This online unit that can be undertaken either face-to-face, fully online, or in intensive block mode, introduces the concept of clinical epidemiology and provides students with core skills in clinical epidemiology at an introductory level. The unit is aimed at clinician learners and as such some clinical experience is required. 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 and screening; applicability of results to individual patients; and evidence-based use of health resources.

This online unit that can be undertaken either face-to-face, fully online, or in intensive block mode, introduces the concept of clinical epidemiology and provides students with core skills in clinical epidemiology at an introductory level. The unit is aimed at clinician learners and as such some clinical experience is required. 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 and screening; applicability of results to individual patients; and evidence-based use of health resources.

This unit aims to introduce or extend clinical reasoning skills to address complexity in primary health care. Foundations of clinical reasoning will be covered and applied to analyse case scenarios across a broad range of presentations in primary health care and explore a patient-centred approach. There will be a strong focus on clinical reasoning, shared decision making, collaborative and team care in this context as well as the personal, social and structural impacts on decision making. Errors in decision making, health priority areas, public health approaches and the social determinants of health will also be addressed. Rational prescribing, patient safety and doctor and patient well-being will also be covered.

This unit aims to introduce clinicians to managing the health of the community in primary health care environments. Primary care models and settings will be discussed. Concepts of shared decision making, collaborative and team care models, and clinical reasoning in managing chronic conditions will be explored. Health priority areas and public health approaches will be introduced. Co-ordination and context of practice environments will also be covered, as will doctor and professional well-being.

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.

Essential Dermatology will enable students to diagnose the most common cutaneous presentations, formulate an appropiate differential diagnosis, and complete a management plan. In this unit, you will study the common skin diseases and comprehensively review clinical presentation, differential diagnosis, impact on quality of life, and management. The unit will also cover the clinicopathological correlation and aetiology and pathogenesis of skin disease, and will equip students to interpret histology reports. Diseases are organised by body region and clinical characteristics and include: inflammatory diseases (acne, psoriasis, eczema); autoimmune and autoinflammatory diseases (lupus, morphea, pustulosis); cutaneous drug reactions; infections; and cancer. The use of new technologies in diagnosis and treatment is also discussed.

This unit of study provides students with a practical and clinically relevant overview of imaging in medicine. The fundamentals of imaging modalities are described, considering risks and benefits and implications for clinical decision making. Topics are organised by system, and clinically relevant cases are used to illustrate key concepts. Assessments reflect clinical practice and focus on the use of imaging in the diagnosis and management of clinical scenarios, and the role of medical imaging in the broader medical landscape. On completion of the unit, students will recognise common and important cases and improve their ability to appropriately order and interpret commonly used tests.

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.

This highly clinically based and practical unit of study is specifically ideal for clinicians looking to develop, update and advance their diabetes management skills. You will learn how to effectively manage diabetes mellitus. Current evidence and concepts in epidemiology, classification, pathogenesis and screening for diabetes and its complications will be addressed. The focus is on patient­centred 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 be explored with a personalised, case­based approach. Different health care delivery methods in diabetes and team based approaches to care will be discussed.

This unit will enhance students' understanding of cardiovascular risk, and the cardiovascular complications that may occur in metabolic disease. It will facilitate increased confidence in the assessment, prevention and practical medical management of cardiovascular disease in its broadest sense. Epidemiology and pathophysiology of atherogenesis and cardiovascular disease, will be addressed followed by an intensive focus on characterisation and patient-centred management of common modifiable cardiovascular risk factors including hypertension, lipoprotein disorders, diabetes and liftestyle factors pertinent to cardiovascular health. Evidence based screening and diagnostic methods, lifestyle interventions, pharmacotherapy and non-invasive monitoring will be covered. This will be followed by a detailed exploration of large and small vessel disease and implications of metabolic disease for brain, kidney and heart function (including ischaemic cardiomyopathy, diabetic cardiomyopathy and hypertensive cardiomyopathy). Peripheral arterial and cerebrovascular disease, arrhythmogenic disturbances, sleep disorders and non-alcoholic fatty liver disease will all be considered. At the conclusion of this unit of study, students will be equipped with the knowledge and skills to assess and manage cardiovascular disease risk and have a comprehensive understanding of cardiovascular complications of metabolic disease.

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

To introduce participants to the core principles of pain assessment, treatment and management. Participants consider the biopsychosocial model and the scientific basis for assessment, diagnosis and treatment. They explore principles of pharmacokinetics and pharmacodynamics, together with routes of drug administration. The role of physiotherapy and rehabilitation management, and the use of procedures such as neural blockade, simulation techniques and surgery are also considered.

