University of Sydney Handbooks - 2017 Archive

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Internal Medicine

Errata
item Errata Date
1 The following unit is only offered in Semester 2 -
CEPI5215: Writing and Reviewing Medical Papers
17/01/2017
2 The following units of study are no longer available in Semester 2, 2017:
INTM5103 Advanced rheumatology and immunology
INTM5105 Advanced gastroenterology
10/03/2017

 

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Unit of study descriptions


NB INTM5001 Internal Medicine Advanced Management is compulsory for Master students and will be available from Semester 2, 2018. INTM5108 Advanced Cardiology will also be available from Semester 2 in 2018.

BETH5104 Bioethics, Law and Society

Credit points: 6 Teacher/Coordinator: Dr Sascha Callaghan Session: Semester 1 Classes: 4x8hr intensives or online. Attendance is compulsory if enrolled in face-to-face block mode Assessment: 1x2000wd problem (40%); 1x3500 word essay (60%). Online 'attendance' is also compulsory and will be demonstrated by engagement in at least 8 out of the 10 weekly discussion topics. No formal mark will be given for attendance, but failure to meet the attendance requirement may result in failure of the course. Mode of delivery: Block mode, Online
Note: Prerequisites: A three-year undergraduate degree in science, medicine, nursing, allied health sciences, philosophy/ethics, sociology/anthropology, law, history, or other relevant field, or by special permission.
This unit of study begins by introducing students to intersections amongst health care practice, ethics, and the law. In particular students will explore the ethical and moral bases of law as well as how the law, in turn, influences moral norms, clinical practice, and health policy. Students learn how to critically read and analyse primary sources of law relevant to bioethics. Students will then examine a number of areas of law that have particular significance for bioethics and society including consent, tort law, competence, maternal-foetal conflicts, abortion, reproduction, mental health, end-of-life-decision-making, and genetics.
Textbooks
Required: Kerridge, Lowe and Stewart (2013), Ethics and law for the health profession, 4th Edition (Federation Press). All other compulsory readings are provided to students in digital format. Most supplementary readings can be accessed through the library collection.
CEPI5100 Introduction to Clinical Epidemiology

Credit points: 6 Teacher/Coordinator: Dr Fiona Stanaway Session: Semester 1,Semester 2 Classes: Offered online and face-to-face (daytime tutorials) Prohibitions: PUBH5010 Assessment: Completion of online quizzes (15%), tutorial participation (10%), assignment 1 (15%), assignment 2 (60%) Mode of delivery: Normal (lecture/lab/tutorial) day, Online
This unit introduces the concept of clinical epidemiology and provides students with core skills in clinical epidemiology at an introductory level. Topics covered include asking and answering clinical questions; basic and accessible literature searching techniques; study designs used in clinical epidemiological research; confounding and effect modification; sources of bias; interpretation of results including odds ratios, relative risks, confidence intervals and p values; applicability of results to individual patients; critical appraisal of clinical epidemiological research literature used to answer questions of therapy (RCTs and systematic reviews), harm, prognosis, diagnosis, screening and clinical guidelines.
Textbooks
Online readings and resources to be provided on the eLearning website.
CEPI5200 Quality and Safety in Health Care

Credit points: 6 Teacher/Coordinator: Professor Merrilyn Walton Session: Semester 1 Classes: offered online Assumed knowledge: clinical experience strongly recommended Assessment: online participation (20%); 3x1000 word assignments and 1x1500 word assignment (80%) Mode of delivery: Online
The unit has four major content areas delivered as modules covering:- An understanding Q&S in Healthcare; Professional and ethical practice; Understanding systems and the effect of complexity on patient care; Improving Healthcare. At the end of the unit students will: understand the background to quality and safety in health care, from Australian and international perspectives; understand the nature of health care error including the methods of error detection and monitoring, and quality indicators; understand the role of good communication and other professional responsibilities in quality and safety in healthcare; have developed an understanding of clinical governance, accountability and systems management; have considered methods for improving healthcare such as getting research into practice, clinical practice guidelines and clinical practice improvement. This unit consists of online discussions and activities based around key provided readings and other resources.
Textbooks
Online readings and other learning resources will be provided.
CEPI5215 Writing and Reviewing Medical Papers

Credit points: 6 Teacher/Coordinator: Angela Webster Session: Semester 1,Semester 2 Classes: 9 self-paced modules each comprising: course notes, lecture, demonstrations, exercises, quizzes Prerequisites: PUBH5018 and (PUBH5010 or CEPI5100). Students without the pre-requisites are encouraged to contact the unit coordinator to discuss their motivation and experience. Prohibitions: CEPI5214 Assessment: quizzes (30%), assignment 1 (20%), assignment 2 (50%) Mode of delivery: Block mode, Online
Students will work at their own pace through 9 modules covering research integrity, medical style, abstracts, presentations and posters, constructing a paper, data visualisation, manuscript submission, responding to reviewers comments, publication dissemination, and reviewing a paper. This unit aims to teach students the principles of research integrity in writing for medical journals, typical issues they may face, and link to resources to help them maintain integrity through their publishing careers. It will guide them to reliable evidence based resources to improve their conference abstract, presentation and poster design, and manuscript style and writing.. Students will learn about reporting guidelines, common pitfalls in writing and presenting research, choosing a journal, keywords, improving tables and figures for manuscripts through open source software, copyright, writing cover letters and response letters to reviewers. Students will learn about measuring research impact and ways to improve your research reach, dealing with the media and press releases, using social media in dissemination, digital archiving and basic skills needed to act as a quality peer-reviewer. This is an online unit, but those needing to study in block mode will do online study as well as a workshop.
Textbooks
No mandatory text book-readings available online.
CEPI5300 Research Grants: theory and practice

