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 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 provides students with core skills in epidemiology, particularly the ability to critically appraise public health and clinical epidemiological research literature regarding public health and clinical issues. This unit covers: study types; measures of frequency and association; measurement bias; confounding/effect modification; randomized trials; systematic reviews; screening and test evaluation; infectious disease outbreaks; measuring public health impact and use and interpretation of population health data. In addition to formal classes or their on-line equivalent, it is expected that students spend an additional 2-3 hours at least each week preparing for their tutorials.

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 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 provides students with core skills in epidemiology, particularly the ability to critically appraise public health and clinical epidemiological research literature regarding public health and clinical issues. This unit covers: study types; measures of frequency and association; measurement bias; confounding/effect modification; randomized trials; systematic reviews; screening and test evaluation; infectious disease outbreaks; measuring public health impact and use and interpretation of population health data. In addition to formal classes or their on-line equivalent, it is expected that students spend an additional 2-3 hours at least each week preparing for their tutorials.

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 capstone unit provides students with an opportunity to integrate their learning throughout the candidature with current and future practice in a capstone experience. Students will apply their newly gained knowledge, skills, and values in a professional setting. Students are expected to satisfactorily fulfil 60-80 hours of capstone experience in the form of clinical/observational placement, research project, data audit, field/site visits, gap analysis or a mixture of different options. The unit also provides students with an introduction to the essential practical competencies in their specific Pathway and emphasises the interdisciplinary nature of health. On completion of this unit, students will be able to: (i) Synthesise learning in the context of professional practice; (ii) Develop a practice framework which is based on ethical, regulatory and socio-cultural contexts of the discipline; (iii) Demonstrate understanding of inter-disciplinary practice; (iv) Apply reflexive practice to identify and act on opportunities for learning/professional development; and (v) Appraise the theory to practice/practice to theory nexus in the context of professional practice. The University will assist in locating clinical-, public health-, and counselling-relatedobservations and/or placements where relevant. In addition, students will work in multidisciplinary professional groups to reflect on their role in the multidisciplinary team for the management of sexual and reproductive health issues. There is a compulsory on campus intensive teaching block for this unit of study in addition to the online learning activities. Exemptions and/or credit requests are not available for this unit.

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 capstone unit provides students with an opportunity to integrate their learning throughout the candidature with current and future practice in a capstone experience. Students will apply their newly gained knowledge, skills, and values in a professional setting. Students are expected to satisfactorily fulfil 60-80 hours of capstone experience in the form of clinical/observational placement, research project, data audit, field/site visits, gap analysis or a mixture of different options. The unit also provides students with an introduction to the essential practical competencies in their specific Pathway and emphasises the interdisciplinary nature of health. On completion of this unit, students will be able to: (i) Synthesise learning in the context of professional practice; (ii) Develop a practice framework which is based on ethical, regulatory and socio-cultural contexts of the discipline; (iii) Demonstrate understanding of inter-disciplinary practice; (iv) Apply reflexive practice to identify and act on opportunities for learning/professional development; and (v) Appraise the theory to practice/practice to theory nexus in the context of professional practice. The University will assist in locating clinical-, public health-, and counselling-relatedobservations and/or placements where relevant. In addition, students will work in multidisciplinary professional groups to reflect on their role in the multidisciplinary team for the management of sexual and reproductive health issues. There is a compulsory on campus intensive teaching block for this unit of study in addition to the online learning activities. Exemptions and/or credit requests are not available for this unit.

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 provides students with core skills in epidemiology, particularly the ability to critically appraise public health and clinical epidemiological research literature regarding public health and clinical issues. This unit covers: study types; measures of frequency and association; measurement bias; confounding/effect modification; randomized trials; systematic reviews; screening and test evaluation; infectious disease outbreaks; measuring public health impact and use and interpretation of population health data. In addition to formal classes or their on-line equivalent, it is expected that students spend an additional 2-3 hours at least each week preparing for their tutorials.

This capstone unit provides students with an opportunity to integrate their learning throughout the candidature with current and future practice in a capstone experience. Students will apply their newly gained knowledge, skills, and values in a professional setting. Students are expected to satisfactorily fulfil 60-80 hours of capstone experience in the form of clinical/observational placement, research project, data audit, field/site visits, gap analysis or a mixture of different options. The unit also provides students with an introduction to the essential practical competencies in their specific Pathway and emphasises the interdisciplinary nature of health. On completion of this unit, students will be able to: (i) Synthesise learning in the context of professional practice; (ii) Develop a practice framework which is based on ethical, regulatory and socio-cultural contexts of the discipline; (iii) Demonstrate understanding of inter-disciplinary practice; (iv) Apply reflexive practice to identify and act on opportunities for learning/professional development; and (v) Appraise the theory to practice/practice to theory nexus in the context of professional practice. The University will assist in locating clinical-, public health-, and counselling-relatedobservations and/or placements where relevant. In addition, students will work in multidisciplinary professional groups to reflect on their role in the multidisciplinary team for the management of sexual and reproductive health issues. There is a compulsory on campus intensive teaching block for this unit of study in addition to the online learning activities. Exemptions and/or credit requests are not available for this unit.

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 provides students with core skills in epidemiology, particularly the ability to critically appraise public health and clinical epidemiological research literature regarding public health and clinical issues. This unit covers: study types; measures of frequency and association; measurement bias; confounding/effect modification; randomized trials; systematic reviews; screening and test evaluation; infectious disease outbreaks; measuring public health impact and use and interpretation of population health data. In addition to formal classes or their on-line equivalent, it is expected that students spend an additional 2-3 hours at least each week preparing for their tutorials.

