Clinical Epidemiology

 

Errata
Item Errata Date
1.

The following units have been cancelled:

CEPI5505 Clinical Epidemiology Project 1
CEPI5506 Clinical Epidemiology Project 2

22/1/2018

Unit of study descriptions

BETH5201 Ethics and Biotechnology

This unit of study is not available in 2018

Credit points: 6 Teacher/Coordinator: Dr Ainsley Newson Session: Semester 1 Classes: 6x2hr seminars & 1x8hr intensive; or Distance Education (online). Attendance is compulsory if enrolled in face-to-face mode. Assessment: 2x400wd tasks (2x10%); 1x1500wd essay (30%); 1x2500wd essay (40%); participation in seminars or online (10%) Mode of delivery: Online
Note: If an insufficient number of students opt to attend seminars on campus, the co-ordinator may choose to teach this Unit of Study in online mode only.
This unit of study introduces students to the ethical, social and legal issues that underlie a wide range of biotechnologies, including: genetics, genomics, human reproduction, stem cell research, nanotechnology and emerging biotechnologies. Key concepts influencing debates in this area are covered, such as 'procreative beneficence', personhood, risk, consent, public engagement, and property in the body (including gene patenting). Topical case studies are included to keep up with recent developments in the field. Students will explore the ethical limits to research and knowledge in biotechnology.
Textbooks
All readings are accessed online via elearning.
BETH5202 Human and Animal Research Ethics

Credit points: 6 Teacher/Coordinator: TBC Session: Semester 2 Classes: 4x8hr intensive or Distance Education (online). Attendance is compulsory if enrolled in face-to-face mode Prohibitions: BETH5208 Assessment: Continuous assessment (short weekly tasks) (10%); 2x400wd short tasks (10%); 1x1500wd essay (30%); 1x2500wd essay (50%) Mode of delivery: Block mode, Online
Note: If an insufficient number of students opt to attend seminars on campus, the co-ordinator may choose to teach this Unit of Study in online mode only. Students will be contacted if this occurs.
This unit of study critically examines research ethics in its wider context, from how research is structured to its dissemination. It explores the ethical underpinnings of a variety of research methods and their uses in humans and non-human animals including the justifications for engaging in research, key concepts in research ethics and research integrity. The unit also briefly examines the history of research and the impact of research abuse on participants, both human and non-human animal.
Textbooks
All readings are made available via elearning.
BETH5203 Ethics and Public Health

Credit points: 6 Teacher/Coordinator: TBC Session: Semester 2 Classes: 5x7hour intensives; or Distance Education (online). Prohibitions: BETH5206 Assessment: 5xOnline Quiz (50%); 1x2500wd essay (50%) Mode of delivery: Block mode, Online
This unit provides students with an overview of the ethical and political issues that underlie public health and public health research. The unit begins with some fundamentals: the nature of ethics, of public health (and how it might be different to clinical medicine) and of public health ethics. It introduces key concepts in public health ethics including liberty, utility, justice, solidarity and reciprocity, and introduces students to different ways of reasoning about the ethics of public health. A range of practical public health problems and issues will be considered, including ethical dimensions of communicable and non-communicable diseases in populations, and the ethical challenges of public health research. Throughout, the emphasis is on learning to make sound arguments about the ethical aspects of public health policy, practice and research. Most learning occurs in the context of five teaching intensives, which are highly interactive and focus on the development and application of reasoning skills.
Textbooks
Students are provided with a list of readings (in digital format).
BETH5204 Clinical Ethics

Credit points: 6 Teacher/Coordinator: TBC Session: Semester 1 Classes: 4x8hr Intensives or Distance Education (online). Attendance is compulsory if enrolled in face-to-face mode Assessment: 1x1500wd case study (30%); 1x2500wd essay (50%); continuous assessment (short weekly tasks) (10%); 2x400wd Short Tasks (10%) Mode of delivery: Block mode, Online
Note: If an insufficient number of students opt to attend seminars on campus, the co-ordinator may choose to teach this Unit of Study in online mode only. Students will be contacted if this occurs.
This unit will facilitate students to critically review the ethical issues that underlie the delivery of healthcare. Students will explore: major conceptual models for ethical reasoning in the clinical context; key ethical concepts in the clinical encounter (such as consent, professionalism and confidentiality); major contexts in which ethical issues arise in clinical practice; and the role of clinical ethics consultation. The unit will also consider specific issues and populations within clinical practice, such as ethical aspects of healthcare at the beginning and end of life.
Textbooks
All readings are accessed online via elearning.
BETH5208 Introduction to Human Research Ethics

This unit of study is not available in 2018

Credit points: 2 Teacher/Coordinator: A/Professor Ainsley Newson Session: Semester 2a Classes: Block mode (1.5 days) or online Prohibitions: BETH5202 Assessment: 1x1500wd essay (80%); 1x 400wd task (10%); participation in class/online (10%) Mode of delivery: Block mode, Online
This unit of study introduces students to human research ethics in its wider context. It explores the ethical underpinnings of the research endeavour including the justifications for engaging in research and research integrity. The unit also briefly reviews the history of research and the impact of research abuse on human participants.
Textbooks
All readings are accessed online via elearning.
BETH5209 Medicines Policy, Economics and Ethics

