32. Postgraduate units of study

The aim of this unit is to examine factors and elements involved in the process of planning, developing, implementing, and evaluating services/programs/projects. Student will be also become aware of the basic skills required in the management of non-profit organisations. This is a "hands on" subject which relies on the participants' work and experience. Students will also learn basic skills in critically analysing non-profit organisation management, and appreciate the role of health outcome in evaluation of health services.

This unit provides an introduction to the principles and processes of major approaches to health promotion. Participants in this subject will be able to use their previous skills, knowledge and practices in developing culturally appropriate health promotion services/programs/projects.

Participatory action research extends knowledge and improves social practice through processes, which empower ordinary people. Action research projects proceed through cycles of planning, acting, observing and reflecting with the participation of the people affected by the practices under consideration.

This unit of study provides an introduction to the conceptual underpinning of indigenous community as an area of academic study and professional practice. The multi-disciplinary, problem orientated and participatory nature of community health will be explored in relation to the unique context of indigenous health. Student will also analyse the meaning and causation of disease and the organisational structures and management of community health through case studies in a variety of indigenous settings.

This unit provides an introduction to approaches in Indigenous research and evaluation, as well as major ethical issues in Indigenous health contexts. It involves an examination of the social, economic, and political constructions of Indigenous Australia. Some of the issues addressed include protocols, collaboration, dissemination of outcomes and their implication, questions of intellectual property, ownership, research, evaluation and development for self-determination. Particular emphasis will be placed on a critical analysis of existing research and evaluation practices and procedures as they impact and influence Aboriginal and Torres Strait Islander populations.

This unit has been designed to give students the knowledge and skills to design, plan and evaluate community development projects. Methods of obtaining involvement for maximum benefit of communities are examined.

This unit examines key health issues and initiatives in Indigenous health from a primary health care perspective. Insights from the disciplines of epidemiology, population health and sociology are used to investigate the health needs of Indigenous communities in Australian and international settings. Modules are based on case studies in the areas of injury, diabetes, substance abuse, environmental and mental health, HIV/AIDS, diarrhoeal and vector borne diseases. A range of issues are explored including community participation, multi sectorial partnerships, self-management and self-reliance and the promotion of health and disease prevention. The unit will also give students the opportunity to develop a plan for an appropriate primary health intervention using a logical framework analysis.

The aim of this unit of study is to examine the connection between inequality and health within the context of human rights and social justice in Indigenous communities in Australia and International settings. A comparative analysis of health care systems and service delivery in Indigenous and non-Indigenous settings will be also made. The unit will further discuss the ideological and philosophical issues underlying the development of Indigenous health policies in Australia and at an International level.

The unit has been designed to encourage you to think critically about the concepts, strategies and theories of adult learning (traditional and contemporary) from theoretical and research literature relevant to education across the health sciences and services. The purpose of this process is to enable you to make informed, evidence-based arguments for enhancing deep approaches to student learning and encouraging self-regulated learning in your own teaching practice.

This unit examines the procedures and practices used by an educational designer in collecting and analysing data required for planning and proposing educational programs and designing effective learning plans. The models and readings recognise the differences and commonalities in the design needs of academics, clinical teachers and professional educators in university and further education settings, clinical and workplace contexts, and patient and community health education. Current concerns, such as evidence based design, constructive alignment, flexible and technology based modes of delivery and student approaches to learning are addressed. Participants experience design processes, such as pedagogical reasoning, by undertaking a design project relevant to their setting.

This unit engages new and experienced academic, clinical teachers and tutors, and community and patient educators with the opportunity to experiment with and practice the micro skills of teaching that are associated with effective learning, such as explaining, variation, questioning, demonstration and group discussion, and the micro skills of facilitation that enable students to learn from experience and construct personal and professional meaning. Participants videotape themselves practising various micro skills in their place of work or in the on campus workshop offered (subject to sufficient numbers). Participants then experience reflection as the basis for developing their "pedagogical signature" as a teacher and as a catalyst for continuing professional development. Teacher inquiry is introduced in the context of the scholarship of teaching associated with selecting and investigating the effectiveness of teaching and learning strategies.

Leadership in curriculum requires: a strategic knowledge about the policy and professional context in order to build a shared curriculum platform for curriculum deliberation; the capacity to undertake critical inquiry to inform curriculum design questions; a 'clear focus on course design with a conceptual grounding in research on student learning' (Gibbs, 1992); the ability to engage with others to theorise, design and elaborate a relevant and effective conceptual and pedagogical framework; negotiation of curriculum innovation and management of change, and dealing with accountability and continued quality through evaluation. These issues are relevant to anyone designing a program that requires a ladder of outcomes associated with some form of certification, accreditation or professional recognition whether you work in a university, health service or vocational training institution.

This unit examines survey research design principles and considers conceptualisation, sampling, questionnaire construction and pilot testing of data collection instruments. Techniques for the collection, coding and keypunching of survey data will be covered and students will gain experience with computer analysis of survey data. The strengths and limitations of survey data will be discussed.