Credit points: 6 Teacher/Coordinator: A/Prof Clement Loy Session: Semester 1 Classes: 12 online or face-to-face sessions and 1 face-to-face workshop (June) Corequisites: (PUBH5010 or CEPI5100) and PUBH5018 Prohibitions: CEPI5505 Assessment: 1 x written research proposal(40%); online class presentations (30%); peer assessment (30%) Mode of delivery: Block mode, Normal (lecture/lab/tutorial) evening
In this unit of study, the student will develop his/her own research proposal, to a standard suitable for a peer-reviewed granting body. Each section of a grant proposal (Aims, Background/Significance, Methods, Analysis) will be discussed, with the student presenting and refining the corresponding section of his/her own proposal in a synchronous online workshop setting. This will then be complemented by online presentations from experienced researchers on the practical aspects of clinical research, followed by synchronous online class discussion. Topics include: observational studies, randomized controlled trials, diagnostic test evaluation, qualitative studies, funding application, ethical approval, publication strategies and grant administration. The unit will conclude with a one-day, face- to-face, mandatory workshop- where students will learn about budgeting, peer review of research grants, and present their completed research proposal.
CEPI5312 Diagnostic and Screening Tests (1 and 2)

Credit points: 6 Teacher/Coordinator: A/Prof Clement Loy Session: Semester 2 Classes: 1x2hr seminar/week for 12 weeks Prerequisites: PUBH5010 or CEPI5100 Prohibitions: PUBH5208 or CEPI5202 or CEPI5311 Assessment: Critical appraisal (10%), class discussion/presentations (40%) and two written assignment (50%) Mode of delivery: Online, Normal (lecture/lab/tutorial) evening
This unit of study introduces the student to basic concepts behind diagnostic and screening tests, including: test accuracy, sources of bias in test evaluation, critical appraisal of test evaluation studies, principles and use of evidence in making decisions about population screening. It will then move to more advanced topics including: application of test results to individual patients, place of tests in diagnostic pathways, impact of tests on patient outcome, tests with continuous outcome, receiver-operator characteristic curves, systematic review of diagnostic tests, predictive models, monitoring, diagnostic tests in the health system, and over-diagnosis. After completing this unit of study, the student should have a comprehensive understanding of contemporary issues and the methodology underlying, diagnostic and screening test evaluation and application.
Textbooks
Course notes will be provided
CEPI5315 Introduction to Systematic Reviews

Credit points: 6 Teacher/Coordinator: Dr Sharon Reid, Professor Jonathan Craig Session: Semester 1 Classes: all students will work through four online-modules and participate in weekly tutorials (online or on-campus depending on mode enrolled) over 12 weeks Corequisites: CEPI5100 or PUBH5010 Prohibitions: CEPI5203 or CEPI5102 or CEPI5314 Assessment: module assessment tasks (30%) and 1 x 3500 word assignment (70%) after the modules are completed Mode of delivery: Online, Normal (lecture/lab/tutorial) day
In this unit of study, we aim to introduce you to systematic reviews and meta-analyses of relevance to healthcare with a particular focus on systematic reviews of randomized controlled trials. Students can choose to learn in online or normal day (on-campus) mode. All students will work through four online modules, delivered over twelve weeks, addressing the following topics at an introductory level: What and why systematic reviews (and meta-analysis); How to formulate answerable healthcare questions and searching for systematic reviews; how a systematic review is conducted and understanding the principles of meta-analysis; and how to appraise, interpret and apply the results of systematic reviews (and meta-analyses). Students will have the opportunity to discuss unit of study learning materials in online tutorials or via weekly (on-campus) tutorials. Readings and other learning materials will be available via eLearning.
Textbooks
Readings and access to other learning resources are available through the unit's elearning site
CLNP5002 Diagnostic Electroencephalography

Credit points: 6 Teacher/Coordinator: Alison Szekely Session: Semester 1 Classes: Online learning, webinars and/or discussion forums, 2 face-to-face days (compulsory) Corequisites: CLNP5001 Assessment: Online MCQ quizzes (20%); submission of short answer questions (30%); participation in webinar tutorials and/or discussion groups etc (10%); 1 x online exam (40%) Mode of delivery: Distance education/intensive on campus
Electroencephalography (EEG) forms the basis of multiple neurophysiological techniques and is an extremely powerful tool in its own right. This unit will introduce the standardised systems and nomenclature for EEG recordings, examine the characteristics of normal recordings and illustrate the pathological changes associated with intracranial lesions, systemic disease and critical illness. The utility of EEG in the diagnosis and management of seizure disorders will be examined in detail.
CLNP5004 Advanced Electroencephalography

