Metabolic Health

Metabolic Health

Master of Medicine (Metabolic Health)

Master of Science in Medicine (Metabolic Health) (admission suspended)

Students must complete 48 credit points, including:
(a) 12 credit points of compulsory units of study; and
(b) 24 credit points of stream specific units of study; and
(c) 12 credit points of stream specific or general elective units of study.

Master of Medicine (Advanced) (Metabolic Health)

Master of Science in Medicine (Advanced) (Metabolic Health) (admission suspended)

Students must complete 60 credit points, including:
(a) 48 credit points of study as required for the Master of Medicine/Master of Science in Medicine
(b) 12 credit points of project units of study.

Graduate Diploma in Medicine (Metabolic Health)

Graduate Diploma in Science in Medicine (Metabolic Health) (admission suspended)

Students must complete 36 credit points, including:
(a) 6 credit points of compulsory units of study; and
(b) 24 credit points of stream specific units of study; and
(c) 6 credit points of stream specific or general elective units of study.

Graduate Certificate in Medicine (Metabolic Health)

Graduate Certificate in Science in Medicine (Metabolic Health) (admission suspended)

Students must complete 24 credit points, including:
(a) 24 credit points of stream specific units of study.

Compulsory units

Compulsory unit – Graduate Diploma

CEPI5100 Introduction to Clinical Epidemiology

Credit points: 6 Teacher/Coordinator: Dr Fiona Stanaway Session: Semester 1,Semester 2 Classes: Offered online (no fixed-time webinars) 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
Note: It is recommended that this is completed as soon as possible after enrolment into your first unit of study.
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 and screening; applicability of results to individual patients; and evidence-based use of health resources.
Textbooks
Online readings and resources to be provided on the eLearning website.

Compulsory units - Master of Medicine, Master of Science in Medicine, Master of Medicine (Advanced)

CEPI5100 Introduction to Clinical Epidemiology

Credit points: 6 Teacher/Coordinator: Dr Fiona Stanaway Session: Semester 1,Semester 2 Classes: Offered online (no fixed-time webinars) 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
Note: It is recommended that this is completed as soon as possible after enrolment into your first unit of study.
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 and screening; applicability of results to individual patients; and evidence-based use of health resources.
Textbooks
Online readings and resources to be provided on the eLearning website.
MBHT5005 Evidence and Ethics in Metabolic Health

Credit points: 6 Teacher/Coordinator: Dr Victoria Rudland Session: Semester 2 Classes: Weekly online lectures and online webinar Corequisites: CEPI5100 and 18 credit points of stream specific units of study from any of (MBHT5001, MBHT5002, MBHT5003, MBHT5004, NURS5012, PMED5102) Assessment: 1 x 1000-1200 word ethics assignment (20%), 4 x ethics online discussion tasks (10%), 6 x Evidence Based Medicine written assignments (70%) Mode of delivery: Online
This capstone unit of study will develop the ethical and critical thinking needed to inform and develop best practice. The unit is divided into three parts commencing with an introduction to key ethical concepts and methods of ethical analysis relevant to health care practice and research, followed by learning about the key research and major milestones that inform the practice of evidence-based metabolic medicine and health care. Subsequently, students will critically appraise the evidence base for an area of practice relevant to their workplace. This will require the selection of a clinical question, a literature review, then an appraisal of the literature and application to individual patient care.
Textbooks
On line readings

