This unit of study begins by introducing students to intersections amongst health care practice, ethics, and the law. In particular students will explore the ethical and moral bases of law as well as how the law, in turn, 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, maternal-foetal conflicts, abortion, reproduction, mental health, end-of-life-decision-making, and genetics.

This unit will facilitate students to critically review 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.

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.

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.

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.

This unit of study aims to enable the student 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.

This unit of study will aim to enable the development of an advanced understanding in the effective management of diabetes mellitus. It will build upon the Diabetes Management unit of study by focusing on more complex cases of diabetes, with a particular focus on type 1 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. 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.

This unit of study will develop your understanding of 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 and pathogenesis of overweight and obesity and pre-diabetes and 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 face to face interactive education.

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, as will arrhythmopgenic disturbances and platelet dysfunction and rheology. 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.

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; this will require a form of targeted literature review.

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.

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.

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.

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.

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.

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.

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.

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.

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) building blocks of disease prevention and health promotion, (ii) using evidence and evaluating disease prevention and health promotion programs, and (iii) using research to inform policy and practice. This unit will give students an understanding of disease prevention and health promotion and their relationship to public health, introduce design, implementation, and evaluation of disease prevention and health promotion interventions, and develop and refine students' research, critical appraisal, and communication skills. 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 settings.

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, ranging from managing outbreak situations to low risk / high concern issues such as immunisation. 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.