Critical Care Medicine
Errata
| Item | Change | Date |
|---|---|---|
| 1. |
Important information about assessment items The requirement that students must obtain a score of 50% or higher for each of the assessment components to achieve the minimum grade of pass has been removed from all CRIT units of study. |
29/1/2016 |
| 2. |
Assessment for the following units of study has changed: CRIT5001 Anatomy for Critical Care Assessment: 40% module online quizzes (MCQs/EMQs/spot tests); 60% final online exam (MCQs/EMQs/spot test) CRIT5002 Pathology for Critical Care Assessment: 30% case based discussion board submissions (short answers) and participation; 10% module MCQ/EMQ quizzes; 60% final online exam MCQs/EMQs/SAQs CRIT5003 Pharmacology for Critical Care Assessment: 30% case based discussion board submissions (short answers) and participation; 10% module MCQ/EMQ quizzes; 60% final online exam MCQs/EMQs/SAQs CRIT5004 Physiology for Critical Care Assessment: 30% case based discussion board submissions (short answers) and participation; 10% module MCQ/EMQ quizzes; 60% final online exam MCQs/EMQs/SAQs 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) |
29/1/2016 |
| 3. |
Requirements for the following units have changed: 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%) CRIT5004 Physiology for Critical Care Session: Semester 1 and Semester 2 |
29/1/2016 |
| 4. |
The following units are available as electives: 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 day 1, 9am-5pm day 2), 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. SEXH5409 Adult Sexual Assault Credit points: 6 Teacher/Coordinator: Associate Professor Katherine Brown, Associate Professor Richard Hillman Session: Semester 1 Classes: Online plus block/intensive mode: 2 days, (9am-5pm) at Camperdown/Darlington campus. Assessment: workbook (50%); participation on campus (10%); case study (20%); completion of 1 expert certificate (20%) Mode of delivery: Block mode This course has been designed particularly to meet the needs of doctors and nurses working in sexual assault forensic medicine but may be applicable for other health professionals with an interest in this area. Basic clinical background information such as simple anatomy would be an advantage. Adult sexual assault is not uncommon and requires a holistic medical and forensic response, including skilled forensic examination. This course will concentrate on the physical aspects of sexual assault and its sequelae within the context of acute trauma. It will provide the student with the background to performing a forensic medical examination, collection of specimens and reporting requirements required by investigating authorities and the Courts. On completion of this unit, the student will be able to describe the basic anatomy of the anogenital region of females and males; the range of genital and bodily injuries; and written, graphic and photographic documentation required. The student will be prepared for the process of specimen collection, maintaining the chain of evidence and issues related to obtaining valid consent. The processes used in the analysis of forensic evidence, including DNA and drug testing will be described, together with the use of prophylaxis, counselling and follow up testing for sexually transmissible infections and pregnancy. Development of court reports will be discussed. The psychosocial aspects of acute trauma and their role in management will also be described. The assessment tasks will enable students to embed their knowledge in the legal and cultural context of their own workplace. |
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| 5. |
The following units are not available as electives: BETH5204 Clinical Ethics BETH5209 Medicines Policy, Economics and Ethics BMRI5003 Clinical Psychiatry 1 BMRI5006 Cognitive Behaviour Therapy BMRI5012 Brain Ageing MBHT5003 Obesity and Pre-Diabetes: Prevention and Care MBHT5004 Cardiovascular Metabolic Disease Management SEXH5414 Public Health aspects of HIV, STIs and Sexual Health |
29/1/2016 |
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Unit of study descriptions
BETH5104 Bioethics, Law and Society
Credit points: 6 Teacher/Coordinator: Dr Sascha Callaghan Session: Semester 1 Classes: 4x8hr intensives or online. Attendance is compulsory if enrolled in face-to-face block mode. Assessment: 1x2000wd problem (40%); 1x3500 word essay (60%) Mode of delivery: Online
Note: A three-year undergraduate degree in science, medicine, nursing, allied health sciences, philosophy/ethics, sociology/anthropology, law, history, or other relevant field, or by special permission
This unit of study begins by introducing students to intersections amongst health care, ethics, and the law. In particular students will explore the moral basis of law and the means by which law influences moral norms, clinical practice, and health policy. Students learn how to critically read and analyse primary sources of law relevant to bioethics. Students will then examine a number of areas of law that have particular significance for bioethics and society including consent, tort law, competence, advance directives, maternal-foetal conflicts, abortion, reproduction, end-of-life-decision-making, genetics and infectious disease.