Credit points: 6 Teacher/Coordinator: Dr Wendy Lipworth, Narcyz Ghinea Session: Semester 2 Classes: Fully online. Assumed knowledge: A degree in science, medicine, pharmacy, nursing, allied health, philosophy/ethics, sociology/anthropology, history, law, communications, public policy, business, economics, commerce, organisation studies, or other relevant field, or by special permission. Assessment: Online work (15%) 1x minor essay (35%) 1x major essay (50%) Mode of delivery: Online
Medicines save lives but they can be costly and can have serious adverse effects. Value-laden decisions are continuously being made at individual, institutional, national and international levels regarding the medicines we need, want and can afford. In this unit of study, we will explore and critique global and national policies and processes related to medicines, examining how research and development agendas are set; how medicines are assessed and evaluated; and how new technologies are translated into practice. We will also explore broader trends such as globalisation, commercialisation and changing consumer expectations. By the end of the course, students will understand the forces shaping the development, regulation, funding and uptake of medicines both nationally and internationally, and the political, ethical, legal and economic issues that are at stake. This course is designed to appeal to a wide range of students from ethics, law, public health, health care, policy, communications, economics, business, politics, administration, and biomedical science.
Textbooks
Readings will be provided
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 Assessment: online participation (20%); 4 x 1500 word assignments (80%) Mode of delivery: Online
Note: People working in health care will benefit from this course.
This course is specifically designed for health professionals who are working in health care. It will equip participants with underpinning knowledge about patient safety. The course modules cover quality and safety principles, professionalism and ethics, risk management and risk information, complexity theory, clinical governance and the impact of adverse events, methods to measure and make improvements in health care. The modules, tools and the discussions are designed to enable participants to change behaviours by understanding the main causes of adverse events-poor team work, busyness, hierachies. The course provides foundation knowledge about quality and safety; governments around the world are concerned to address unsafe care. The course will better prepare health professional to understand the complexity of health care and take steps to minimise the opportunities for errors and address vulnerabilities in the system.
Textbooks
Runciman, Bill, Merry A Walton M. Safety and Ethics in Healthcare: A Guide to Getting it Right. 2007 Asgate Publisher.
CEPI5204 Advanced Systematic Reviews

This unit of study is not available in 2018

Credit points: 2 Teacher/Coordinator: A/Prof Lisa Askie Session: Semester 2b Classes: (face to face) 1x2hr seminar/week for 6 weeks Prerequisites: PUBH5211 Corequisites: CEPI5203 or CEPI5314 or CEPI5315 Assessment: critical appraisal assignment (50%), data analysis assignment (50%) Mode of delivery: Normal (lecture/lab/tutorial) evening
The aim of this unit is to critically appraise and apply, at an advanced level, the best evidence on systematic reviews. This unit extends beyond the 'Introduction to Systematic Reviews' unit by exploring in-depth important issues around systematic reviews. At the end of the unit, students should be able to understand the advantages of individual participant data meta-analyses; critically appraise a review of observational studies; understand differences in systematic review of observational studies compared with randomized trials; understand the potential pitfalls of meta-regression; perform and interpret a sub-group and meta-regression analysis; analyse continuous data and understand the methods by which missing data can be imputed; and understand the common problems in meta-analysis of continuous data. The seminar sessions are interactive and based on discussion of reading material. Two sessions are based in the computer lab.
Textbooks
Course notes are provided.
CEPI5205 Doing a Systematic Review

Credit points: 6 Teacher/Coordinator: Adjunct Professor Giovanni Strippoli Session: Semester 1,Semester 2 Classes: student project under supervision (can be studied by distance) Prerequisites: CEPI5203 or CEPI5314 or CEPI5315 Assumed knowledge: (CEPI5100 or PUBH5010) and PUBH5018 Assessment: 1 x 3000 word systematic review (100%) Mode of delivery: Supervision
Note: Please speak to the Unit Coordinator if you have not successfully completed the assumed knowledge units prior to enrolling in CEPI5205
This project unit provides an opportunity to apply skills learnt in other units and further develop knowledge and skills by undertaking a systematic review (ideally including a meta analysis) in a topic area nominated by the student. The student will be supported by a supervisor allocated to them, but the project will be student-driven. The assessment task is to undertake a systematic review and present the review in the form of a paper suitable for submission to a peer reviewed scientific, academic or professional journal.
Textbooks
There are no essential readings for this unit.
CEPI5207 Teaching Clinical Epidemiology