This unit aims to describe the epidemiology, microbiology, pathogenesis, clinical features, diagnostics and management strategies for the common Sexually Transmitted Infections (STIs). On completion of this unit, students will 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 and complications; and (iii) Understand the principles of infection control; methods used in diagnostic microbiology including specimen collection, storage and transport; principle methods of detection for common STIs; (iv)Describe principles of STI prevention andmanagement of common STIs.. HIV infection will only be covered in the context of its interactions with other STIs. Course content includes epidemiology, STIs in key populations, microbiology, diagnostics and clinical aspects of the following conditions: vaginal discharge, urethral discharge, anorectal discharge, genital ulceration, upper genital tract infections including pelvic inflammatory disease, sexually transmitted hepatitis, syphilis, anogenital warts and cancer, genital infestations and genital dermatology. Challenges faced in resource-poor settings and syndromic management will also be covered.

This unit will facilitate students to critically review the ethical issues that underlie the delivery of healthcare. Students will explore: dominant theoretical approaches relevant to ethical reasoning in the clinical context; key ethical concepts in the clinical encounter (such as autonomy, professionalism and confidentiality); major contexts in which ethical issues arise in clinical practice (such as the start and end of life); and the role of clinical ethics consultation. The unit will also consider specific issues and populations within clinical practice, such as healthcare in underserved populations. This Unit is taught predominantly online. Depending on student interest, periodic interactive workshops will also be offered. These can be attended in person, or via Zoom (synchronously or asynchronously).

This unit of study is designed for psychiatrists in training, doctors working in paediatrics and general practice and other health professionals working with children and adolescents with mental health and with their families and carers. The unit will draw on the clinical and research experience of child and adolescent psychiatrists, including those with subspecialty interest (addiction, forensic, consultation-liaison and perinatal included) from a group of professionals who work with children and young people (including paediatricians, psychologists, nurse practitioners and those working in health advocacy).
This unit provides an overview of child development and mental health from conception through adolescence, looking at key genetic and environmental factors that contribute to clinical disorder. Major psychopathologies such as mood and anxiety disorders, psychosis and neurodevelopmental disorders will be examined. Particular attention will be given to presentation across contexts, from community care to specialist inpatient and consultation settings.
A key objective of this unit is to provide students with the fundamental knowledge required to assess and formulate child, adolescent and youth psychopathology. Students will be provided with an opportunity to develop skills in the assessment of young people and their families and carers and will learn about management options for common psychiatric presentations including psychological and pharmacological treatments as well as approaches to working with families, carers and wider systems including multidisciplinary teams, education and welfare sectors.

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. You will study common conditions, such as intellectual disability, inherited cancer, and paediatric and adult-onset disorders, as well as genomic mechanisms and genetic variations which lead to human disease. A case based approach will be used to develop skills in interpretation of clinical, family history and genomic test results to formulate an appropriate diagnosis and accurate genetic risk information. Ethical issues in genomic medicine will also be considered. Advances in treatments for genetic diseases will be explored, along with possible uses and limitations of new technologies, including genome editing approaches. The RACP Clinical Genetics Advanced Training Committee has approved this unit to fulfill the Genetics University Course Requirement for advanced training in Clinical Genetics. It is suitable for all practitioners who require a working knowledge of genomics in clinical practice.

This unit introduces students to statistical methods relevant in medicine and health. Students will learn how to build datasets and basic data management procedures, summarise and visualise data, choose the correct statistical analysis, conduct this analysis using statistical software, interpret its results, and report statistical findings in a format suitable for inclusion in scientific publications. Students will also learn to consider the difference between statistical significance and practical importance, and how to determine the appropriate sample size when planning a research study. Specific analysis methods covered in this unit include: descriptive methods; hypothesis tests for one sample, paired samples and two independent groups for continuous and categorical data; correlation and linear regression; power and sample size estimation for simple studies. All these topics are introduced with an emphasis on practical application and interpretation and are supported using statistical software. The general principles developed in this unit can be easily extended to more advanced methods; students who wish to continue with their statistical learning after this unit are encouraged to take PUBH5217 Biostatistics: Statistical Modelling.

Many who come to assume leadership roles in health care often come to this responsibility without any exposure to leadership theory. Given this, HPOL5012 focuses on combining the development of an understanding of leadership theory with the personal development of students as health care leaders because ultimately leadership is about what you do, not what you know. Initially this is done by exploring the history of leadership theory and then taking this learning and applying it to the health care environment through a hierarchy that moves through ‘leading self’ then onto teams, organisations and ultimately society. The aim of this unit is to increase students' knowledge of leadership theory and their understanding of the connections between this theory and practice so as to assist their personal development as leaders in health care.

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

This unit of study provides students with an advanced level of understanding of the effective management of diabetes mellitus. It builds on the Diabetes Management unit of study (MBHT5001) by focusing on more complex cases of diabetes, with a particular focus on type 1 diabetes. Topics addressed 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 is examined.

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

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

This unit of study is relevant to trainees in intensive care, paediatric and emergency medicine, and other clinicians providing frontline care to critically ill children. Medically and surgically based clinical scenarios are presented with a focus on the initial management of critically ill children in the emergency department and consideration of preparation for transport. Principles of ongoing management in the intensive care setting will be addressed.