Stream Specific units

MBHT5001 Diabetes Management

Credit points: 6 Teacher/Coordinator: Dr Victoria Rudland Session: Semester 1 Classes: Online lectures and podcasts. Practical on campus half day workshop (attendance is strongly encouraged) and 3x90 minute live online webinars. It is compulsory that all of these sessions be attended or viewed.. All students are required to complete a compulsory learning activity related to the workshop. Assessment: 3 x clinical case study tasks of 500 words (3 x 10%), 1 x 1500 word literature review (20%), online exam (30%), online quizzes (10%), participation in online discussion forum (10%) Mode of delivery: Distance education/intensive on campus
This practical unit of study is ideal for clinicians looking to develop, update and advance their diabetes management skills. You will learn how to effectively manage diabetes mellitus. Current evidence and concepts in epidemiology, classification, pathogenesis and screening for diabetes and its complications will be addressed. The focus is on patient-centred management of diabetes, including patient engagement, lifestyle interventions, bariatric surgery, medication options and regimens, new technology and monitoring. Type 1 and type 2 diabetes as well as prediabetes and diabetes in pregnancy will be explored with a personalised, case-based approach. Different health care delivery methods in diabetes and team based approaches to care will be discussed.
Textbooks
Endocrinology Expert Group. Therapeutic Guidelines: Endocrinology. Version 5. Melbourne: Therapeutic Guidelines Limited; 2014. ISBN9780980825374 National evidence-based clinical care guidelines for type 1 diabetes in children, adolescents and adults, Australian Government Department of Health and Ageing, Canberra 2011. The Royal Australian College of General Practitioners. General practice management of type 2 diabetes: 2016-2018. East Melbourne, Vic: RACGP, 2016.
MBHT5002 Advanced Diabetes Management

Credit points: 6 Teacher/Coordinator: Dr Victoria Rudland Session: Semester 2 Classes: Weekly online lectures and podcasts. Practical on-campus half-day workshop. It is compulsory that the workshop be attended/viewed. Attendance at the workshop is strongly encouraged. All students are required to complete a compulsory learning activity related to the workshop. Assumed knowledge: It is recommended that students first complete MBHT5001 (Diabetes Management) unless they have a reasonable working knowledge of how to approach assessment and management of diabetes mellitus in a variety of clinical settings. Assessment: 3 x clinical case study tasks of 500 words (3x 10%), 1x 1500 word literature review (20%), online exam (30%), participation in generation and peer review of assessment items (20%) Mode of delivery: Distance education/intensive on campus
Note: Departmental permission required unless MBHT5001 satisfactorily completed.
This unit of study provides students with an advanced level of understanding of the effective management of diabetes mellitus. It builds on the Diabetes Management unit of study (MBHT5001) by focusing on more complex cases of diabetes, with a particular focus on type 1 diabetes. Topics addressed include atypical, unusual and difficult to classify diabetes, intensive therapy in diabetes including complex insulin regimens, and managing diabetes related complications such as heart failure, painful neuropathy, diabetic foot disease, advanced retinopathy, non-alcoholic fatty liver disease and end-stage renal disease. New technologies including state of the art insulin pump therapy and real time continuous blood glucose monitoring will be exemplified using real life cases. The role of pancreas transplant and closed loop/artificial pancreas systems in diabetes are also addressed. Diabetes translational research is examined.
Textbooks
National evidence-based clinical care guidelines for type 1 diabetes in children, adolescents and adults, Australian Government Department of Health and Ageing, Canberra 2011.
MBHT5003 Obesity and Pre-diabetes: Prevention and Care

Credit points: 6 Teacher/Coordinator: Professor Tim Gill Session: Semester 1 Classes: Weekly online lectures and podcasts. Practical half day on campus workshop and 1hr introductory webinar. It is compulsory that all of these sessions be attended/viewed by download. Attendance at the workshop is strongly encouraged. All students are required to complete a compulsory learning activity related to the workshop. Assumed knowledge: This unit is intended for students who have experience in clinical care of patients. Most of the subject matter and assessments are based on clinical management processes. Assessment: 3 x clinical case study work tasks including participation in online discussion boards (15%); online quizzes (20%); 2000 word critical thinking essay on key topics (35%); case reports (30%) Mode of delivery: Distance education/intensive on campus
This unit of study will develop students' understanding of how to effectively manage overweight, obesity and pre-diabetes. It will facilitate increased confidence in the prevention and practical medical management of these conditions. Current data and concepts in epidemiology and classification and pathogenesis of overweight and obesity and pre-diabetes and related public health issues are addressed. An intensive focus on state of the art patient-centred management of obesity and pre-diabetes follows, including patient engagement with behavioural and psychological approaches, lifestyle interventions in nutrition and exercise, bariatric surgery, medication options and regimens, new technology and sustainability of outcomes. New technology to enhance health is a focus. Overweight and obesity, as well as pre-diabetes is examined with a personalised, case-based approach. Differing health care delivery methods, commercial options and team based approaches to care are explored.
Textbooks
There is no required textbook for this unit but suggested reading is provided within each module.
MBHT5004 Cardiovascular Metabolic Management

