Genetic Counselling

 

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Unit of study descriptions

BETH5208 Introduction to Human Research Ethics

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.
GENC5001 Clinical Genetics

Credit points: 6 Teacher/Coordinator: Associate Professor Kristine Barlow-Stewart Session: Semester 1 Classes: 13x1.5h lectures by faculty or guest lecturers (including 4 day intensive block)with a case study from the Text Book Read A and Donnai D as the paradigm for the week (for both GENC5001 and GENC5002) integrated with 16x1.5h Problem Based Learning (PBL) sessions (shared with GENC5002) SMS-Northern, Kolling Institute, Royal North Shore Hospital, St Leonards and intensive block of four days and one day at The Children's Hospital Westmead genetics laboratory services (cytogenetic, molecular cytogenetic, molecular, biochemical) in weeks 2 and 10 respectively. Assessment: Pedigree assignment (15%), cancer pedigree assessment (15%), quiz questions Read and Doonai (20%), 1.5hr exam (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
Note: GENC5002 and GENC5003 are co-requisites
This unit of study focuses on the scientific basis of human genetic inheritance and of human genetic disorders and provides a broad overview of the genetics of common single-gene human genetic disorders and the genomics of common multi-gene human genetic disorders. A review of Mendelian inheritance, principles of biochemical genetics, current knowledge of the molecular basis of human inheritance will be presented using case examples. More complex patterns of inheritance including mitochondrial and uniparental disomy as well as epigenetic mechanisms will be explored. An exploration of the biological and molecular basis of cancer syndromes is used as an example of complex genetic conditions. The unit will include hospital-based field work covering genetic testing used in diagnostic and screening contexts including molecular, cytogenetics and molecular cytogenetics.
Textbooks
Read A, Donnai D. New Clinical Genetics. 3rd Edition 2015 Scion Publishing ISBN 978 1 907904 67 7; Nussbaum R, McInnes R and Willard H. Thompson & Thompson Genetic in Medicine. 8th Edition 2016 Elsevier ISBN 978 1 437706 96 3; Schneider KA (2012) Counselling about cancer. 3rd edition. Wiley Blackwell; Harper, P.S. (2010) Practical Genetic Counselling (7th revised Edition), Butterworth and Heinemann.
GENC5002 Applied Clinical Genetics

Credit points: 6 Teacher/Coordinator: Associate Professor Kristine Barlow-Stewart. Session: Semester 1 Classes: 15x1.5h lectures by faculty or guest lecturers (including 4 day intensive block) with a case study from the Text Book Read A. and Donnai D. as the paradigm for the week (for both GENC5001 and GENC5002) integrated with 16x1.5h Problem Based Learning (PBL) sessions (shared with GENC5001) SMS-Northern, Kolling Institute, Royal North Shore Hospital, St Leonards and intensive block of four days and one day at the Westmead Children's Hospital genetics laboratory services (cytogenetic, molecular cytogenetic, molecular, biochemical)- weeks 2 and 10 respectively. Assessment: Intake assessment (25%), written assignment 1500wd (25%), 1.5 hr exam (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
Note: GENC5001 and GENC5003 are co-requisites.
Applied clinical genetics will be co-presented and integrated with the Unit of Study (UOS):GENC5002 Clinical genetics. Students will be introduced to the management of clinical and genomic information and databases. Essential tools of genetic counselling including family history taking and pedigree construction will be introduced early and will be applied throughout the semester in the context offamily case studies which will illustrate the psychosocial impact of a genetic diagnosis. Molecular genetic theory will underpin the understanding of the basis of genetic, syndromes of paediatric and adult onset conditions, intellectual disability, neurogenetic and connective tissue disorders. Application to screening and diagnosis of genetic conditions in the prenatal, paediatric and adult contexts, and current treatment therapies and preventive strategies will be presented. Public Health genetics, genetic epidemiology and population screening will be studied as important aspects of community genetics.
Textbooks
Read A, Donnai D. New Clinical Genetics. 3rd Edition 2015 Scion Publishing ISBN 978 1 907904 67 7; Nussbaum R, McInnes R and Willard H. Thompson & Thompson Genetic in Medicine. 8th Edition 2016 Elsevier ISBN 978 1 437706 96 3; Schneider KA (2012) Counselling about cancer. 3rd edition. Wiley Blackwell; Harper, P.S. (2010) Practical Genetic Counselling (7th revised Edition), Butterworth and Heinemann.
GENC5003 Counselling Theory and Skills

