use of case studies will also provide contextualisation and authenticity to the test.

This test utilises a combination of recognised techniques such as question banks, clinical scenarios, randomisation and automated submission to reduce the potential for academic misconduct.