This unit of study introduces students to human research ethics in its wider context. It explores the ethical underpinnings of the research endeavour including the justifications for engaging in research and research integrity. The unit also briefly reviews the history of research and the impact of research abuse on human participants.

This unit of study focuses on the scientific basis of human genetic inheritance and of human genetic disorders and provides a broad overview of the genetics of common single-gene human genetic disorders and the genomics of common multi-gene human genetic disorders. A review of Mendelian inheritance, principles of biochemical genetics, current knowledge of the molecular basis of human inheritance will be presented using case examples. More complex patterns of inheritance including mitochondrial and uniparental disomy as well as epigenetic mechanisms will be explored. An exploration of the biological and molecular basis of cancer syndromes is used as an example of complex genetic conditions. The unit will include hospital-based field work covering genetic testing used in diagnostic and screening contexts including molecular, cytogenetics and molecular cytogenetics.

Applied clinical genetics will be co-presented and integrated with the Unit of Study (UOS):GENC5002 Clinical genetics. Students will be introduced to the management of clinical and genomic information and databases. Essential tools of genetic counselling including family history taking and pedigree construction will be introduced early and will be applied throughout the semester in the context offamily case studies which will illustrate the psychosocial impact of a genetic diagnosis. Molecular genetic theory will underpin the understanding of the basis of genetic, syndromes of paediatric and adult onset conditions, intellectual disability, neurogenetic and connective tissue disorders. Application to screening and diagnosis of genetic conditions in the prenatal, paediatric and adult contexts, and current treatment therapies and preventive strategies will be presented. Public Health genetics, genetic epidemiology and population screening will be studied as important aspects of community genetics.

The main objective of this course is to facilitate students' development of their ability and confidence to use basic counselling and interview skills. The unit provides students with an overview of counselling theory and models and is an introduction to the development of counselling skills underpinned by these theories and models in the context of genetic counselling. Client-centred counselling and Rogerian techniques will be demonstrated and practiced under supervision during role plays. During the clinical placement, students will be allocated a supervisor(s), and this placement will be largely observational of Genetic Counsellors in session. Students will start to develop their counselling skills according to competencies developed by the Human Genetics Society of Australasia. The community experience aims to provide students with an understanding of the lived experience of a genetic condition.

The main objective of this course is to further facilitate students' development of their ability and confidence to use basic counselling and interview skills. Students will develop an understanding of the range of expressions of grief and loss generated by the lived experience with a genetic condition or genetic testing results and evidence-based strategies for supporting clients underpinned by an evidence base. The counsellor-self will be examined and the ability to recognise and address transference and counter-transference issues will be developed. Team presentations will address the topics of communication theories and their application to genetic counselling and communication models with diverse populations in genetic counselling. Clinical experiences will expose students to the natural history and management of common genetic conditions, and to the relevant associated psychosocial issues, as well as provide opportunities to further develop a range of genetic counselling skills consistent with the core practice-based competencies for this profession. Strategies for the communication of risk will be developed and available tools to assist will be reviewed.

This unit builds on the knowledge and skills developed in GENC5001 AND GENC5002. It aims to develop an understanding of the biological and molecular basis of cancer syndromes as an example of diagnosis and risk assessment analyses for complex genetic conditions. Additionally, practical training is provided in tools used for risk assessment and probability of outcomes for other genetic conditions.

The Unit begins with a review of ethical principles and their application in health and genetics in particular in both research and clinical settings. Students will be provided with an overview of the current social, cultural, legal and ethical issues generated by the diagnosis or identification of risk for a genetic condition including privacy at the family and wider community levels, ownership of genetic information, informed consent, genetic testing of children, professionalism and paternalism, access and equity to services national and jurisdictional laws, regulations and guidelines governing genetics services delivery and practice ethics. The evidence base for genetic discrimination will be examined with a focus on the life insurance industry and the polices and implications for genetic counselling practice and research participation. Additionally, the associated psychosocial impact of new genetics technologies at both the individual and family levels will be explored, using preimplantation genetic diagnosis as the paradigm. At the societal level, the students will explore the issues associated with the developments and establishment of biobanks and genetic registers, the storage of genetic information and its access, and non-medical applications of genetic technologies including kinship testing and sport.

Clinical practice 2 will extend students' experiences of genetic counselling of individuals and families affected by a broad range of genetic disorders. The focus of this unit is enhancing reflective practice skills. Clinical experiences will expose students to the natural history, testing and management of common genetic conditions, and to the associated psychosocial issues, as well as provide opportunities to observe, practice and further develop a range of genetic counselling skills consistent with the core practice-based competencies for this profession. It aims to further develop the student's appreciation of the counsellor-client relationship, the components of the genetic counselling interaction, and various models of genetic counselling practice. The impact of genetic disorders on families, relevant medical, psychosocial, cultural, and religious issues will be addressed. The aim is for students to develop intermediate level professional clinical competencies as required by the Human Genetics Society of Australasia Board of Censors for Genetic Counselling. The unit includes clinic placement with a metropolitan, regional or rural outreach genetic counselling service associated with NSW Health, including time in prenatal/paediatric and adult units- or interstate or international genetics services. Students will be allocated a supervisor(s), observe Genetic Counsellors in session, participate in the everyday running of a service including use of Kintrak database or Trakgene for recording family history, attend relevant meetings, and other associated activities. Following the placement, students will be assisted in the development of a long case study report reflecting on their practice, skills gained and challenges faced.