Credit points: 6 Teacher/Coordinator: Associate Professor Kristine Barlow-Stewart Session: Semester 1 Classes: 7x1.5h lectures/tutorials/reflective practice by faculty/guest lecturers at Kolling Institutre, Royal North Shore Hospital and a 2-day intensive counselling skills workshop with Mr John Conaghan, Sr Social Worker, Hunter Genetics and Clinical Lecture, SMS. Assessment: Counseling theory 1250wd essay (25%), book review 1250 wd essay (25%), reflective exercise from community placement (25%), clinical placement log book (25%). In addition competencies are assessed during placement but do not attract a mark. Practical field work: 1 day observation in a metropolitan genetics clinic, 1 week full time clinic placement in a genetics service associated with NSW Health, 40 hours in community genetics eg support groups for genetic conditions; high school genetic carrier testing programs. Mode of delivery: Normal (lecture/lab/tutorial) day
Note: GENC5001 & GENC5002 are co-requisites.
The main objective of this course is to facilitate students' development of their ability and confidence to use basic counselling and interview skills. The unit provides students with an overview of counselling theory and models and is an introduction to the development of counselling skills underpinned by these theories and models in the context of genetic counselling. Client-centred counselling and Rogerian techniques will be demonstrated and practiced under supervision during role plays. During the clinical placement, students will be allocated a supervisor(s), and this placement will be largely observational of Genetic Counsellors in session. Students will start to develop their counselling skills according to competencies developed by the Human Genetics Society of Australasia. The community experience aims to provide students with an understanding of the lived experience of a genetic condition.
Textbooks
Crago H and Gardner P (2012) A safe place to change: skills and capacities for counseling and therapy. IP Communications Melbourne ISBN 978 098 086 494 6; Geldard, D. and Geldard, K. (2012). Basic Personal Counseling: A training manual for counsellors (7th ed.). Frenchs Forest: Pearson Education. ISBN 9781442502192.
GENC5004 Clinical Practice 1

Credit points: 6 Teacher/Coordinator: Associate Professor Kristine Barlow-Stewart, Sydney Medical School Session: Semester 2 Classes: 8 x 1.5h lectures/ tutorials/ reflective practice by faculty/guest lecturers. SMS-Northern, Kolling Institute, Royal North Shore Hospital, St Leonards. Assumed knowledge: Knowledge and skills gained in GENC5001, GENC5002 and GENC5003 Assessment: Audiotaped consultation analysis (30%); team presentation (30%); log book from clinical placement for each placement (2 x 20%). In addition competencies are assessed during placement but do not attract a mark. Practical field work: 2 x 2 weeks full time clinic placement with a metropolitan, regional or outreach genetic counselling service associated with NSW Health - cancer, prenatal/paediatric and adult units are offered. Mode of delivery: Clinical experience
Note: GENC5005 and PUBH5422 are co-requisites.
The main objective of this course is to further facilitate students' development of their ability and confidence to use basic counselling and interview skills. Students will develop an understanding of the range of expressions of grief and loss generated by the lived experience with a genetic condition or genetic testing results and evidence-based strategies for supporting clients underpinned by an evidence base. The counsellor-self will be examined and the ability to recognise and address transference and counter-transference issues will be developed. Team presentations will address the topics of communication theories and their application to genetic counselling and communication models with diverse populations in genetic counselling. Clinical experiences will expose students to the natural history and management of common genetic conditions, and to the relevant associated psychosocial issues, as well as provide opportunities to further develop a range of genetic counselling skills consistent with the core practice-based competencies for this profession. Strategies for the communication of risk will be developed and available tools to assist will be reviewed.
Textbooks
Geldard, D., and Geldard, K. (2012). Basic Personal Counselling: A training manual for counsellors (7th ed.). Frenchs Forest: Pearson Education. ISBN 9781442502192; Gaff, CL & Bylund, CL (Eds) (2010) Family Communication about Genetics: Theory and practice. Oxford University Press, UK.
GENC5005 Diagnostic and Risk Assessment Analysis