In this unit, individual participants can pursue an in-depth study of an educational issue of their choice. This is a self-directed independent learning contract including the opportunity for negotiated assessment. Many students use this unit to undertake an extended critical review to inform an educational project or innovation in their workplace or to explore a research topic in preparation for higher degree study in the field of education. Prospective students must discuss their topic of interest with the unit coordinator prior to enrolling in this unit.

This unit provides participants with an opportunity to investigate an area relevant to a theory, practice or a significant topic or issue of relevance to their professional interest. Many students use this as an opportunity to undertake a critical review of the literature or explore an innovation in their workplace. Prospective students need to contact their program coordinator to discuss their topic.

The unit aims to provide a broad understanding of factors affecting mental health in later life.

This unit examines the development and implementation of community care policy for frail and disabled older people. There are 3 modules: the policy context; programs and services; community profile and analysis.

This unit provides an overview of gerontology as a multi-disciplinary field of study and its application to professional practice. It explains basic concepts and key issues in the study of ageing at the level of individuals and of populations. 3 Modules: Population ageing and public policy; Understanding health and ageing; Ageing, society and professional practice.

Participants explore theories and models of clinical reasoning and decision-making from the medical, nursing and allied health literature. A range of strategies to facilitate the development of clinical reasoning will be examined. Participants will have the opportunity to plan the application of strategies to their teaching context.

This unit provides an overview of the development and implementation of residential care policies for older Australians, explores specific issues in the delivery of residential aged care services and provides opportunity for independent inquiry.

This unit will provide students with an understanding of the major forms of therapy for children, adolescents and their families, research methods appropriate to their study, and an overview of current issues in working therapeutically with children and adolescents. The focus of this elective is on the mastery of the principles of learning theory, functional analysis of behaviour and behaviour management strategies. Students will be encouraged to pursue an area of special interest within the field related to their area of professional practice.

This unit aims to introduce students to basic statistical principles relevant to the manipulation and analysis of clinical data. Students will be exposed to concepts of sampling, distributions of scores, summaries of data, and treatment of categorical and quantitative data. This last topic will include chi square analysis, calculation of confidence intervals, tests for differences in the locations of samples (including t-tests and tests for non-normally distributed data), correlation and regression, sample size estimation and an introduction to survival analysis. It is expected that at the conclusion of the unit students will be able to: appraise published statistical analyses; perform simple statistical tests by hand and with the assistance of a computer package SAS or SPSS; and present statistical data.

This unit of study is concerned with exploring current theory and best practice teaching and supervision in clinical settings. Participants will be expected to develop a critical and research-informed understanding of the clinical setting as a highly complex and specialised context for student learning. You will be introduced to the principles of roles and responsibilities of clinical educators/supervisors/teachers, styles and models of clinical supervision, clinical assessment, and other important issues. These issues include integrating theory into clinical practice, mentorship and preceptorship, managing difficult situations, reflections, etc. The teaching and learning experiences in this subject are structured to allow you the opportunity to learn and apply these principles to your own teaching contexts.

In this unit of study, participants will be introduced to the research and theoretical literature, and evolving technologies in the field of eLearning. Participants will apply elements of best practice in their planning, development, and evaluation of an eLearning site appropriate for their own teaching context. On completion of this unit, participants should have created an eLearning site for their own context and justified their choice of appropriate eLearning features.

This unit is concerned with working in groups and learning in groups and leadership. The focus is on group processes and the way in which we can facilitate these in an educational leadership role, or as a teacher, learner or participant in order to achieve effective learning and productive work related goals. The common core of knowledge for working effectively in these types of groups is group dynamics (how groups function). The unit does not directly address personal growth and therapeutic groups, or social support through groups other than the extent to which these may have a learning agenda. Participants discuss and critique the theoretical explanations of group processes and apply these to group functioning. Skills are developed in noticing and diagnosing aspects of group process. Participants work in interprofessional groups to undertake an online project and consideration of professional, indigenous and culturally diverse groups is essential. Some knowledge of adult learning theory is an advantage (readings are suggested).

This unit develops an awareness of the issues involved in the treatment and assessment of emotional and behavioural disorders and the impact of such disorders on the healthy functioning of the person. The unit involves understanding the philosophic bases for defining what is 'normal' mental health, the types of underlying assumptions psychologists make about what constitutes 'abnormal' mental health and an understanding of the DSM IV approach to classifying psychological and psychiatric disorders. The unit will also involve a brief overview of the major aetiological theories in the area as well as some discussion of major approaches to the treatment of such disorders. This unit is divided into three modules over thirteen teaching topics. Modules 2 and 3 will involve learning by case studies. The unit is available in distance education mode in the second semester of each year, and is taught as a series of six seminars in Semester 1 of each year. Assessment requires students to complete five case studies and conduct a literature review.

