Clinical Neurophysiology
Errata
| Item | Change | Date |
|---|---|---|
| 1. |
Assesment requirements have changed for the following units: CLNP5001 Basic Sciences in Clinical Neurophysiology Classes: online (there is no face to face teaching). Unit coordinator: Ruth Bunby Assessment: 10 x online MCQ quizzes (20%); submission of short answer questions (20%); participation in webinar tutorials (10%); 1 x online exam multiple choice questions, extended matching questions, short answer questions (50%) CLNP5002 Diagnostic Electroencephalography Classes: 2 days face to face and online Unit coordinator: Alison Szekely Assessment: 10 x online MCQ quizzes (30%); submission of short answer questions (20%); 1 x online exam multiple choice questions, extended matching questions, short answer questions (50%) Co-requisite: CLNP5001 CLNP5005 Neuromonitoring in Anaesthesia Classes: online (there is no face to face teaching). Assessment: 10 x online MCQ quizzes (20%); submission of short answer questions (20%); participation in webinar tutorials (10%); 1 x online exam multiple choice questions, extended matching questions, short answer questions (50%) CLNP5006 Intraoperative Monitoring I Classes: 2 days face to face and online Unit coordinator: Dr Adam Rehak & Dr Ben Olesnicki Assessment: 10 x online MCQ quizzes (20%); submission of short answer questions (20%); participation in webinar tutorials (10%); 1 x online exam multiple choice questions, extended matching questions, short answer questions (50%) MEDF5002 Teaching in the Clinical Environment Assessment: 20% written assignment (1500 words), 20% module submissions , 10% discussion boards , 50% portfolio of evidence of learning (4000 words equivalent) |
28/1/2016 |
| 2. |
The following unit is missing from the handbook: PMED5051 Leadership in Medicine Credit points: 6 Teacher/Coordinator: Mike Jenner Session: Semester 2 Classes: Week 1 conf call (90mins), 1x2 day compulsory intensive on campus (9am-8pm day1, 9am-5pm day2), 1x1 exam day compulsory intensive on campus (9am-5pm), approx 8 hours/week (x 13 weeks) engaging in online interactions and self-directed learning activities. Assessment: Team Project Presentation (25%), Individual Skills (10%), Written Feedback (15%), Other written submissions (5x5%= 25%), weekly Online Participation (15%), Face-to-Face Participation (10%) Leadership is behavioural. A leader’s effectiveness is determined by the behaviours they consistently manifest across time rather than the inventory of concepts they have in their head. This course’s orientation is behavioural: what does best practice medical leadership look like and how can you get better at doing it? The course engages with the question of what makes an individual influential. Students graduate with an understanding of the concepts centrally underpinning the influencing process, but more importantly with elevated skills at individual components of influencing, and an appreciation of, and practice at adopting, the mindsets necessary to be maximally influential in a medical setting.Topics covered include building self awareness, the development process, self-management, managing difference, best practice communication (setting expectations, listening, motivating, giving and receiving feedback, confronting, conflict resolution), effective networking, building productive relationships and driving engagement. Textbooks:Nil. Required readings will be provided. |
28/1/2016 |
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Unit of study descriptions
CEPI5100 Introduction to Clinical Epidemiology
Credit points: 6 Teacher/Coordinator: Dr Fiona Stanaway Session: Semester 1,Semester 2 Classes: Offered online and face-to-face (daytime tutorials). Prohibitions: PUBH5010 Assessment: Completion of online quizzes (15%), tutorial participation (10%), assignment 1 (15%), assignment 2 (60%) Mode of delivery: Online
This unit introduces the concept of clinical epidemiology and provides students with core skills in clinical epidemiology at an introductory level. Topics covered include asking and answering clinical questions; basic and accessible literature searching techniques; study designs used in clinical epidemiological research; confounding and effect modification; sources of bias; interpretation of results including odds ratios, relative risks, confidence intervals and p values; applicability of results to individual patients; critical appraisal of clinical epidemiological research literature used to answer questions of therapy (RCTs and systematic reviews), harm, prognosis, diagnosis, screening and clinical guidelines; and translating research into practice.
Textbooks
Online readings and resources to be provided on the eLearning website.
CEPI5200 Quality and Safety in Health Care
Credit points: 6 Teacher/Coordinator: Professor Merrilyn Walton Session: Semester 1 Classes: offered online Assumed knowledge: clinical experience strongly recommended Assessment: online participation (20%) and 4 x1000 word assignment tasks (80%) Mode of delivery: Online
The unit has four major content areas delivered as modules covering:- An understanding Q&S in Healthcare; Professional and ethical practice; Understanding systems and the effect of complexity on patient care; Improving Healthcare. At the end of the unit students will: understand the background to quality and safety in health care, from Australian and international perspectives; understand the nature of health care error including the methods of error detection and monitoring, and quality indicators; understand the role of good communication and other professional responsibilities in quality and safety in healthcare; have developed an understanding of clinical governance, accountability and systems management; have considered methods for improving healthcare such as getting research into practice, clinical practice guidelines and clinical practice improvement. This unit consists of online discussions and activities based around key provided readings and other resources.
