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.

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.

This capstone unit aims to develop the ethical and critical thinking needed to inform best clinical practice and is divided into 2 parts: i) An introduction to key ethical concepts and methods of ethical analysis relevant to health care practice and research which runs over the first 4 weeks ii) Students will then conduct a critical appraisal of a clinically-based question relating to key research milestones in paediatric medicine The unit brings together topics covered in other stream specific units in the MMED (Paeds) with critical appraisal and basic epidemiology.

Candidates may contract to undertake independent studies or research in a particular field of interest in paediatrics. Students undertaking a research project will be required to nominate an appropriate supervisor relevant to their field of research. The project is negotiated with your supervisor and based on a written learning contract which you will provide to the unit coordinator. Your supervisor will help you select a topic and define the research questions. You are encouraged to select a project that is directly relevant to your own work setting. As part of the Independent Studies unit you will develop your own learning outcomes. The project can be undertaken in either semester one or two (6 credit points). You will produce a scholarly piece of work that is suitable for submission to a peer-reviewed journal

This unit investigates in-depth the epidemiology, diagnosis and management of paediatric infectious diseases. Modules of study within this unit will include: worldwide patterns of infectious disease, including assessment of scope of problem and burden of disease; common paediatric infectious diseases; current evidence- based practice for diagnosis and treatment of common childhood infectious diseases; infectious diseases in special populations such as immunocompromised, malnourished and indigenous populations; issues of policy and public health and emerging infectious diseases in paediatric settings.

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 unit closely examines current principle and practice of paediatric gastroenterology. Modules of study within this unit will include: worldwide patterns of paediatric gastroenterological disorders; disorders of oesophagus and stomach, focusing on evidence-based evaluation and treatment of gastroesophageal reflux, helicobacter disease; evidence-based evaluation and treatment of acute and chronic liver disease and pancreatic disorders; evidence-based evaluation and treatment of enteropathies; recent advances in the diagnosis and treatment of inflammatory bowel diseases and emerging paediatric gastroenterological disorders.

This unit of study will cover the important and latest aspects of immunisation in childhood. Basic science aspects covered will include the immunology of immunisation, the process of development of new vaccines and latest research developments in new vaccines. The clinical features of the currently vaccine preventable conditions of childhood will be covered through clinical scenarios, integrating the epidemiology, basic science and current immunisation schedule. Immunisation in special populations and situations will be covered and the social and philosophical implications of immunisation will be explored.

This unit covers a range of clinical conditions likely to be encountered by clinicians working in both primary health care settings such as general practice and general paediatric inpatient and outpatient settings. Through clinical scenarios, students will consider the assessment, diagnosis and management of challenging but common and important clinical presentations of childhood and adolescence.

This unit examines the pathophysiology, presentation and diagnosis of a range of endocrine disorders affecting infants, children and adolescents. There will be a focus on normal growth and development and its variants, thyroid disease at different ages, adrenal disease, bone health and diabetes diagnosis and management. Using case based scenarios, recent evidence and latest guidelines for management will be investigated and discussed.

This unit of study will cover the latest advances in critical care of the newborn. Modules of study will include perinatal medicine, neonatal resuscitation and newborn transport. The unit will explore the clinical manifestations of important respiratory, cardiac, metabolic and neurological disorders presenting in the newborn. Changing patterns of neuro-developmental outcome in preterm and critically unwell neonates will be examined. The latest neonatal resuscitation guidelines will be critically appraised and current evidence for best practice in critical care of the newborn will be applied to a series of clinical scenarios involving neonatal common and life-threatening conditions. This unit is designed to encompass a range of likely neonatal clinical scenarios and disorders which clinicians may face in rural, remote, primary and tertiary level settings.

This unit examines the medical and psychosocial issues affecting the adolescent age group. Modules include eating disorders, chronic illness, drugs and alcohol and adolescent gynaecology, sexual health and adolescent mental health. There will be a focus on the approach to the adolescent patient, the clinical issues related to the most commonly encountered diseases affecting adolescents as well as consideration of public health policy as it relates to adolescents.