Credit points: 6 Teacher/Coordinator: Dr Adam Hastings Session: Semester 2 Classes: Online learning, webinars and/or discussion forums, 2 face-to-face days (compulsory) Corequisites: CLNP5001 Assessment: Online MCQ quizzes (20%); submission of short answer questions (30%); participation in webinar tutorials and/or discussion groups etc (10%); 1 x online exam (40%) Mode of delivery: Distance education/intensive on campus
This unit covers advanced aspects of diagnostic electroencephalography, including the specific technical requirements for continuous video EEG monitoring, seizure recognition during invasive EEG monitoring, current techniques in cortical mapping of seizures and its utility in tailored cortical resection.
CRIT5005 Clinical Communication and Decision Making

Credit points: 6 Teacher/Coordinator: Dr Clare Skinner Session: Semester 2 Classes: Online learning and compulsory face to face intensive (1x2days) Assessment: 5 x 300-500 word clinical case study tasks (25%), participation in on-line discussion tasks and quizzes (10%), participation in 2 day face to face communication skills training session (30%), 1 x 1,500-2,000 word written assignment (35%) Mode of delivery: Distance education/intensive on campus
Critical care medicine is practiced in highly charged and stressful settings and requires many decisions to be made quickly with limited information and resources. There are also many 'players' and confusion and miscommunication can easily occur. The hierarchical nature of hospital based practice and tribal differences between professions bring their own challenges. This unit of study aims to help clinicians develop decision making and high level communication skills in order to effectively care for patients, engage carers and relatives and perform optimally as a team member or leader. The content is built around complex clinical cases and includes simulations using actors and experts.
Textbooks
Online readings
HPOL5000 Introduction to Health Policy

Credit points: 6 Teacher/Coordinator: Dr Anne Marie Thow Session: Semester 1 Classes: Block mode with compulsory Intensive workshops on Campus. 2 x 2-day workshops, online lectures and discussions Assessment: 1 x 1500wd written assignment (30%); 1 x 3000wd written assignment (50%); Online learning quiz (5%); online problem based learning exercise (15%) Mode of delivery: Block mode
This unit aims to develop a critical and comparative understanding of the history, theory and practice of health policy. It gives an overview of the political choices and frameworks - national and global - that shape policymaking.
Learning objectives: By the end of this unit students will be able to: (i) Define the boundaries and key features of health policy; (ii) Understand the basic history and features of the Australian health system; (iii) Identify policy instruments and how they function; (iv) Understand the main frameworks used for analysing policy; (v) Understand the factors influencing how policy issues are prioritized in health; (vi) Demonstrate the capacity to apply these understandings in particular settings through case studies.
Content: This unit explores the main structures and institutions that make health policy. The unit examines debates over policy frameworks, and the evidence and advocacy in setting priorities. Conflicts over health policy will be placed in broader contexts - comparing different health systems and assessing global influences. Case studies will be used to examine the relationships between policy and practice.
Textbooks
Buse K, Mays N, Walt G (2012). Making health policy. Second edition. Open University Press: London. Other recommended reading materials will be available on the unit's eLearning site
INTM5002 Basic Neurology

Credit points: 3 Teacher/Coordinator: A/Prof Leo Davies Session: Semester 1,Semester 2 Classes: online lectures, webinars, discussion boards and podcasts Assessment: 1 hour invigilated on-line exam (50%) 1 x 1000 word case study (30%) online quizzes and participation (20%) Mode of delivery: Online
The Basic Neurology syllabus is aligned with RACP Part 1 learning objectives. The content is focussed on diagnosis and investigation of common neurological conditions and the essentials of management of these conditions. The module learning materials are linked to a library of clinical cases representing common and important neurological conditions.
Textbooks
Harrison's Principles of Internal Medicine 19th ed, Mcgraw-Hill 2015; Oxford Textbook of Medicine, 5th ed Oxford Medicine Online 2016.
INTM5003 Basic Rheumatology and Immunology

Credit points: 3 Teacher/Coordinator: A/Prof Leo Davies Session: Semester 1,Semester 2 Classes: online lectures, webinars, discussion boards and podcasts Assessment: 1 hour invigilated on-line exam (50%) 1 x 1000 word case study (30%) online quizzes and participation (20%) Mode of delivery: Online
The Basic Rheumatology and Immunology syllabus is aligned with RACP Part 1 learning objectives. The content is focussed on diagnosis and investigation of common rheumatologic and immunologic conditions and the essentials of management of these conditions. The module learning materials are linked to a library of clinical cases representing common and important rheumatologic and immunologic conditions.
Textbooks
Harrison's Principles of Internal Medicine 19th ed, Mcgraw-Hill 2015; Oxford Textbook of Medicine, 5th ed Oxford Medicine Online 2016.
INTM5004 Basic Respiratory Medicine

