BETH5104 Bioethics, Law and Society introduces students to 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 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 course is specifically designed for health professionals who are working in health care. It will equip participants with underpinning knowledge about patient safety. The course modules 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. 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 your 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, but those needing to study in block mode will do online study as well as a workshop.

In this unit of study, the student will develop his/her own research proposal, to a standard suitable for a peer-reviewed granting body. Each section of a grant proposal (Aims, Background/Significance, Methods, Analysis) will be discussed, with the student presenting and refining the corresponding section of his/her own proposal in a synchronous online workshop setting. This will then be complemented by online presentations from experienced researchers on the practical aspects of clinical research, followed by synchronous online class discussion. Topics include: observational studies, randomized controlled trials, diagnostic test evaluation, qualitative studies, funding application, ethical approval, publication strategies and grant administration. The unit will conclude with a one-day, face- to-face, mandatory workshop- where students will learn about budgeting, peer review of research grants, and present their completed research proposal.

This unit of study introduces the student to basic concepts behind diagnostic and screening tests, including: test accuracy, sources of bias in test evaluation, critical appraisal of test evaluation studies, principles and use of evidence in making decisions about population screening. It will then move to more advanced topics including: application of test results to individual patients, place of tests in diagnostic pathways, impact of tests on patient outcome, tests with continuous outcome, receiver-operator characteristic curves, systematic review of diagnostic tests, predictive models, monitoring, diagnostic tests in the health system, and over-diagnosis. After completing this unit of study, the student should have a comprehensive understanding of contemporary issues and the methodology underlying, diagnostic and screening test evaluation and application.

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.

Electroencephalography (EEG) forms the basis of multiple neurophysiological techniques and is an extremely powerful tool in its own right. This unit will introduce the standardised systems and nomenclature for EEG recordings, examine the characteristics of normal recordings and illustrate the pathological changes associated with intracranial lesions, systemic disease and critical illness. The utility of EEG in the diagnosis and management of seizure disorders will be examined in detail.

This unit covers advanced aspects of diagnostic electroencephalography, including the specific technical requirements for continuous video EEG monitoring, seizure recognition during invasive EEG monitoring, current techniques in cortical mapping of seizures and its utility in tailored cortical resection.

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.

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 area of the body and clinical characteristics and include: inflammatory diseases (acne, psoriasis or eczema); autoimmune diseases (lupus, scleroderma); cutaneous drug reactions; dermatological emergencies; 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.

This unit aims to develop a critical and comparative understanding of the history, theory and practice of health policy. It gives an overview of the political choices and frameworks - national and global - that shape policymaking. The unit examines policy frameworks, and the roles of politics, evidence and advocacy in setting policy priorities. Analysis and debates regarding health policy will be placed in broader contexts - comparing different health systems and priorities for health. Case studies will be used to examine the relationships between policy and practice.
Learning outcomes. By the end of this unit students will be able to: (i) Define the boundaries and key features of health policy; (ii) Understand the basic history and features of the Australian health system; (iii) Identify policy instruments and how they function; (iv) Understand the main frameworks used for analysing policy; (v) Understand the factors influencing how policy issues are prioritized in health; (vi) Gain skills in policy communication, including preparation of a policy brief.

This unit of study aims to provide students with a practical and clinically relevant overview of the uses of imaging in medicine. Topics are organised 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 recognise the appearance of 'need to know' cases, and will be better able to appropriately order and perform basic interpretation of commonly used tests.

This capstone unit of study will assist you to develop high level diagnostic and management skills relevant to patients with multiple co-morbidities. Senior clinicians will provide insights into clinical decision making, appropriate use of investigative modalities and patient centred management. You will present cases and participate in case discussions with colleagues and senior clinicians in small groups.

The Basic Neurology syllabus covers the requirements of trainee physician practice. The content is focussed on diagnosis and investigation of common neurological 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 neurological conditions.

The Basic Rheumatology syllabus covers the requirements of trainee physician practice. The content is focussed on diagnosis and investigation of common rheumatologic and 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 rheumatologic and immunologic conditions.

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 Gastroenterology syllabus covers the requirements of trainee physician practice. The content is focussed on diagnosis and investigation of common gastroenterological 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 gastroenterological conditions.

The Basic Endocrinology syllabus covers the requirements of trainee physician practice. The content is focussed on diagnosis and investigation of common endocrine 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 endocrine conditions.

The Basic Renal Medicine syllabus covers the requirements of trainee physician practice. The content is focussed on diagnosis and investigation of common renal 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 renal conditions.