This capstone unit provides students with an opportunity to integrate their learning throughout the candidature with current and future practice in a capstone experience. Students will apply their newly gained knowledge, skills, and values in a professional setting. Students are expected to satisfactorily fulfil 60-80 hours of capstone experience in the form of clinical/observational placement, research project, data audit, field/site visits, gap analysis or a mixture of different options. The unit also provides students with an introduction to the essential practical competencies in their specific Pathway and emphasises the interdisciplinary nature of health. On completion of this unit, students will be able to: (i) Synthesise learning in the context of professional practice; (ii) Develop a practice framework which is based on ethical, regulatory and socio-cultural contexts of the discipline; (iii) Demonstrate understanding of inter-disciplinary practice; (iv) Apply reflexive practice to identify and act on opportunities for learning/professional development; and (v) Appraise the theory to practice/practice to theory nexus in the context of professional practice. The University will assist in locating clinical-, public health-, and counselling-relatedobservations and/or placements where relevant. In addition, students will work in multidisciplinary professional groups to reflect on their role in the multidisciplinary team for the management of sexual and reproductive health issues. There is a compulsory on campus intensive teaching block for this unit of study in addition to the online learning activities. Exemptions and/or credit requests are not available for this unit.

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 aims to describe the epidemiology, virology, pathogenesis, and clinical contexts of HIV infection and sexually acquired viral hepatitis. On completion of this unit, students will be able to understand the clinical, laboratory, and public health aspects of the diagnosis and management of HIV infection and viral hepatitis. Course content includes virology, immunology, pathogenesis, and diagnostics as applicable to HIV infection and viral hepatitis. Clinical aspects of HIV infection will be covered in detail including seroconversion, asymptomatic infection, early symptomatic disease, major opportunistic infections (including AIDS-related conditions), tumours, and death. Emphasis will be placed on antiretrovirals for prevention and treatment of HIV and viral hepatitis including Pre-exposure prophylaxis and Treatment (PrEP) as prevention for HIV infection. Legal, ethical, and social contexts will also be discussed.

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 engage students in learning about evidence-based health promotion as a fundamental component of efforts to address sexual and reproductive health. The unit is divided into three sections: 1. Theories underlying health promotion in public health context; 2. Evidence-based planning and project management in health promotion; and 3. Behaviour change, health communication and health literacy. Theories covered will include those that address individual-level change and group and social level change. Students will learn how to conduct needs assessments, plan programs, and address priority areas in sexual and reproductive health promotion. On completion of this unit, students will be able to: 1. Map population and/or community sexual and/or reproductive health needs; 2. Plan evidence-based sexual and reproductive health promotion initiatives; and 3. Identify evaluation strategies for evidence-based health promotion initiatives.

This unit of study deals with public health aspects of sexual and reproductive health (SRH) and Sexually Transmitted Infections (STIs) including HIV. It addresses issues related to sexuality, sexual education, HIV/STI, unintended pregnancies, access to SRH services, maternal morbidity and mortality, sexual violence, sexual and reproductive rights, and discrimination/stigmatisation of vulnerable populations. Aspects of HIV/STIs and reproductive health will be discussed in the context of the UN Sustainable Development Goals (SDGs) focusing on SDG 3 (related to health) and SDG 5 (related to gender equality and women's and girls’ empowerment). The unit further explores the epidemiological, societal and population aspects of SRH and HIV/STIs. Surveillance strategies, policy development and legislative responses will be discussed, with regards to the potential public health consequences. Emphasis will be placed on the delivery of effective prevention and management strategies

Students will explore the application, practice and evidence base of a range of counselling techniques/models in psychosexual therapy. These will include: mixed-desire relationships, fetishes and paraphilias, and out-of-control sexual behaviours. The unit of study will be conducted in two stages. Stage one is an online component and stage two is a compulsory intensive teaching block. During the intensive teaching block students will extend their knowledge and practice of counselling and psychosexual therapeutic interventions through role-plays, as well as participate in Sexual Attitude Re-Assessment Seminar (SARS). On completion of this unit, students will be able to: (i) Apply a variety of counselling and/or psychotherapeutic techniques in addressing psychosexual concerns; (ii) Critique the application of counselling and/or psychotherapeutic techniques in addressing psychosexual concerns; (iii) Develop treatment/management plans for a variety of psychosexual concerns; and (iv) Develop an awareness of sexual attitudes.

This unit will provide students an evidence-based approach to understand human sexual response,; appreciate sexual functioning of differently abled people across the lifespan; and equip students with adequate knowledge and skills to identify and manage a number of sexual concerns/problems/dysfunctions in men and women. On completion of this unit, students will be able to: (i) Evaluate sexual function across the lifespan; (ii) Appraise the role of sexual (health) literacy in optimum sexual health; (iii) Critique human sexual response models; (iv) Identify common male and female sexual dysfunctions; (v) Appraise the psychosexual and other management options for common sexual dysfunctions; and (vi) Critique the biopsychosocial determinants of sexual functioning.

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.

This unit of study explores issues in psychosexual therapy and sexual health counselling. The unit of study will be conducted in two stages. Stage one is an online component and stage two is a compulsory intensive teaching block. Students will undertake advanced study of counselling practise with special population groups and ethical issues relating to the provision of sexual health counselling and psychosexual therapy. Students will explore specialist topics in sexual health counselling/psychosexual therapy (e.g. sex and disability, HIV and STIs in a counselling context, sex in an ageing society). Throughout the unit of study, students will develop a critical understanding of ethical issues in the provision of sexual health counselling/psychosexual therapy through the exploration of emergent trends in the practise of sexual health counselling/psychosexual therapy. On completion of this unit, students will be able to: (i) Evaluate conselling practise in sexual health (HIV and STI) settings; (ii) Support people with different abilities in expressing their sexuality; and (iii) Evaluate ethical practise in psychosexual therapy.

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 engage students in learning about evidence-based health promotion as a fundamental component of efforts to address sexual and reproductive health. The unit is divided into three sections: 1. Theories underlying health promotion in public health context; 2. Evidence-based planning and project management in health promotion; and 3. Behaviour change, health communication and health literacy. Theories covered will include those that address individual-level change and group and social level change. Students will learn how to conduct needs assessments, plan programs, and address priority areas in sexual and reproductive health promotion. On completion of this unit, students will be able to: 1. Map population and/or community sexual and/or reproductive health needs; 2. Plan evidence-based sexual and reproductive health promotion initiatives; and 3. Identify evaluation strategies for evidence-based health promotion initiatives.