Textbooks
Online readings and other learning resources will be provided.
CEPI5300 Research Grants: theory and practice
Credit points: 6 Teacher/Coordinator: A/Prof Clement Loy Session: Semester 1 Classes: 12 online or face-to-face sessions and 1 face-to-face workshop (June) Corequisites: (PUBH5010 or CEPI5100) and PUBH5018 Prohibitions: CEPI5505 Assessment: 1 x written research proposal(40%); online class presentations (30%); peer assessment (30%) Mode of delivery: Normal (lecture/lab/tutorial) evening
In this unit of study, the student will develop his/her own research proposal, to a standard suitable for a peer-reviewed granting body. Each section of a grant proposal (Aims, Background/Significance, Methods, Analysis) will be discussed, with the student presenting and refining the corresponding section of his/her own proposal in a synchronous online workshop setting. This will then be complemented by online presentations from experienced researchers on the practical aspects of clinical research, followed by synchronous online class discussion. Topics include: observational studies, randomized controlled trials, diagnostic test evaluation, qualitative studies, funding application, ethical approval, publication strategies and grant administration. The unit will conclude with a one-day, face- to-face, mandatory workshop- where students will learn about budgeting, peer review of research grants, and present their completed research proposal.
CLNP5001 Basic Sciences in Clinical Neurophysiology
Credit points: 6 Teacher/Coordinator: Dr Adam Hasting Session: Semester 1 Mode of delivery: Distance education/intensive on campus
In order to obtain and interpret information regarding the function of the neural systems, clinicians must be able to accurately record and quantify electrical signals from a myriad of neurological structures. This unit of study describes the methods by which these electrical signals are recorded, processed and presented for interpretation, examines the neurological systems and processes responsible for the signal generation and introduces the role of clinical neurophysiology in diagnosis of systemic disease.
CLNP5002 Diagnostic Electroencephalography
Credit points: 6 Teacher/Coordinator: Dr Adam Hasting Session: Semester 2 Mode of delivery: Distance education/intensive on campus
Electroencephalography (EEG) forms the basis of multiple neurophysiological techniques and is an extremely powerful tool in its own right. This unit will introduce the standardised systems and nomenclature for EEG recordings, examine the characteristics of normal recordings and illustrate the pathological changes associated with intracranial lesions, systemic disease and critical illness. The utility of EEG in the diagnosis and management of seizure disorders will be examined in detail.
CLNP5005 Neuromonitoring in Anaesthesia
Credit points: 6 Teacher/Coordinator: Dr Adam Hasting Session: Semester 2 Mode of delivery: Distance education/intensive on campus
Despite their widespread use, the effect of general anaesthetic agents on the brain and spinal cord is still poorly understood. Wide interpatient variability in responses to these agents, intraoperative hemodynamic fluctuations and underlying disease processes are all threats to the central nervous system. This unit will examine the techniques available to monitor the function and wellbeing of the brain and nervous system during anaesthesia and surgery.
CLNP5006 Intraoperative Monitoring I
Credit points: 6 Teacher/Coordinator: Dr Adam Hasting Session: Semester 2 Mode of delivery: Distance education/intensive on campus
Unexpected postoperative motor deficit is arguably one of the most devastating potential complications of surgery. This unit will examine the methods used for monitoring the function and safety of cranial and peripheral motor nerves, the techniques used for risk reduction during spinal instrumentation and the use of motor evoked potential monitoring in both spinal and non-spinal surgery
CRIT5005 Clinical Communication and Decision Making
Credit points: 6 Teacher/Coordinator: A/Prof Christine Jorm & Dr Clare Skinner Session: Semester 1 Classes: Online learning and compulsory intensive on campus (1x2days) Assessment: 5 x 300-500 word clinical case study tasks (25%), participation in on-line discussion tasks and quizzes (10%), participation in 2 day face to face communication skills training session (30%), 1 x 1,500-2,000 word written assignment (35%) Mode of delivery: Distance education/intensive on campus
Critical care medicine is often practiced in a highly charged and stressful setting and requires many decisions to be made quickly with limited information and resources. The ability to make decisions and communicate effectively in this environment is paramount. This unit of study aims to prepare the clinician for the daily challenges they will face and to help them develop decision making and high level communication skills in order to effectively care for patients, engage carers and relatives and perform optimally as a team member or leader. Decision making about such issues as end of life care and resource allocation are addressed in conjunction with the professional values which underpin practice. The course content specifically focuses on clinical issues of relevance to critical care medicine.