Credit points: 6 Teacher/Coordinator: Dr Sharon Reid Session: Semester 1,Semester 2 Classes: student project under supervision. Prerequisites: CEPI5100 or PUBH5010 Corequisites: (CEPI5311 or CEPI5312) and (CEPI5203 or CEPI5314 or CEPI5315) Prohibitions: CEPI5206 Assessment: Project report (75%) and Participation (25%) Mode of delivery: Supervision
This unit aims to further participants knowledge and skills in teaching clinical epidemiology. Participants undertake a project where they will develop a teaching and learning resource based upon the teaching and learning they have been exposed to in the Clinical Epidemiology Program at the University of Sydney. There is no additional face-to-face teaching. Participants are expected to develop, teach and evaluate a clinical epidemiology teaching and learning resource of at least 9 hours-equivalent face-to-face teaching time. By the end of this unit participants will have developed, delivered and evaluated a teaching and learning resource in Clinical Epidemiology by: developing materials about clinical epidemiology relevant to the target audience and setting; developing an approach to teaching and learning which is relevant to the target audience and setting; developing and using an assessment tool appropriate for the teaching and learning resource; developing and using a method of evaluation appropriate for the teachingand learning resource; and reflecting on their own learning in this unit of study.
Textbooks
Recommended: Straus SE, Glasziou P, Richardson WS, Haynes RB. Evidence-base medicine. How to practice and teach EBM. 4th Edition, Churchill Livingstone, Edinburgh.
CEPI5215 Writing and Reviewing Medical Papers

Credit points: 6 Teacher/Coordinator: Associate Professor Angela Webster Session: Semester 1,Semester 2 Classes: 9 self-paced modules each comprising: course notes, lecture, demonstrations, exercises, quizzes Prerequisites: (PUBH5010 or CEPI5100) Prohibitions: CEPI5214 Assumed knowledge: Some basic knowledge of summary statistic is assumed Assessment: quizzes (30%), assignment 1 (20%), assignment 2 (50%) Mode of delivery: Online, Block mode
Note: Students without the pre-requisites are encouraged to contact the unit coordinator to discuss their motivation and experience.
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: Associate Professor Germaine Wong Session: Semester 1 Classes: 12 online or face-to-face sessions and 1 face-to-face workshop (June) Prerequisites: (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.
CEPI5306 Clinical Practice Guidelines

Credit points: 2 Teacher/Coordinator: Dr Martin Howell Session: Semester 2a Classes: offered online Assumed knowledge: clinical experience strongly recommended Assessment: 1 x 4-page critical appraisal and barriers assessment (50%), online discussions and quizzes (50%) Mode of delivery: Online
During this unit students will evaluate guideline development; critical appraisal of guidelines; introduction to implementation and evaluation of guidelines; involvement of consumers in guidelines; examination of hospital-based and community-based guidelines. Group and individual critical appraisal work is required.
Textbooks
Online readings and other learning resources will be provided.
CEPI5308 Patient-Reported Outcomes Measurement

Credit points: 2 Teacher/Coordinator: Prof Madeleine King Session: Semester 1b Classes: online learning, expected student effort: 6-8 hours per week including 1.5 hour online lecture, readings and quizzes each week for six weeks Assessment: completion of online quizzes (25%), 1x3300 word assignment (75%) Mode of delivery: Online
The aim of this unit is to enable students to appraise patient-reported outcome measures (PROM) and incorporate them into clinical research. PROMs include: symptoms, side-effects, health-related quality of life, satisfaction and preferences. Topics include: definitions, structure and functions of PROMs; item-generation and selection; questionnaire design; assessing validity, reliability and responsiveness to clinically important change; utilities and preferences; developing and appraising studies using PROMs. The online sessions comprise six lectures outlining the principles, with illustrative examples (approx 60 minutes per lecture), plus a series of 5 related quizzes (approx 30 minutes). The written assignment (3300 word limit) is an appraisal of the application of an existing PROM as an outcome in a clinical study.
Textbooks
Streiner DL, Norman GR. Health Measurement Scales: a practical guide to their development and use. Oxford University Press. 3rd, 4th or 5th Editions all suitable.
CEPI5310 Advanced Statistical Modelling

Credit points: 4 Teacher/Coordinator: A/Prof Patrick Kelly Session: Semester 1 Classes: 2hr lec/tut/week x 12 weeks, also offered fully online. Prerequisites: PUBH5212 Assessment: 2 x data analysis report (2x50%) Mode of delivery: Normal (lecture/lab/tutorial) evening, Online
This unit covers statistical analysis techniques that are commonly required for analysing data that arise from clinical or epidemiological studies. Students will gain hands on experience applying model-building strategies and fitting advanced statistical models. In particular, students will learn a statistical software package called Stata, how to handle non-linear continuous variables, and how to analyse correlated data. Correlated data arise from clustered or longitudinal study designs, such as, cross-over studies, matched case-control studies, cluster randomised trials and studies involving repeated measurements. Statistical models that will be covered include fixed effects models, marginal models using Generalised Estimating Equations (GEE), and mixed effects models (also known as hierarchical or multilevel models). This unit of study focuses on data analyses using Stata and the interpretation of results.
Textbooks
No mandatory text books. Course notes are provided.
CEPI5311 Diagnostic and Screening Tests (Part 1)

