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 is the capstone unit of the Critical Care Medicine Master's degree and it aims to develop the ethical and critical thinking needed to inform best clinical practice. It is divided into two parts: an introduction to key ethical concepts and methods of ethical analysis relevant to health care practice and research, and an overview of evidence. Students will critically appraise the evidence base related to 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 of evidence to individual patient care. Learning modules will include how to carry 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 CEPI5100 Introduction to Clinical Epidemiology.

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 of study covers the requirements of the anatomy syllabi of the primary examinations of the Australian and New Zealand College of Anaesthetists, the College of Intensive Care Medicine and the Australian College of Emergency Medicine. It is focussed on clinical relevance and application. Students will learn anatomy relevant to the professional demands of each college, for example the anatomy relevant to venous access, airways and peripheral neural structures. Anatomical imaging, including ultrasound, CT and MRI are integrated where relevant.

This unit of study covers the syllabus requirements of the Primary or First Part examinations of the Australian College of Emergency Medicine, the College of Intensive Care Medicine and the Australian and New Zealand College of Anaesthetists, with a focus on the syllabus of the Emergency Medicine first part exam. Topics covered include basic pathological processes (e.g. immunology, inflammation, neoplasia etc) and systems pathology (e.g. cardiovascular, respiratory, gastroenterology, neurology, rheumatology etc). The unit is presented by academic pathologists and specialist clinicians and focusses on clinical relevance and application of knowledge.

This unit will address the syllabus requirements of the Primary or First Part examinations of the Australian and New Zealand College of Anaesthetists, College of Intensive Care Medicine and the Australian College of Emergency Medicine. It includes basic pharmacology and clinical applications of relevant drugs and drug groups.

This unit addresses some of the Primary or First Part syllabus requirements of the Australian and New Zealand College of Anaesthetists, the College of Intensive Care Medicine and the Australian College of Emergency Medicine. It includes normal physiology, physiology of the elderly, obesity, physiological consequences of mechanical ventilation and common disease states in the critically ill. The unit has a clinical focus.

Critical care medicine is practised in highly charged and stressful settings and requires many decisions to be made quickly with limited information and resources. There are also many 'players' and confusion and miscommunication can easily occur. The hierarchical nature of hospital based practice and tribal differences between professions bring their own challenges. This unit of study aims to help clinicians 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. The unit is built around complex clinical cases and includes simulations using actors and experts.

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 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.

This unit follows on from CRIT5006 and aims to equip and train students in this exciting field of retrieval medicine. The unit of study has three major areas: prehospital trauma care; critical care transport; special patient groups (obstetric, neonatal and paediatric, bariatric, mechanical cardiorespiratory support). On successful completion of this unit students will 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. Students will also gain an understanding of equipment and monitoring in retrieval medicine.

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; manage the technology and the learning environment; and provide 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.

Point of care ultrasound is used routinely in the assessment and management of critically ill patients. This unit of study will introduce students to ultrasound physics and knobology. Students will learn how to perform scans including e-FAST, AAA, vascular access, DVT studies, renal, hepatobiliary, basic echo, lung and early pregnancy. This unit satisfies the coursework required by the Australasian Society for Ultrasound Medicine (ASUM) for the Certificate of Clinician Performed Ultrasound (CCPU) in all listed modules, apart from basic echo.

Mechanical ventilation is a common supportive therapy in the critical care environment. Students in this unit of study will become familiar with mechanical ventilator design and function, learn to interpret ventilator waveforms and measured data, and develop an understanding of the physiological consequences of mechanical ventilation. Commonly used models of mechanical ventilators (including transport ventilators) are discussed and students will have the opportunity to become acquainted with their performance characteristics. Case-based discussions will be used to explore common strategies for ventilation in different clinical scenarios, including the operating theatre, the emergency department, the ICU and in the course of retrieval.

Critical care practitioners in Australia are often involved in crisis responses, educational interventions or providing clinical care for patients in resource limited settings. This unit of study examines appropriate health care and disaster response interventions (clinical care, education and research) in low and middle-income countries. Experienced critical care practitioners working in Australia, Asia- Pacific and African regions will guide students understanding of the clinical, educational and logistic challenges of working in these environments. The unit will also provide an introduction to disaster management and preparedness.

Extracorporeal Life Support (ECLS) is a rapidly developing field with applications in prehospital and retrieval medicine, emergency medicine, anaesthesia and intensive care. It has an expanding set of indications including cardiac arrest, cardiogenic shock, severe respiratory failure and organ support for high-risk procedures. Students will gain an understanding of extracorporeal support modalities including extracorporeal membrane oxygenation (ECMO), extracorporeal CO2 removal (ECCO2R), ventricular assist devices (VAD) and Impella. The learning modules will introduce essential aspects of the management of ECLS patients including common indications, contraindications, ECLS physiology and technology. A compulsory face-to-face workshop will provide hands on familiarisation with ECLS equipment, procedures and troubleshooting.