This unit will cover the basic principles of learning theory and their applications to research in health care settings in conjunction with a theoretical introduction to the use of cognitive behavioural therapy. Students will learn about programs based on reinforcement principles, such as operant and classical conditioning, extinction, shaping, maintenance and generalisation of the behaviour, stimulus discrimination training and fading, cognitive behaviour modification and assertiveness training, a behavioural model of somatic disorders and behavioural intervention in rehabilitation. This is an on-campus, timetabled study unit.

Counselling is an essential and underlying skill in most forms of applied psychology. This includes clinical psychology (with its emphasis on counselling in interview as well as therapy skills), educational psychology (with the additional emphasis on theories of development and working in organisations) and industrial-organisational psychology (with its emphasis on counselling as selection and evaluation interviews as well as crises, out-placement and general staff development issues.) This unit overviews the area, seeks to establish a satisfactory definition of counselling and reviews research into the important aspects of counselling and its effectiveness. Students will be introduced to the Egan model of counselling skills and students will be expected to acquire basic skills in counselling.

This unit examines the psychology of late adulthood from a biopsychosocial approach. The psychological impact of changes in social, environmental, economic and relationship patterns that occur as people age are considered, as well as the psychological concomitants of the physical ageing process. The interrelation between biological, social and environmental factors with psychological function will be considered in the context of healthy ageing and of age-related physical and mental illnesses. Broader issues related to psychologically appropriate design and delivery of therapeutic services for older adults will be highlighted.

In this unit, individual participants can pursue an in-depth study of an educational issue of their choice. This is a self-directed independent learning contract including the opportunity for negotiated assessment. Many students use this unit to undertake an extended critical review to inform an educational project or innovation in their workplace or to explore a research topic in preparation for higher degree study in the field of education. Prospective students must discuss their topic of interest with the unit coordinator prior to enrolling in this unit.

Various educationalists point to the impact of assessment on student approaches to learning. Combined with concern to promote deep approaches are pragmatic mandates to reduce amount of assessment while ensuring quality in accreditation of competence in professional practice. These issues are examined against a backdrop of ensuring validity and reliability in both assessment and evaluation of learner development in any context. You will draw on contemporary research and best practice to design and critique assessment plans and protocols; support colleagues in the design of appropriate assessment and raise important issues for discussion; and learn to work effectively in an interdisciplinary, multi-institutional and possibly cross-cultural team to tackle assessment issues of common concern.

This elective traces the history of reactions to traumatic events, including the acceptance of a syndrome known as post traumatic stress syndrome in recent years. Various disorders with similar characteristics are compared and contrasted and the research and clinical literature presented. Current views on the treatment and evaluation of post traumatic disorders are presented and appraised. This is an on-campus directed independent study unit.

The nature of the relationship of the psychophysiological stress response and the development of illness will be explored and critically evaluated in this elective. A range of disorders will be considered, for example headaches, coronary heart disease and diabetes. Current research literature across a variety of relevant disciplines will be evaluated as a background to original research. An introduction to the theoretical and practical aspects of a range of stress management techniques is provided. Emphasis will be placed on the research utility of those techniques commonly included in stress-management 'packages', such as relaxation, biofeedback, cognitive restructuring and time management. This is an on-campus directed independent study unit.

Participants in this unit of study will be expected to develop learning skills essential for research and/or professional development. This unit explores access to information sources (both literature and numeric) for learning, including searching, retrieving, evaluating and analysing. This unit also addresses ways for communicating and presenting information and ideas based on these information sources, such as writing a critical analysis, formation of tables and graphs, critical literature review. There will be flexibility in selecting assignment content to match the background and needs of the particular student. Participation in WebCT discussion forum is expected.

This unit aims to provide students with an understanding of psychosocial and political aspects of health and illness in both developed and developing countries. The unit examines the demographic, epidemiological and health transitions in these countries. It examines the impact of structural and non-structural factors on health and well-being and analyses the current health issues and health priorities in developed and developing countries. The unit also addresses health and development in the 21st century, critical issues in global health and shaping the future of health through global partnerships.

This unit will enable students to study in-depth four areas of special interest related to child and adolescent health and adjustment. These four areas will be selected from: violence against children; young people and social control; juvenile crime in Australia; substance abuse in young people; youth suicide; adjustment and coping; homelessness; learning disabilities; and mental health issues.

This unit will enable students to study in depth four areas of special interest related to child and adolescent health and adjustment not previously studied in BACH5198 Contemporary Issues 1. These four areas will be selected from: violence against children; young people and social control; juvenile crime in Australia; substance abuse in young people; youth suicide; adjustment and coping; homelessness; learning disabilities; and mental health issues.

This unit provides an overview of how psychology and sociology approach issues associated with ageing. There are three modules: ageing brain, ageing mind (psychology); sociological theories in ageing (sociology); the 3rd age in the 21st century (integrative module).

This unit has been designed to assist students to understand contemporary management theories and practice. It is generally agreed that effective managers need good analytical skills and critical capacity, to be able to respond creatively and constructively to the new challenges that they face in the 21st century. The unit explores different perspectives on organisations and uses these as a springboard for the analysis of changing functions of a successful manager.

