GMED5005: Semester 2, 2025

Units GMED5005 Semester 2 2025 [Online]

Unit outline_

GMED5005: Ethics and Evidence in Genomics

Semester 2, 2025 [Online] - Camperdown/Darlington, Sydney

Overview

This is the capstone unit of the Genomics and Precision Medicine Master's degree and it aims to develop students’ ethical, reflective, critical thinking and evidence-based decision-making skills needed to inform best clinical practice in Genomic Medicine. It is divided into two parts: an introduction to key ethical concepts and methods of ethical analysis and an overview of evidence relevant to health care practice and research. Students initially apply ethical principles to examine a series of case studies. Students then critically appraise the evidence base related to an area of practice. This will involve development of a clinical question, a literature search and review of selected studies, and application of critical appraisal skills to appraise a primary and secondary study in detail. Learning modules include further development of literature search and critical appraisal skills, applying decision analysis to facilitate shared decision-making in practice, and application of evidence to inform individual patient care.

Unit details and rules

Academic unit	Genomic Medicine
Credit points	6
Prerequisites ?	None
Corequisites ?	CEPI5100 and 18 credit points of stream specific units (GMED5001 or GMED5002 or GMED5003 or GMED5004 or WARC5001 or CEPI5312)
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Ingrid Sinnerbrink, ingrid.sinnerbrink@sydney.edu.au

Assessment

The census date for this unit availability is 1 September 2025

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Out-of-class quiz	Evidence Assessment 1: Case Selection Case Selection	0%	Week 01 Due date: 10 Aug 2025 at 23:59	-	AI allowed
Outcomes assessed:
Written work	Ethics Assessment 1: Reflection post Written task	0%	Week 02 Due date: 17 Aug 2025 at 23:59	-	AI allowed
Outcomes assessed:
Debate	Ethics Assessment 2: Debate Debate	10%	Week 03 Due date: 24 Aug 2025 at 23:59	-	AI allowed
Outcomes assessed:
Written work	Evidence Assessment 2: Search Written task	10%	Week 05 Due date: 07 Sep 2025 at 23:59	-	AI allowed
Outcomes assessed:
Written work	Ethics Assessment 3: Case commentary Written task	10%	Week 07 Due date: 21 Sep 2025 at 23:59	-	AI allowed
Outcomes assessed:
Written work	Evidence Assessment 3: Critical Appraisal Critical Appraisal	30%	Week 10 Due date: 19 Oct 2025 at 23:59	-	AI allowed
Outcomes assessed:
Written work	Ethics Assessment 4: Revise and Resubmit Case Commentary Written task	20%	Week 12 Due date: 02 Nov 2025 at 12:34	-	AI allowed
Outcomes assessed:
Presentation	Evidence Assessment 4: Presentation Recorded Presentation uploaded to Canvas	20%	Week 13 Due date: 09 Nov 2025 at 23:59	10 minutes	AI allowed
Outcomes assessed:
= early feedback task ?

Assessment summary

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name	Mark range	Description
High distinction	85 - 100
Distinction	75 - 84
Credit	65 - 74
Pass	50 - 64
Fail	0 - 49	When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

Deduction of 5% of the maximum mark for each calendar day after the due date.
After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

Learning support

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Module 1: What is Evidence and why should Ethics matter?	Online class (10 hr)
Week 02	Module 1: What is Evidence and why should Ethics matter?	Online class (10 hr)
Week 03	Module 1: What is Evidence and why should Ethics matter?	Online class (10 hr)
Week 04	Module 2: What methods and tools do we use in Evidence and Ethics?	Online class (10 hr)
Week 05	Module 2: What methods and tools do we use in Evidence and Ethics?	Online class (10 hr)
Week 06	Module 2: What methods and tools do we use in Evidence and Ethics?	Online class (10 hr)
Week 07	Module 3: How does Evidence and Ethics guide us in decision making and leadership?	Online class (10 hr)
Week 08	Module 3: How does Evidence and Ethics guide us in decision making and leadership?	Online class (10 hr)
Week 09	Module 3: How does Evidence and Ethics guide us in decision making and leadership?	Online class (10 hr)
Week 10	Module 4: How does Evidence and Ethics lead us to be better clinicians?	Online class (10 hr)
Week 11	Module 4: How does Evidence and Ethics lead us to be better clinicians?	Online class (10 hr)
Week 12	Module 4: How does Evidence and Ethics lead us to be better clinicians?	Online class (10 hr)
Week 13	Module 4: How does Evidence and Ethics lead us to be better clinicians?	Online class (10 hr)

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Learning outcomes

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

Outcomes
Graduate qualities

At the completion of this unit, you should be able to:

LO1. Explain and compare the features of predominant ethical theories relevant to evidence based health care practice and research
LO2. Describe and critically evaluate ethical principles and concepts such as autonomy, capacity, vulnerability, best interests and consent and their role in health care practice and research
LO3. Apply these ethical concepts to relevant contemporary issues or challenges in health care practice and research
LO4. Formulate a clinical question so that it fits into one of the four main areas (diagnosis, prognosis, intervention, harm) and can be answered by finding and using the best evidence
LO5. Select sources of EBM material appropriate for a given question
LO6. Retrieve appropriate evidence through optimal querying of selected sources
LO7. Critically appraise retrieved evidence for validity, importance and applicability including how the limitations of retrieved evidence modifies its applicability to patient care
LO8. Apply the factors involved in clinical decision making as they relate to an individual patient

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

This section outlines changes made to this unit following staff and student reviews.

We value your feedback about any aspect of the unit of study and your experience as a student of Sydney Medical School. To help ensure our courses meet your needs and maintain a high standard, we welcome your feedback at any time, and we ask you to complete the Mid-Semester Evaluation Survey and the Unit of Study Survey at the end of the semester. Your ratings and comments are anonymous and specifying what you liked and didn’t like about any of the learning materials, assessment items, discussion forums, feedback etc will help us to target our improvement efforts. Please note that your participation in this unit of study permits de-identified information about your learning experience and interaction with learning resources to be used for the purpose of improving the student learning experience.

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links