Credit points: 3 Teacher/Coordinator: A/Prof Leo Davies Session: Semester 1,Semester 2 Classes: online lectures, webinars, discussion boards and podcasts Assessment: 1 hour invigilated on-line exam (50%) 1 x 1000 word case study (30%) online quizzes and participation (20%) Mode of delivery: Online
The Basic Respiratory medicine syllabus is aligned with RACP Part 1 learning objectives. The content is focussed on diagnosis and investigation of common respiratory conditions and the essentials of management of these conditions. The module learning materials are linked to a library of clinical cases representing common and important respiratory conditions.
Textbooks
Harrison's Principles of Internal Medicine 19th ed, Mcgraw-Hill 2015; Oxford Textbook of Medicine, 5th ed Oxford Medicine Online 2016.
INTM5005 Basic Gastroenterology

Credit points: 3 Teacher/Coordinator: A/Prof Leo Davies Session: Semester 1,Semester 2 Classes: online lectures, webinars, discussion boards and podcasts Assessment: 1 hour invigilated on-line exam (50%) 1 x 1000 word case study (30%) online quizzes and participation (20%) Mode of delivery: Online
The Basic Gastroenterology syllabus is aligned with RACP Part 1 learning objectives. The content is focussed on diagnosis and investigation of common gastroenterological conditions and the essentials of management of these conditions. The module learning materials are linked to a library of clinical cases representing common and important gastroenterological conditions.
Textbooks
Harrison's Principles of Internal Medicine 19th ed, Mcgraw-Hill 2015; Oxford Textbook of Medicine, 5th ed Oxford Medicine Online 2016.
INTM5006 Basic Endocrinology

Credit points: 3 Teacher/Coordinator: A/Prof Leo Davies Session: Semester 1,Semester 2 Classes: online lectures, webinars, discussion boards and podcasts Assessment: 1 hour invigilated on-line exam (50%) 1 x 1000 word case study (30%) online quizzes and participation (20%) Mode of delivery: Online
The Basic Endocrinology syllabus is aligned with RACP Part 1 learning objectives. The content is focussed on diagnosis and investigation of common endocrine conditions and the essentials of management of these conditions. The module learning materials are linked to a library of clinical cases representing common and important endocrine conditions.
Textbooks
Harrison's Principles of Internal Medicine 19th ed, Mcgraw-Hill 2015; Oxford Textbook of Medicine, 5th ed Oxford Medicine Online 2016.
INTM5007 Basic Renal Medicine

Credit points: 3 Teacher/Coordinator: A/Prof Leo Davies Session: Semester 2 Classes: online lectures, webinars, discussion boards and podcasts Assessment: 1 hour invigilated on-line exam (50%) 1 x 1000 word case study (30%) online quizzes and participation (20%) Mode of delivery: Online
The Basic Renal Medicine syllabus is aligned with RACP Part 1 learning objectives. The content is focussed on diagnosis and investigation of common renal conditions and the essentials of management of these conditions. The module learning materials are linked to a library of clinical cases representing common and important renal conditions.
Textbooks
Harrison's Principles of Internal Medicine 19th ed, Mcgraw-Hill 2015; Oxford Textbook of Medicine, 5th ed Oxford Medicine Online 2016.
INTM5008 Basic Cardiology

Credit points: 3 Teacher/Coordinator: A/Prof Leo Davies Session: Semester 2 Classes: online lectures, webinars, discussion boards and podcasts Assessment: 1 hour invigilated on-line exam (50%) 1 x 1000 word case study (30%) online quizzes and participation (20%) Mode of delivery: Online
The Basic Cardiology syllabus is aligned with RACP Part 1 learning objectives. The content is focussed on diagnosis and investigation of common cardiologic conditions and the essentials of management of these conditions. The module learning materials are linked to a library of clinical cases representing common and important cardiologic conditions.
Textbooks
Harrison's Principles of Internal Medicine 19th ed, Mcgraw-Hill 2015; Oxford Textbook of Medicine, 5th ed Oxford Medicine Online 2016.
INTM5102 Advanced Neurology

Credit points: 3 Teacher/Coordinator: A/Prof Leo Davies Session: Semester 2 Classes: online lectures, webinars, discussion boards and podcasts Assessment: 1 hour invigilated on-line exam (50%) 1 x 1000 word case study (30%) online quizzes and participation (20%) Mode of delivery: Online
The Advanced Neurology syllabus is at a level appropriate for practitioners undertaking specialist training in Neurology or with an interest in the field. The content is focussed on diagnosis and investigation of important but less common neurological conditions and advanced management of common and important neurological diseases. The module learning materials are linked to a library of clinical cases representing common and important neurological conditions.
Textbooks
Harrison's Principles of Internal Medicine 19th ed, Mcgraw-Hill 2015; Oxford Textbook of Medicine, 5th ed Oxford Medicine Online 2016.
INTM5103 Advanced Rheumatology and Immunology