In this unit, students will extend and consolidate the research methods and statistical skills acquired in BACH1143 Designing Health Research and BACH1145 Quantitative Health and Social Research. Students will gain experience in data screening techniques, analysis of variance, multiple regression and non-parametric statistics. Students will learn how to use SPSS to conduct these statistical tests.

In this unit students will learn about qualitative research techniques such as in-depth interviewing and participant observation which focus on the investigation of people's experiences and their interpretation of events. This unit examines the types of research questions for which these methods are best suited, and provides training in data collection methods and analysis. The unit is conducted as a seminar in which students actively participate; students also work on a research project of their choice throughout the semester.

The dissertation provides candidates with an opportunity to undertake an advanced investigation in a topic or issue through the development of either a proposal for independent research on that topic or a substantial paper that demonstrates the application of scholarly literature to a practical problem or issue.

Participants explore the main challenges facing educators delivering training and professional development in the workplace. For example, the effects of the changing nature of work; the culturally diverse work force; multi-disciplinary service delivery; job redesign; skills shortages, workplace standards; staff retention; and information and communication technologies. Education trends associated with these changes are considered; such as, on the job training, competency-based education, mandatory continuing education, simulation, 'new grad training', AIN and EN training, informal and incidental learning, transfer of learning, life long learning and interprofessional learning. [This unit is not available for students who have completed BACH5024 In-service and Continuing Education].

This unit is designed to provide students with a critical perspective on science as a specific form of knowledge. It introduces students to the major philosophies of the nature of the scientific enterprise taking into account the social versus natural science controversy. Emphasis will be placed also on methodologies designated as hermeneutic/interpretive.

Action research is a participatory, process concerned with developing practical knowledge in the pursuit of worthwhile human purposes. In participation with others, health professionals and researchers bring action and reflection, theory and practice together in the pursuit of practical solutions to pressing issues of health and wellbeing of individuals and their communities. Action research is a set of practices for systematic development of knowledge grounded in a participatory worldview. It is rather different from traditional academic research, with different purposes, based in different relationships, and with different ways of conceiving knowledge and its relation to practice. Action research can be applied in community work, complex systems research, collaborative inquiry, improving health interventions and in other ways. This unit is suitable for research students developing action research, participatory research or similar projects, and for health professionals who are serious about improving their practice.

In this unit students will be exposed to aspects of conducting epidemiological research, an area which focuses on the study of the distribution of disease, the search for determinants of the observed distribution and a subsequent evaluation of a causal hypothesis.

This unit introduces students to the concepts of psychological assessment including norming, reliability, validity, and standardised administration. The unit familiarises students with cognitive and educational tests and assessment of adaptive function for children and adolescents. Students will be required to undertake supervised administration of one of the Wechsler Scales of Intelligence for Children and a test of educational achievement. Only students seeking registration with the NSW Psychologists Registration Board are eligible.

This unit will provide students with an understanding of the major theories of child development with a focus on cognitive and social development; an overview of current issues in child development and the application of developmental theory to health professional practice. Students will be encouraged to pursue an area of special interest within the field of child development related to their area of professional practice.

This unit provides students with an understanding of the major theoretical perspectives, concepts and vocabulary of psychology. Psychology is concerned with the science of human behaviour - how individuals perceive, think about, and behave in the work. It is concerned with identifying the internal determinant (characteristics unique to the person, and part of the physical or psychological make-up) and the external determinants (physical environment and social context) the impact upon the individual. It is also concerned with the way in which people change over time, as well as explaining and predicting what they might do at any one time. The unit aims to position psychology as an essential ingredient in understanding health psychology. This unit is only available to students who have no undergraduate studies in psychology.

Students are introduced to specific applications of generic counselling skills, including drug and alcohol settings, crisis settings, family work and grief. Group work skills are emphasised, as well as developing their individual orientations towards counselling. Students are also taught how to critically analyse and develop an awareness of their use of skills, and to begin to specialise into a preferred treatment model. It is expected that students will acquire skill in the use of counselling techniques in specific settings. The unit is taught as a series of six seminars in the semester following completion of BACH5143 Counselling. This unit is also available in distance education mode. Assessment requires students to critically analyse a counselling session they have undertaken and complete a counselling management plan.

Psychotherapy has an eclectic history. It is essentially the gathering of techniques and theories from a variety of different fields with the core similarity of 'helping'. The unit explores six modules, investigating the nature of psychotherapy and relationship with counselling, the development of psychodynamic approaches to counselling, the use of cognitive behavioural skills, and action therapies in psychotherapy. The unit is delivered as a series of six seminars.

Researchers and professional evaluate health interventions to improve knowledge of health, disease and clinical practice, and to support decision making for improved health services. This unit will enable students to make informed choices among a range of evaluation perspectives, theories, methods and designs.