Credit points: 2 Teacher/Coordinator: A/Prof Clement Loy Session: Semester 2 Classes: 1x2hr seminar/week for 6 weeks Prerequisites: PUBH5010 or CEPI5100 Prohibitions: PUBH5208 or CEPI5202 or CEPI5312 Assessment: Class dsicussion/presentations (40%), written assignment (60%) Mode of delivery: Online, Normal (lecture/lab/tutorial) day
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. After completing this unit of study, the student should have a basic understanding of contemporary issues and the methodology underlying, diagnostic and screening test evaluation and application.
Textbooks
Course notes will be provided
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: Class discussion/presentations (40%) and two written assignments (60%) Mode of delivery: Online, Normal (lecture/lab/tutorial) day
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
CEPI5314 Introduction to Systematic Reviews (TAV)

Credit points: 4 Teacher/Coordinator: Dr Sharon Reid, Professor Jonathan Craig Session: Semester 1 Classes: all students will work though three online-modules and participate in weekly tutorials (online or on-campus depending on mode enrolled) over 12 weeks Prerequisites: CEPI5102 Corequisites: CEPI5100 or PUBH5010 Prohibitions: CEPI5203, CEPI5315 Assessment: module assessment tasks (30%) and 1 x 3500 word assignment (70%) after the modules are completed Mode of delivery: Normal (lecture/lab/tutorial) day, Online
Note: For pre-2017 students only
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. This is a TAV (Transitional Arrangement Version) of CEPI5315 for the cohort of students who enrolled before 2017 AND have completed CEPI5102 Literature searching. Students can choose to learn in online or normal day (on-campus) mode. All students will work through three online modules, delivered over twelve weeks, addressing the following topics at an introductory level: What and why systematic reviews (and meta-analysis); 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.
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 4000 word assignment (70%) after the modules are completed Mode of delivery: Normal (lecture/lab/tutorial) day, Online
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
CEPI5505 Clinical Epidemiology Project 1

Credit points: 2 Teacher/Coordinator: Professor Jonathan Craig Session: Semester 1,Semester 2 Classes: Student project under supervision - three meetings with supervisor (face-to-face or distance) Prerequisites: (CEPI5100 or PUBH5010) and PUBH5018 Prohibitions: CEPI5300 Assessment: 1 x 2000 word assignment and project planning (study proposal 90% and project management 10%) Mode of delivery: Supervision
This unit provides students with an opportunity to develop a Clinical Epidemiology study proposal under supervision. The proposal will include: background to the project; project plan; project significance; justification of the project; project method; budget; and ethical implication of project. At the end of the unit, the student will be proficient in writing research proposals suitable for submission to an appropriate funding body. This project unit is a capstone unit and student driven. It is the responsibility of the student to identify a suitable project, in consultation with a local clinical supervisor and the unit coordinator, based upon area of interest to the student and local capacity to provide support to the student. Supervision is flexible but will include face to face meetings, email and telephone support. A minimum of two meetings/workshops are required, coinciding with the development of the project and a near-final proposal, one at the beginning and one at the end of semester.
Textbooks
There are no essential readings for this unit.
CEPI5506 Clinical Epidemiology Project 2

Credit points: 4 Teacher/Coordinator: Prof Jonathan Craig Session: Semester 1,Semester 2 Classes: Student project under supervision - three meetings with supervisor (face-to-face or distance) Prerequisites: (CEPI5100 or PUBH5010) and PUBH5018 Corequisites: CEPI5300 or CEPI5505 Assessment: 1 x 4000 word assignment and project planning (90% study proposal and 10% project management) Mode of delivery: Supervision
The aim of this unit is to conduct a clinical epidemiology project and write a report on the project in the form of a paper suitable for publication. The project will involve: refining the project proposal; data collection; data analysis; and produce a report suitable for publication. At the end of the unit, the student will be proficient in conducting and writing a report of a clinical epidemiology project. The report should be suitable for publication in a peer reviewed journal. This project unit is a capstone unit and student driven. It is the responsibility of the student to identify a suitable project, in consultation with a local clinical supervisor and the unit coordinator, based upon area of interest to the student and local capacity to provide support to the student. Feasibiility is a critical criteria for selection of the topic given the tight time frame. Supervision is flexible but will include face to face meetings, email and telephone support. A minimum of two meetings are required, to be organised by the student, coinciding with the development of the project, a draft proposal and a near-final proposal, one at the beginning and one at the end of semester.
Textbooks
There are no essential readings for this unit.
INFO9003 IT for Health Professionals