Credit points: 3 Teacher/Coordinator: Associate Professor Kristine Barlow-Stewart, Sydney Medical School Session: Semester 2 Classes: 5 x 1.5h lectures by faculty/guest lecturers with a case study form the text book Read A. and Donnai D. New Clinical Genetics. 2nd Ed. 2011 as the paradigm for the week, integrated with 2 x 3/4 h Problem Based Learning (PBL) sessions- SMS-Northern, Kolling Institute, Royal North Shore Hospital, St Leonards. Assumed knowledge: Knowledge and skills gained in GENC5002 and GENC5001 Assessment: Risk assessment quiz exercises (10 questions) from Chapters 10, 12 & 14, Read and Donnai (60%, 10%, 30% respectively) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit builds on the knowledge and skills developed in GENC5001 AND GENC5002. It aims to develop an understanding of the biological and molecular basis of cancer syndromes as an example of diagnosis and risk assessment analyses for complex genetic conditions. Additionally, practical training is provided in tools used for risk assessment and probability of outcomes for other genetic conditions.
Textbooks
Read A, Donnai D. (2015) New Clinical Genetics. 3rd Edition, Scion Publishing; Nussbaum R, McInnes R and Willard H. Thompson & Thompson Genetic in Medicine. 8th Edition 2016 Elsevier ISBN 978 1 437706 96 3.
GENC5006 Ethical, Legal and Social Issues

Credit points: 3 Teacher/Coordinator: Associate Professor Kristine Barlow-Stewart, Sydney Medical School Session: Semester 2 Classes: 7 x 1.5h lectures/tutorials/reflective practice by faculty/guest lecturers. SMS-Northern, Kolling Institute, Royal North Shore Hospital, St Leonards. Assessment: Group worksheet and presentation on ethical cases in cancer (25%) and an 2000 wd essay (75%) Mode of delivery: Normal (lecture/lab/tutorial) day
The Unit begins with a review of ethical principles and their application in health and genetics in particular in both research and clinical settings. Students will be provided with an overview of the current social, cultural, legal and ethical issues generated by the diagnosis or identification of risk for a genetic condition including privacy at the family and wider community levels, ownership of genetic information, informed consent, genetic testing of children, professionalism and paternalism, access and equity to services national and jurisdictional laws, regulations and guidelines governing genetics services delivery and practice ethics. The evidence base for genetic discrimination will be examined with a focus on the life insurance industry and the polices and implications for genetic counselling practice and research participation. Additionally, the associated psychosocial impact of new genetics technologies at both the individual and family levels will be explored, using preimplantation genetic diagnosis as the paradigm. At the societal level, the students will explore the issues associated with the developments and establishment of biobanks and genetic registers, the storage of genetic information and its access, and non-medical applications of genetic technologies including kinship testing and sport.
Textbooks
Kerridge I, Lowe M and Stewart C (2013) Ethics and law for the health professions. 4th Edition Federation Press; Gaff, CL & Bylund, CL (Eds) (2010) Family Communication about Genetics: Theory and practice. Oxford University Press, UK; Australian Law Reform Commission (2003) Essentially Yours. The Protection of Human Genetic Information. Report 96. http://www.alrc.gov.au; NHMRC Guidelines (2009) Use and disclosure of genetic information to a patient's genetic relatives under section 95AA of the Privacy Act 1988 (Cth) Guidelines for health practitioners in the private sector, https://www.nhmrc.gov.au/guidelines-publications/pr3; NSW Health Guidelines (2014) Use and disclosure of genetic information to a patient's genetic relatives: Guidelines for organisations in NSW. http://www.ipc.nsw.gov.au/nsw-genetic-health-guidelines; Australasian Society of Genetic Counsellors Code of Ethics (2008), https://www.hgsa.org.au/documents/item/22; Scheider et al (2006) Ethical Issues in Cancer Genetics: 1) Whose Information Is it? Journal of Genetic Counselling Vol. 15, No. 6 Dec 2006 DOI: 10.1007/s10897-006-9053-4.
GENC5008 Clinical Practice 2