This unit examines the context of large group teaching with a particular focus on effective lectures and lecturing within and outside university settings. Lecture structure is considered in the light of recent evidence concerning the impact of memory, attention and motivation in the process of student learning and the transfer of learning. Design issues, such as strategies to engage deep learning, monitoring understanding, and flexibility offered by the new information and communication technologies are explored. Relevant micro-skills of teaching, such as getting and keeping attention, explaining, variation, dynamic structuring and managing disruption are addressed.

Cyberpsychology and e-health aims to educate those seeking careers in allied health on how societal and individual health is both affected and resourced by the internet. The unit of study will be based on current research and policy guidelines set by the Australian and American Medical Associations, the American Psychological Association and Australian Psychological Society for the use of information technology in the following areas: informing allied health professionals of online resources for their profession; how types of ICT functions may affect the behaviour of youth and the elderly; ethics and viability of delivering general health and mental health resources online; the evolution of telemedicine and cyber-pharmacology practices; provision of psychological therapy over the internet; general health and mental health research and testing online; quality control and assessment of general and specific online health resources; future directions of information technology and its application to health.

The aim of this unit is to advance student's knowledge on lifestyle factors that enhance health and prevent illness. Mortality from today's leading causes of death would be markedly reduced if people adopt health protective behaviours, such as not smoking, responsible consumption of alcohol, regular exercises, healthy diets etc. Some of the major issues covered by this unit will include: lifestyles, risk factors, and health; interdisciplinary perspectives on preventing illness; developmental, gender and sociocultural factors in health; effective methods for promoting health in the community (e.g., social marketing, opportunistic advocacy, community mobilsations, etc); reducing alcohol/substance misuse; improving healthy eating habits; promoting physical activities; macrolevel analyses of program impacts.
Researchers, health promotion practitioners, health planners, and policy analysts will be invited to present lectures.

This unit provides an overview of the research process and focuses on the formulation of a proposal for a small research project. It provides students with an opportunity to review and update their knowledge of research methods, and acts as an introduction to the research electives which concentrate on a particular methodology or aspect of the research process. Basic research design issues are considered. Various methods of data collection are examined together with their suitability for investigating different types of research questions. Students explore the use of quantitative and qualitative data, longitudinal and cross-sectional designs, and data resulting from experimental interview, observation, single case and survey research methods in addition to content analysis and secondary data analysis. Emphasis is placed on the issues of validity and reliability of data collection techniques. Basic statistical procedures are briefly reviewed and applications such as epidemiology and evaluation research are introduced.

This unit is an introduction to social gerontology, the field of study dealing with the social aspects of human ageing. The unit design allows participants from different countries to locate their own nation's ageing in a global framework. It comprises three modules: (i) Population ageing and public policy examines the social impact of, and policy responses to, the worldwide phenomenon of demographic ageing, with particular focus on work/retirement, health and aged care; (ii) Social diversity, communities and networks examines local-level social influences on the resources and vulnerabilities of ageing individuals, with particular focus on social participation/exclusion and social support; (iii) Ageing in socio-cultural context explores how culture (meanings, attitudes, values and associated institutional practices) influences concepts of the life course, with particular focus on how ageing and older people are represented in popular discourse, public administration and professional practice.

This unit studies human ageing from biological perspectives. The emphasis is on understanding the main features of 'normal' ageing or senescence as distinct from disease processes and the contribution of environmental factors to ageing. It has three modules: the normal process of ageing (which addresses the factors contributing to ageing, the effects of ageing on body systems, and the relationship between ageing and disease); the effects of hospitalisation and medications on the aged; and preventive gerontology focussing on nutrition and exercise.

This unit examines the general principles and mechanisms of the pathology of diseases which may be encountered in the practice of general and specialty sonography. It also covers basic embryological development.

This unit of study meets the needs of students seeking a basic knowledge of the gross structure of the musculoskeletal system of the human body. The structures studies have been carefully selected to support the knowledge required by health practitioners and there is particular emphasis on the functional applications of the knowledge within the framework of clinical situations. A study of gross anatomy of upper limb and histological features of the musculoskeletal system or a study of gross anatomy of the lower limb and torso are currently available. The unit includes laboratory classes where tissues from of human cadavers are examined in detail. Attendance at such classes is required for this unit. Instructional methodology will include: lectures, practical classes, CD-ROM based learning support packages and online.

This unit provides an introduction to the anatomy and sensory physiology of the visual, auditory and nociceptive systems. The anatomy and physiology of the cortical and subcortical pathways and integrating centres that control movement and posture are summarized. The basic organization of the associative areas of the cerebral cortex is described and their role in sleep and memory introduced. Material will be presented in lectures, tutorials and online. Students will be expected to undertake some independent learning tutorials. This unit includes laboratory classes in which human cadavers are studied; attendance at such classes is strongly encouraged.