The unit provides an introduction to a range of pain conditions. Participants are encouraged to integrate and apply previous learning to specific pain problems, acute, chronic and cancer pain. Recent advances and specific issues in the management of acute pain, musculoskeletal pain, visceral pain, cancer pain, neuropathic pain, pain in children and older people are considered.

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

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

This unit examines the worldwide status and trends in child and adolescent obesity incorporating a focus on paediatric nutrition It explores the determinants clinical assessment medical complications management and prevention of this important public health problem There is a close integration of epidemiology basic science and best available evidence in management and prevention into clinically based scenarios Our aim is to provide you with a broad knowledge base and ability to apply scientific theory and clinical evidence to the diagnosis and management of obesity in childhood This will include grounding in the complex social cultural and environmental factors contributing to the continuance of childhood obesity throughout the world

This unit aims to introduce the constructs of adolescent sexuality, explore the determinants of adolescent sexual health and discuss the personal and public health implications of adolescent sexuality from a global perspective. The main areas of learning are: adolescent sexuality, adolescent sexual health, reproductive health issues in adolescence, diversity, legal and ethical issues and sexual health promotion. Students are given the opportunity to complete a deeper exploration of one area of adolescent sexual health that is of particular interest to the student. On completion of this unit of study, students will be able to: (i) Describe the biological, developmental and socio­cultural contexts of adolescent sexual health as well as the constructs, challenges and diversities of adolescent sexuality. They will learn techniques used to optimise communication with adolescents and explore legal, ethical and public health implications of adolescent sexuality; and (ii) Understand and describe one area of adolescent sexual health that the student chooses to study in depth from a list of suggestions.

This unit will cover the foundational aspects of sexual and reproductive health (SRH), including relevant anatomy and physiology, sexuality, gender, sexual orientation and behaviour. The social, medical, and public health aspects of SRH will be introduced including preconception care, unplanned pregnancy and abortion, fertility, and contraception. Students will develop an awareness of the diversity of values, opinions and behaviours in sexual orientation. The effect of socioeconomic, ethnic and cultural factors and current theories of sexuality and sexual behaviours will be discussed. The basic principles of the prevention and management of common STIs and HIV will be introduced and emphasis will be given to the sexual and reproductive health rights of all individuals as well as the importance of healthy sexuality.

This unit will introduce students to the microskills and theories of counselling in a health setting. This unit of study includes online and/or in-person teaching sessions. These interactive sessions are compulsory. The interactive teaching sessions will extend the online content and provide skills development sessions. On completion of this unit, students will be able to: (i) Demonstrate the application of microskills to interpersonal communication, professional communication and in a counselling context; (ii) Apply basic counselling interventions in a health context; (iii) Critique the application of counselling and psychotherapy theories in health settings; (iv) Critique and discuss ethical issues in counselling; (v) Demonstrate the ability to develop a basic management plan for an individual based on best available research and clinical evidence; and (vi) Develop an understanding of the self in practise.

This unit of study aims to provide students with an understanding of fertility control across the reproductive lifespan. This will include indepth information on the range of hormonal and non-hormonal reversible contraceptive methods, emergency contraception and permanent methods of contraception. The impact of age, culture, tradition, society, personal beliefs, disability and health on contraceptive choices and reproductive health will be explored. The consequences of unintended pregnancy and the importance of access to abortion will be discussed. The unit is designed to equip students with the knowledge and skills in the field of preconception care and will discuss the latest evidence regarding optimisation of health before pregnancy. The focus will be on conditions where preconception care is particularly beneficial such as diabetesand obesity.

This unit will equip students to develop foundational knowledge and skills to work with gender and sexuality issues, including gender and sexual discourses and practices. Students will develop an understanding of sensitive practice skills to work with the sexual and gender diverse communities. The unit will introduce the social construction and attitudes in modern society regarding gendered violence, gendered inequality, and gender performativity. Students will be able to formulate therapeutic applications to respond ethically and empathicaly to the issues which present in sexual and gender diverse groups. On completion of the unit, students will be able to: (i) Demonstrate a foundational knowledge and sensitivity to work with gender and sexual diverse communities; (ii) Evaluate the psychosocial issues surrounding gender and sexual minorities in the community; (iii) Respond to issues related gendered violence; and (iv) Apply therapeutic skills and tools in response to gender and sexuality, including gender and sexual diverse individuals/communities.

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 or integrative review of the literature, a case series, survey or other project acceptable to the project supervisor. In some streams, 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 enter into a learning contract and 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. Approval of the project and supervisor by the Program Director must be confirmed prior to commencing the project.

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 or integrative review of the literature, a case series, survey or other project acceptable to the project supervisor. In some streams, 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 enter into a learning contract and 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. Approval of the project and supervisor by the Program Director must be confirmed prior to commencing the project.

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 or integrative review of the literature, a case series, survey or other project acceptable to the project supervisor. In some streams, 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 enter into a learning contract and 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. Approval of the project and supervisor by the Program Director must be confirmed prior to commencing the project.