Credit points: 6 Teacher/Coordinator: Dr Kelly Stanton and Dr Michelle Lim Session: Semester 2 Classes: Weekly online lectures, online discussion forums. Assumed knowledge: This unit is intended for students who have experience in clinical care of patients and includes a significant Pharmacology component. Assessment: 3 x 500 word clinical case studies (25%); 1x 1500 word literature review (25%); online final exam (40%); 4x online quizzes (10%) Mode of delivery: Online
This unit will enhance students' understanding of cardiovascular risk, and the cardiovascular complications that may occur in metabolic disease. It will facilitate increased confidence in the assessment, prevention and practical medical management of cardiovascular disease in its broadest sense. Epidemiology and pathophysiology of atherogenesis and cardiovascular disease, will be addressed followed by an intensive focus on characterisation and patient-centred management of common modifiable cardiovascular risk factors including hypertension, lipoprotein disorders, diabetes and liftestyle factors pertinent to cardiovascular health. Evidence based screening and diagnostic methods, lifestyle interventions, pharmacotherapy and non-invasive monitoring will be covered. This will be followed by a detailed exploration of large and small vessel disease and implications of metabolic disease for brain, kidney and heart function (including ischaemic cardiomyopathy, diabetic cardiomyopathy and hypertensive cardiomyopathy). Peripheral arterial and cerebrovascular disease, arrhythmogenic disturbances, sleep disorders and non-alcoholic fatty liver disease will all be considered. At the conclusion of this unit of study, students will be equipped with the knowledge and skills to assess and manage cardiovascular disease risk and have a comprehensive understanding of cardiovascular complications of metabolic disease.
Textbooks
There is no required textbook for this unit, but suggested reading is provided within each module. General background texts include: Vascular Medicine: A Companion to Braunwald's Heart Disease, 2nd edition, Philadelphia, PA: Saunders/Elsevier, 2013.
NURS5012 Assessment and Clinical Judgement

Credit points: 6 Session: Semester 1 Classes: four intensive, on-campus study days Assessment: Student assessment (100%) conducted throughout the semester, as advised within the relevant unit of study outline Mode of delivery: Block mode
The ability to undertake a focused and comprehensive patient assessment is fundamental to nursing practice. Conducting patient assessment allows nurses to gather the requisite information to make sound clinical judgements. With an emphasis on the systematic collection of reliable and valid assessment data, this unit of study examines the knowledge, capabilities and clinical skills required to undertake comprehensive health assessment, inclusive of physical, mental health, social, ethnic and cultural dimensions in complex clinical situations. Underpinning any patient assessment is a detailed understanding of normal physiological processes and the ways in which illness and injury alters these processes.
PMED5102 Paediatric Nutrition and Obesity

This unit of study is not available in 2020

Credit points: 6 Teacher/Coordinator: Professor Louise Baur, Dr Shirley Alexander Session: Semester 2 Classes: online. students will spend approx 10 hours/week (x 13 weeks) engaging in case-based learning, incl. online discussion of case scenarios, self-directed case reviews and literature appraisal. regular access to an internet connected computer is vital. Assessment: 2x2000 word essay (50%)and participation in online forum (50%) Mode of delivery: Online
This unit examines the worldwide status and trends in child and adolescent obesity, incorporating a focus on paediatric nutrition. It explores the determinants, clinical assessment, medical complications, management and prevention of this important public health problem. There is a close integration of epidemiology, basic science and best available evidence in management and prevention into clinically based scenarios. Our aim is to provide you with a broad knowledge base and ability to apply scientific theory and clinical evidence to the diagnosis and management of obesity in childhood. This will include grounding in the complex social, cultural and environmental factors contributing to the continuance of childhood obesity throughout the world.