All assessments must be completed to pass this Unit.
All assessments must be completed to pass this Unit.
Textbooks
Required: Kerridge, Lowe and Stewart (2013), Ethics and law for the health profession, 4th Edition (Federation Press). All other compulsory readings are provided to students in digital format. Most supplementary readings can be accessed through the library collection.
BETH5204 Clinical Ethics
Credit points: 6 Teacher/Coordinator: Dr Ainsley Newson Session: Semester 1 Classes: 4x8hr Intensives or Distance Education (online). Attendance is compulsory if enrolled in face-to-face mode. Assessment: 1x1500wd case study (30%); 1x2500wd essay (50%); continuous assessment (short weekly tasks) (10%); 'Best 3' short weekly tasks (10%). Mode of delivery: Block mode
This unit will provide students with an overview of the ethical issues that underlie the delivery of healthcare. Students will explore: major conceptual models for ethical reasoning in the clinical context; key ethical concepts in the clinical encounter (such as consent, professionalism and confidentiality); major contexts in which ethical issues arise in clinical practice; and the role of clinical ethics consultation. The unit will also consider specific issues and populations within clinical practice, such as ethical aspects of healthcare at the beginning and end of life. Learning activities will include lectures (in an intensive format), facilitated discussion, case study activities, readings and weekly discussions.
Textbooks
All readings are accessed online via elearning.
BMRI5006 Cognitive Behaviour Therapy
Credit points: 6 Teacher/Coordinator: Assoc Prof Adam Guastella Session: Semester 2 Classes: 12pm-2pm Monday week 2, 9am-5pm Wednesday weeks 4, 8 and 11 Assessment: online test (20%), case study analysis (40%), extended response questions (40%) Mode of delivery: Block mode
Cognitive Behaviour Therapy (CBT) is an evidence-based psychotherapy for a range of psychological disorders, with strong foundations in cognitive science and now increasingly in neuroscience. This unit provides a solid foundation in the theoretical and clinical underpinnings of the therapy, with a specific focus on the neuroscience of CBT as applied to various conditions. It demonstrates techniques of CBT, including case assessment, formulation, and therapy components. Students will develop a neurobiological understanding of CBT interventions and examine practice through case examination and group exercises.
BMRI5012 Brain Ageing
Credit points: 6 Teacher/Coordinator: Assoc Prof Michael Valenzuela Session: Semester 2 Classes: 1x2-hr lecture/week Assessment: extended response questions (40%), case study analysis (40%), group presentation (20%) Mode of delivery: Normal (lecture/lab/tutorial) evening
This unit of study provides an introduction to two important aspects of brain and mind ageing science, neurodegenerative disorders and opportunities for neuroplasticity and human flourishing. Students will learn about the clinical presentation and pathophysiology of neurodegenerative disorders such as Alzheimer's disease, Parkinson's disease, vascular dementia and frontotemporal dementia. Psychogeriatrics and late-life depression will also be covered, and counterbalanced with new insights about what determines successful ageing and how we can use lifestyle interventions to keep people's brains and minds fit and well throughout late life. This unit will use case studies to reinforce learning, focusing on common neuropsychological assessment methods and research methods. Students will also be introduced to the social and ethical aspects of brain and mind ageing.