Credit points: 9 Teacher/Coordinator: Associate Professor Kristine Barlow-Stewart, Sydney Medical School Session: Semester 1 Classes: 11 x 1.5h lectures/tutorials/reflective practice at SMS Northern, Kolling Institute, Royal north Shore Hospital, St Leonards. Prerequisites: Completion of all Stage 1 units of study Assumed knowledge: Knowledge and skills gained in GENC5003 and GENC5004 Assessment: Log book of 15 cases (20%), long case 4000 wd (40%) and video-taped consultation skills assessment and reflective exercise 1300 wd (40%) In addition competencies are assessed during placement but do not attract a mark. Practical field work: 2 x 2weeks full time clinic placement with a metropolitan or outreach genetic counselling service associated with NSW Health Cancer, prenatal/paediatric and adult units-or interstate or international services. Mode of delivery: Clinical experience
Note: Completion of all Stage 1 units of study are required prerequisites.
Clinical practice 2 will extend students' observational experiences of genetic counselling of individuals and families affected by a broad range of genetic disorders. The focus of this unit is enhancing reflective practice skills. Clinical experiences will expose students to the natural history, testing and management of common genetic conditions, and to the associated psychosocial issues, as well as provide opportunities to observe, practice and further develop a range of genetic counselling skills consistent with the core practice-based competencies for this profession. It aims to further develop the student's appreciation of the counsellor-client relationship, the components of the genetic counselling interaction, and various models of genetic counselling practice. The impact of genetic disorders on families, relevant medical, psychosocial, cultural, and religious issues will be addressed. The aim is for students to develop intermediate level professional clinical competencies as required by the Human Genetics Society of Australasia Board of Censors for Genetic Counselling. The unit includes clinic placement with a metropolitan, regional or rural outreach genetic counselling service associated with NSW Health, including time in prenatal/paediatric and adult units- or interstate or international genetics services. Students will be allocated a supervisor(s), observe Genetic Counsellors in session, participate in the everyday running of a service including use of Kintrak database or Trakgene for recording family history, attend relevant meetings, and other associated activities. Following the placement, students will be assisted in the development of a long case study report reflecting on their practice, skills gained and challenges faced.
Textbooks
Geldard, D., and Geldard, K. (2012). Basic Personal Counselling: A training manual for counsellors (7th ed.). Frenchs Forest: Pearson Education. ISBN 9781442502192; Veach PM, LeRoy BS & Bartels, DM (Eds) (2003) Facilitating the genetic counseling process: a practice manual Springer-Verlag; Weil J (2000). Psychosocial Genetic Counselling. Oxford University Press; Uhlmann WR, Schuette JL, and Yashar, B. (2009) A Guide to Genetic Counselling. Wiley, New Jersey; Crago, H.,and Gardener, P. (2012). A Safe Place to Change: Skills and Capacities for Counselling and Therapy. Melbourne: IP Communications.
GENC5009 Genetic Counselling: Practice and Genomics