Credit points: 6 Session: Semester 2 Classes: Lectures, Laboratories, Project Work - own time Prohibitions: INFO5003 Assessment: Through semester assessment (50%) and Final Exam (50%) Mode of delivery: Block mode
Information technologies (IT) and systems have emerged as the primary platform to support communication, collaboration, research, decision making, and problem solving in contemporary health organisations. The essential necessity for students to acquire the fundamental knowledge and skills for applying IT effectively for a wide range of tasks is widely recognised. This is an introductory unit of study which prepares students in the Health discipline to develop the necessary knowledge, skills and abilities to be competent in the use of information technology for solving a variety of problems. The main focus of this unit is on modelling and problem solving through the effective use of using IT. Students will learn how to navigate independently to solve their problems on their own, and to be capable of fully applying the power of IT tools in the service of their goals in their own health domains while not losing sight of the fundamental concepts of computing.
Students are taught core skills related to general purpose computing involving a range of software tools such as spreadsheets, database management systems, internet search engine. Students will undertake practical tasks including scripting languages and building a small scale application for managing information. In addition, the course will address the issues arising from the wide-spread use of information technology in a variety of Health area.
HPOL5006 Business of Health

Credit points: 6 Teacher/Coordinator: A/Prof James Gillespie, Prof John Buchanan Session: Intensive July Classes: block/intensive mode - 5 days, 9am-5pm with preliminary online readings. Assessment: workshop tutorial assessments and presentation (20%); 1x2000wd report (30%); 1x3000 wd essay (50%) Mode of delivery: Block mode
Note: Department permission required for enrolment
Note: Students need to demonstrate at least one year's work experience in a related field. A waiver would be granted for students enrolled in MHPOL or MBA as this is already a course requirement of these programs.
Healthcare is now one of the largest employers and sectors in the Australian economy. Approximately two thirds of its funding comes from government, while two thirds of services are provided by the private sector. This unit explores this complex mix, building an understanding of the inter-relationships among the players in the industry, public and private. The course will explore the financial and regulatory environment in which providers operate and identify the main business models used by different players in the industry, including service providers, private insurers, employers, and government regulators. The unit draws on expert lecturers, international comparisons and case studies to give an understanding of the incentives and constraints that shape strategies to create value in health care.
Learning outcomes. By the end of the unit students will: (i) have an understanding of the `eco-system¿ of health care; (ii) be able to navigate the regulatory and technological aspects of business in the health sector; (iii) be able to identify and evaluate public and private business strategies in the main health care sectors.
Textbooks
Buse K, Mays N, Walt G (2012). Making health policy. Second edition. Open University Press: London. Other required and recommended reading materials available from elearning site.
PUBH5018 Introductory Biostatistics

Credit points: 6 Teacher/Coordinator: Dr Kevin McGeechan 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.
PUBH5019 Cancer Prevention and Control

This unit of study is not available in 2018

Credit points: 6 Teacher/Coordinator: Professor Jane Young Session: Semester 2 Classes: 20 hours online lectures, 16 hours online discussions Prerequisites: PUBH5010 or CEPI5100 Assessment: 2 assignments (65%), 8 online tutorials (35%) Mode of delivery: Online
Note: Department permission required for enrolment
This unit aims to provide students with specific information on the concepts, methods and applications underpinning cancer prevention and control at population level. It is designed to address specific educational needs of students in various programs within the School of Public Health and to offer a broad-based perspective on cancer control, ranging from primary prevention, screening and early intervention, tertiary prevention and palliative care. Emphasis will be given to cancers with the greatest impact at population level and where evidence demonstrates that policies and interventions are capable of reducing cancer incidence, mortality, prolonging survival and improving quality of life. Although focusing on specific Australian conditions, the information will be presented in the context of regional and global cancer control efforts. At the completion of the unit, students will be equipped with the basic tools to design, plan, implement and evaluate cancer control programs in Australia or other countries.
Textbooks
Readings for this unit will be available on the eLearning site
PUBH5020 Chronic Disease Prevention and Control

Credit points: 6 Teacher/Coordinator: Professor Adrian Bauman Session: Semester 1 Classes: 20 hrs online lectures; 16 hrs online discussions Assumed knowledge: PUBH5033, PUBH5010 or CEPI5100 or equivalent Assessment: 1000 word assignment (20%), 2000 word assignment (40%), on-line discussions (40%) Mode of delivery: Online
Note: Department permission required for enrolment
This course offers a public health approach to examining the global issue of chronic diseases (e.g. cardiovascular disease, type 2 diabetes, cancer, chronic lung disease) and their prevention. The course examines why chronic disease is a global problem, and describes WHO frameworks for chronic disease prevention. It also reviews the epidemiology of specific chronic diseases including trends in and surveillance of these conditions, and the global (and country level) burden of disease. Teaching will focus on clinical prevention, in particular, the role of primary care, other clinicians and allied health professionals in providing lifestyle advice for people with chronic disease (tertiary prevention) and for people without chronic disease (primary prevention). Students will be involved in evaluating the effectiveness of different prevention strategies and will examine the role of health policy and strategic planning in developing effective and sustainable chronic disease management programs and health services in different settings (in Australia and the region).
Textbooks
Readings for this unit will be available on the eLearning site
PUBH5032 Making Decisions in Public Health