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
CRIT5001 Anatomy for Critical Care
Credit points: 6 Teacher/Coordinator: Dr Tatiana Lowe Session: Semester 1 Classes: Online learning and face to face workshops including prosected specimens (3 days) Assessment: 13 x online quizzes multiple choice questions, extended matching questions (30%); submission of short answer questions (10%); 1 x online exam multiple choice questions, extended matching questions, short answer questions (60%). A score of 50% or higher must be obtained in each assessment item to pass the unit of study Mode of delivery: Distance education/intensive on campus
This Unit of Study will cover the syllabus requirements in Anatomy of the Australian Colleges of Anaesthetists, Intensive Care Medicine and Emergency Medicine. It will be focussed on clinical relevance and application. Each candidate will learn anatomy relevant to the professional demands of each college, for example the anatomy relevant to venous access; airways; peripheral neural structures. Anatomical imaging, including ultrasound, CT and MRI will be integrated into the unit and complement the learning.
Textbooks
Required: Gray's Anatomy for Students RLDrake, AW Vog, AWN Mitchell Churchill Livingston; Clinically Oriented Anatomy 7th edition 2013 Moore, Dalley, Agur (Lippincott Williams & Wilkins) McMinn's Clinical Atlas of Human Anatomy 7th edition 2013 Mosby Recommended: Anatomy for anaesthetists / H Ellis and S Feldman - 8th ed - Carlton, Vic : Blackwell Publishing, 2004.
CRIT5002 Pathology for Critical Care
Credit points: 6 Teacher/Coordinator: Dr Rod Bishop Session: Semester 1,Semester 2 Classes: Online learning including lectures and webinar tutorials Assessment: 13 x online quizzes multiple choice questions, extended matching questions (30%); submission of short answer questions (10%); 1 x online exam multiple choice questions, extended matching questions, short answer questions (60%). A score of 50% or higher must be obtained in each assessment item to pass the unit of study. Mode of delivery: Distance education/intensive on campus
This unit of study will cover the syllabus requirements in pathology of the Australian Colleges of Emergency Medicine, Intensive Care Medicine and Anaesthetics. It will be focussed on clinical relevance and application. Topics that will be covered in the course will include basic pathological processes (eg immunology, inflammation, neoplasia etc) and systems pathology (eg cardiovascular, respiratory, gastroenterology, neurology, rheumatology etc). The course will be presented by academic pathologists and specialist clinicians and will include recorded lectures and podcasts. All teaching will be available online except 1 day of face to face teaching that will include the viva voce assessment. In exceptional circumstances only, virtual attendance of this day may be facilitated.
Textbooks
Robbins & Cotran Pathologic Basis of Disease 9th Ed (Kumar, Abbas, Fausto, Aster) Saunders Elsevier , plus course materials.
CRIT5003 Pharmacology for Critical Care
Credit points: 6 Teacher/Coordinator: Clinical Assoc Professor Ross MacPherson Session: Semester 1,Semester 2 Classes: Online learning including lectures and webinar tutorials Assessment: 9 x online quizzes multiple choice questions, extended matching questions (30%); submission of short answer questions (10%); 1 x online exam multiple choice questions, extended matching questions, short answer questions (60%). A score of 50% or higher must be obtained in each assessment item to pass the unit of study Mode of delivery: Online
The Pharmacology unit will address the syllabus requirements of the Australian and New Zealand College of Anaesthetists, College of Intensive Care Medicine and the Australian College of Emergency Medicine. It will be focussed on clinical relevance and application and will be divided into basic pharmacology and clinical applications of relevant drugs and drug groups.
Textbooks
Basic and Clinical Pharmacology BG Katzung 13th ed McGraw - Hill 2014; Pharmacology and Physiology in Anesthetic Practice R K Stoelting and S C Hillier - 4th ed -Philadelphia : Lippincott Williams and Wilkins, 2006.