Credit points: 6 Teacher/Coordinator: Associate Professor Kristine Barlow-Stewart, Sydney Medical School Session: Semester 1 Classes: 14 x 1.5h lectures/tutorials. SMS-Northern, Kolling Institute, Royal North Shore Hospital, St Leonards Prerequisites: Completion of all Stage 1 units of study Assumed knowledge: Knowledge and skills gained in GENC5002 Assessment: Variant identification assignment (20%), ethical and clinical issues essay (30%); exam (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit aims to further develop understanding of the complex underpinning of the broader genomics science and its current and future applications. An introduction to the next generation genetic technologies, laboratory issues and web data sources and critical appraisal for their relevance to genetic counselling will be provided. The unit also examines clinical and ethical applications of genetic and genomic technologies in a range of contexts from the prenatal, paediatric and adult (e.g. cardiology) settings. The current and future implications and potential for treatment and management arising from these developments will also be presented. The students will explore how their role may develop as genetics moves into mainstream medicine and the challenges that may be faced. Finally, students will explore challenges likely to be encountered due to the rapid developments and applications of genomic technologies including array technologies, whole genome scans and exome sequencing. Students will also develop the skills to interpret pathogenicity of variants generated by these technologies to clients.
Textbooks
Read A, Donnai D. (2015) New Clinical Genetics. 3rd Edition, Scion Publishing ISBN 978 1 907904 67 7; Nussbaum R, McInnes R and Willard H. Thompson & Thompson Genetic in Medicine. 8th Edition 2016 Elsevier ISBN 978 1 437706 96 3; R Trent Molecular Medicine: Genomics to Personalized Healthcare 2012 Academic Press; PHG Foundation (2011) Next Steps in the Sequence the implications of whole genome sequencing for health in the UK, http://www.phgfoundation.org.
GENC5011 Clinical Practice 3

Credit points: 9 Teacher/Coordinator: Associate Professor Kristine Barlow-Stewart, Sydney Medical School Session: Semester 2 Classes: 9x 1.5h lectures/tutorials/reflective practice/videotape student counselling session; SMS-Northern, Kolling Institute, Royal North Shore Hospital, St Leonards. Prerequisites: Completion of all Stage 1 units of study Assumed knowledge: Knowledge and skills gained in GENC5003, GENC5004 and GENC5008 Assessment: Log book of 20 cases (40%); log book of total of 50 cases seen over the course (10%); long case seen in clinical placement (50%). In addition competencies are assessed during placement but do not attract a mark. Practical field work: 5 weeks clinic placement including one week for writing up a long case study and completion of log book. Mode of delivery: Clinical experience
Clinical practice 3 will extend students' experiences of genetic counselling for individuals and families affected by a broad range of genetic disorders. The further development and evaluation of values, attitudes and skills in genetic counselling will be presented, with an emphasis on professional roles, cultural and disability awareness/sensitivity training, facilitating deciison making and addressing uncertainty. Students will spend 5 weeks in a full time Clinical placement with metropolitan or outreach genetic counselling services associated with NSW Health, interstate or internationally Students will be expected to participate in the everyday running of a service. The aim is for students to develop intermediate level professional clinical competencies as required by the Human Genetics Society of Australasia Board of Censors for Genetic Counselling including the writing of a long case study report reflecting on their practice, skills gained and challenges faced.
Textbooks
Gaff, CL & Bylund, CL (Eds) (2010) Family Communication about Genetics: Theory and practice. Oxford University Press, UK; LeRoy BS, Veach PM & Bartels, DM (Eds) (2010) Genetic Counseling Practice: advanced concepts and skills. Wiley-Blackwell.
GENC5012 Contemporary Issues Genetic Counselling