General elective units

BETH5104 Bioethics, Law and Society

This unit of study is not available in 2020

Credit points: 6 Teacher/Coordinator: Professor Roger Magnusson and Professor Cameron Stewart Session: Semester 1 Classes: 4x6.5hr intensives or online. Attendance is compulsory if enrolled in face-to-face block mode Assessment: 1x2000wd problem (40%); 1x3500 word essay (60%). Online 'attendance' is also compulsory and will be demonstrated by engagement in at least 8 out of the 10 weekly discussion topics. No formal mark will be given for attendance, but failure to meet the attendance requirement may result in failure of the course. Mode of delivery: Block mode, Online
Note: Prerequisites: A three-year undergraduate degree in science, medicine, nursing, allied health sciences, philosophy/ethics, sociology/anthropology, law, history, or other relevant field, or by special permission.
BETH5104 Bioethics, Law and Society introduces students to some of the interrelationships between health care, ethics, and the law. Students will explore the moral basis of law and the means by which law in turn, influences and directs clinical practice and health policy. We also look at the limits of law in solving ethical dilemmas, and consider what happens when the law falls out of step with the moral institutions of health care providers, patients, and the general public. Over the course of the semester, students will learn to critically read and analyse primary sources of law relevant to bioethics. Students will then examine a number of areas of law that have particular significance for bioethics and society including the law of consent, medical negligence, advance directives, maternal-foetal conflicts, abortion, reproduction, end-of-life decision-making, tissue regulation and infectious disease. Learning activities in BETH5104 include lectures, case discussions (during lectures), problem-based learning, online learning activities and written assessments.
Textbooks
Required: Kerridge, Lowe and Stewart (2013), Ethics and law for the health profession, 4th Edition (Federation Press). All other compulsory readings are provided to students in digital format. Most supplementary readings can be accessed through the library collection.
BETH5204 Clinical Ethics

Credit points: 6 Teacher/Coordinator: Prof Angus Dawson, A/Prof Ainsley Newson Session: Semester 1 Classes: 4 x 8hr Intensives or Online only. Attendance is compulsory if enrolled in face-to-face mode. Assessment: 1 x 1500 word case study (30%); 1 x 2500 word essay (50%); continuous assessment (short weekly tasks) (10%); 2 x 400 word Short Tasks (10%) Mode of delivery: Block mode, Online
Note: If an insufficient number of students opt to attend seminars on campus, the coordinator 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: dominant theoretical approaches to 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.
BETH5209 Medicines Policy, Economics and Ethics

Credit points: 6 Teacher/Coordinator: Associate Professor Wendy Lipworth, Dr 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%) 1 x minor essay (35%) 1 x 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
BMRI5019 Psychiatry in Clinical Practice

Credit points: 6 Teacher/Coordinator: Associate Professor Caryl Barnes Session: Semester 1 Classes: online lectures, podcasts, discussion boards, including several online tutorials Prohibitions: (BMRI5003 and BMRI5050) Assumed knowledge: MBBS or equivalent Assessment: online case based discussions 30%; oral presentation 30%; clinical case study 40% Mode of delivery: Distance education/intensive on campus
This unit is designed for medical practitioners such as general practitioners, emergency physicians, physicians, paediatricians and surgeons. Students will develop skills in the recognition and management of mental health conditions that frequently present in primary health and hospital settings. The unit will cover high prevalence mental disorders including mood, anxiety, stress and trauma-related disorders, including complex trauma as well as the low prevalence disorders such as psychosis. Managing psychiatric emergencies, the use of the Mental Health Act and medical comorbidites will be demonstrated. Students will develop skills in assessment, mental state examination, and the biopsychosocial approach to formulation, management and trauma-informed care. The range of evidence-based pharmacological, biopsychosocial and lifestyle interventions for mental disorders will be introduced. Other topics will include somatic presentations of psychological and psychosocial problems, addiction medicine, old age psychiatry, youth mental health and doctors' health. Students will participate in casebased learning activities and assessments.
Textbooks
Recommended text Kaplan and Sadock Synopsis of Psychiatry, 2014.
CEPI5200 Quality and Safety in Health Care