CRIT5004 Physiology for Critical Care
Credit points: 6 Teacher/Coordinator: Dr Louise Cole Session: Semester 1 Classes: Online learning including lectures and webinar tutorials Assessment: 8 x online quizzes multiple choice questions, extended matching questions (30%); submission of short answer questions (10%); 1 x online exam multiple choice questions, extended matching questions, short answer questions (60%). A score of 50% or higher must be obtained in each assessment item to pass the unit of study. Mode of delivery: Online
This unit will address the Primary or First Part syllabus requirements of the Australian College of Anaesthetists, the College of Intensive Care Medicine and the Australian College of Emergency Medicine. It will be focussed on clinical relevance and will include normal physiology, physiology at the extremes of age (ie neonates, paediatrics and the elderly), obesity, pregnancy (including foetal), common disease states in the critically ill and the effects of commonly used drugs on the relevant physiological systems.
Textbooks
Recommended: General texts: Textbook of Medical Physiology / A C Guyton, J E Hall - 12th ed, Philadelphia, PA: W B Saunders, 2010, ISBN 978-1416045748; Ganong's Review of Medical Physiology / K E Barrett, S M Barman, S Boitano, H Brooks- 24th ed- Lange/McGraw-Hill, 2012, ISBN 978-0071780032; Online via ANZCA Library Online Textbooks list: Principles of Physiology for the Anaesthetist / I Power, P Kam-2nd ed, London: Arnold, 2008; Single system texts: Nunn's Applied Respiratory Physiology / A B Lumb- 7th ed- Churchill Livingstone, 2010, ISBN 978-0702029967; Cardiovascular Physiology / D Mohrman, L Heller- 7th ed- Lange/McGraw-Hill, 2010, ISBN 978-0071701204; Vander's Renal Physiology / D C Eaton, J P Pooler- 8th ed, McGraw-Hill, 2013, ISBN 978-0071797481.
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
CRIT5006 Retrieval Med - Operational Environment
Credit points: 6 Teacher/Coordinator: Sandra Ware Session: Semester 1 Classes: On campus intensive (1x2days compulsory) plus self-directed online learning Assessment: 1x1hr online exam (20%) 1x1,500 word essay (30%), 2x online discussions (30%) and quizzes (20%) Mode of delivery: Distance education/intensive on campus
Retrieval medicine is an emerging specialty area within the broader field of critical care medicine. This unit of study has four modules; Module 1 Scene Management and Safety; Module 2 Aeromedical Environment; Module 3 Retrieval Transportation; Module 4 Special Rescue Settings. On successful completion of this unit of study students will have gained: an understanding of the theory that underpins the operational environment of retrieval medicine including safety systems, clinical governance and human factors. Through case study presentations and discussion students will analyse the conditions that impact on patient and retrieval crew outcomes and critique the application of best practice in different retrieval situations.
Textbooks
ABC of Prehospital Emergency Medicine ed by T Nutbeam & M Boylan 1 ed; Wiley-Blackwell (2013); ABC of Transfer and Retrieval Medicine ed by A Lowe & J Hulme 1 ed Wiley-Blackwell (2013); Aeromedical Transportation: A Clinical Guide T Martin 2nd ed; Ashgate Publishing Limited; (2006); Cases in Pre-hospital Retrieval Medicine M Hooper; Harcourt Publishers Group (Australia) Pty.Ltd (2009); ASTNA Patient Transport: Principles and Practice(Air & Surface Patient Transport: Principles and Practice) RS Holleran; Mosby; 4th edition (2009); Safety At Scene V Calland; resQmed Limited; Revised edition (2006); Safety at the Sharp End: A Guide to Non-Technical Skills P O¿Connor & M Crichton; Ashgate (2008); Crisis Management in Acute Care Settings: Human Factors and Team Psychology in a High Stakes Environment by M St Pierre, G Hofinger & C Buerschapner; Springer Berlin Heidelberg; 1 edition (2007); Emergency and Trauma Care for Nurses & Paramedics by K Curtis & C Ramsden; Mosby Australia (2011)
CRIT5007 Clinical Retrieval Medicine
Credit points: 6 Teacher/Coordinator: Sandra Ware Session: Semester 2 Classes: On campus intensive (1x2days compulsory) plus self-directed online learning Prerequisites: CRIT5006 Assessment: 1x1hr online exam (20%) 1x1,500 word essay (30%), 2x online discussions (30%) and quizzes (20%) Mode of delivery: Distance education/intensive on campus
Retrieval medicine is an emerging specialty area within the broader field of critical care medicine. This course aims to equip and train prospective candidates in this exciting field. The unit of study has three major content areas : Module 1 Prehospital trauma care; Module 2 Critical care transport; Module 3 Special patient groups (Obstetric, Neonatal and paediatric, Bariatric, Mechanical cardiorespiratory support). On successful completion of this unit of study students will have gained a thorough understanding of and be able to analyse and critique: appropriate prehospital trauma care; critical care issues specific to different transport modes; and issues regarding special groups that are increasingly encountered in retrieval medicine. Participants will also gain an understanding of equipment and monitoring in retrieval medicine.
