Metabolic Health

Errata

Item	Change	Date
1	The following unit has been added: MBHT5003 Obesity and Pre-diabetes: Prevention and Care Credit points: 6 Teacher/Coordinator: Prof. Tim Gill Session: Semester 1 Classes: Block/intensive mode: 2 days 9am-5pm (also available online); online (1x1hr lec and 1x1hr tut)/wk Assessment: 2 clinical case study work tasks (15%, 15%) 2 x 1500 word assignments on key topics (15%, 15%) Online exam (30%) Participation in online discussion boards/webinars (10%) Mode of delivery: Distance education/intensive on campus This unit of study will focus on how to effectively manage overweight, obesity and pre-diabetes. It will facilitate increased confidence in the prevention and practical medical management of these conditions. Initially, current data and concepts in epidemiology and classification, pathogenesis of overweight and obesity and pre-diabetes will be explored. Related public health issues will be addressed. This will be followed by an intensive focus on state of the art patient-centred management of obesity and pre-diabetes, including patient engagement with behavioural and psychological approaches, lifestyle interventions in nutrition and exercise, and bariatric surgery, medication options and regimens, new technology and sustainability of outcomes. New technology to enhance health will be a focus. Overweight and obesity, as well as pre-diabetes will be examined with a personalised, case-based approach. Differing health care delivery methods, commercial options and team based approaches to care will be explored. Learning will be enhanced by individual and group online methods plus an episode of onsite interactive education Textbooks Recommended text including guideline reading: NHMRC Clinical Practice Guidelines for the Management of Overweight and Obesity for Adults, Adolescents and Children in Australia (2013) https://www.nhmrc.gov.au/guidelines-publications/n57; National Evidence Based Guideline for the Primary Prevention of Type 2 Diabetes https://www.nhmrc.gov.au/_files_nhmrc/publications/attachments/di20.pdf ; National Preventative Health Taskforce. Australia: the healthiest country by 2020 A discussion paper, Canberra, Commonwealth of Australia 2008.	15/1/2016
2	The following unit has been added: MBHT5004 Cardiovascular metabolic management Credit points: 6 Teacher/Coordinator: Dr Rachael Cordina Session: Semester 2 Classes: Block/intensive mode: 2 days 9am-5pm (also available online); online (1x1hr lec and 1x1hr tut)/wk Assessment:Participation in discussion boards and mandatory completion of module MCQS (20%); 2,000 word literature review and appraisal (25%); 3 x case based discussion boards ( 25%); online exam short answer questions and MCQs (30%) Mode of delivery: Distance education/intensive on campus This unit will develop enhanced understanding in how to effectively manage both cardiovascular risk to optimise health, and the cardiovascular complications that may occur in metabolic disease. It will facilitate increased confidence in the prevention and practical medical management of cardiovascular disease in its broadest sense. Epidemiology, the changing demographics and classification will be considered. Atherogenesis, prothombotic and pro-inflammatory as well as profibrotic pathogenic concepts will be addressed before detailed exploration of large and small vessel disease and implications for brain, kidney and heart function (including ischaemic cardiomyopathy, diabetic cardiomyopathy and hypertensive cardiomyopathy). Peripheral arterial and venous disease will also be addressed. This will be followed by an intensive focus on characterisation of cardiovascular risk and state of the art patient-centred management in these conditions, including screening methods, lifestyle interventions, evidence-based medication regimens, non-invasive monitoring and new technology. Health care delivery methods will be explored. Learning will be enhanced by individual and group online methods, plus an episode of on-site interactive education. Textbooks Vascular Medicine: A Companion to Braunwald's Heart Disease. Braunwald Heart Disease: A Textbook of Cardiovascular Medicine Guidelines: NHMRC Clinical Care Guidelines for the Management of Absolute Cardiovascular Risk (2012), https://www.nhmrc.gov.au/guidelines-publications/ext10 Reducing risk in heart disease - an expert guide to clinical practice for secondary prevention of coronary heart disease (updated 2012), http://www.heartfoundation.org.au/SiteCollectionDocuments/Reducing-risk-in-heart-disease.pdf Therapeutic Guidelines Cardiovascular version 6	15/1/2016 Assessment updated 1/4/2016
3.	The following units are missing from the handbook: MBHT5005 Evidence and Ethics in Metabolic Health Credit points: 6 Teacher/Coordinator: Prof Stephen Twigg Session: Semester 2 Classes: Intensive on campus (2 days 9am-5pm) and Weekly online lecturette, tutorial and discussion (from week 5) Assessment: 1 x 1,500-2,000 wd ethics assignment (20%) and 4x ethics discussion board posts (10%) and 1x 3,000-4,000 wd critical appraisal work (60%) Participation in online discussion (10%). Pre-requisites: CEPI5100 and 18 credit points of stream specific units of study This capstone unit of study will develop the ethical and critical thinking needed to inform and mature best practice and is divided into three parts: commencing with an introduction to key ethical concepts and methods of ethical analysis relevant to health care practice and research; followed by learning about the key research and major milestones that informs the practice of evidence-based metabolic medicine and health care. Subsequently, students will critically appraise either the evidence base for an area of practice relevant to their workplace, or key sections of a high level (NHMRC or equivalent) clinical care guideline; this will require a literature review. Textbooks: Online readings 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.	29/1/2016
4.	The assessment has changed for the following units: MBHT5001 Diabetes Management Assessment: 3 clinical case study tasks of 500 words (3x 10%), 1 x 1500 word assignment of 1500 words on a key topic (25%), online SBA/EMQ exam of 45 questions over 60 minutes (25%) and participation in online discussion boards/webinars (20%) MBHT5003 Obesity and Pre-diabetes: Prevention and Care Assessment: 4 x 500 word case studies (4 x 15% =60%); 1x 3000 word written assignment (30%); online quizzes and participation (10%) 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) Assessment: Participation in discussion boards and mandatory completion of module MCQS (20%); 2,000 word literature review and appraisal (25%); 3 x case based discussion boards ( 25%); online exam short answer questions and MCQs (30%)	29/1/2016 MBHT5004 Assessment updated 1/4/2016

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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.