The aim of this unit is to provide the student with the opportunity to apply the competencies and skills learned in the other units in a practical field work situation. The student will have a choice of working in the research, education or counselling fields of sexual health. The University will assist the student to find a suitable professional placement and supervision. This will provide the opportunity for supervised training in sexual health. Students will gain practical experience while reflecting on personal and professional learning goals. Students will be able to take theoretical sexual health models (in counselling, research or education) and utilise them within a practical field setting. At the end of the unit, the student will display a standard of skill in sexual health (education, research or counselling) deemed acceptable practice and based on the theoretical framework of the profession. The placement will consist of approximately 60 hours of supervised activities based on a learning contract negotiated between the student and supervisor in consultation with the unit coordinator. Assessment of performance in this unit of study will be based on feedback from the placement supervisor and reflective reporting both to peers and the course coordinator.

This unit is designed to provide the student with an overview of sexual health and sexology as a science and as a profession. Sex, sexuality and sexual health will be approached in a holistic manner in keeping with the definitions of the World Health Organisation (WHO) and the World Association of Sexology (WAS). The history of sexual health and sexology will be presented in a manner as to encourage critical evaluation of personal and professional ideas and choices. The unit will provide an understanding of the bio-psychosocial aspects of sexuality and health care in a manner such as to promote positive attitudes to sexuality and sexual health. Students will work in a multi professional, multicultural environment and be encouraged to develop an awareness of sexuality and sexual health as an integral part of life and wellbeing that transcends discipline and professional groups as well as geographic and cultural boundaries. This unit will explore specific issues in sexology and sexual health such as: sexual function and dysfunction; sexually transmissible infections and HIV; ethical and legal issues in sexology; sexual rights and factors that affect these; sexuality in illness and disability; sexuality and ageing; sexuality in pregnancy, infertility and contraceptive use. This unit will be offered in a distance mode, using the WebCT (internet based) delivery platform. Assessment will include online quizzes, case based small group work assignments and individual activity reports. Synchronous online discussions will be held at times convenient to the students. The on-campus delivery mode will replace online discussions and activities with small group tutorials, presentations and seminars. At the end of this introductory unit of study the students will: develop an awareness of sexuality and sexual health as an integral part of life and wellbeing that transcends discipline and professional groups as well as geographic and cultural boundaries; be sensitised to their personal values and attitudes in sexuality and sexual health and explore the range of differences in others; be aware of the issues related to the sexual rights of all individuals; have an overall understanding of the bio-psychosocial aspects of sexuality and sexual health care; be able to apply these principles in their professional situation; develop an understanding of sexology as a science and profession; understand the way in which sexology developed over the years and the ways in which community knowledge, attitudes, values and beliefs developed over time.

This introductory unit will provide the students with an overview of the models of sexual health counselling and professional ethics in a multicultural and global context. The students will explore ways of discussing and communicating with clients of varying socio-cultural groups on sexual health issues in the context of their own professional situation. The students will be sensitised to their attitudes and beliefs in the area of sexual and reproductive health, and consider the range of attitudes, beliefs and values in the context of the clients' religious and socio-cultural background. The students will also explore ways of discussing and communicating with clients on sexual health issues in the context of the clients' comfort and context and their own professional situation. At the end of the unit, the student will be able to: have an understanding of the terminology of sexual health and be aware of the effect perceptions of meaning affect professional communication patterns; identify their own values and biases and discuss the effect these may have on their provision of sexual health care to clients; demonstrate an understanding of the principles of taking a history taking and be able to apply the PLISSIT management model in the students' professional context; be able to describe briefly the theories of general counselling; understand the range of personal and community agenda individuals bring to sexuality and sexual health, and how these affect professional communication; describe changes in social definition and construction of sexuality over time and how these influence professional communication and practice; demonstrate an ability to perceive sexual health issues within local and global context. This unit will be offered in a distance mode, using the WebCT delivery platform. Assessment will include online quizzes, case based small group work assignments and an audiotaped interview with a reflective report. Synchronous online discussions will be held at times convenient to the students. The on-campus delivery mode will replace online discussions and activities with small group tutorials, presentations and seminars.

This unit builds upon BIOS5057 Communication Skills in Sexual Health. Students may enrol concurrently in BIOS5057 and BIOS5060. The unit will explore the range of counselling approaches related to sexuality and sexual expression. Students will look at the philosophical approaches, scientific background and evidence base for the more popular counselling approaches. The students will explore the common patterns of presentations in sexual concerns and dysfunctions with special reference to cultural and socio-cultural influences. This unit will enable students to identify specific counselling models and understand the application of counselling models to the area of sexual health counselling, especially in the context of different cultural and socio-cultural backgrounds. Specific topics will include: the role of pattern recognition as part of the counselling process and the process of identifying common patterns underlying client presentations; an overview of common counselling models (including cognitive, behavioural, systems theory, solution focused and narrative) and their application to sexual health; an overview of non-formal and alternate methods of 'counselling' such as tantric sex and surrogacy; understanding the evidence base for counselling practice and assessing the effectiveness of counselling models; applying counselling models to different areas of sexual health; understanding the problems and issues in counselling such as cross-cultural and religious factors related to sexual expression. This unit will be offered in a distance mode, using WebCT (internet based).