Credit points: 3 Teacher/Coordinator: Associate Professor Kristine Barlow-Stewart, Sydney Medical School Session: Semester 2 Classes: 9 x 1.5h lectures/tutorials. SMS-Northern, Kolling Institute, Royal North Shore Hospital, St Leonards. 6 hour session of student presentations for health professionals. Prerequisites: Completion of all Stage 1 units of study Assumed knowledge: Knowledge and skills gained in GENC5002 and GENC5009 Assessment: Selection of presentation topic for a non-genetic health professional (10%), presentation (20%), genetics education resource(50%) and log book of 100 hours professional development (20%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit will allow students to draw on previous course content as they examine and debate contemporary issues in genetic medicine, such as mental health and genetics, endocrine cancers, patient management issues, new risk assessment algorithms for breast cancer risk, personal genome sequencing and other issues as they arise. The course also aims to improve the student's ability to identify and address effectively the genetics educational needs of clients, community and lay groups, students, and health professionals and the strategies necessary for the development of educational materials and tools designed to assist in decision making and informed choice.
Textbooks
Gaff, CL & Bylund, CL (Eds) (2010) Family Communication about Genetics: Theory and practice. Oxford University Press, UK; Rankin S and Duffy K (1998) Patient education: Issues, principles and guidelines. JB Lippincott Co Philadelphia; Hawe P, Degeling D and Hall J (1990) Evaluating health promotion: a health workers guide. Mclennan & Petty, Sydney; Centre for Genetics Education NSW health, www.genetics.edu.au; Doak, C, Doak, L. & Root, J. (1996). Teaching patients with low literacy skills. (2nd Ed). JB Lippincott Co, Philadelphia.
GENC5016 Research Data Analysis

Credit points: 6 Teacher/Coordinator: Dr Jane Fleming, Research Coordinator and Clinical Lecturer, Sydney Medical School Session: Semester 1 Classes: Two workshops on data analysis and 1x 3 hour lecture on data collection/analysis; 7 x 2 hrs meetings/supervison with research supervisors and data collection Prerequisites: GENC5020 and GENC5017 Assumed knowledge: Knowledge and skills gained in GENC5020 Assessment: Two mini assignments (30% each) and two data analysis report (10% each); log book of data collection (20%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit is a continuation of the supervised research project initiated at the beginning of the course and to be concluded in the final semester. The unit involves analysis of data provided to the student to be analysed using quantitative or qualitative data analysis methodology. The unit will enable students performing quantitative data analysis to experience qualitative data analysis techniques and vice versa. A statistician and experts in qualitative data analysis will be available to provide advice.
Textbooks
Genetic Counseling Research: A Practical Guide (2014) by Ian MacFarlane, Patricia McCarthy Veach and Bonnie Leroy. Oxford University Press; Neumann W.L. (2012): Research Methods: Qualitative and Quantitative Approaches (7th Edition) Pearson.
GENC5017 Research Project Implementation I

Credit points: 4 Teacher/Coordinator: Dr Jane Fleming, Research Coordinator and Clinical Lecturer, Sydney Medical School Session: Semester 2 Classes: 2 x 1.5h lectures, 2 full day intensive workshop Prerequisites: GENC5020 Assessment: Practice PIS/consent form/invitation to participate (15%), practice ethics application (NEAF) draft (30%), project management reportincluding supervisor report (25%), draft abstract (10%), draft poster (10%) and data collection protocol (10%). Mode of delivery: Supervision
Note: BETH5208 is a corequisite.
This unit focuses on further development of the research project and preparation of a submission for ethical approval. Students will work with their supervisors and academic staff to ensure their research is viable and fulfils the requirements of the University of Sydney Human Research Ethics Committee. If conducted at another site, ethics approval will be sought from the HREC of this institution/organisation, with site-specific approval. Research study tools will also be developed. Student research projects will comply with the NHMRC National Statement on Ethical Conduct in Human Research (2007). The research coordinator and advisory committee will be available to advise students on the correct process for ethics approval. The National Ethics Application Form will be accessed via IRMA (Sydney University Ethics HREC) or NSW Health (External Ethics HREC). As an example, for a research project conducted through the Hereditary Cancer Clinic at the Prince of Wales Hospital (POWH) a National Ethics Application form (NEAF) was submitted via the NSW web address, plus a site specific application for the South East Sydney Local Health District (SESLHD).
Textbooks
NH&MRC National Statement on Ethical Conduct in Human Research, Commonwealth of Australia, 2007; NH&MRC The Australian Code for the Responsible Conduct of Research (the Code) 2007; Ian Kerridge, Michael Lowe and Cameron Stewart. Ethics and the Law for the health professions (4th edition). The Federation Press 2013; Ian MacFarlane, Patricia McCarthy Veach and Bonnie Leroy. Oxford University Press. Genetic Counseling Research: A Practical Guide (2014) Oxford University Press.
GENC5018 Research Project Implementation II