Credit points: 6 Teacher/Coordinator: Professor Merrilyn Walton Session: Semester 1 Classes: Online Assessment: 3 x online quizzes and short response tasks (60%); 1 x 2000 word written assignment (40%) 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, the blame culture, risk information, health care as a system, the impact of adverse events, methods to measure and make improvements in health care.
The modules, tools and the discussions are designed to enable participants to change behaviours by understanding the main causes of adverse events. The course provides foundation knowledge about quality and safety; governments around the world are concerned to address unsafe care. The course will 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.
CEPI5215 Writing and Reviewing Medical Papers

Credit points: 6 Teacher/Coordinator: 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
Note: Students without the pre-requisites are encouraged to contact the Unit Coordinator to discuss their motivation and experience.
This unit of study will appeal to anyone wanting to write medical papers for conferences or journals, or to improve their paper writing skills. 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, post-publication research dissemination, and peer- 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 research reach, dealing with the media and press releases, using social media in dissemination, digital archiving and basic skills needed to act as a 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
Fayers P, Machin D. Quality of Life: The Assessment, Analysis and Reporting of Patient-reported Outcomes, 3rd Edition. 3 ed. Chichester, UK: Wiley Blackwell; 2016
CEPI5315 Introduction to Systematic Reviews

Credit points: 6 Teacher/Coordinator: Dr Sharon Reid Session: Semester 1 Classes: all students will work through four online-modules and participate in weekly online tutorials (asynchronously) or on-campus tutorials, 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 4500 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
GMED5001 Genomics in Clinical Practice

Credit points: 6 Teacher/Coordinator: Dr Ingrid Sinnerbrink Session: Semester 1 Classes: online lectures and case discussions Assessment: online quizzes (10%), 4 x 400 ¿ 500 word case-based discussion forums (30%), generation and peer review of assessment items (20%), final exam (40%) Mode of delivery: Online
Recent major advances in understanding of the human genome and the relationship between genetic variation and disease have changed clinical practice. This unit provides contemporary knowledge of genetic disease, diagnosis, genomic testing, prognosis, management, inheritance and impact across a range of chromosomal, single gene and heterogeneous genetic conditions. You will study common conditions, such as intellectual disability, inherited cancer, and paediatric and adult-onset disorders, as well as genomic mechanisms and genetic variations which lead to human disease. A case based approach will be used to develop skills in interpretation of clinical, family history and genomic test results to formulate an appropriate diagnosis and accurate genetic risk information. Ethical issues in genomic medicine will also be considered. Advances in treatments for genetic diseases will be explored, along with possible uses and limitations of new technologies, including genome editing approaches. The RACP Clinical Genetics Advanced Training Committee has approved this unit to fulfill the Genetics University Course Requirement for advanced training in Clinical Genetics. It is suitable for all practitioners who require a working knowledge of genomics in clinical practice.
Textbooks
Strachan, T and Read, A. Human Molecular Genetics (4th Edition). Garland Science.
LNGS7504 Medical Discourse

This unit of study is not available in 2020

Credit points: 6 Session: Semester 1 Classes: 1x1hr lecture/week, 1x1hr tutorial/week Assessment: 1x1000wd research article review (20%), 1x2000wd group research case study (40%), 1x3000wd individual project (40%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit explores the way language, body language and images interact in communication in medical discourse - including consideration of doctor, nurse and patient interaction, mental health and speech disorders, print and web-based health advice and the regulatory procedures governing medical services.
MEDF5002 Teaching in the Clinical Environment