This unit aims to further develop understanding of the complex underpinning of the broader genomics science and its current and future applications. An introduction to the next generation genetic technologies, laboratory issues and web data sources and critical appraisal for their relevance to genetic counselling will be provided. The unit also examines clinical and ethical applications of genetic and genomic technologies in a range of contexts from the prenatal, paediatric and adult (e.g. cardiology) settings. The current and future implications and potential for treatment and management arising from these developments will also be presented. The students will explore how their role may develop as genetics moves into mainstream medicine and the challenges that may be faced. Finally, students will explore challenges likely to be encountered due to the rapid developments and applications of genomic technologies including array technologies, whole genome scans and exome sequencing. Students will also develop the skills to interpret pathogenicity of variants generated by these technologies to clients.

Clinical practice 3 will extend students' experiences of genetic counselling for individuals and families affected by a broad range of genetic disorders. The further development and evaluation of values, attitudes and skills in genetic counselling will be presented, with an emphasis on professional roles, cultural and disability awareness/sensitivity training, facilitating deciison making and addressing uncertainty. Students will spend 5 weeks in a full time Clinical placement with metropolitan or outreach genetic counselling services associated with NSW Health, interstate or internationally Students will be expected to participate in the everyday running of a service. The aim is for students to develop intermediate level professional clinical competencies as required by the Human Genetics Society of Australasia Board of Censors for Genetic Counselling including the writing of a long case study report reflecting on their practice, skills gained and challenges faced.

This unit will allow students to draw on previous course content as they examine and debate contemporary issues in genetic medicine, such as mental health and genetics, endocrine cancers, patient management issues, new risk assessment algorithms for breast cancer risk, personal genome sequencing and other issues as they arise. The course also aims to improve the student's ability to identify and address effectively the genetics educational needs of clients, community and lay groups, students, and health professionals and the strategies necessary for the development of educational materials and tools designed to assist in decision making and informed choice.

This unit of study is a continuation of the supervised research project initiated at the beginning of the course and to be concluded in the final semester. The unit involves analysis of data provided to the student to be analysed using quantitative or qualitative data analysis methodology. The unit will enable students performing quantitative data analysis to experience qualitative data analysis techniques and vice versa. A statistician and experts in qualitative data analysis will be available to provide advice.

This unit focuses on further development of the research project and preparation of a submission for ethical approval. Students will work with their supervisors and academic staff to ensure their research is viable and fulfils the requirements of the University of Sydney Human Research Ethics Committee. If conducted at another site, ethics approval will be sought from the HREC of this institution/organisation, with site-specific approval. Research study tools will also be developed. Student research projects will comply with the NHMRC National Statement on Ethical Conduct in Human Research (2007). The research coordinator and advisory committee will be available to advise students on the correct process for ethics approval. The National Ethics Application Form will be accessed via IRMA (Sydney University Ethics HREC) or NSW Health (External Ethics HREC). As an example, for a research project conducted through the Hereditary Cancer Clinic at the Prince of Wales Hospital (POWH) a National Ethics Application form (NEAF) was submitted via the NSW web address, plus a site specific application for the South East Sydney Local Health District (SESLHD).

This unit is a continuation of coursework and supervised research contributing to completion of your unique genetic counselling related research project initiated at the beginning of the course and to be concluded in the final semester. The unit involves independent research including writing of a conference abstract, poster and regular meetings with a supervisor/ advisory team. It is anticipated this semester will account for the majority of data collection according to the University of Sydney HREC approved protocol.

This unit is a continuation of the supervised research project initiated at the beginning of the course. The unit involves self-directed independent research and regular meetings (fortnightly) with a supervisor (s). The research project will culminate in the completion of a research dissertation in the form of an original journal article manuscript or report. The unit includes a capstone experience (similar to an oral presentation at a conference) consisting of presentation of the research findings from the student research project, in the context of the student's knowledge and experience of clinical practice, scientific knowledge, plus an understanding of the implications for genetic counselling practice.

This unit of study is an introduction to genetic counselling research, to prepare students as they embark on their supervised student research project. Through lectures, workshops and independent learning, students will study the basics of research design, common strategies and methodologies, and the inherent limitations associated with each approach. Students will also gain the experience to critically evaluate and review the literature relevant to their research project, to identify gap(s), and formulate a research protocol. This unit will also incorporate a project management component as students engage with an advisory team of research supervisors.

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.