Textbooks
Online readings
MEDF5002 Teaching in the Clinical Environment
Credit points: 6 Teacher/Coordinator: Imogene Rothnie Session: Semester 2 Classes: Block/intensive mode 1 day 9am-5pm and online learning Assessment: 30% personal learning plan (1500 words); 70% portfolio of evidence of learning (4500 words equivalent) Mode of delivery: Distance education/intensive on campus
Note: This unit is designed for health professionals working and teaching in a clinical environment. The requirements and composition of the portfolio of evidence of learning is negotiated by each student with the unit coordinator and will vary depending on individual learning goals and situation.
Almost all healthcare professionals are involved in education and training throughout their careers. This Unit of Study provides a practical introduction to the theory and practice of teaching and learning in the health professional environment. The unit will cover 3 main areas: planning for and facilitating learning in the clinical environment; assessing performance and providing constructive feedback; fostering the development of students as professionals. Each of these areas will be underpinned by best evidence from clinical education research and will address current challenges and opportunities in the learning environment. This will include the role of new technologies from the perspective of both educators and learners. Participants in the course will gain a framework they can use to support their teaching, and will develop a portfolio of evidence to support their professional development as clinician educators.
PAIN5002 Pain Mechanisms and Contributors
Credit points: 6 Teacher/Coordinator: Professor Michael Nicholas and Dr Christopher Vaughan Session: Semester 1b,Semester 2b Classes: Online, intensive mode, approximately 20 hours of study per week (equals 140 hours in total) Assessment: participation in online discussion (20%), 4000-5000 word written assignment/s or equivalent (80%) Mode of delivery: Online
To introduce and develop participants understanding about the basic neuroscience of pain and the interrelationship between psychological, physiological and environmental processes in pain. Neuro-anatomical, physiological, pharmacological, and biochemical mechanisms involved in nociception, including peripheral and central sensitisation are discussed. Theoretical bases are introduced and the ways in which psychological and environmental factors modify or maintain pain perception and behaviour are explored.
PAIN5003 Pain Treatment and Management Principles
Credit points: 6 Teacher/Coordinator: Dr Charles Brooker Session: Semester 1,Semester 1a,Semester 1b,Semester 2,Semester 2a Classes: Online, intensive mode, approximately 20 hours of study per week (equals 140 hours in total) Assessment: participation in online discussion (20%), 4000-5000 word written assignment/s or equivalent (80%) Mode of delivery: Online
To introduce participants to the core principles of pain assessment, treatment and management. Participants consider the biopsychosocial model and the scientific basis for assessment, diagnosis and treatment. They explore principles of pharmacokinetics and pharmacodynamics, together with routes of drug administration. The role of physiotherapy and rehabilitation management, and the use of procedures such as neural blockade, simulation techniques and surgery are also considered.
PAIN5021 Acute Pain
Credit points: 6 Teacher/Coordinator: Dr Philip Corke Session: Semester 1 Classes: Approximately 10 hours of study per week (equals 140 hours in total) Assessment: Participation in online discussion and completion of multiple choice questions (20%)
3000-4000 written assignments of equivalent (80%) Mode of delivery: Online
Note: Department permission required for enrolment
The aims of this unit are to provide a theoretical framework for the management of acute pain, to examine the specific contributors that are important in the development of acute pain conditions and to examine pharmacological and other approaches used in the management of acute pain. Topics that will be covered will include the principles of pre-emptive analgesia and evidence of effectiveness in preventing pain, pharmacological management of acute pain including approaches such as patient controlled analgesia, adjunctive approaches in managing acute pain and the transition from acute to chronic pain.
PUBH5018 Introductory Biostatistics
Credit points: 6 Teacher/Coordinator: Dr Kevin McGeechan and Associate Professor Patrick Kelly Session: Semester 1 Classes: 2 x 2hr lecture, 10 x 1hr lectures, 11 x 2hr tutorials, 2 x 1hr and 8 x 0.5hr statistical computing self directed learning tasks over 12 weeks - lectures and tutorials may be completed online Assessment: 1x4 page assignment (30%) and 1x2.5hr open-book exam (70%). For distance students it may be possible to complete the exam externally with the approval of the course coordinator. Mode of delivery: Online
This unit aims to provide students with an introduction to statistical concepts, their use and relevance in public health. This unit covers descriptive analyses to summarise and display data; concepts underlying statistical inference; basic statistical methods for the analysis of continuous and binary data; and statistical aspects of study design. Specific topics include: sampling; probability distributions; sampling distribution of the mean; confidence interval and significance tests for one-sample, two paired samples and two independent samples for continuous data and also binary data; correlation and simple linear regression; distribution-free methods for two paired samples, two independent samples and correlation; power and sample size estimation for simple studies; statistical aspects of study design and analysis. Students will be required to perform analyses using a calculator and will also be required to conduct analyses using statistical software (SPSS). It is expected that students spend an additional 2 hours per week preparing for their tutorials. Computing tasks are self-directed.
Textbooks
Course notes are provided.