Credit points: 6 Teacher/Coordinator: Associate Professor Annette Burgess and Associate Professor Chris Roberts Session: Semester 2 Classes: online learning and participation in weekly online discussion forums Assessment: Personal learning plan (15%); online presentation (15%); portfolio of evidence of learning (60%); participation in online discussion forums (10%) Mode of delivery: Distance education/intensive on campus
Almost all healthcare professionals are involved in education and training throughout their careers. This unit of study provides a practical introduction to the theory and practice of teaching and learning in the health environment. The unit will cover three main areas: planning for and facilitating learning in the clinical environment; assessing performance and providing constructive feedback; and fostering the development of students as professionals. Each of these areas will be underpinned by best evidence from clinical education research and will address current challenges and opportunities in the learning environment from the perspective of both educators and learners. Participants in the course will gain a framework they can use to support their teaching, and will develop a portfolio of evidence to support their professional development as clinician educators.
NTDT5608 Community and Public Health Nutrition

Credit points: 6 Teacher/Coordinator: Dr Vasant Hirani Session: Semester 2 Classes: 4 hours lectures and 2 tutorials per week Corequisites: NTDT5305 and NTDT5307 Assessment: 2 hour exam (50%); two assignments (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
Note: NTDT5608 is available as an elective to students in the Graduate Certificate, Graduate Diploma and Master of Medicine as well as the Master of Science in Medicine (Metabolic Health). For these students, there are no prerequisites for entry into NTDT5608. However, these students must apply for Special Permission from the unit of study coordinator in order to be enrolled.
This unit of study introduces students to the concepts and principles underlying, and issues associated with, nutrition in community and public health contexts. It covers the principles of health promotion and teaches the students how to plan, implement and evaluate nutrition promotion strategies. The scope and distribution of chronic diseases and the role of nutrition in the etiology of diseases such as cancer, heart disease, diabetes and obesity is examined. This unit of study also investigates the food habits of culturally and linguistically diverse groups, nutritional intakes and requirements of people across the lifespan, and the current nutrition policies and guidelines aimed at preventing chronic diseases.
Textbooks
Lawrence M and Worseley (eds). Public Health Nutrition - from Principles to Practice. Sydney: Allen and Unwin. 2007.
PAIN5002 Pain Mechanisms and Contributors

Credit points: 6 Teacher/Coordinator: Dr Elizabeth Devonshire and Professor Michael Nicholas Session: Semester 1,Semester 2 Classes: Online, approximately 10 hours of study per week (equals 140 hours in total) Assessment: participation in online discussion (20%), 4000-5000 word written assignment/s or equivalent (80%) Mode of delivery: Online
To introduce and develop participants understanding about the basic neuroscience of pain and the interrelationship between psychological, physiological and environmental processes in pain. Neuro-anatomical, physiological, pharmacological, and biochemical mechanisms involved in nociception, including peripheral and central sensitisation are discussed. Theoretical bases are introduced and the ways in which psychological and environmental factors modify or maintain pain perception and behaviour are explored.
PAIN5003 Pain Treatment and Management Principles

Credit points: 6 Teacher/Coordinator: Dr Elizabeth Devonshire and Dr Charles Brooker Session: Semester 1,Semester 2 Classes: Online, approximately 10 hours of study per week (equals 140 hours in total) Assumed knowledge: this unit is case based and is only suitable for experienced clinicians. Assessment: participation in online discussion (20%), 4000-5000 word written assignment/s or equivalent (80%) Mode of delivery: Online
To introduce participants to the core principles of pain assessment, treatment and management. Participants consider the biopsychosocial model and the scientific basis for assessment, diagnosis and treatment. They explore principles of pharmacokinetics and pharmacodynamics, together with routes of drug administration. The role of physiotherapy and rehabilitation management, and the use of procedures such as neural blockade, simulation techniques and surgery are also considered.
PUBH5033 Disease Prevention and Health Promotion