This unit of study will explore the evidence base, implications and considerations when delivering sexual health and relationships education from a public health perspective. Students will develop skills in the development and facilitation of training and education to different population groups. Students will be able to evaluate knowledge needs and synthesise information related to sexual and relationship education. On completion of the unit, students will be able to, 1. Plan and conduct a session which facilitates learning for a chosen population group/community using appropriate health education and learning frameworks, 2. Develop the skills to enable people within a variety of settings to enhance their sexual health and relationship literacy and, 3. Critically appraise various approaches to sexual health and relationship education development.

This unit of study deals with public health aspects of sexual and reproductive health (SRH) and Sexually Transmitted Infections (STIs) including HIV. It addresses issues related to sexuality, sexual education, HIV/STI, unintended pregnancies, access to SRH services, maternal morbidity and mortality, sexual violence, sexual and reproductive rights, and discrimination/stigmatisation of vulnerable populations. Aspects of HIV/STIs and reproductive health will be discussed in the context of the UN Sustainable Development Goals (SDGs) focusing on SDG 3 (related to health) and SDG 5 (related to gender equality and women's and girls’ empowerment). The unit further explores the epidemiological, societal and population aspects of SRH and HIV/STIs. Surveillance strategies, policy development and legislative responses will be discussed, with regards to the potential public health consequences. Emphasis will be placed on the delivery of effective prevention and management strategies

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 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 of study deals with public health aspects of sexual and reproductive health (SRH) and Sexually Transmitted Infections (STIs) including HIV. It addresses issues related to sexuality, sexual education, HIV/STI, unintended pregnancies, access to SRH services, maternal morbidity and mortality, sexual violence, sexual and reproductive rights, and discrimination/stigmatisation of vulnerable populations. Aspects of HIV/STIs and reproductive health will be discussed in the context of the UN Sustainable Development Goals (SDGs) focusing on SDG 3 (related to health) and SDG 5 (related to gender equality and women's and girls’ empowerment). The unit further explores the epidemiological, societal and population aspects of SRH and HIV/STIs. Surveillance strategies, policy development and legislative responses will be discussed, with regards to the potential public health consequences. Emphasis will be placed on the delivery of effective prevention and management strategies

This unit covers reproductive endocrinology, including regulation of the menstrual cycle, sperm and egg transport, and fertilisation and implantation. The reproductive endocrinology of common conditions such as amenorrhoea, anovulation and polycystic ovarian syndrome will be discussed, as will current thinking on menopause and menopausal hormone therapy. The unit also introducesthe causes and investigations of male and female infertility with a special focus on the impact of obesity on reproduction.

This unit provides a comprehensive understanding of the causes, investigation and management of male and female infertility. Topics covered include: gametogenesis, fertilisation biology, embryo development, assisted reproductive technologies (ART), controlled ovarian stimulation and the processes of embryo culture, cryopreservation and preimplantation genetic analysis. It also explores the ethical, legal and regulatory aspects of ART.

This unit will provide a comprehensive understanding of the pathophysiology and clinical features and management in Maternal and Fetal Medicine (MFM). Topics in Maternal medicine include maternal adaptation to pregnancy in health and disease, maternal complications of pregnancy, impact of chronic disease on pregnancy outcomes and long-term maternal health following pregnancy. In Fetal medicine topics include embryogenesis, advances in prenatal imaging, diagnosis and genetics, screening and surveillance in pregnancy, clinical management of fetal growth and structural anomalies. The unit will also cover key areas in MFM which include perinatal epidemiology, ethical and legal aspects related to MFM and concepts in developmental origins of health and disease (DoHAD).

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 aims to describe the epidemiology, virology, pathogenesis, and clinical contexts of HIV infection and sexually acquired viral hepatitis. On completion of this unit, students will be able to understand the clinical, laboratory, and public health aspects of the diagnosis and management of HIV infection and viral hepatitis. Course content includes virology, immunology, pathogenesis, and diagnostics as applicable to HIV infection and viral hepatitis. Clinical aspects of HIV infection will be covered in detail including seroconversion, asymptomatic infection, early symptomatic disease, major opportunistic infections (including AIDS-related conditions), tumours, and death. Emphasis will be placed on antiretrovirals for prevention and treatment of HIV and viral hepatitis including Pre-exposure prophylaxis and Treatment (PrEP) as prevention for HIV infection. Legal, ethical, and social contexts will also be discussed.

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.

Students will explore the application, practice and evidence base of a range of counselling techniques/models in psychosexual therapy. These will include: mixed-desire relationships, fetishes and paraphilias, and out-of-control sexual behaviours. The unit of study will be conducted in two stages. Stage one is an online component and stage two is a compulsory intensive teaching block. During the intensive teaching block students will extend their knowledge and practice of counselling and psychosexual therapeutic interventions through role-plays, as well as participate in Sexual Attitude Re-Assessment Seminar (SARS). On completion of this unit, students will be able to: (i) Apply a variety of counselling and/or psychotherapeutic techniques in addressing psychosexual concerns; (ii) Critique the application of counselling and/or psychotherapeutic techniques in addressing psychosexual concerns; (iii) Develop treatment/management plans for a variety of psychosexual concerns; and (iv) Develop an awareness of sexual attitudes.

This unit will provide students an evidence-based approach to understand human sexual response,; appreciate sexual functioning of differently abled people across the lifespan; and equip students with adequate knowledge and skills to identify and manage a number of sexual concerns/problems/dysfunctions in men and women. On completion of this unit, students will be able to: (i) Evaluate sexual function across the lifespan; (ii) Appraise the role of sexual (health) literacy in optimum sexual health; (iii) Critique human sexual response models; (iv) Identify common male and female sexual dysfunctions; (v) Appraise the psychosexual and other management options for common sexual dysfunctions; and (vi) Critique the biopsychosocial determinants of sexual functioning.

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.

This unit will engage students in learning about evidence-based health promotion as a fundamental component of efforts to address sexual and reproductive health. The unit is divided into three sections: 1. Theories underlying health promotion in public health context; 2. Evidence-based planning and project management in health promotion; and 3. Behaviour change, health communication and health literacy. Theories covered will include those that address individual-level change and group and social level change. Students will learn how to conduct needs assessments, plan programs, and address priority areas in sexual and reproductive health promotion. On completion of this unit, students will be able to: 1. Map population and/or community sexual and/or reproductive health needs; 2. Plan evidence-based sexual and reproductive health promotion initiatives; and 3. Identify evaluation strategies for evidence-based health promotion initiatives.