Textbooks
ABC of Prehospital Emergency Medicine ed by T Nutbeam & M Boylan 1 ed; Wiley-Blackwell (2013); ABC of Transfer and Retrieval Medicine ed by A Lowe & J Hulme 1 ed Wiley-Blackwell (2013); Aeromedical Transportation: A Clinical Guide T Martin 2nd ed; Ashgate Publishing Limited; (2006); Cases in Pre-hospital Retrieval Medicine M Hooper; Harcourt Publishers Group (Australia) Pty.Ltd (2009); ASTNA Patient Transport: Principles and Practice(Air & Surface Patient Transport: Principles and Practice) RS Holleran; Mosby; 4th edition (2009); Safety At Scene V Calland; resQmed Limited; Revised edition (2006); Safety at the Sharp End: A Guide to Non-Technical Skills P O¿Connor & M Crichton; Ashgate (2008); Crisis Management in Acute Care Settings: Human Factors and Team Psychology in a High Stakes Environment by M St Pierre, G Hofinger & C Buerschapner; Springer Berlin Heidelberg; 1 edition (2007); Emergency and Trauma Care for Nurses & Paramedics by K Curtis & C Ramsden; Mosby Australia (2011)
CRIT5008 Evidence and Ethics in Critical Care
Credit points: 6 Teacher/Coordinator: Sandra Ware Session: Semester 2 Classes: Weekly online lectures, tutorials and discussion (from week 5) Prerequisites: CEPI5100 and 18 credit points of stream specific units of study Prohibitions: BETH5208 or PAED5005 Assessment: 1 x 1,500-2,000 wd ethics assignment (20%) and 4 x ethics discussion board posts (10%) and 1 x 3-4,000 wd critical appraisal written work (70%) Mode of delivery: Online
This capstone unit aims to develop the ethical and critical thinking needed to inform best clinical practice and is divided into 2 parts: Part 1: Ethics; An introduction to key ethical concepts and methods of ethical analysis relevant to health care practice and research. Part 2: Evidence Review; Students will critically appraise the evidence base for either an area of practice in their workplace or a clinical guideline. This will require the development of a clinical question, a literature review, then an appraisal of the literature and application to individual patient care. Learning modules will include an online instructional module regarding carrying out a literature review, an example of how clinical practice and guidelines have changed based on changing evidence and review and further refinement of clinical epidemiology and critical appraisal skills developed in Introduction to Clinical Epidemiology (CEPI5100).
