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 of study will develop the ethical and critical thinking needed to inform and develop 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 inform 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 the selection of a clinical question, a literature review, then an appraisal of the literature and application to individual patient care.

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.

This unit of study provides students with an advanced level of understanding of the effective management of diabetes mellitus. It will builds on 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 real life cases. The role of pancreas transplant and closed loop/artificial pancreas systems in diabetes are also addressed. Diabetes translational research across the bench, clinic and bedside, are examined. Learning will be enhanced by individual and group online methods plus a practical on-campus half-day workshop.

This unit of study will develop student's 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. Current data and concepts in epidemiology and classification and pathogenesis of overweight and obesity and pre-diabetes and related public health issues are addressed. An intensive focus on state of the art patient-centred management of obesity and pre-diabetes follows, including patient engagement with behavioural and psychological approaches, lifestyle interventions in nutrition and exercise, bariatric surgery, medication options and regimens, new technology and sustainability of outcomes. New technology to enhance health is a focus. Overweight and obesity, as well as pre-diabetes is examined with a personalised, case-based approach. Differing health care delivery methods, commercial options and team based approaches to care is explored.Discussion boards and webinars plus a practical on campus workshop enhance learning.

This unit will develop enhanced understanding of 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, 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, arrhythmogenic disturbances and platelet dysfunction and rheology will all be considered. 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.

The ability to undertake a focused and comprehensive patient assessment is fundamental to nursing practice. Conducting patient assessment allows nurses to gather the requisite information to make sound clinical judgements. With an emphasis on the systematic collection of reliable and valid assessment data, this unit of study examines the knowledge, capabilities and clinical skills required to undertake comprehensive health assessment, inclusive of physical, mental health, social, ethnic and cultural dimensions in complex clinical situations. Underpinning any patient assessment is a detailed understanding of normal physiological processes and the ways in which illness and injury alters these processes.

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.

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 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.

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

In this unit of study, we aim to introduce you to systematic reviews and meta-analyses of relevance to healthcare with a particular focus on systematic reviews of randomized controlled trials. Students can choose to learn in online or normal day (on-campus) mode. All students will work through four online modules, delivered over twelve weeks, addressing the following topics at an introductory level: What and why systematic reviews (and meta-analysis); How to formulate answerable healthcare questions and searching for systematic reviews; How a systematic review is conducted and understanding the principles of meta-analysis; and How to appraise, interpret and apply the results of systematic reviews (and meta-analyses). Students will have the opportunity to discuss unit of study learning materials in online tutorials or via weekly (on-campus) tutorials. Readings and other learning materials will be available via eLearning.

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.

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 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 core unit of study introduces students to evidence-based health promotion as a fundamental approach to promoting and improving health and well being, preventing disease and reducing health inequalities in populations. The unit is divided into three modules: (i) the building blocks of disease prevention and health promotion, (ii) using evidence to develop disease prevention and health promotion interventions, and (iii) evaluating disease prevention and health promotion programs 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.

In this unit, students learn how to communicate effectively with respect to health risks, both to individuals with health concerns, and with respect to risks to the public. 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, including: how to effectively manage outbreak or other crisis situations; how to communicate about issues where the risk is low but ublic concern is high (such as with respect to the fluoridation of water); and how to best manage controversies. 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.

The prevention and control of non-communicable diseases (NCDs) or chronic diseases - mainly diabetes, cardiovascular diseases, chronic respiratory diseases, and cancers - involves shared risk factors. This unit introduces students to the prevention and control of NCD risk factors, specifically tobacco use, harmful use of alcohol, physical inactivity, unhealthy diets, high salt intake, and obesity. This unit provides an integrated exploration of the current state-of-the-art in research and practice for addressing these preventable 'lifestyle' risk factors. The emphasis is on primordial and primary prevention strategies, rather than the management of NCDs in those already with chronic disease. This solutions-focused unit comprises specific modules about each of tobacco control, harmful alcohol consumption, physical activity, nutrition and health, salt and health, and obesity prevention. By the end of this unit, students will understand the dynamic relationships between the key risk factors, and the important role of public health prevention approaches to reducing lifestyle risks that are precursors to NCDs.

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.

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.

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.