This unit of study will explore the evidence base, implications and considerations when delivering sexual health and relationships education from a public health perspective. Students will develop skills in the development and facilitation of training and education to different population groups. Students will be able to evaluate knowledge needs and synthesise information related to sexual and relationship education. On completion of the unit, students will be able to, 1. Plan and conduct a session which facilitates learning for a chosen population group/community using appropriate health education and learning frameworks, 2. Develop the skills to enable people within a variety of settings to enhance their sexual health and relationship literacy and, 3. Critically appraise various approaches to sexual health and relationship education development.

This unit of study deals with public health aspects of sexual and reproductive health (SRH) and Sexually Transmitted Infections (STIs) including HIV. It addresses issues related to sexuality, sexual education, HIV/STI, unintended pregnancies, access to SRH services, maternal morbidity and mortality, sexual violence, sexual and reproductive rights, and discrimination/stigmatisation of vulnerable populations. Aspects of HIV/STIs and reproductive health will be discussed in the context of the UN Sustainable Development Goals (SDGs) focusing on SDG 3 (related to health) and SDG 5 (related to gender equality and women's and girls’ empowerment). The unit further explores the epidemiological, societal and population aspects of SRH and HIV/STIs. Surveillance strategies, policy development and legislative responses will be discussed, with regards to the potential public health consequences. Emphasis will be placed on the delivery of effective prevention and management strategies

This unit of study explores issues in psychosexual therapy and sexual health counselling. The unit of study will be conducted in two stages. Stage one is an online component and stage two is a compulsory intensive teaching block. Students will undertake advanced study of counselling practise with special population groups and ethical issues relating to the provision of sexual health counselling and psychosexual therapy. Students will explore specialist topics in sexual health counselling/psychosexual therapy (e.g. sex and disability, HIV and STIs in a counselling context, sex in an ageing society). Throughout the unit of study, students will develop a critical understanding of ethical issues in the provision of sexual health counselling/psychosexual therapy through the exploration of emergent trends in the practise of sexual health counselling/psychosexual therapy. On completion of this unit, students will be able to: (i) Evaluate conselling practise in sexual health (HIV and STI) settings; (ii) Support people with different abilities in expressing their sexuality; and (iii) Evaluate ethical practise in psychosexual therapy.

This unit covers reproductive endocrinology, including regulation of the menstrual cycle, sperm and egg transport, and fertilisation and implantation. The reproductive endocrinology of common conditions such as amenorrhoea, anovulation and polycystic ovarian syndrome will be discussed, as will current thinking on menopause and menopausal hormone therapy. The unit also introducesthe causes and investigations of male and female infertility with a special focus on the impact of obesity on reproduction.

This unit provides a comprehensive understanding of the causes, investigation and management of male and female infertility. Topics covered include: gametogenesis, fertilisation biology, embryo development, assisted reproductive technologies (ART), controlled ovarian stimulation and the processes of embryo culture, cryopreservation and preimplantation genetic analysis. It also explores the ethical, legal and regulatory aspects of ART.

This unit will provide a comprehensive understanding of the pathophysiology and clinical features and management in Maternal and Fetal Medicine (MFM). Topics in Maternal medicine include maternal adaptation to pregnancy in health and disease, maternal complications of pregnancy, impact of chronic disease on pregnancy outcomes and long-term maternal health following pregnancy. In Fetal medicine topics include embryogenesis, advances in prenatal imaging, diagnosis and genetics, screening and surveillance in pregnancy, clinical management of fetal growth and structural anomalies. The unit will also cover key areas in MFM which include perinatal epidemiology, ethical and legal aspects related to MFM and concepts in developmental origins of health and disease (DoHAD).

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 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 will provide students an evidence-based approach to understand human sexual response,; appreciate sexual functioning of differently abled people across the lifespan; and equip students with adequate knowledge and skills to identify and manage a number of sexual concerns/problems/dysfunctions in men and women. On completion of this unit, students will be able to: (i) Evaluate sexual function across the lifespan; (ii) Appraise the role of sexual (health) literacy in optimum sexual health; (iii) Critique human sexual response models; (iv) Identify common male and female sexual dysfunctions; (v) Appraise the psychosexual and other management options for common sexual dysfunctions; and (vi) Critique the biopsychosocial determinants of sexual functioning.

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.

This unit will engage students in learning about evidence-based health promotion as a fundamental component of efforts to address sexual and reproductive health. The unit is divided into three sections: 1. Theories underlying health promotion in public health context; 2. Evidence-based planning and project management in health promotion; and 3. Behaviour change, health communication and health literacy. Theories covered will include those that address individual-level change and group and social level change. Students will learn how to conduct needs assessments, plan programs, and address priority areas in sexual and reproductive health promotion. On completion of this unit, students will be able to: 1. Map population and/or community sexual and/or reproductive health needs; 2. Plan evidence-based sexual and reproductive health promotion initiatives; and 3. Identify evaluation strategies for evidence-based health promotion initiatives.

This unit of study will explore the evidence base, implications and considerations when delivering sexual health and relationships education from a public health perspective. Students will develop skills in the development and facilitation of training and education to different population groups. Students will be able to evaluate knowledge needs and synthesise information related to sexual and relationship education. On completion of the unit, students will be able to, 1. Plan and conduct a session which facilitates learning for a chosen population group/community using appropriate health education and learning frameworks, 2. Develop the skills to enable people within a variety of settings to enhance their sexual health and relationship literacy and, 3. Critically appraise various approaches to sexual health and relationship education development.