This unit will examine the techniques available to monitor the function and wellbeing of the brain and nervous system during anaesthesia and surgery. Despite their widespread use, the effect of general anaesthetic agents on the brain and spinal cord is still poorly understood. There is wide interpatient variability in responses to these agents, and intraoperative hemodynamic fluctuations and underlying disease processes are all threats to the central nervous system which may be mitigated by careful monitoring.

The Cardiology syllabus is designed to meet the needs of medical practitioners who are either trainee physicians or have a special interest in the practice of cardiology. The content is focussed on diagnosis and investigation of common cardiologic conditions and the essentials of management of these conditions. The module learning materials are linked to a library of clinical cases representing common and important cardiologic conditions.

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.

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.

Students will work at their own pace through 9 modules covering research integrity, medical style, abstracts, presentations and posters, constructing a paper, data visualisation, manuscript submission, responding to reviewers comments, publication dissemination, and reviewing a paper. This unit aims to teach students the principles of research integrity in writing for medical journals, typical issues they may face, and link to resources to help them maintain integrity through their publishing careers. It will guide them to reliable evidence based resources to improve their conference abstract, presentation and poster design, and manuscript style and writing.. Students will learn about reporting guidelines, common pitfalls in writing and presenting research, choosing a journal, keywords, improving tables and figures for manuscripts through open source software, copyright, writing cover letters and response letters to reviewers. Students will learn about measuring research impact and ways to improve research reach, dealing with the media and press releases, using social media in dissemination, digital archiving and basic skills needed to act as a quality peer-reviewer. This is an online unit

Unexpected postoperative neurologic deficit is arguably one of the most devastating potential complications of surgery. This unit examines the fundamental neurophysiological techniques necessary for continuous functional monitoring of the human nervous system during at risk surgical procedures. In particular, this unit provides the theoretical and practical knowledge underpinning somatosensory evoked potentials, brainstem auditory evoked potentials, motor evoked potentials and electromyography as they relate to various surgical disciplines.

This unit gives students an overview of global health aspects of forced migration and humanitarian emergencies. This includes considering problems faced by government and non-government organisations in humanitarian emergency relief efforts as well as the increasing pressures of forced migration resulting from these. Topics covered in the unit include international and human rights law, the role of donor agencies, refugee health, nutritional emergencies, site planning for refugee camps, water and sanitation, sexual violence, protection of vulnerable groups, and communicable disease surveillance and control.

Thrombosis and haemostasis affect all areas of clinical practice. This unit of study will familiarise students with normal and pathological haemostasis, interpretation of coagulation laboratory tests, and practical management of bleeding and clotting disorders in the perioperative and critical care setting. Case-based discussions will explore strategies for diagnosis, investigation and management in theatres, ICU and the emergency department to assist in making optimal clinical decisions.

This unit of study aims to provide students with a practical and clinically relevant overview of the uses of imaging in medicine. Topics are organized by systems, with clinically relevant cases illustrating key concepts. The course will cover the various modalities in current use and highlight future directions of imaging. Students will gain a better understanding of the strengths and weaknesses of common imaging tests including the risks associated with different modalities will be able to recognize the appearance of 'need to know' cases, and will be better able to appropriately order and perform basic interpretation of commonly used tests.

The Basic Respiratory medicine syllabus covers the requirements of trainee physician practice. The content is focussed on diagnosis and investigation of common respiratory conditions and the essentials of management of these conditions. The module learning materials are linked to a library of clinical cases representing common and important respiratory conditions.

The Basic Infectious Diseases syllabus covers the requirements of trainee physician practice. The unit is focussed on diagnosis and investigation of common infections and the essentials of management of these conditions. The learning materials are linked to a library of clinical cases representing common and important infections.

Students in this unit of study will learn how to effectively manage diabetes mellitus. 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 a practical on campus half-day workshop.

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.

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.

Interpersonal violence has been recognised as a significant problem in Australia. This includes family violence, sexual assault and physical assault. Whilst health professionals are aware of the issue they often lack the requisite skills to examine patients with a view to documenting injury and preparing court reports and expert certificates in relation to the interpretation of injury. General practice and emergency departments are two common locations for the victims of interpersonal violence to present with injury. This unit of study is designed to equip the learner with the knowledge and skills required to respond to the clinical needs of a person who has experienced interpersonal violence and to document the findings in a manner that would be useful for medico-legal reports. The learning process will include readings and self-directed learning activities relevant to the learner's working environment and geographical location. The course will deal primarily with the physical effects of violence with limited emphasis on the management of psychological trauma. The course includes epidemiology, interpretation of injury, basic forensic science and toxicology, legal issues such as consent and the presentation of an expert certificate for the court.

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.

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.

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.

See MEDF4001