Credit points: 3 Teacher/Coordinator: Dr Jane Fleming, Research Coordinator and Clinical Lecturer, Sydney Medical School Session: Semester 1 Classes: 2x1.5hr lectures on Scientific writing and three minute talk preparation, 1x3hr three minute thesis presentation in class, supervised research project, self-directed learning and independent research Assumed knowledge: Knowledge and skills gained in GENC5017 Assessment: Draft introduction to research (10%), abstract (10%), draft methods (10%), Poster (20%), three minute talk (20%), supervisor and project management report (30%). Mode of delivery: Supervision
This unit is a continuation of coursework and supervised research contributing to completion of the student genetic counselling related research project initiated at the beginning of the course and to be concluded in the final semester. The unit involves independent research including writing of a conference abstract, three minute thesis and poster and regular meetings with a supervisor/ advisory team. It is anticipated this semester will account for the majority of data collection according to the University of Sydney HREC approved protocol.
Textbooks
Ian MacFarlane, Patricia McCarthy Veach and Bonnie Leroy. Oxford University Press. Genetic Counseling Research: A Practical Guide (2014) Oxford University Press; Peat, Jennifer; Elliott, Elizabeth; Baur, Louise; Keena, Victoria Scientific Writing: Easy When You Know How. London, BMJ Books, 2002.
GENC5019 Research Dissertation and Capstone

Credit points: 12 Teacher/Coordinator: Dr Jane Fleming, Research Coordinator and Clinical Lecturer, Sydney Medical School Session: Semester 2 Classes: Supervised research project writing up, self-directed learning and independent research. Prerequisites: GENC5020 and GENC5017 Assessment: Research dissertation in the form of a research paper 5000 wd (40%), draft paper (10%), capstone (20%), supervisor report and project management (20%) and HREC annual ethics report (10%). Mode of delivery: Supervision
This unit is a continuation of the supervised research project initiated at the beginning of the course. The unit involves independent research and regular meetings (fortnightly) with a supervisor (s). The research project will culminate in the completion of a research dissertation in the form of an original journal article. The unit includes a capstone experience consisting of presentation of the research findings and their implication for genetic counselling practice.
Textbooks
Ian MacFarlane, Patricia McCarthy Veach and Bonnie Leroy. Oxford University Press. Genetic Counseling Research: A Practical Guide (2014) Oxford University Press; Peat, Jennifer; Elliott, Elizabeth; Baur, Louise; Keena, Victoria Scientific Writing: Easy When You Know How. London, BMJ Books, 2002.
GENC5020 Introduction to Research

Credit points: 6 Teacher/Coordinator: Associate Professor Kristine Barlow-Stewart Session: Semester 1 Classes: 7 x 1.5 h lec; 2 x 2 h lec Assessment: 4 short assessments 10% (40%); literature review formative assessment (40%) submission of literature review and supervisors report (20%) Mode of delivery: Normal (lecture/lab/tutorial) day, Online
This unit of study is an introduction to genetic counselling research, to prepare students as they embark on their supervised student research project. Through lectures, workshops and independent learning, students will study the basics of research design, common strategies and methodologies, and the inherent limitations associated with each approach. Students will also gain the experience to critically evaluate and review the literature relevant to their research project, to identify gap(s), and formulate a research protocol. This unit will also incorporate a project management component as students engage with an advisory team of research supervisors.
Textbooks
Ian MacFarlane, Patricia McCarthy Veach and Bonnie Leroy. Oxford University Press. Genetic Counseling Research: A Practical Guide (2014) Oxford University Press.
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 x 9-5 full days + 3 x 9-5 full days; please check with the coordinator for scheduling Assessment: Assignment 1 x 3000 word (50%), Assignment 1 x 2000 words (35%), online activities (15%). 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 will develop a critical awareness of the determinants of effective communication, particularly in relation to health risks to the individual and to society. 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, ranging from managing outbreak situations to low risk / high concern issues such as immunisation. 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.