Advanced readings in sexual and reproductive health provides an opportunity for students to select a sexual or reproductive health topic that they wish to investigate at an advanced level. This is an independent learning unit with support from academic staff. A systematic review of the literature will be applied to the chosen topic. Topics must be negotiated with the Pathway Coordinator. Students will be required to negotiate a learning contract with the Pathway Coordinator/supervisor in accordance with the unit objectives and assessment procedures. On completion of the unit, students will be able to: (i) Demonstrate a current knowledge and understanding of the chosen unit area; (ii) Conduct a literature search relevant to the chosen study area; (iii) Critically evaluate the literature; (iv) Critique systematic review methodologies; and (v) Apply the concepts from the literature to the area of study.

This unit covers reproductive endocrinology, including regulation of the menstrual cycle, sperm and egg transport, and fertilisation and implantation. The reproductive endocrinology of common conditions such as amenorrhoea, anovulation and polycystic ovarian syndrome will be discussed, as will current thinking on menopause and menopausal hormone therapy. The unit also introducesthe causes and investigations of male and female infertility with a special focus on the impact of obesity on reproduction.

This unit provides a comprehensive understanding of the causes, investigation and management of male and female infertility. Topics covered include: gametogenesis, fertilisation biology, embryo development, assisted reproductive technologies (ART), controlled ovarian stimulation and the processes of embryo culture, cryopreservation and preimplantation genetic analysis. It also explores the ethical, legal and regulatory aspects of ART.

This unit of study explores research methods in sexual and reproductive health and sexology. This unit of study aims to provide students with a comprehensive introduction to the research design process and outputs, and increase research literacy in the sexual and reproductive health field. The unit reviews a range of qualitative and quantitative research methods, including study designs, sampling techniques, as well as data collection, analysis, interpretation and reporting. On completion of this unit, students will be able to: (i) formulate a research question; (ii) propose research designs suitable to specific research questions; (iii) identify sampling and data collection approaches; (iv) propose a data analysis plan; (v) interpret and report research findings; and (vii) appraise ethical research.

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.

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.

This unit introduces students to the principles and foundations of health research methodologies and ethics. Students will learn about the main methodologies used to conduct research that is scientifically and ethically sound and be able to critically appraise and review literature. We will introduce common study designs and research methodologies, including qualitative, epidemiologic and clinical studies, and discuss their strengths and limitations. We will introduce students to the main principles of conducting data analysis and the basis to choose amongst different statistical methods. Obtaining ethics approval is necessary for any study involving the collection or analysis of data involving humans, animals or their tissues. Hence, in this unit we will cover ethics in research and when and how to apply for ethics approval. Students will also learn about main concepts in health economics and economical evaluations of interventions and health policies.

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.

The suite of epidemiological practices and methods unique to infectious diseases comprises a critical toolkit that is urgently needed by epidemiologists in our current pandemic era. This unit will provide students with a firm understanding of infectious disease processes, modes of transmission, and transmission dynamics in populations of diverse demographic characteristics. Students will learn a standardised framework of infectious disease epidemiology to understand how pathogens move through populations and from which we can derive key parameters such as the basic reproduction number, epidemic growth, epidemic thresholds, and herd immunity thresholds. We will also incorporate aspects of networks and ecology to understand the ways in which contacts, and other forms of interaction, between individuals or between individuals and vectors influence transmission dynamics. Finally, we will explore the ways in which various public health interventions can be used to arrest infection transmission within populations and how to monitor the effects of such interventions.

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 aims to describe the epidemiology, virology, pathogenesis, and clinical contexts of HIV infection and sexually acquired viral hepatitis. On completion of this unit, students will be able to understand the clinical, laboratory, and public health aspects of the diagnosis and management of HIV infection and viral hepatitis. Course content includes virology, immunology, pathogenesis, and diagnostics as applicable to HIV infection and viral hepatitis. Clinical aspects of HIV infection will be covered in detail including seroconversion, asymptomatic infection, early symptomatic disease, major opportunistic infections (including AIDS-related conditions), tumours, and death. Emphasis will be placed on antiretrovirals for prevention and treatment of HIV and viral hepatitis including Pre-exposure prophylaxis and Treatment (PrEP) as prevention for HIV infection. Legal, ethical, and social contexts will also be discussed.

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 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 engage students in learning about evidence-based health promotion as a fundamental component of efforts to address sexual and reproductive health. The unit is divided into three sections: 1. Theories underlying health promotion in public health context; 2. Evidence-based planning and project management in health promotion; and 3. Behaviour change, health communication and health literacy. Theories covered will include those that address individual-level change and group and social level change. Students will learn how to conduct needs assessments, plan programs, and address priority areas in sexual and reproductive health promotion. On completion of this unit, students will be able to: 1. Map population and/or community sexual and/or reproductive health needs; 2. Plan evidence-based sexual and reproductive health promotion initiatives; and 3. Identify evaluation strategies for evidence-based health promotion initiatives.

This unit of study will explore the evidence base, implications and considerations when delivering sexual health and relationships education from a public health perspective. Students will develop skills in the development and facilitation of training and education to different population groups. Students will be able to evaluate knowledge needs and synthesise information related to sexual and relationship education. On completion of the unit, students will be able to, 1. Plan and conduct a session which facilitates learning for a chosen population group/community using appropriate health education and learning frameworks, 2. Develop the skills to enable people within a variety of settings to enhance their sexual health and relationship literacy and, 3. Critically appraise various approaches to sexual health and relationship education development.

This unit of study deals with public health aspects of sexual and reproductive health (SRH) and Sexually Transmitted Infections (STIs) including HIV. It addresses issues related to sexuality, sexual education, HIV/STI, unintended pregnancies, access to SRH services, maternal morbidity and mortality, sexual violence, sexual and reproductive rights, and discrimination/stigmatisation of vulnerable populations. Aspects of HIV/STIs and reproductive health will be discussed in the context of the UN Sustainable Development Goals (SDGs) focusing on SDG 3 (related to health) and SDG 5 (related to gender equality and women's and girls’ empowerment). The unit further explores the epidemiological, societal and population aspects of SRH and HIV/STIs. Surveillance strategies, policy development and legislative responses will be discussed, with regards to the potential public health consequences. Emphasis will be placed on the delivery of effective prevention and management strategies

Advanced readings in sexual and reproductive health provides an opportunity for students to select a sexual or reproductive health topic that they wish to investigate at an advanced level. This is an independent learning unit with support from academic staff. A systematic review of the literature will be applied to the chosen topic. Topics must be negotiated with the Pathway Coordinator. Students will be required to negotiate a learning contract with the Pathway Coordinator/supervisor in accordance with the unit objectives and assessment procedures. On completion of the unit, students will be able to: (i) Demonstrate a current knowledge and understanding of the chosen unit area; (ii) Conduct a literature search relevant to the chosen study area; (iii) Critically evaluate the literature; (iv) Critique systematic review methodologies; and (v) Apply the concepts from the literature to the area of study.