Credit points: 2 Teacher/Coordinator: A/Prof James Gillespie, A/Prof Alison Hayes Session: Semester 2 Classes: 2-day workshop; fully online version available Assessment: Multiple choice assessment (50%); Written assignment of 1000 words (50%) Mode of delivery: Block mode, Online
This unit introduces students to the methods by which evidence is translated, used and abused when governments make decisions affecting public health. Students will become familiar with the main tools used by health economists and policy analysts. The unit will emphasize the role of different forms of evidence and values for priority-setting and policy-making. Unit technical content is unified by common themes and case studies. Students will apply methods and principles of health economics e.g. resource scarcity, opportunity cost, efficiency and equity to practical real-life examples (including specific indigenous health issues) to critically consider the role of economic evidence in health decision-making in Australia.
Students will then use policy analysis methods to critically examine the Australian health care system and decision-making in public health. The unit will pay particular attention to questions of power and equity, including the position of indigenous peoples. Finally, it will look at how evidence is framed and used in decision-making. Teaching will make use of contemporary case studies so students learn how technical analytical tools are used in practical examples of policy development, decision-making and public debate. The unit gives public health students an essential basic knowledge of both disciplines (health economics and health policy) and lays the groundwork for more advanced studies.
PUBH5205 Decision Analysis

Credit points: 2 Teacher/Coordinator: Dr Andrew Martin Session: Semester 2b Classes: Six 2-hour sessions (inclusive of computer practicals) or online Prerequisites: PUBH5018 and (PUBH5010 or CEPI5100) Assumed knowledge: PUBH5302 Health Economic Evaluation Assessment: 5 x practicals/exercises (10%), 1 X exam (30%), and 1 X assignment (60%) Practical field work: Three computer practicals (in class or online) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit examines quantitative approaches to public health and clinical decision-making. Topics of study include: decision trees and health-related utility assessment; incorporating diagnostic information in decision making; sensitivity and threshold analysis; and application of decision analysis to economic evaluation.Lectures are accompanied by practical exercises and readings. Students gain practical skills using decision analysis software (TreeAge) via computer practicals. Lectures and practicals may be completed online (however on-line students must purchase their own TreeAge software student licence).
PUBH5206 Controlled Trials

Credit points: 2 Teacher/Coordinator: Mr Chris Brown and Dr Andrew Martin Session: Semester 2a Classes: 2x 1 day workshops; or online Prerequisites: PUBH5018 Assessment: 6 x practicals (10%), 1 x short answer/multiple choice exam (40%) and 1 x take home exam (50%) Mode of delivery: Block mode, Online
This unit introduces the principles underpinning the design and conduct of high quality clinical trials to generate good evidence for health care decision making. The topics include clinical trial design, randomization, sample size, measures of treatment effect, methodological issues, trial protocols, and ethical principles. The unit is delivered over 2 full days via formal lectures followed by practical sessions. This material may be completed online.
Textbooks
Recommended: Keech A, Gebski V, Pike R. Interpreting and reporting clinical trials: a guide to the CONSORT statement and the principles of randomised controlled trials. Sydney: Australasian Medical Publishing Company; 2007. A list of suggested readings associated with the course will be provided.
PUBH5211 Multiple Regression and Stats Computing

Credit points: 4 Teacher/Coordinator: Associate Professor Patrick Kelly Session: Semester 2 Classes: 2hrs per week for 13 weeks. This unit may be undertaken in face to face or online mode. All students must have regular access to a reliable internet connection capable of streaming or downloading video recorded lectures. Prerequisites: PUBH5018 Assessment: Quizzes (10%); 1x 4 page assignment (20%); and 1x 10 page assignment (70%). The assignments will involve analysing data. Students must pass the final assignment to pass this unit of study. Mode of delivery: Normal (lecture/lab/tutorial) day, Online
Note: The statistical software package we shall be using in this unit is web-based. There is no cost/fee to use this software.
Students will learn how to analyse data using multiple linear regression. Multiple linear regression is a powerful statistical method for analysing a continuous outcome variable with several explanatory variables. This unit will cover how to compare more than two groups, adjust for confounders, test for effect modification, calculate adjusted means, conduct appropriate model checking, and teaches strategies for selecting the 'best' regression model. Students will learn how to apply these methods using the statistical package called SAS. The focus of this unit is on the application of fitting appropriate linear regression models and interpreting the results. The material in this unit is covered by lectures, tutorials, course notes and online discussions. This unit is the prerequiste for learning other types of regression models, such as logistic regression (PUBH5212) and survival analysis (PUBH5213).
Textbooks
Course notes are provided.
PUBH5212 Categorical Data Analysis

Credit points: 2 Teacher/Coordinator: Dr Kevin McGeechan Session: Semester 2b Classes: 1 x 2hr lecture, 5 x 1hr lectures, and 5 x 1hr tutorials over 6 weeks. Also available online - such students must have regular access to a reliable internet connection capable of streaming or downloading video recorded lectures. Prerequisites: PUBH5018 Corequisites: PUBH5211 Assessment: 1x 3 page report (30%) and 1x 8 page report (70%) Mode of delivery: Normal (lecture/lab/tutorial) day, Online
In this unit the biostatistical concepts covered in earlier units are extended to cover analysis of epidemiological studies where the outcome variable is categorical. Topics of study include: testing for trend in a 2 x r contingency table; the Mantel-Haenszel test for the combination of several 2 x 2 tables, with estimation of the combined odds ratio and confidence limits; multiple logistic regression; Poisson regression; modelling strategy. The assignments will involve practical analysis and interpretation of categorical data. Data analyses will be conducted using statistical software (SAS).
Textbooks
Course notes are provided.
PUBH5213 Survival Analysis