Credit points: 6 Teacher/Coordinator: A/Professor Philayrath Phongsavan, Dr James Kite Session: Semester 1 Classes: 3 half-day workshops, 9 face-to-face tutorials or online discussion; fully online version available Assessment: 1x1500 word assignment (30%); 1 presentation (15%); 1 x 2500 word assignment (45%); tutorial participation (10%) Mode of delivery: Block mode, Online
This core unit of study introduces students to evidence-based health promotion as a fundamental approach to promoting and improving health and wellbeing, preventing disease and reducing health inequalities in populations. The unit is divided into three modules: (i) the building blocks of disease prevention and health promotion, (ii) using evidence to develop disease prevention and health promotion interventions, and (iii) evaluating disease prevention and health promotion programs to inform policy and practice. This unit will give students an understanding of disease prevention and health promotion and their relationship to public health, introduce design, implementation, and evaluation of disease prevention and health promotion interventions, and develop and refine students' research, critical appraisal, and communication skills.
Textbooks
Course Readings Provided
PUBH5422 Health and Risk Communication

Credit points: 6 Teacher/Coordinator: Dr Claire Hooker Session: Semester 1 Classes: Block/intensive: 2 x 2 days (9am-5pm each day); 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 the 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 public 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.
PUBH5555 Lifestyle and Chronic Disease Prevention

Credit points: 6 Teacher/Coordinator: Dr Yvonne Laird, A/Professor Philayrath Phongsavan Session: Semester 2 Classes: Two face-to-face/on campus seminars/workshops (9.00am to 5.00pm), plus 10x online asynchronous tutorials (up to 2 hours per tutorial). Prerequisites: PUBH5033 Assessment: 1x1500 word individual assignment (30%), 1x2500 word individual assignment (45%), 1x5mins online oral presentation (10%), anonymised peer evaluation according to pre-determined criteria based on academic content using peer evaluation form; final mark will be the median of all the peer marks, aynchronous tutorial participation (15%) defined as making at least 4 considered posts per tutorial, posts that contribute and build on the discussion rather than just endorse earlier posts of others Mode of delivery: Normal (lecture/lab/tutorial) day
The prevention and control of non-communicable diseases (NCDs) or chronic diseases (mainly diabetes, cardiovascular diseases, chronic respiratory diseases, and cancers) involves shared risk factors. This unit introduces students to the principles of primordial and primary prevention and control of NCD risk factors, specifically tobacco use, harmful use of alcohol, physical inactivity, unhealthy diets, salt reduction, and obesity prevention. This unit provides an integrated exploration of the current state-of-the-art in research and practice for addressing these preventable lifestyle risk factors. The emphasis is on primordial and primary prevention strategies, rather than the management of NCDs in those already with chronic disease. This solutions-focused unit comprises specific modules about each of tobacco control, harmful alcohol consumption, physical activity, nutrition and health, salt and health, and obesity prevention. By the end of this unit, students will understand the dynamic relationships between the key risk factors, and the important role of primary prevention approaches to reducing lifestyle risks that are precursors to NCDs.
Textbooks
None, Readings will be provided
WARC5001 Research Translation, Impact and Evaluation

Credit points: 6 Teacher/Coordinator: Prof Julie Redfern, Prof Clara Chow, Dr Stephanie Partridge Session: Semester 2 Classes: Online lectures, discussion forums, video tutorials Assumed knowledge: An understanding of research methodology and clinical trials is assumed. Assessment: Journal Club (30%); Discussion Boards (20%); Research Proposal (50%) Mode of delivery: Online
To optimise healthcare delivery, we need evidence-based strategies to enable research translation and to assess impact. This unit of study will teach these skills, including fostering and maintaining stakeholder engagement, pragmatic study design, cost effectiveness analysis, recognising and managing barriers and enablers to implementation, and post-research translation. Case-based discussions and preparation of a research proposal will develop the skills required to enhance impact and hasten adoption of research into routine care. This practical unit will suit students who are interested in improving their skills and knowledge in the areas of clinical or health services research and who are keen to enhance the impact of their current or future research.
Textbooks
Grol R, Wensing M and Eccles M. Improving Patient Care. The Implementation of Change in Clinical Practice. 2nd ed. Oxford: John Wiley & Sons, Incorporated (2013); Brownson RC, Colditz GA and Proctor EK. Dissemination and Implementation Research in Health: Translating Science to Practice. 2nd ed. New York, NY: Oxford University Press (2017).