Credit points: 3 Teacher/Coordinator: A/Prof Leo Davies Session: Semester 2 Classes: online lectures, webinars, discussion boards and podcasts Assessment: 1 hour invigilated on-line exam (50%) 1 x 1000 word case study (30%) online quizzes and participation (20%) Mode of delivery: Online
The Advanced Rheumatology and Immunology syllabus is at a level appropriate for practitioners undertaking specialist training in Rheumatology or Immunology or with an interest in the field. The content is focussed on diagnosis and investigation of important but less common rheumatologic or immunologic conditions and advanced management of common and important rheumatologic and immunological diseases. The module learning materials are linked to a library of clinical cases representing common and important rheumatologic and immunologic conditions.
Textbooks
Harrison's Principles of Internal Medicine 19th ed, Mcgraw-Hill 2015; Oxford Textbook of Medicine, 5th ed Oxford Medicine Online 2016.
INTM5104 Advanced Respiratory Medicine

Credit points: 3 Teacher/Coordinator: A/Prof Leo Davies Session: Semester 2 Classes: online lectures, webinars, discussion boards and podcasts Assessment: 1 hour invigilated on-line exam (50%) 1 x 1000 word case study (30%) online quizzes and participation (20%) Mode of delivery: Online
The Advanced Respiratory Medicine syllabus is at a level appropriate for practitioners undertaking specialist training in Respiratory medicine or with an interest in the field. The content is focussed on diagnosis and investigation of important but less common respiratory conditions and advanced management of common and important respiratory diseases. The module learning materials are linked to a library of clinical cases representing common and important respiratory conditions.
Textbooks
Harrison's Principles of Internal Medicine 19th ed, Mcgraw-Hill 2015; Oxford Textbook of Medicine, 5th ed Oxford Medicine Online 2016.
INTM5105 Advanced Gastroenterology

Credit points: 3 Teacher/Coordinator: A/Prof Leo Davies Session: Semester 2 Classes: online lectures, webinars, discussion boards and podcasts Assessment: 1 hour invigilated on-line exam (50%) 1 x 1000 word case study (30%) online quizzes and participation (20%) Mode of delivery: Online
The Advanced Gastroenterology syllabus is at a level appropriate for practitioners undertaking specialist training in gastroenterology or with an interest in the field. The content is focussed on diagnosis and investigation of important but less common gastroenterological conditions and advanced management of common and important gastroenterological diseases. The module learning materials are linked to a library of clinical cases representing common and important gastroenterological conditions.
Textbooks
Harrison's Principles of Internal Medicine 19th ed, Mcgraw-Hill 2015; Oxford Textbook of Medicine, 5th ed Oxford Medicine Online 2016.
INTM5106 Advanced Endocrinology

Credit points: 3 Teacher/Coordinator: A/Prof Leo Davies Session: Semester 2 Classes: online lectures, webinars, discussion boards and podcasts Assessment: 1 hour invigilated on-line exam (50%) 1 x 1000 word case study (30%) online quizzes and participation (20%) Mode of delivery: Online
The Advanced Endocrinology syllabus is at a level appropriate for practitioners undertaking specialist training in endocrinology or with an interest in the field. The content is focussed on diagnosis and investigation of important but less common endocrine conditions and advanced management of common and important endocrine diseases. The module learning materials are linked to a library of clinical cases representing common and important endocrine conditions.
Textbooks
Harrison's Principles of Internal Medicine 19th ed, Mcgraw-Hill 2015; Oxford Textbook of Medicine, 5th ed Oxford Medicine Online 2016.
MBHT5001 Diabetes Management

Credit points: 6 Teacher/Coordinator: Dr Kathryn Williams Session: Semester 1 Classes: Intensive on campus (1 day 9am-5pm) and online 1x 40 minute lecture/wk, 1x20-40 minute pre-recorded discussion/wk + 3x90 minute online tutorials. It is compulsory that all of these sessions be attended/viewed live or by download. Assessment: 3 clinical case study tasks of 500 words (3x 10%), 1 x 1500 word assignment of 1500 words on a key topic (25%), online SBA/EMQ exam of 45 questions over 60 minutes (25%) and participation in online discussion boards/webinars (20%) Mode of delivery: Distance education/intensive on campus
This unit of study aims to enable the student to develop an understanding and confidence in how to effectively manage diabetes mellitus. Initially, current data and concepts in epidemiology and classification, pathogenesis, and screening for diabetes and its complications will be addressed. This will be followed by an intensive focus on patient centred management of diabetes, including patient engagement, lifestyle interventions, bariatric surgery, medication options and regimens, new technology and monitoring. Type 1 and type 2 diabetes as well as prediabetes and diabetes in pregnancy will each be explored with a personalised, case-based approach. Differing health care delivery methods in diabetes and team based approaches to care will be discussed. Learning will be enhanced by individual and group online methods plus an episode of onsite interactive education.
Textbooks
Endocrinology Expert Group. Therapeutic Guidelines: Endocrinology. Version 5. Melbourne: Therapeutic Guidelines Limited; 2014.ISBN9780980825374; additional required reading: Standards of Medical Care in Diabetes. Diabetes Care January 2014 vol. 37 no. Supplement 1 S14-S80; NHMRC Clinical Care Guidelines in Diabetes, especially: Craig ME, Twigg SM, Donaghue KC, Cheung NW, Cameron FJ, Conn J, Jenkins AJ, Silink M, for the Australian Type 1 Diabetes Guidelines Expert Advisory Group. National evidence-based clinical care guidelines for type 1 diabetes in children, adolescents and adults, Australian Government Department of Health and Ageing, Canberra 2011.
MBHT5002 Advanced Diabetes Management