Credit points: 2 Teacher/Coordinator: Dr Erin Cvejic Session: Semester 2b Classes: 1 x 2hr lecture, 5 x 1hr lectures, and 5 x 1hr tutorials over 6 weeks. Also available online - such students must have regular access to a reliable internet connection capable of streaming or downloading video recorded lectures. Corequisites: PUBH5211 Assessment: 1x 3 page assignment (20%) and 1x 10 page assignment (80%) Mode of delivery: Normal (lecture/lab/tutorial) day, Online
During this unit, students learn to analyse data from studies in which individuals are followed up until a particular event occurs (e.g. death, cure, relapse), making use of follow-up data for those who do not experience the event of interest. This unit covers: Kaplan-Meier life tables; logrank test to compare two or more groups; Cox's proportional hazards regression model; checking the proportional hazards assumption; and sample size calculations for survival studies. For each topic, participants are given materials to read beforehand. This is followed by a lecture, then participants are given a small number of exercise to do for the following week. These exercises are discussed in the tutorial at the next session before moving on to the next topic. That is, in most weeks the first hour is a tutorial, followed by the lecture given in the second hour. Participants are expected to run SAS programs in their own time. Preparation time for each session is 2-3 hours. The assignments both invlove use of SAS to analyse survival data sets.
Textbooks
Course notes are provided, along with links to additional readings through the library.
PUBH5215 Introductory Analysis of Linked Data

Credit points: 6 Teacher/Coordinator: Professor Judy Simpson Session: Intensive June,Intensive November Classes: block/intensive mode 5 days 9am-5pm Corequisites: (PUBH5010 or BSTA5011 or CEPI5100) and (PUBH5211 or BSTA5004) Assessment: Reflective journal (30%) and 1x assignment (70%) Mode of delivery: Block mode
This unit introduces the topic of linked health data analysis. It will usually run in late June and late November. The topic is a very specialised one and will not be relevant to most MPH students. The modular structure of the unit provides students with a theoretical grounding in the classroom on each topic, followed by hands-on practical exercises in the computing lab using de-identified linked NSW data files. The computing component assumes a basic familiarity with SAS computing syntax and methods of basic statistical analysis of fixed-format data files. Contents include: an overview of the theory of data linkage methods and features of comprehensive data linkage systems, sufficient to know the sources and limitations of linked health data sets; design of linked data studies using epidemiological principles; construction of numerators and denominators used for the analysis of disease trends and health care utilisation and outcomes; assessment of the accuracy and reliability of data sources; data linkage checking and quality assurance of the study process; basic statistical analyses of linked longitudinal health data; manipulation of large linked data files; writing syntax to prepare linked data files for analysis, derive exposure and outcome variables, relate numerators and denominators and produce results from statistical procedures at an introductory to intermediate level. The main assignment involves the analysis of NSW linked data, which can be done only in the Sydney School of Public Health Computer Lab, and is due 10 days after the end of the unit.
Textbooks
Notes will be distributed in class.
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: (PUBH5010 or CEPI5100) and PUBH5018 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 extend students' practical and theoretical knowledge of epidemiology beyond basic principles, provide students with an opportunity to consolidate critical appraisal skills and to acquire some of the practical knowledge and skills needed to design epidemilogocal research.
PUBH5302 Health Economic Evaluation

Credit points: 4 Teacher/Coordinator: A/Professor Alison Hayes Session: Intensive September Classes: 2x 2day compulsory workshops Prerequisites: ((PUBH5010 or CEPI5100) and PUBH5018) or (HPOL5001 as a prerequisite and HPOL5003 as a co-requisite) Assessment: assignment 1 (40%), assignment 2 (60%) Mode of delivery: Block mode
This unit aims to develop students' knowledge and skills of economic evaluation as an aid to priority setting in health care. This unit covers: principles of economic evaluation; critical appraisal guidelines; measuring and valuing benefits; methods of costing; modeling in economic evaluation. The workshops consist of interactive lectures and class exercises.
Textbooks
A course manual will be provided to each student.
PUBH5307 Advanced Health Economic Evaluation