Textbooks
Online readings
CRIT5009 Teaching Clinical Skills by Simulation
Credit points: 6 Session: Semester 2 Classes: Online lectures, discussion groups and tutorials. Block/intensive mode 3 days 9am-5pm (compulsory, includes 2 days in a simulation centre) Assessment: 5 x online quizzes and/or short answer questions (5x5% = 25%); participation in face to face workshops (30%); written assignment scenario development (35%); participation in online discussion (10%) Mode of delivery: Distance education/intensive on campus
Simulation is now a required learning and skill maintenance tool in critical care medicine. This unit will provide students with the skills and knowledge to construct a challenging, yet safe learning environment with realistic simulation scenarios, how to manage the technology and the learning environment as well as providing effective debriefing and productive feedback. The unit of study will also aim to enhance the student¿s skills as a teacher in a busy clinical setting, improving supervision and feedback and creating effective teams.
MBHT5001 Diabetes Management
Credit points: 6 Teacher/Coordinator: Dr Kathryn Williams Session: Semester 1 Classes: Intensive on campus (1 day 9am-5pm) and online 1x 40 minute lecture/wk, 1x20-40 minute pre-recorded discussion/wk + 3x90 minute online tutorials. It is compulsory that all of these sessions be attended/viewed live or by download. Assessment: 3 clinical case study tasks of 500 words (3x 10%), 1 x 1500 word assignment of 1500 words on a key topic (30%), online SBA/EMQ exam of 45 questions over 60 minutes (25%) and participation in online discussion boards/webinars (15%) Mode of delivery: Distance education/intensive on campus
This unit of study aims to develop an understanding and confidence in how to effectively manage diabetes mellitus. Initially, current data and concepts in epidemiology and classification, pathogenesis, and screening for diabetes and its complications will be addressed. This will be followed by an intensive focus on patient centred management of diabetes, including patient engagement, lifestyle interventions, bariatric surgery, medication options and regimens, new technology and monitoring. Type 1 and type 2 diabetes as well as prediabetes and diabetes in pregnancy will each be explored with a personalised, case-based approach. Differing health care delivery methods in diabetes and team based approaches to care will be discussed. Learning will be enhanced by individual and group online methods plus an episode of onsite interactive education.
Textbooks
Endocrinology Expert Group. Therapeutic Guidelines: Endocrinology. Version 5. Melbourne: Therapeutic Guidelines Limited; 2014.ISBN9780980825374; additional required reading: Standards of Medical Care in Diabetes. Diabetes Care January 2014 vol. 37 no. Supplement 1 S14-S80; NHMRC Clinical Care Guidelines in Diabetes, especially: Craig ME, Twigg SM, Donaghue KC, Cheung NW, Cameron FJ, Conn J, Jenkins AJ, Silink M, for the Australian Type 1 Diabetes Guidelines Expert Advisory Group. National evidence-based clinical care guidelines for type 1 diabetes in children, adolescents and adults, Australian Government Department of Health and Ageing, Canberra 2011.
MBHT5002 Advanced Diabetes Management
Credit points: 6 Teacher/Coordinator: Dr Kathryn Williams Session: Semester 2 Classes: Intensive on campus (1 day 9am-5pm), online 1x20 minute lecutre/wk, 1x20-40 minute case based podcast/wk. It is compulsory that all of these sessions be attended/viewed live or by download. Prerequisites: MBHT5001 Assumed knowledge: A reasonable working knowledge of how to approach assessment and management of diabetes mellitus in a variety of clinical settings. Assessment: 5 clinical case study work tasks of 300-500 words (5x7%), 1 x 3000-3500 word written assignment on a key topic (50%) and online SBA/EMQ quizzes (5x3%) Mode of delivery: Distance education/intensive on campus
Note: Departmental permission required unless MBHT5001 satisfactorily completed beforehand.