Credit points: 6 Teacher/Coordinator: Dr Kathryn Williams Session: Semester 2 Classes: Intensive on campus (1 day 9am-5pm), online 1x20-40 minute lecutre/wk, 1x20 minute case based podcast/wk. It is compulsory that all of these sessions be attended/viewed live or by download. Prerequisites: MBHT5001 Assumed knowledge: A reasonable working knowledge of how to approach assessment and management of diabetes mellitus in a variety of clinical settings. Assessment: 3 clinical case study tasks of 500 words (3x 10%), 1 x 1500 word assignment of 1500 words on a key topic (25%), online SBA/EMQ (10) and short answer (2x500 words) exam over 90 minutes (25%) and participation in online discussion boards (20%) Mode of delivery: Distance education/intensive on campus
Note: Departmental permission required unless MBHT5001 satisfactorily completed beforehand.
This unit of study will aim to enable the development of an advanced understanding in the effective management of diabetes mellitus. It will build upon the Diabetes Management unit of study by focusing on more complex cases of diabetes, with a particular focus on type 1 diabetes. Topics addressed will include atypical, unusual and difficult to classify diabetes, intensive therapy in diabetes including complex insulin regimens, and managing diabetes related complications such as heart failure, painful neuropathy, diabetic foot disease, advanced retinopathy, non-alcoholic fatty liver disease and end-stage renal disease. New technologies including state of the art insulin pump therapy and real time continuous blood glucose monitoring will be exemplified using deidentified real life cases. The role of pancreas transplant and closed loop systems in diabetes will also be addressed. Diabetes translational research across the bench, clinic and bedside, will be examined. Learning will be enhanced by individual and group online methods plus an episode of onsite interactive education.
Textbooks
Required reading (accessible on line): Standards of Medical Care in Diabetes. Diabetes Care January 2014 vol. 37 no. Supplement 1 S14-S80; NHMRC Clinical Care Guidelines in Diabetes, especially: Craig ME, Twigg SM, Donaghue KC, Cheung NW, Cameron FJ, Conn J, Jenkins AJ, Silink M, for the Australian Type 1 Diabetes Guidelines Expert Advisory Group. National evidence-based clinical care guidelines for type 1 diabetes in children, adolescents and adults, Australian Government Department of Health and Ageing, Canberra 2011.
MBHT5004 Cardiovascular metabolic management

Credit points: 6 Teacher/Coordinator: Dr Rachael Cordina Session: Semester 2 Classes: Block/intensive mode: 2 days 9am-5pm (also available online); online (1x1hr lec and 1x1hr tut)/wk Assessment: 3 clinical case study tasks of 500 words (3x 10%), 1 x 1500 word assignment of 1500 words on a key topic (25%), online SBA/EMQ (10) and short answer (2x500 words) exam over 90 minutes (25%) and participation in online discussion boards (20%) Mode of delivery: Distance education/intensive on campus
This unit will develop enhanced understanding in how to effectively manage both cardiovascular risk to optimise health, and the cardiovascular complications that may occur in metabolic disease. It will facilitate increased confidence in the prevention and practical medical management of cardiovascular disease in its broadest sense. Epidemiology, the changing demographics and classification will be considered. Atherogenesis, prothombotic and pro-inflammatory as well as profibrotic pathogenic concepts will be addressed before detailed exploration of large and small vessel disease and implications for brain, kidney and heart function (including ischaemic cardiomyopathy, diabetic cardiomyopathy and hypertensive cardiomyopathy). Peripheral arterial and venous disease will also be addressed, as will arrhythmopgenic disturbances and platelet dysfunction and rheology. This will be followed by an intensive focus on characterisation of cardiovascular risk and state of the art patient-centred management in these conditions, including screening methods, lifestyle interventions, evidence-based medication regimens, non-invasive monitoring and new technology. Health care delivery methods will be explored. Learning will be enhanced by individual and group online methods, plus an episode of on-site interactive education.
Textbooks
Vascular Medicine: A Companion to Braunwald's Heart Disease. Braunwald's Heart Disease: A Textbook of Cardiovascular Medicine Guidelines: NHMRC Clinical Care Guidelines for the Management of Absolute Cardiovascular Risk (2012), https://www.nhmrc.gov.au/guidelines-publications/ext10 Reducing risk in heart disease - an expert guide to clinical practice for secondary prevention of coronary heart disease (updated 2012), http://www.heartfoundation.org.au/SiteCollectionDocuments/Reducing-risk-in-heart-disease.pdf Therapeutic Guidelines Cardiovascular version 6
MEDF5002 Teaching in the Clinical Environment