Project units

MEDF5301 Project (Advanced Masters)

Credit points: 12 Teacher/Coordinator: Students must have a University of Sydney staff member or University approved supervisor for their project. Session: Semester 1,Semester 2 Classes: Students will be required to have regular contact with their supervisor to discuss the progress of their project. Assessment: 2000 word written project proposal (30%) and written final work of up to 10000 words, or a publication (as negotiated) (70%) Mode of delivery: Supervision
Note: Approval of the project and supervisor by the Program Director must be confirmed prior to commencing the project.
Candidates will work on an independent research project in an area of specific interest relevant to their master's degree. The project may take the form of analysis of an existing data set, a systematic or integrative review of the literature, a case series, survey or other project acceptable to the project supervisor. In some streams, projects may be available for students to select. It is essential, where there is the use of patient information or recruitiment of patient study subjects, that appropriate ethics approval is gained from the governing body where the project will take place. The candidate will enter into a learning contract and will be guided through the steps required to plan and execute a substantial research project, and prepare a scholarly work which may be a paper for publication. A candidate must enrol in a minimum of 12 credit points of project units of study in order to submit their final written work.
MEDF5302 Project (Advanced Masters) (Part A)

Credit points: 6 Teacher/Coordinator: Students must have a University of Sydney staff member or University approved supervisor for their project. Session: Semester 1,Semester 2 Classes: Students will be required to have regular contact with their supervisor to discuss the progress of their project. Assessment: 2000 word written project proposal (30%) and written final work of up to 10000 words, or a publication (as negotiated) (70%) Mode of delivery: Supervision
Note: Approval of the project and supervisor by the Program Director must be confirmed prior to commencing the project.
Candidates will work on an independent research project in an area of specific interest relevant to their master's degree. The project may take the form of analysis of an existing data set, a systematic or integrative review of the literature, a case series, survey or other project acceptable to the project supervisor. In some streams, projects may be available for students to select. It is essential, where there is the use of patient information or recruitment of patient study subjects, that appropriate ethics approval is gained from the governing body where the project will take place. The candidate will enter into a learning contract and will be guided through the steps required to plan and execute a substantial research project and prepare a scholarly work which may be a paper for publication. Where appropriate students will prepare a work suitable for publication. A candidate must enrol in a minimum of 12 credit points of project units of study in order to submit their final written work.
MEDF5303 Project (Advanced Masters) (Part B)

Credit points: 6 Teacher/Coordinator: Students must have a University of Sydney staff member or University approved supervisor for their project. Session: Semester 1,Semester 2 Classes: Students will be required to have regular contact with their supervisor to discuss the progress of their project Assessment: 2000 word written project proposal (30%) and written final work of up to 10000 words, or a publication (as negotiated) (70%) Mode of delivery: Supervision
Note: Approval of the project and supervisor by the Program Director must be confirmed prior to commencing the project.
Candidates will work on an independent research project in an area of specific interest relevant to their master's degree. The project may take the form of analysis of an existing data set, a systematic or integrative review of the literature, a case series, survey or other project acceptable to the project supervisor. In some streams, projects may be available for students to select. It is essential where there is the use of patient information or recruitment of patient study subjects that appropriate ethics approval is gained from the governing body where the project will take place. The candidate will enter into a learning contract and will be guided through the steps required to plan and execute a substantial research project and prepare a scholarly work which may be a paper for publication. A candidate must enrol in a minimum of 12 credit points of project units of study in order to submit their final written work.