This unit examines some of the common medical and developmental conditions encountered in paediatric practice. There will be a focus on the approach to the child with a developmental disability and behavioural disorders, as well as latest evidence for diagnosis, investigation, prognosis and management of other common and important medical conditions. Specific modules include developmental disability, autism, attention deficit hyperactivity disorder, child protection, enuresis, feeding disorders of infancy and common neurological and renal conditions.

Candidates may contract to undertake independent studies or research in a particular field of interest in paediatrics. Students undertaking a research project will be required to nominate an appropriate supervisor relevant to their field of research. The project is negotiated with your supervisor and based on a written learning contract which you will provide to the unit coordinator. Your supervisor will help you select a topic and define the research questions. You are encouraged to select a project that is directly relevant to your own work setting. As part of the Independent Studies unit you will develop your own learning outcomes. The project can be undertaken in either semester one or two (6 credit points). You will produce a scholarly piece of work that is suitable for submission to a peer-reviewed journal

This unit examines the worldwide status and trends in child and adolescent asthma and allergic disease. It explores the determinants, clinical assessment, medical complications, management and prevention of these important public health problems. Our aim is to inspect the current clinical practice and principles that underlie the diagnosis and management of paediatric asthma and allergic disorders. There is a close integration of epidemiology; basic science and best available evidence in management that are revealed through clinically based scenarios. Important cutting edge and controversial concepts and treatments are explored.

BETH5104 Bioethics, Law and Society introduces students to some of the interrelationships between health care, ethics, and the law. Students will explore the moral basis of law and the means by which law in turn, influences and directs clinical practice and health policy. We also look at the limits of law in solving ethical dilemmas, and consider what happens when the law falls out of step with the moral institutions of health care providers, patients, and the general public. Over the course of the semester, students will learn 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 the law of consent, medical negligence, advance directives, maternal-foetal conflicts, abortion, reproduction, end-of-life decision-making, tissue regulation and infectious disease. Learning activities in BETH5104 include lectures, case discussions (during lectures), problem-based learning, online learning activities and written assessments.

This unit will facilitate students to critically review the ethical issues that underlie the delivery of healthcare. Students will explore: dominant theoretical approaches to 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.

Medicines save lives but they can be costly and can have serious adverse effects. Value-laden decisions are continuously being made at individual, institutional, national and international levels regarding the medicines we need, want and can afford. In this unit of study, we will explore and critique global and national policies and processes related to medicines, examining how research and development agendas are set; how medicines are assessed and evaluated; and how new technologies are translated into practice. We will also explore broader trends such as globalisation, commercialisation and changing consumer expectations. By the end of the course, students will understand the forces shaping the development, regulation, funding and uptake of medicines both nationally and internationally, and the political, ethical, legal and economic issues that are at stake. This course is designed to appeal to a wide range of students from ethics, law, public health, health care, policy, communications, economics, business, politics, administration, and biomedical science.

This unit of study provides psychiatry trainees with an opportunity to develop effective clinical skills including the psychiatric interview, mental state examination and biopsychosocial formulation. The management of psychiatric emergencies, risk assessment and the use of mental health legislation, as well as the relevance of diagnostic neuroimaging, are explored. This unit of study is designed to provide students with a deeper understanding of how genetic and environmental risk factors affect the developing individual to generate the clinical symptoms of psychiatric disorders. Students will examine all aspects of psychotic and mood disorders including aetiology, phenomenology and epidemiology. Students learn to develop management plans for these disorders according to a biopsychosocial framework with an emphasis on psychosocial care and recovery principles. The principles of neuropsychopharmacology with a focus on antipsychotic medication, mood stabilisers, antidepressants and their potential adverse consequences are covered in depth, as well as practical aspects of electro-convulsive therapy (ECT).

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.