The Basic Infectious Diseases 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.

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

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

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 Advanced Neurology syllabus is at a level appropriate for practitioners undertaking specialist training in Neurology or with an interest in the field. The content is focussed on diagnosis and investigation of important but less common neurological conditions and advanced management of common and important neurological diseases. The module learning materials are linked to a library of clinical cases representing common and important neurological conditions.

The Advanced Rheumatology syllabus is at a level appropriate for practitioners undertaking specialist training in Rheumatology or with an interest in the field. The content is focussed on diagnosis and investigation of important but less common rheumatologic conditions and advanced management of common and important rheumatologic diseases. The module learning materials are linked to a library of clinical cases representing common and important rheumatologic conditions.

The Advanced Respiratory Medicine syllabus is at a level appropriate for practitioners undertaking specialist training in Respiratory medicine or with an interest in the field. The content is focussed on diagnosis and investigation of important but less common respiratory conditions and advanced management of common and important respiratory diseases. The module learning materials are linked to a library of clinical cases representing common and important respiratory conditions.

The Advanced Gastroenterology syllabus is at a level appropriate for practitioners undertaking specialist training in gastroenterology or with an interest in the field. The content is focussed on diagnosis and investigation of important but less common gastroenterological conditions and advanced management of common and important gastroenterological diseases. The module learning materials are linked to a library of clinical cases representing common and important gastroenterological conditions.

The Advanced Endocrinology syllabus is at a level appropriate for practitioners undertaking specialist training in endocrinology or with an interest in the field. The content is focussed on diagnosis and investigation of important but less common endocrine conditions and advanced management of common and important endocrine diseases. The module learning materials are linked to a library of clinical cases representing common and important endocrine conditions.

This unit of study aims to enable students to manage diabetes mellitus effectively. 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 build 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 systems in diabetes will also be addressed. Diabetes translational research across the bench, clinic and bedside, will be examined. Learning will be enhanced by individual and group online methods plus a practical on-campus half-day workshop.

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.

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.

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 candidature 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 degree. The project may take the form of anlysis 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.

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.

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.

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 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 evidenced 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; emerging infectious diseases in paediatric settings.

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 intended for students who have completed Epidemiology Methods and Uses (or an equivalent unit of study) at a credit or higher level. It is designed to extend students' practical and theoretical knowledge of epidemiology beyond basic principles, provide students with an opportunity to consolidate critical appraisal skills and to acquire some of the practical knowledge and skills needed to design epidemilogocal research.

This unit aims to describe the epidemiology, microbiology, pathogenesis, clinical features and management strategies for the common Sexually Transmitted Infections (STIs). On completion of this unit, students should be able to: (i) Discuss the microbiology, pathogenesis and epidemiology of the common STIs; (ii) Demonstrate an understanding of the clinical spectrum of STIs, including asymptomatic infection, genital manifestations, extragenital manifestations and problems related to pregnancy; and (iii) When discussing STI management, students will understand the impact of STIs at individual and population levels and how needs differ with risk activity groups and geographical locations. HIV infection will only be covered in the context of its interactions with other STIs. Course content will include the basic anatomy, physiology and clinical skills required for the investigation of STIs; the epidemiology, microbiology and clinical aspects of the following conditions: vaginal discharge, urethral discharge, genital ulceration, upper genital tract infections, sexually transmitted hepatitis, syphilis, anogenital warts and cancer, genital infestations, genital dermatology and other conditions likely to present in a sexual health context. Issues related to difficulties of access to treatment, the challenges faced in resource-poor settings and syndromic management will also be covered.

This unit aims to describe the epidemiology, biology, pathogenesis and clinical contexts of HIV infection.
On completion of this unit, students should be able to: (i) Understand the laboratory, clinical and social aspects of the diagnosis and management of HIV infection. Course content will include underlying scientific principles of diagnostics, virology, immunology and pathogenesis as applicable to HIV infection; clinical aspects of HIV infection, including seroconversion, asymptomatic infection, early symptomatic disease, major opportunistic infections (including AIDS-related conditions), tumours and death. Emphasis will be placed on prophylaxis, antiretrovirals for prevention and treatment and the management of associated conditions. Legal, ethical and social contexts will also be discussed.

This unit will cover reproductive endocrinology including: the reproductive cycle, gamete approximation and fertilisation biology; ovarian function, oogenesis and ovulation; testicular function, spermatogenesis. It will also cover infertility including causes, risk factors and investigation of male and female infertility. It will provide an understanding of ovulation induction reproductive technologies and assisted conception together with ethical and regulatory aspects.