Credit points: 6 Teacher/Coordinator: Imogene Rothnie Session: Semester 2 Classes: 1 day face to face workshop 9am-5pm (not compulsory) and online learning Assessment: 20% personal learning plan (1500 words); 20% online activities; 60% portfolio of evidence of learning (4500 words equivalent) Mode of delivery: Distance education/intensive on campus
Note: This unit is designed for health professionals working and teaching in a clinical environment. The requirements and composition of the portfolio of evidence of learning is negotiated by each student with the unit coordinator and will vary depending on individual learning goals and situation.
Almost all healthcare professionals are involved in education and training throughout their careers. This Unit of Study provides a practical introduction to the theory and practice of teaching and learning in the health professional environment. The unit will cover 3 main areas: planning for and facilitating learning in the clinical environment; assessing performance and providing constructive feedback; fostering the development of students as professionals. Each of these areas will be underpinned by best evidence from clinical education research and will address current challenges and opportunities in the learning environment. This will include the role of new technologies from the perspective of both educators and learners. Participants in the course will gain a framework they can use to support their teaching, and will develop a portfolio of evidence to support their professional development as clinician educators.
MEDF5301 Project (Advanced Masters)

Credit points: 12 Session: Semester 1,Semester 2 Classes: Students will be required to have regular contact with their supervisor to discuss the progress and implementation of their project Assessment: 2,000 wd written project proposal (30%) and written final work of up to 10,000 wds, or a publication (as negotiated) (70%) Mode of delivery: Supervision
Note: Approval to enrol is conditional upon the submission of a brief project outline and identification of an appropriate project supervisor, as negotiated with the course coordinator.
Candidates will work on an independent research project in an area of specific interest relevant to their master degree. The project may take the form of a systematic review of the literature, a case series, survey or other project acceptable to the project supervisor. Candidates in some disciplines may be able to undertake a work placement and will be required to negotiate the form of scholarly written work, related to their placement, to be submitted for assessment. It is essential where there is the use of patient information or patient enrolment onto a study that appropriate ethics approval is gained from the governing body where the project will take place. On completion of the project/work placement the successful candidate will be able to plan and execute a substantial research project or scholarly work . Where appropriate students will prepare a work suitable for publication. A candidate must be enrolled in order to submit their project report/dissertation/publication. If the candidate cannot submit their work erolling once in MEDF5301 or once in both Part A and Part B then they must re-enrol in a minimum of six credit points of project units of study, with the concomitant financial liability, every semester until they submit.
MEDF5302 Project (Advanced Masters) (Part A)

Credit points: 6 Session: Semester 1 Classes: Students will be required to have regular contact with their supervisor to discuss the progress and implementation of their project Assessment: 2,000 wd written project proposal (30%) and written final work of up to 10,000 wds, or a publication (as negotiated) (70%) Mode of delivery: Supervision
Note: Approval to enrol is conditional upon the submission of a brief project outline and identification of an appropriate project supervisor, as negotiated with the course coordinator.
Candidates will work on an independent research project in an area of specific interest relevant to their master degree. The project may take the form of a systematic review of the literature, a case series, survey or other project acceptable to the project supervisor. Candidates in some disciplines may be able to undertake a work placement and will be required to negotiate the form of scholarly written work, related to their placement, to be submitted for assessment. It is essential where there is the use of patient information or patient enrolment onto a study that appropriate ethics approval is gained from the governing body where the project will take place. On completion of the project/work placement the successful candidate will be able to plan and execute a substantial research project or scholarly work. Where appropriate students will prepare a work suitable for publication. A candidate must be enrolled in order to submit their project report/dissertation/publication. If the candidate cannot submit their work erolling once in MEDF5301 or once in both Part A and Part B then they must re-enrol in a minimum of six credit points of project units of study, with the concomitant financial liability, every semester until they submit.
MEDF5303 Project (Advanced Masters) (Part B)

Credit points: 6 Session: Semester 2 Classes: Students will be required to have regular contact with their supervisor to discuss the progress and implementation of their project Assessment: 2,000 wd written project proposal (30%) and written final work of up to 10,000 wds, or a publication (as negotiated) (70%) Mode of delivery: Supervision
Note: Approval to enrol is conditional upon the submission of a brief project outline and identification of an appropriate project supervisor, as negotiated with the course coordinator.
Candidates will work on an independent research project in an area of specific interest relevant to their master degree. The project may take the form of a systematic review of the literature, a case series, survey or other project acceptable to the project supervisor. Candidates in some disciplines may be able to undertake a work placement and will be required to negotiate the form of scholarly written work, related to their placement, to be submitted for assessment. It is essential where there is the use of patient information or patient enrolment onto a study that appropriate ethics approval is gained from the governing body where the project will take place. On completion of the project/work placement the successful candidate will be able to plan and execute a substantial research project or scholarly work. Where appropriate students will prepare a work suitable for publication. A candidate must be enrolled in order to submit their project report/dissertation/publication. If the candidate cannot submit their work erolling once in MEDF5301 or once in both Part A and Part B then they must re-enrol in a minimum of six credit points of project units of study, with the concomitant financial liability, every semester until they submit.
PAIN5002 Pain Mechanisms and Contributors