Credit points: 2 Teacher/Coordinator: Professor Kirsten Howard Session: Intensive October Classes: 1 x 2day compulsory workshop Prerequisites: PUBH5018 and (PUBH5010 or CEPI5100) Corequisites: PUBH5205 and PUBH5302 Assessment: 1x written assignment (100%) Mode of delivery: Block mode
Note: Department permission required for enrolment
The aims of this unit are to provide students with an understanding of the concepts, application and analytical techniques of more advanced methods of health economic evaluation and with practical working knowledge of how to conduct economic evaluations using stochastic and deterministic data. This unit will focus on students developing the hands-on skills of conducting economic evaluations, included detailed practical instruction in the use of decision analytic software such as TreeAge and Excel. The format will be in face to face workshops with lectures followed by computer based exercises directly relating to the lectures. The broad topic areas covered are: 1) analysis of health outcomes including survival and quality of life measures 2) analysis of costs 3) economic modeling, including conduct of sensitivity analyses (one way, multi-way and probabilistic sensitivity analysis) and 4) presenting and interpreting results of cost effectiveness analyses.
PUBH5417 Injury Epidemiology Prevention and Control

This unit of study is not available in 2018

Credit points: 4 Teacher/Coordinator: A/Professor Lisa Keay Session: Semester 2 Classes: Online lectures and moderated discussions over 13 weeks (workload 6-8hr/week) Assessment: 1x 4000 word assignment (60%) and participation in two moderated online discussions (40%) Mode of delivery: Online
This one-semester online unit teaches students about the principles of injury epidemiology, prevention and control. It provides a basis for the assessment and investigation of injury issues and the development, implementation and evaluation of injury prevention programs. The unit will cover: injury measurement and classification (descriptive methods); risk factor identification (analytic methods); evidence-based interventions for injury prevention; priority setting in injury control; injury prevention policy; strategies in injury control; implementing strategies in injury control; program evaluation in injury prevention; injury and Indigenous Australians and an international perspective on injury. During this unit, students will: gain an understanding of the epidemiology of injury, including the burden of injury, injury surveillance, methods for estimating the frequency and severity of injury, and methods for identifying risk factors; gain an understanding of the theories underpinning injury prevention and illustrate their application; develop an appreciation of the process of priority setting in injury, the design and implementation of injury prevention interventions, and the principles and conduct of evaluations.
Textbooks
Lecture notes, case studies and journal articles will be provided online from a password-protected site. Recommended text:. McClure R, Stevenson M, McEvoy S. The Scientific Basis of Injury Prevention and Control. Melbourne: IP Communications, 2004.
PUBH5422 Health and Risk Communication

Credit points: 6 Teacher/Coordinator: Dr Claire Hooker, Associate Professor Julie Leask, Professor Phyllis Butow Session: Semester 2 Classes: Block/intensive 2 blocks of 2 x 9-5 full days; please check with the coordinator for scheduling Assessment: Assignment 1: 1 x 2500 word (35%), Assignment 2: 1 x 2500 words or equivalent (35%), online activities (30%). Attendance at intensives is compulsory and 80% attendance is required to pass the unit of study. Mode of delivery: Block mode
In this unit, students learn how to communicate effectively with respect to health risks, both to individuals with health concerns, and with respect to risks to the public. The first half covers individual health risk communication in clinical settings, including: theories of health communication, patient centred care and shared decision making; evidence-based communication skills; research paradigms including interaction analysis; cross-cultural communication in health care; discussing prognosis; and informed consent. The second half explores risk communication for public health, including: how to effectively manage outbreak or other crisis situations; how to communicate about issues where the risk is low but ublic concern is high (such as with respect to the fluoridation of water); and how to best manage controversies. We teach theories of risk perception and communication with particular application to public health incident responses. We give practical guides to media messages, risk message framing, public engagement, traditional and social media, and the ethical aspects of public communication. The unit offers students the opportunity to learn from outstanding guest lecturers who work in these areas and interactive opportunities for students to try their skills in risk communication and decision making.
Textbooks
Students are provided with a list of readings (in digital format). Most supplementary readings can be accessed through the library or online.
PUBH5500 Advanced Qualitative Health Research

Credit points: 6 Teacher/Coordinator: Dr Julie Mooney-Somers (Semester 1); Andrea Smith (Semester 2) Session: Semester 1,Semester 2 Classes: 2x3 full day workshop in March/April (semester 1); 2x3 full day workshops in August/September (semester 2) Prohibitions: QUAL5005 or QUAL5006 Assessment: interviewing activity with reflection (25%); 2000wd essay (25%); 2x group presentations (20%); multiple choice quizzes (20%); in-class participation (10%) Mode of delivery: Block mode
This unit of study provides a comprehensive introduction to qualitative inquiry in health. It is designed for beginners and people who want an advanced-level introduction. Over the course of the unit we will address: What is qualitative research? How is it different from quantitative research? What is its history? What research problems can it address? How do I design a qualitative study? What are the different (and best) ways to generate data? How do you analyse qualitative data? Is methodology different to method? What are ontology and epistemology? What is reflexivity (and aren't qualitative researchers biased)? What are the ethical issues? What is good quality qualitative research? Can I generalise qualitative findings? You will get practical experience and skills through carrying out an observation, participating in a focus group, conducting an interview, analysing data, arguing for qualitative research in health, and appraising the quality of published literature. In both workshops you will meet working qualitative researchers and hear about their projects. This advanced unit will show you a new way of thinking critically about research and researching, and give you the skills and confidence to begin evaluating and doing qualitative research for yourself.