This unit builds upon the earlier units in the counselling stream, namely, BIOS5070 Communication Skills in Sexual Health and BIOS5071 Counselling Strategies in Sexual Health I. Successful completion of these is a prerequisite for enrolment in this unit. This unit will provide the student an in-depth knowledge of the common counselling models in sexual health. These will include: the PLISSIT model and its application; the SNARCH model of counselling; cognitive behavioural therapy; systems model. A critical analysis of these models in terms of their applicability and outcome in varying sexual health situations and socio-cultural groups will be explored. Students will select one model that is most relevant to their personal and professional interest, and critically review the use and effectiveness in sexual health. They will then demonstrate their ability to apply this model in a hypothetical clinical situation, and defend the use of this method to the other members of the group. This unit will be offered in a distance mode, using WebCT (internet based).

Assuming a knowledge of basic functional musculoskeletal anatomy, this unit will cover an in-depth exploration of the functional anatomy of the upper and lower limbs, trunk, pelvis, thorax and neck. Material will be presented in lectures, tutorials, laboratory classes and online. Students will be expected to undertake some independent learning activities. This unit includes laboratory classes in which human cadavers are studied; attendance at such classes is strongly encouraged.

This unit will provide the student with an understanding of the biological and psycho-social factors that influence the sexual response in males and females and the changes that take place through the lifecycle. The students will explore the concept of normality of sexual function and behaviour and the range of sexual concerns and dysfunctions. The available management options for sexual dysfunctions both medical and other will be critically evaluated. At the end of the unit of study the student will be able to: critically discuss the concept of "normality" and the range of values and behaviours in a socio-cultural context; compare the models currently used to explain the adult sexual response in males and females; demonstrate an understanding of the common sexual concerns and dysfunctions; critically discuss the range of possible psychological, social and physical reasons for specific sexual dysfunctions, and place these in the context of clients' socio-cultural and religious background and beliefs; demonstrate an understanding of the treatment options available for the management of sexual concerns.

This unit will provide the student with an understanding of the biological and psycho-social factors that influence the sexual response in males and females and the changes that take place through the lifecycle. The students will explore the concept of normality of sexual function and behaviour and the psycho-social factors that determine them. The students will critically evaluate the currents models of the sexual response in males and females through the lifecycle and the range of sexual dysfunctions. The student will gain the competency to evaluate available management options from biological and psycho-social perspectives and select those appropriate for specific clients. At the end of the unit, the student will be able to: critically discuss the concept of "normality" and the range of values and behaviours in a socio-cultural context, demonstrating the ability to explore this from their personal context; discuss and critically evaluate the models used to explain the adult sexual response in males and females, based on current research; critique current classifications of sexual dysfunction and demonstrate the ability to evaluate common sexual concerns and dysfunctions based on current evidence and research; critically discuss the range of possible psychological, social and physical reasons for specific sexual dysfunctions, and place these in the context of clients' socio-cultural and religious background and beliefs; list and critically evaluate the management options available for the management of sexual concerns, as well as reflect on how these impact on their own professional practice.

Students will explore common issues that arise in reproductive health from adolescence to old age, including the biological and psychological aspects of pregnancy, infertility and termination of pregnancy as they relate to sexuality and sexual health. This unit will provide the student with the skills to understand the underlying issues and management principles in clients who present with reproductive concerns related to sexual health. At the conclusion of this module, students will be able to: list and discuss the availability of the resources available to assist clients with reproductive health issues particularly related to sexual health from adolescence to old age; demonstrate an understanding of the options available for clients seeking contraceptive advice with special reference to their own cultural and socio-religious background; discuss the options available for clients presenting with an unplanned pregnancy and the problems with access in specific client situations; discuss the issues regarding sexuality that may arise during and after pregnancy; critically assess the issues of the intimacy and relationship issues that may arise for a couple with sub-fertility.

The students will explore current information on common issues that arise in reproductive health from adolescence to old age including the biological and psychological aspects of pregnancy, infertility, termination of pregnancy and genetic counselling as they relate to sexuality and sexual health. This unit will provide the student with the skills to detect and manage issues in clients who present with reproductive concerns related to sexual health. They will have the opportunity to critically review and evaluate the current state of reproductive health in specific areas of personal and professional interest to the student. At the conclusion of this module students will be able to: critically evaluate the resources available to assist clients with reproductive health issues particularly related to sexual health from adolescence to old age; explore the options available for clients seeking contraceptive advice with special reference to their own cultural and socio-religious background; discuss the options available for clients presenting with an unplanned pregnancy and the problems with access in specific client situations; discuss the issues regarding sexuality that may arise during and after pregnancy; critically review the current literature on the intimacy and relationship issues that may arise for a couple with sub-fertility; demonstrate the ability to critically evaluate the evidence and research base to specific reproductive issues such as reproduction in older ages and genetic counselling.