Credit points: 6 Teacher/Coordinator: Professor Michael Nicholas and Dr Christopher Vaughan Session: Semester 1b,Semester 2b Classes: Online, intensive mode, approximately 20 hours of study per week (equals 140 hours in total) Assessment: participation in online discussion (20%), 4000-5000 word written assignment/s or equivalent (80%) Mode of delivery: Online
To introduce and develop participants understanding about the basic neuroscience of pain and the interrelationship between psychological, physiological and environmental processes in pain. Neuro-anatomical, physiological, pharmacological, and biochemical mechanisms involved in nociception, including peripheral and central sensitisation are discussed. Theoretical bases are introduced and the ways in which psychological and environmental factors modify or maintain pain perception and behaviour are explored.
PAIN5003 Pain Treatment and Management Principles

Credit points: 6 Teacher/Coordinator: Dr Charles Brooker Session: Semester 1a,Semester 2a Classes: Online, intensive mode, approximately 20 hours of study per week (equals 140 hours in total) Assessment: participation in online discussion (20%), 4000-5000 word written assignment/s or equivalent (80%) Mode of delivery: Online
To introduce participants to the core principles of pain assessment, treatment and management. Participants consider the biopsychosocial model and the scientific basis for assessment, diagnosis and treatment. They explore principles of pharmacokinetics and pharmacodynamics, together with routes of drug administration. The role of physiotherapy and rehabilitation management, and the use of procedures such as neural blockade, simulation techniques and surgery are also considered.
PAIN5021 Acute Pain

Credit points: 6 Teacher/Coordinator: Dr Philip Corke Session: Semester 1 Classes: Approximately 10 hours of study per week (equals 140 hours in total) Assessment: Participation in online discussion (25%), 4000-5000 written assignment/s or equivalent (75%) Mode of delivery: Online
The aims of this unit are to provide a theoretical framework for the management of acute pain, to examine the specific contributors that are important in the development of acute pain conditions and to examine pharmacological and other approaches used in the management of acute pain. Topics that will be covered will include the principles of pre-emptive analgesia and evidence of effectiveness in preventing pain, pharmacological management of acute pain including approaches such as patient controlled analgesia, adjunctive approaches in managing acute pain and the transition from acute to chronic pain.
PUBH5018 Introductory Biostatistics

Credit points: 6 Teacher/Coordinator: Dr Kevin McGeechan and A/Professor Patrick Kelly Session: Semester 1 Classes: 2 x 2hr lecture, 10 x 1hr lectures, 11 x 2hr tutorials, 2 x 1hr and 8 x 0.5hr statistical computing self directed learning tasks over 12 weeks - lectures and tutorials may be completed online Assessment: Weekly quizzes (10%), 1x4 page assignment (20%) and 1x2.5hr open-book exam (70%). For distance students it may be possible to complete the exam externally with the approval of the course coordinator. Mode of delivery: Normal (lecture/lab/tutorial) day, Normal (lecture/lab/tutorial) evening, Online
This unit aims to provide students with an introduction to statistical concepts, their use and relevance in public health. This unit covers descriptive analyses to summarise and display data; concepts underlying statistical inference; basic statistical methods for the analysis of continuous and binary data; and statistical aspects of study design. Specific topics include: sampling; probability distributions; sampling distribution of the mean; confidence interval and significance tests for one-sample, two paired samples and two independent samples for continuous data and also binary data; correlation and simple linear regression; distribution-free methods for two paired samples, two independent samples and correlation; power and sample size estimation for simple studies; statistical aspects of study design and analysis. Students will be required to perform analyses using a calculator and will also be required to conduct analyses using statistical software (SPSS). It is expected that students spend an additional 2 hours per week preparing for their tutorials. Computing tasks are self-directed.
Textbooks
Course notes are provided.
PUBH5224 Advanced Epidemiology

Credit points: 6 Teacher/Coordinator: Professor Tim Driscoll Session: Semester 2 Classes: Weekly classes (combined lectures and tutorials) for 13 weeks. Prerequisites: PUBH5018 and (PUBH5010 or CEPI5100) Assessment: 1x 1500 word assignment or equivalent class presentation (30%); 1x 4000 word assignment (or equivalent answers to specific methodological questions) (70%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study is intended for students who have completed Epidemiology Methods and Uses (or an equivalent unit of study) at a credit or higher level. It is designed to provide students with an opportunity to consolidate critical appraisal skills, to acquire the practical knowledge and skills needed to design epidemiological research, and to extend students' practical and theoretical knowledge of epidemiology beyond basic principles.