This unit is designed for medical practitioners such as general practitioners, emergency physicians, physicians, paediatricians and surgeons. Students will develop skills in the recognition and management of mental health conditions that frequently present in primary health and hospital settings. The unit will cover high prevalence mental disorders including mood, anxiety, stress and trauma-related disorders, including complex trauma as well as the low prevalence disorders such as psychosis. Managing psychiatric emergencies, the use of the Mental Health Act and medical comorbidites will be demonstrated. Students will develop skills in assessment, mental state examination, and the biopsychosocial approach to formulation, management and trauma-informed care. The range of evidence-based pharmacological, biopsychosocial and lifestyle interventions for mental disorders will be introduced. Other topics will include somatic presentations of psychological and psychosocial problems, addiction medicine, old age psychiatry, youth mental health and doctors' health. Students will participate in casebased learning activities and assessments.

This course is specifically designed for health professionals who are working in health care. It will equip participants with underpinning knowledge about patient safety. There are 4 modules that students are required to participate in that cover quality and safety principles, professionalism and ethics, risk management and risk information, complexity theory, clinical governance and the impact of adverse events, methods to measure and make improvements in health care. Each module provides for discussion to enable the participants to ask questions and describe their experiences. Students are required to write a reflective statement about the main learning after each module. The modules, tools and the discussions are designed to enable participants to change behaviours by understanding the main causes of adverse events-poor team work, busyness, hierachies. The course provides foundation knowledge about quality and safety; governments around the world are concerned to address unsafe care. The course will better prepare health professional to understand the complexity of health care and take steps to minimise the opportunities for errors and address vulnerabilities in the system.

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 (Abstract, Aims, Background, Significance, Methods) 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 be complemented by online presentations from experienced researchers on the practical aspects of clinical research. Topics include: observational studies, randomised controlled trials, diagnostic test evaluation, qualitative studies, economic evaluation, and process evaluation. The unit will conclude with a one-day, face-to-face, mandatory workshop where students will learn about budgeting, qualitative research, strategies and grant administration, research ethics and peer review of research grants.

Essential Dermatology will cover most of the common skin diseases, providing a comprehensive review of: clinical presentation, differential diagnosis, impact on quality of life, and management. The unit will also cover the clinicopathological correlation and aetiopathogenesis of skin disease and will equip students to interpret histology reports. Diseases are organised by body region and clinical characteristics and include: inflammatory diseases (acne, psoriasis, eczema), autoimmune and autoinflammatory diseases (lupus, morphea, pustulosis), cutaneous drug reactions, infections; and cancer. The use of new technologies in diagnosis and treatment is also discussed. On completion of the unit, students should be able to diagnose the most common cutaneous presentations, recognise possible alternative diagnoses, and complete an appropriate management plan.

Recent major advances in understanding of the human genome and the relationship between genetic variation and disease have changed clinical practice. This unit provides contemporary knowledge of genetic disease, diagnosis, genomic testing, prognosis, management, inheritance and impact across a range of chromosomal, single gene and heterogeneous genetic conditions. Common conditions such as intellectual disability, inherited cancer and paediatric and adult-onset disorders will be discussed. Students will gain knowledge of genomic mechanisms and genetic variations which lead to human disease. Case based approaches will be used for development of skills in interpretation of clinical, family history and genomic test results and also for appropriate diagnosis and accurate genetic risk information. Ethical issues in genomic medicine will also be considered. Advances in treatments for genetic diseases will be discussed along with possible uses and limitations of new technologies, including genome editing approaches.

Recent technological advances in genetics and genomics have significant impact on medical care. This unit provides an introduction to the detection of genetic variation in the context of human disease and an overview of bioinformatics techniques and approaches for the analysis of genomic and other omic data. Technologies include types of deep resequencing, including whole exome and whole genome sequencing, the library preparation methods, sequencing chemistries and platforms. Methodologies and applications to disease discussed include detection of base substitutions and splicing variants, copy number variants and other structural variants. An understanding of which methodologies to be used to detect different types of genetic variants will be developed. Cases will be used for emphasis on the integration of phenotypic data, genomic information and variant interpretation for accurate diagnosis. There will be discussion of techniques to prioritise variant pathogenicity, apply new technologies in gene editing and an introduction to other omic technologies, including transcriptomics, proteomics and metabolomics, and their current and future applications to medical care.