This unit of study will develop an advanced understanding in effective management of diabetes mellitus. It will build upon the Diabetes Management unit of study, enabling confidence in care of the more complex cases of diabetes. Topics addressed will include atypical, unusual and difficult to classify diabetes, intensive therapy in diabetes including complex insulin regimens, and managing diabetes related complications such as heart failure, painful neuropathy, diabetic foot disease, advanced retinopathy, non-alcoholic fatty liver disease and end-stage renal disease. New technologies including state of the art insulin pump therapy and real time continuous blood glucose monitoring will be exemplified using deidentified real life cases. The role of pancreas transplant and closed loop systems in diabetes will also be addressed in cased based approaches. Diabetes translational research across the bench, clinic and bedside, will be examined. Learning will be enhanced by individual and group online methods plus an episode of onsite interactive education.
Textbooks
Required reading (accessible on line): Standards of Medical Care in Diabetes. Diabetes Care January 2014 vol. 37 no. Supplement 1 S14-S80; NHMRC Clinical Care Guidelines in Diabetes, especially: Craig ME, Twigg SM, Donaghue KC, Cheung NW, Cameron FJ, Conn J, Jenkins AJ, Silink M, for the Australian Type 1 Diabetes Guidelines Expert Advisory Group. National evidence-Â? based clinical care guidelines for type 1 diabetes in children, adolescents and adults, Australian Government Department of Health and Ageing, Canberra 2011.
MEDF4001 Medicine Research A
Credit points: 12 Session: Semester 1,Semester 2 Mode of delivery: Supervision
Note: Department permission required for enrolment
This unit and the associated units, MEDF4002, MEDF4003, MEDF4004, and MEDF4005, are research units of study. The contents and assessments are determined according to each individual student's needs.
MEDF4002 Medicine Research B
Credit points: 12 Session: Semester 1,Semester 2 Corequisites: MEDF4001 Mode of delivery: Supervision
See MEDF4001.
MEDF4003 Medicine Research C
Credit points: 12 Session: Semester 1,Semester 2 Corequisites: MEDF4002 Mode of delivery: Supervision
See MEDF4001.
MEDF4004 Medicine Research D
Credit points: 12 Session: Semester 1,Semester 2 Corequisites: MEDF4003 Mode of delivery: Supervision
See MEDF4001
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.
MEDF5301 Project (Advanced Masters)
Credit points: 12 Session: Semester 1,Semester 2 Classes: Students will be required to have regular contact with their supervisor to discuss the progress and implementation of their project Assessment: 2,000 wd written project proposal (30%) and written final work of up to 10,000 wds, or a publication (as negotiated) (70%) Mode of delivery: Supervision
Note: Department permission required for enrolment
Note: Approval to enrol is conditional upon the submission of a brief project outline and identification of an appropriate project supervisor, as negotiated with the discipline coordinator.
Candidates will work on an independent research project in an area of specific interest relevant to their master degree. The project may take the form of a systematic review of the literature, a case series, survey or other project acceptable to the project supervisor. Candidates in some disciplines may be able to undertake a work placement and will be required to negotiate the form of scholarly written work, related to their placement, to be submitted for assessment.. It is essential where there is the use of patient information or patient enrolment onto a study that appropriate ethics approval is gained from the governing body where the project will take place. On completion of the project/work placement the successful candidate will be able to plan and execute a substantial research project or scholarly work . Where appropriate students will prepare a work suitable for publication.. A candidate must be enrolled in order to submit their project report/dissertation/publication. If the candidate cannot submit their work erolling once in MEDF5301 or once in both Part A and Part B then they must re-enrol in a minimum of six credit points of project units of study, with the concomitant financial liability, every semester until they submit.
MEDF5302 Project (Advanced Masters) (Part A)
Credit points: 6 Session: Semester 1 Classes: Students will be required to have regular contact with their supervisor to discuss the progress and implementation of their project Assessment: 2,000 wd written project proposal (30%) and written final work of up to 10,000 wds, or a publication (as negotiated) (70%) Mode of delivery: Supervision
Note: Department permission required for enrolment
Note: Approval to enrol is conditional upon the submission of a brief project outline and identification of an appropriate project supervisor, as negotiated with the discipline coordinator.