This unit covers reproductive endocrinology, including regulation of the menstrual cycle, sperm and egg transport, and fertilisation and implantation. The reproductive endocrinology of common conditions such as amenorrhoea, anovulation and polycystic ovarian syndrome will be discussed, as will current thinking on menopause and menopausal hormone therapy. The unit also introducesthe causes and investigations of male and female infertility with a special focus on the impact of obesity on reproduction.

This unit provides a comprehensive understanding of the causes, investigation and management of male and female infertility. Topics covered include: gametogenesis, fertilisation biology, embryo development, assisted reproductive technologies (ART), controlled ovarian stimulation and the processes of embryo culture, cryopreservation and preimplantation genetic analysis. It also explores the ethical, legal and regulatory aspects of ART.

This unit of study explores research methods in sexual and reproductive health and sexology. This unit of study aims to provide students with a comprehensive introduction to the research design process and outputs, and increase research literacy in the sexual and reproductive health field. The unit reviews a range of qualitative and quantitative research methods, including study designs, sampling techniques, as well as data collection, analysis, interpretation and reporting. On completion of this unit, students will be able to: (i) formulate a research question; (ii) propose research designs suitable to specific research questions; (iii) identify sampling and data collection approaches; (iv) propose a data analysis plan; (v) interpret and report research findings; and (vii) appraise ethical research.

Cognitive Behaviour Therapy (CBT) is an evidence-based psychotherapy for a range of psychological disorders, with strong foundations in cognitive science and now increasingly in neuroscience. This unit provides a solid foundation in the theoretical and clinical underpinnings of the therapy, with a specific focus on the neuroscience of CBT as applied to various conditions. It demonstrates techniques of CBT, including case assessment, formulation, and therapy components. Students will develop a neurobiological understanding of CBT interventions and examine practice through case examination and group exercises.

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.

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.

This unit provides an introduction to psychodynamic psychotherapy principles, the psychodynamic model of care and how to apply these to setting up a therapeutic framework in a model of health delivery that is person-centred, recoveryfocussed and trauma-informed. This unit is suitable for graduate students studying psychology, mental health nursing, psychiatry and for interested clinicians from general medicine and allied health Students will be introduced to basic concepts in the development of self, reflective capacity, attachment theory, trauma theory and trauma-informed care and the basics of interpersonal neurobiology that underlie contemporary psychodynamic psychotherapy. Students will gain a basic understanding of the psychodynamic approach to assessment and treatment and its evidence-based applications. Students will gain a basic understanding of the Conversational Model and its application to psychotherapy interventions across the continuum of care in mental health.

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 aims to describe the epidemiology, virology, pathogenesis, and clinical contexts of HIV infection and sexually acquired viral hepatitis. On completion of this unit, students will be able to understand the clinical, laboratory, and public health aspects of the diagnosis and management of HIV infection and viral hepatitis. Course content includes virology, immunology, pathogenesis, and diagnostics as applicable to HIV infection and viral hepatitis. Clinical aspects of HIV infection will be covered in detail including seroconversion, asymptomatic infection, early symptomatic disease, major opportunistic infections (including AIDS-related conditions), tumours, and death. Emphasis will be placed on antiretrovirals for prevention and treatment of HIV and viral hepatitis including Pre-exposure prophylaxis and Treatment (PrEP) as prevention for HIV infection. Legal, ethical, and social contexts will also be discussed.

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 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 will provide students an evidence-based approach to understand human sexual response,; appreciate sexual functioning of differently abled people across the lifespan; and equip students with adequate knowledge and skills to identify and manage a number of sexual concerns/problems/dysfunctions in men and women. On completion of this unit, students will be able to: (i) Evaluate sexual function across the lifespan; (ii) Appraise the role of sexual (health) literacy in optimum sexual health; (iii) Critique human sexual response models; (iv) Identify common male and female sexual dysfunctions; (v) Appraise the psychosexual and other management options for common sexual dysfunctions; and (vi) Critique the biopsychosocial determinants of sexual functioning.

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.

This unit will engage students in learning about evidence-based health promotion as a fundamental component of efforts to address sexual and reproductive health. The unit is divided into three sections: 1. Theories underlying health promotion in public health context; 2. Evidence-based planning and project management in health promotion; and 3. Behaviour change, health communication and health literacy. Theories covered will include those that address individual-level change and group and social level change. Students will learn how to conduct needs assessments, plan programs, and address priority areas in sexual and reproductive health promotion. On completion of this unit, students will be able to: 1. Map population and/or community sexual and/or reproductive health needs; 2. Plan evidence-based sexual and reproductive health promotion initiatives; and 3. Identify evaluation strategies for evidence-based health promotion initiatives.

This unit of study will explore the evidence base, implications and considerations when delivering sexual health and relationships education from a public health perspective. Students will develop skills in the development and facilitation of training and education to different population groups. Students will be able to evaluate knowledge needs and synthesise information related to sexual and relationship education. On completion of the unit, students will be able to, 1. Plan and conduct a session which facilitates learning for a chosen population group/community using appropriate health education and learning frameworks, 2. Develop the skills to enable people within a variety of settings to enhance their sexual health and relationship literacy and, 3. Critically appraise various approaches to sexual health and relationship education development.