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 environment. The unit will cover 3 main areas: planning for and facilitating learning in the clinical environment; assessing performance and providing constructive feedback; and 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.

To introduce participants to the problem of pain within a multidisciplinary team framework and to highlight the extent of the problem in the community. The unit provides an overview of historical and philosophical models of pain and its management methods over time. Current classifications of pain are examined and the interrelationship between various paradigms of health and illness are outlined. Participants also begin to consider the principles of research design and biostatistics, and explore professional and ethical issues.

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 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.

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.

This unit of study is a combination of three (3), two (2) credit point units (SEXH5008, SEXH5418 and SEXH5419) and deals with public health aspects of sexual and reproductive health (SRH), Sexually Transmitted Infections (STIs) and HIV. This unit addresses sexuality, sex education, HIV/AIDS and STIs, unintended pregnancies, access to SRH services, maternal mortality, sexual violence, sexual and reproductive rights and discrimination/stigmatisation of vulnerable populations. Aspects of HIV/STIs and reproductive health will be discussed in the context of the UN's Sustainable Development Golas (SDGs) focusing on SDG 3 on health and SDG 5 on gender equality and women's and girls' empowerment. The unit further explores the epidemiological, societal and population aspects of SRH, STIs and HIV. Surveillance strategies, policy development and legislative responses will be discussed, with regards to the potential public health consequences. Emphasis will be placed on the delivery of effective prevention and management strategies.

To optimise healthcare delivery, we need evidence-based strategies to enable research translation and to assess impact. This unit of study will teach these skills including fostering and maintaining stakeholder engagement, pragmatic study design, cost effectiveness analysis, recognising and managing barriers and enablers to implementation and post-research translation. Participation in case-based discussions and preparation of a research proposal will enable students to develop the skills to enhance impact and hasten adoption of research into routine care. This unit of study will have a practical focus with the aim of facilitating students to deliver impactful research within the clinical setting.

Candidates will work on an independent research project in an area of specific interest relevant to their master's degree. The project may take the form of analysis of an existing data set, a systematic review of the literature, a case series, survey or other project acceptable to the project supervisor. In some streams, critical care for example, projects may be available for students to select. It is essential, where there is the use of patient information or recruitiment of patient study subjects, that appropriate ethics approval is gained from the governing body where the project will take place. The candidate will be guided through the steps required to plan and execute a substantial research project, and prepare a scholarly work which may be a paper for publication. A candidate must enrol in a minimum of 12 credit points of project units of study in order to submit their final written work.

Candidates will work on an independent research project in an area of specific interest relevant to their master's degree. The project may take the form of analysis of an existing data set, a systematic review of the literature, a case series, survey or other project acceptable to the project supervisor. In some streams, critical care for example, prjects may be available for students to select. It is essential, where there is the use of patient information or recruitment of patient study subjects, that appropriate ethics approval is gained from the governing body where the project will take place. The candidate will be guided through the steps required to plan and execute a substantial research project and prepare a scholarly work which may be a paper for publication. Where appropriate students will prepare a work suitable for publication. A candidate must enrol in a minimum of 12 credit points of project units of study in order to submit their final written work.

Candidates will work on an independent research project in an area of specific interest relevant to their master's degree. The project may take the form of analysis of an existing data set, a systematic review of the literature, a case series, survey or other project acceptable to the project supervisor. In some streams, critcal care for example, projects may be available for students to select. It is essential where there is the use of patient information or recruitment of patient study subjects that appropriate ethics approval is gained from the governing body where the project will take place. The candidate will be guided through the steps required to plan and execute a substantial research project and prepare a scholarly work which may be a paper for publication. A candidate must enrol in a minimum of 12 credit points of project units of study in order to submit their final written work.