Candidates will work on an independent research project in an area of specific interest relevant to their master degree. The project may take the form of a systematic review of the literature, a case series, survey or other project acceptable to the project supervisor. Candidates in some disciplines may be able to undertake a work placement and will be required to negotiate the form of scholarly written work, related to their placement, to be submitted for assessment.. It is essential where there is the use of patient information or patient enrolment onto a study that appropriate ethics approval is gained from the governing body where the project will take place. On completion of the project/work placement the successful candidate will be able to plan and execute a substantial research project or scholarly work . Where appropriate students will prepare a work suitable for publication.. A candidate must be enrolled in order to submit their project report/dissertation/publication. If the candidate cannot submit their work erolling once in MEDF5301 or once in both Part A and Part B then they must re-enrol in a minimum of six credit points of project units of study, with the concomitant financial liability, every semester until they submit.
MEDF5303 Project (Advanced Masters) (Part B)
Credit points: 6 Session: Semester 2 Classes: Students will be required to have regular contact with their supervisor to discuss the progress and implementation of their project Assessment: 2,000 wd written project proposal (30%) and written final work of up to 10,000 wds, or a publication (as negotiated) (70%) Mode of delivery: Supervision
Note: Department permission required for enrolment
Note: Approval to enrol is conditional upon the submission of a brief project outline and identification of an appropriate project supervisor, as negotiated with the discipline coordinator.
Candidates will work on an independent research project in an area of specific interest relevant to their master degree. The project may take the form of a systematic review of the literature, a case series, survey or other project acceptable to the project supervisor. Candidates in some disciplines may be able to undertake a work placement and will be required to negotiate the form of scholarly written work, related to their placement, to be submitted for assessment.. It is essential where there is the use of patient information or patient enrolment onto a study that appropriate ethics approval is gained from the governing body where the project will take place. On completion of the project/work placement the successful candidate will be able to plan and execute a substantial research project or scholarly work . Where appropriate students will prepare a work suitable for publication.. A candidate must be enrolled in order to submit their project report/dissertation/publication. If the candidate cannot submit their work erolling once in MEDF5301 or once in both Part A and Part B then they must re-enrol in a minimum of six credit points of project units of study, with the concomitant financial liability, every semester until they submit.
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.
PAIN5018 Pain in Children
Credit points: 6 Teacher/Coordinator: Dr Jane Thomas Session: Semester 2 Classes: Online, approximately 10 hours of study per week (equals 140 hours in total) Assessment: participation in online discussion (20%), 4000-5000 word written assignments or equivalent (80%) Mode of delivery: Online
This unit provides an opportunity for students to understand the developmental physiology and psychology of infants and children, together with the pharmacology (particularly with reference to dose and route of administration) of pain management in children. Particular attention is given to management of acute pain in children, both post-operative and procedure-related pain, to methods of pain assessment in children of various ages, to non-pharmacological pain management strategies and to chronic pain presentations in children.
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.
SEXH5414 Public Health: HIV, STIs and Sexual Health
Credit points: 6 Teacher/Coordinator: Associate Professor Richard Hillman, Dr Shailendra Sawleshwarkar Session: Semester 2 Classes: 2-4 hours of lectures per week, which can be taken either face-to-face or online. International students including Australian Awards Scholarship students must enrol into the face-to-face version Prohibitions: SEXH5008 or SEXH5101 or SEXH5102 Assessment: written assignments (50%), online quizzes (30%) and online discussions (20%) Mode of delivery: Online
This unit of study explores the epidemiological, behavioural and societal aspects of HIV, STIs and Sexual Health, with emphasis on the delivery of effective prevention and management strategies. Surveillance strategies, policy development and legislative responses will be discussed, with regards to the potential public health consequences. Areas covered include, the impact of culture, tradition, society, environment, life experiences, personal beliefs and health on sexual and other potential risk activities. Using case studies, students will have opportunities to contextualise the materials within a range of professional, geographical and cultural contexts.