Advanced readings in sexual and reproductive health provides an opportunity for students to select a sexual or reproductive health topic that they wish to investigate at an advanced level. This is an independent learning unit with support from academic staff. A systematic review of the literature will be applied to the chosen topic. Topics must be negotiated with the Pathway Coordinator. Students will be required to negotiate a learning contract with the Pathway Coordinator/supervisor in accordance with the unit objectives and assessment procedures. On completion of the unit, students will be able to: (i) Demonstrate a current knowledge and understanding of the chosen unit area; (ii) Conduct a literature search relevant to the chosen study area; (iii) Critically evaluate the literature; (iv) Critique systematic review methodologies; and (v) Apply the concepts from the literature to the area of study.

This unit of study explores research methods in sexual and reproductive health and sexology. This unit of study aims to provide students with a comprehensive introduction to the research design process and outputs, and increase research literacy in the sexual and reproductive health field. The unit reviews a range of qualitative and quantitative research methods, including study designs, sampling techniques, as well as data collection, analysis, interpretation and reporting. On completion of this unit, students will be able to: (i) formulate a research question; (ii) propose research designs suitable to specific research questions; (iii) identify sampling and data collection approaches; (iv) propose a data analysis plan; (v) interpret and report research findings; and (vii) appraise ethical research.

Women and children’s health are critically important for the health of a population. If women are healthy, they have healthy babies, and healthy babies and children grow up to be healthy adults. This unit gives an introduction to the health status of women and children in resource-poor settings, and highlights the interconnectedness of women's and children's health, and why it is important to monitor and report women and children's health outcomes. This unit presents some of the major causes of morbidity and mortality for women and children around the world, with an overview of the interventions and approaches to improving outcomes from a public health perspective. Each week an expert describes a major issue related to the health of women and children. In the tutorials you facilitate a weekly discussion and thus get a deeper understanding of one of the main causes of morbidity and mortality.

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.

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 aims to describe the epidemiology, virology, pathogenesis, and clinical contexts of HIV infection and sexually acquired viral hepatitis. On completion of this unit, students will be able to understand the clinical, laboratory, and public health aspects of the diagnosis and management of HIV infection and viral hepatitis. Course content includes virology, immunology, pathogenesis, and diagnostics as applicable to HIV infection and viral hepatitis. Clinical aspects of HIV infection will be covered in detail including seroconversion, asymptomatic infection, early symptomatic disease, major opportunistic infections (including AIDS-related conditions), tumours, and death. Emphasis will be placed on antiretrovirals for prevention and treatment of HIV and viral hepatitis including Pre-exposure prophylaxis and Treatment (PrEP) as prevention for HIV infection. Legal, ethical, and social contexts will also be discussed.

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.

Advanced readings in sexual and reproductive health provides an opportunity for students to select a sexual or reproductive health topic that they wish to investigate at an advanced level. This is an independent learning unit with support from academic staff. A systematic review of the literature will be applied to the chosen topic. Topics must be negotiated with the Pathway Coordinator. Students will be required to negotiate a learning contract with the Pathway Coordinator/supervisor in accordance with the unit objectives and assessment procedures. On completion of the unit, students will be able to: (i) Demonstrate a current knowledge and understanding of the chosen unit area; (ii) Conduct a literature search relevant to the chosen study area; (iii) Critically evaluate the literature; (iv) Critique systematic review methodologies; and (v) Apply the concepts from the literature to the area of study.

This unit covers reproductive endocrinology, including regulation of the menstrual cycle, sperm and egg transport, and fertilisation and implantation. The reproductive endocrinology of common conditions such as amenorrhoea, anovulation and polycystic ovarian syndrome will be discussed, as will current thinking on menopause and menopausal hormone therapy. The unit also introducesthe causes and investigations of male and female infertility with a special focus on the impact of obesity on reproduction.

This unit provides a comprehensive understanding of the causes, investigation and management of male and female infertility. Topics covered include: gametogenesis, fertilisation biology, embryo development, assisted reproductive technologies (ART), controlled ovarian stimulation and the processes of embryo culture, cryopreservation and preimplantation genetic analysis. It also explores the ethical, legal and regulatory aspects of ART.

This unit of study explores research methods in sexual and reproductive health and sexology. This unit of study aims to provide students with a comprehensive introduction to the research design process and outputs, and increase research literacy in the sexual and reproductive health field. The unit reviews a range of qualitative and quantitative research methods, including study designs, sampling techniques, as well as data collection, analysis, interpretation and reporting. On completion of this unit, students will be able to: (i) formulate a research question; (ii) propose research designs suitable to specific research questions; (iii) identify sampling and data collection approaches; (iv) propose a data analysis plan; (v) interpret and report research findings; and (vii) appraise ethical research.

This unit will provide a comprehensive understanding of the pathophysiology and clinical features and management in Maternal and Fetal Medicine (MFM). Topics in Maternal medicine include maternal adaptation to pregnancy in health and disease, maternal complications of pregnancy, impact of chronic disease on pregnancy outcomes and long-term maternal health following pregnancy. In Fetal medicine topics include embryogenesis, advances in prenatal imaging, diagnosis and genetics, screening and surveillance in pregnancy, clinical management of fetal growth and structural anomalies. The unit will also cover key areas in MFM which include perinatal epidemiology, ethical and legal aspects related to MFM and concepts in developmental origins of health and disease (DoHAD).

This course is specifically designed for health professionals 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, the blame culture, risk information, health care as a system, 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 behaviour by understanding the main causes of adverse events. The course provides foundation knowledge about quality and safety. Governments around the world are concerned to address unsafe care. The course will 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.

This core unit for the Master of Global Health will give students insight into historical and contemporary issues in global health. The unit begins with a chronology of transformations in global health (from mid-twentieth century to present), by looking at global health as a system of individual and organisational actors on a quest for equity in health outcomes globally. The unit then explores the place of ethics and culture, and of measurement and metrics in global health. Designed as an introduction to contemporary debates in global health and development, students will engage actively and critically in discussions on the role of trade/capitalism, democracy/freedom, foreign aid/local initiative, securitisation/altruism, technological/social determinants of health et cetera – in creating and/or addressing inequities in global health. The unit will provide students with a broad but deep appreciation for big question and ideas, concepts and theories in global health, international relations, political economy, and development economics.