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.

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.

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.

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.

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.

NTDT5608 Community and Public Health Nutrition

Credit points: 6 Teacher/Coordinator: Dr Jimmy Louie Session: Semester 2 Classes: 4 hours lectures and 2 tutorials per week Corequisites: NTDT5305 and NTDT5307 Assessment: 2 hour exam (50%); 2 assignments (50%) Mode of delivery: Normal (lecture/lab/tutorial) day

Note: NTDT5608 is available as an elective to students in the Graduate Certificate, Graduate Diploma and Master of Medicine as well as the Master of Science in Medicine (Metabolic Health). For these students, there are no prerequisites for entry into NTDT5608. However, these students must apply for Special Permission from the unit of study coordinator in order to be enrolled.

This unit of study introduces students to the concepts and principles underlying, and issues associated with, nutrition in community and public health contexts. It covers the principles of health promotion and teaches the students how to plan, implement and evaluate nutrition promotion strategies. The scope and distribution of chronic diseases and the role of nutrition in the etiology of diseases such as cancer, heart disease, diabetes and obesity is examined. This unit of study also investigates the food habits of culturally and linguistically diverse groups, nutritional intakes and requirements of people across the lifespan, and the current nutrition policies and guidelines aimed at preventing chronic diseases.

Textbooks

Lawrence M & Worseley (eds). Public Health Nutrition - from Principles to Practice. Sydney: Allen & Unwin. 2007.

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.

PMED5102 Paediatric Nutrition and Obesity

This unit of study is not available in 2016

Credit points: 6 Teacher/Coordinator: Professor Louise Baur, Dr Shirley Alexander, Dr Anne Morris Session: Semester 2 Classes: Online. Students will spend approx 10 hours/week (x 13 weeks) engaging in case-based learning, incl. online discussion of case scenarios, self-directed case reviews and literature appraisal. Regular access to an internet connected computer is vital. Assessment: 2x1000word essay (40%), MCQ exam (10%), and participation in online forum (50%) Mode of delivery: Online

Note: This unit of study is only offered in odd numbered years

This unit examines the worldwide status and trends in child and adolescent obesity, incorporating a focus on paediatric nutrition. It explores the determinants, clinical assessment, medical complications, management and prevention of this important public health problem. There is a close integration of epidemiology, basic science and best available evidence in management and prevention into clinically based scenarios. Our aim is to provide you with a broad knowledge base and ability to apply scientific theory and clinical evidence to the diagnosis and management of obesity in childhood. This will include grounding in the complex social, cultural and environmental factors contributing to the continuance of childhood obesity throughout the world.

PUBH5033 Disease Prevention and Health Promotion

Credit points: 6 Teacher/Coordinator: Dr Philayrath Phongsavan Session: Semester 1 Classes: 3 workshops, face-to-face tutorials and online discussion; fully online version available Prohibitions: MIPH5014 Assessment: 1x1500 word assignment (25%); 1 group assignment (30%); 1x2500 word assignment (45%) Mode of delivery: Online

This core unit of study introduces students to evidence-based health promotion as a fundamental approach to preventing disease and reducing health inequalities in populations. The unit is divided into three modules: (i) principles underpinning disease prevention and health promotion, (ii) evidence-based prioritising for disease prevention and health promotion programs, and (iii) evaluating disease prevention and health promotion programs. It will develop students' skills in: identifying opportunities for prevention and setting prevention and health promotion priorities; planning and prioritising evidence-based programs, and; measuring the implementation of programs and evaluating the impact of programs on population health. The unit will critically examine diverse characteristics of disease prevention and health promotion programs, including behaviour change programs, community development-, environmental-, and policy- based programs. Students will develop an understanding of approaches used to enhance inter-sectoral action and partnerships, and community participation and consultation. The role of translation of research into policy and practice to enhance public health impact will also be explored. The unit will also illustrate how the principles of prevention and health promotion are applied in Aboriginal health promotion settings.

Textbooks

Course Readings Provided

PUBH5422 Health and Risk Communication

Credit points: 6 Teacher/Coordinator: Dr Claire Hooker, Associate Professor Julie Leask, Professor Phyllis Butow Session: Semester 2 Classes: Block/intensive - 5 days Monday - Friday Assessment: Assignment 1 x 3000 word (55%), Assignment 1 x 2000 words (35%), Pre-block online activities (10%) Mode of delivery: Block mode

In this unit, students will develop a critical awareness of the determinants of effective communication, particularly in relation to health risks to the individual and to society. The first half covers individual health risk communication in clinical settings, including: theories of health communication, patient centred care and shared decision making; evidence-based communication skills; research paradigms including interaction analysis; cross-cultural communication in health care; discussing prognosis and informed consent. The second half explores risk communication for public health. We teach theories of risk perception and communication with particular application to public health incident responses. We give practical guides to media messages, risk message framing, public engagement, traditional and social media, and the ethical aspects of public communication. The unit offers students the opportunity to learn from outstanding guest lecturers who work in these areas and interactive opportunities for students to try their skills in risk communication and decision making.

Textbooks

Readings will be provided

University of Sydney Handbooks - 2016 Archive

The University of Sydney - Sydney Medical School Handbook 2016

Metabolic Health

Errata

Unit of study descriptions