This unit gives candidates essential knowledge of prevention and control of communicable diseases in low- and middle-income countries using country-specific examples. After successfully completing this unit of study, candidates will understand the key issues in communicable diseases and their control in developing countries, as well as gain the knowledge and insight on how prevention and control mechanisms and programs are developed for these diseases in resource-poor settings. The unit covers disease emergence, respiratory tract infections (including TB), vector-borne infections, food- and water-borne infections, neurological infections, neglected tropical diseases, bloodborne and sexually transmitted infections (including HIV) and drug-resistant infections.

Women and children’s health are critically important for the health of a population. If women are healthy, they have healthy babies, and healthy babies and children grow up to be healthy adults. This unit gives an introduction to the health status of women and children in resource-poor settings, and highlights the interconnectedness of women's and children's health, and why it is important to monitor and report women and children's health outcomes. This unit presents some of the major causes of morbidity and mortality for women and children around the world, with an overview of the interventions and approaches to improving outcomes from a public health perspective. Each week an expert describes a major issue related to the health of women and children. In the tutorials you facilitate a weekly discussion and thus get a deeper understanding of one of the main causes of morbidity and mortality.

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.

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.

The suite of epidemiological practices and methods unique to infectious diseases comprises a critical toolkit that is urgently needed by epidemiologists in our current pandemic era. This unit will provide students with a firm understanding of infectious disease processes, modes of transmission, and transmission dynamics in populations of diverse demographic characteristics. Students will learn a standardised framework of infectious disease epidemiology to understand how pathogens move through populations and from which we can derive key parameters such as the basic reproduction number, epidemic growth, epidemic thresholds, and herd immunity thresholds. We will also incorporate aspects of networks and ecology to understand the ways in which contacts, and other forms of interaction, between individuals or between individuals and vectors influence transmission dynamics. Finally, we will explore the ways in which various public health interventions can be used to arrest infection transmission within populations and how to monitor the effects of such interventions.

Advanced readings in sexual and reproductive health provides an opportunity for students to select a sexual or reproductive health topic that they wish to investigate at an advanced level. This is an independent learning unit with support from academic staff. A systematic review of the literature will be applied to the chosen topic. Topics must be negotiated with the Pathway Coordinator. Students will be required to negotiate a learning contract with the Pathway Coordinator/supervisor in accordance with the unit objectives and assessment procedures. On completion of the unit, students will be able to: (i) Demonstrate a current knowledge and understanding of the chosen unit area; (ii) Conduct a literature search relevant to the chosen study area; (iii) Critically evaluate the literature; (iv) Critique systematic review methodologies; and (v) Apply the concepts from the literature to the area of study.

This unit of study explores research methods in sexual and reproductive health and sexology. This unit of study aims to provide students with a comprehensive introduction to the research design process and outputs, and increase research literacy in the sexual and reproductive health field. The unit reviews a range of qualitative and quantitative research methods, including study designs, sampling techniques, as well as data collection, analysis, interpretation and reporting. On completion of this unit, students will be able to: (i) formulate a research question; (ii) propose research designs suitable to specific research questions; (iii) identify sampling and data collection approaches; (iv) propose a data analysis plan; (v) interpret and report research findings; and (vii) appraise ethical research.

This course is specifically designed for health professionals 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, the blame culture, risk information, health care as a system, 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 behaviour by understanding the main causes of adverse events. The course provides foundation knowledge about quality and safety. Governments around the world are concerned to address unsafe care. The course will 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.

This core unit for the Master of Global Health will give students insight into historical and contemporary issues in global health. The unit begins with a chronology of transformations in global health (from mid-twentieth century to present), by looking at global health as a system of individual and organisational actors on a quest for equity in health outcomes globally. The unit then explores the place of ethics and culture, and of measurement and metrics in global health. Designed as an introduction to contemporary debates in global health and development, students will engage actively and critically in discussions on the role of trade/capitalism, democracy/freedom, foreign aid/local initiative, securitisation/altruism, technological/social determinants of health et cetera – in creating and/or addressing inequities in global health. The unit will provide students with a broad but deep appreciation for big question and ideas, concepts and theories in global health, international relations, political economy, and development economics.

This unit gives candidates essential knowledge of prevention and control of communicable diseases in low- and middle-income countries using country-specific examples. After successfully completing this unit of study, candidates will understand the key issues in communicable diseases and their control in developing countries, as well as gain the knowledge and insight on how prevention and control mechanisms and programs are developed for these diseases in resource-poor settings. The unit covers disease emergence, respiratory tract infections (including TB), vector-borne infections, food- and water-borne infections, neurological infections, neglected tropical diseases, bloodborne and sexually transmitted infections (including HIV) and drug-resistant infections.

Women and children’s health are critically important for the health of a population. If women are healthy, they have healthy babies, and healthy babies and children grow up to be healthy adults. This unit gives an introduction to the health status of women and children in resource-poor settings, and highlights the interconnectedness of women's and children's health, and why it is important to monitor and report women and children's health outcomes. This unit presents some of the major causes of morbidity and mortality for women and children around the world, with an overview of the interventions and approaches to improving outcomes from a public health perspective. Each week an expert describes a major issue related to the health of women and children. In the tutorials you facilitate a weekly discussion and thus get a deeper understanding of one of the main causes of morbidity and mortality.

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 suite of epidemiological practices and methods unique to infectious diseases comprises a critical toolkit that is urgently needed by epidemiologists in our current pandemic era. This unit will provide students with a firm understanding of infectious disease processes, modes of transmission, and transmission dynamics in populations of diverse demographic characteristics. Students will learn a standardised framework of infectious disease epidemiology to understand how pathogens move through populations and from which we can derive key parameters such as the basic reproduction number, epidemic growth, epidemic thresholds, and herd immunity thresholds. We will also incorporate aspects of networks and ecology to understand the ways in which contacts, and other forms of interaction, between individuals or between individuals and vectors influence transmission dynamics. Finally, we will explore the ways in which various public health interventions can be used to arrest infection transmission within populations and how to monitor the effects of such interventions.

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.

This unit and the associated units, MEDF4002, MEDF4003, MEDF4004, and MEDF4005, are research units of study. The contents and assessments are determined according to each individual student's needs.

See MEDF4001.

See MEDF4001.

See MEDF4001