Students will explore the sexual and reproductive changes that take place in older adults and the social, psychological and emotional consequences of these changes. The students will be provided with an overview of the range of sexual concerns and dysfunctions in older adults and available management options. They will have the opportunity to explore their own attitudes towards these issues and consider the situation in nursing homes and aged care facilities. At the end of this unit of study, the student will be able to: demonstrate an understanding of ageing in Australian society, and discuss the implications in terms of health; discuss the ways in which the biological changes of ageing impact on sexuality and sexual health; evaluate how the psycho-social and life changes of older age impact on sexuality and sexual health; demonstrate an ability to manage practical issues of sexual dysfunction related to ageing; discuss the effects of specific diseases on the aged and their partners; investigate the ways in which nursing homes and aged care facilities manage issues of sexuality and sexual health.

Students will explore and critically assess the literature on the sexual and reproductive changes that take place in older adults and the social, psychological and emotional consequences of these changes. Students will evaluate the research on sexual health concerns and dysfunctions in older adults and available management options. They will also be sensitised to the issues of sexual dysfunction and sexually transmissible diseases in the elderly, and the consequences of these on partners and carers. They will have the opportunity to explore their own attitudes towards these issues and explore the situation in nursing homes and aged care facilities. Students will be encouraged to explore these in depth in specific topic areas, as relevant to their professional role. At the end of this unit, the student will be able to: demonstrate an understanding of ageing in Australian society, and discuss the implications in terms of health; critically review the literature on the impact of biological changes of ageing on sexuality and sexual health, in a social and cultural context; explore personal values and attitudes to ageing and sexual health and place this in a cultural and socio-religious frame, such as to understand how the psycho-social and life changes of older age impact on sexuality and sexual health; demonstrate the competence to detect and manage practical issues of sexual dysfunction related to ageing; discuss the effects of specific diseases on the aged and their partners; demonstrate an understanding of the issues of sexuality and intimacy in older adults in the context of nursing home and aged care facilities and their implications to professionals working in the field at all levels (e.g., administrators, carers, policy makers); discuss issues related to STIs in the aged population.

This unit aims to develop the student's understanding of legal and ethical issues relating to sexual health care. The major content of the unit will be based on the Australian legal system and laws applicable to sexuality and sexual health. Students will, however, be given the opportunity to examine other legal systems and laws and to engage in comparative dialogue. At the completion of the unit, the student will be able to: critically report on public health law and laws applicable to age of consent, sexual assault and anti-discrimination as relevant to sexuality and sexual health, as well as laws related to abortion. While these will be couched in an Australian context, the student will be encouraged to explore all issues in an international and global perspective; report on the Australian judicial system and compare this with that from different regions, countries and cultures. Particular emphasis will be placed on ethical considerations in dealing with sexuality and sexual health of clients, including confidentiality, research with clients and sexual relationships in the professional client relationship.

This unit of study aims to provide students with an understanding of the detection and management of sexual assault and the short and long term consequences to the individual, family and community. At the completion of the unit of study, the student will be able to: critically evaluate the principles of clinical management of a client following a recent sexual assault; demonstrate an understanding of the principles of sexual assault counselling; be sensitive to the potential long term effects of sexual assault on victims; discuss critically the factors associated with sexual offending including such issues as child sexual assault and male assault; discuss the medico-legal issues associated with the management of an alleged sexual assault. Students will be encouraged to explore these issues in the context of their own community and professional background.

This unit will provide the student with an understanding of the biological basis of sexual development from fetus to adulthood and the socio-cultural factors that determine their expression. The students will be sensitised to the terminology of gender discourse and explore the range of gender and sexual differences and practices in the community. At the end of this unit, the student will be able to: discuss the terminology used in gender discourse; describe the biology of sexual development from fetus to adolescence and an understanding of the factors that influence the process; critically discuss syndromes of atypical sexual development and intersex and demonstrate an understanding the medical and ethical concerns in the management; demonstrate an understanding of the variations of sexual orientation and the factors that affect the expression in the community; assess the current literature on issues of gender identity (transgender and transsexual) and social and cultural factors in their expression in a community.

This unit will provide the student with an understanding of the biological basis of sexual development from fetus to adulthood and the socio-cultural factors that determine their expression. The students will be sensitised to the terminology of gender discourse and investigate the range of gender and sexual differences and practices in the community. Students will explore the range of sex and gender issues in the context of current research and evidence base, and reflect on the implications to their professional practice. At the end of this unit, the student will be able to: discuss the terminology used in gender discourse; critically review the literature on the biology of sexual development from fetus to adolescence and an understanding of the factors that influence the process; evaluate the current evidence on syndromes of atypical sexual development and intersex and demonstrate an understanding the medical and ethical concerns in the management; demonstrate an understanding of the variations of sexual orientation and the factors that affect the expression in the community and discuss the current 'nature vs nurture' issues in the genesis and management of sexual orientation; assess the current literature on issues of gender identity (transgender and transsexual) and social and cultural factors in their expression in a community; demonstrate an understanding of the social and psychological factors that influence the expression of gender roles in the community; critically evaluate the current research base and evidence on sex and gender and apply this to their own personal and professional environment.

The aim of this unit is to provide students with the opportunity to assess their own sexual knowledge, attitudes, beliefs, and value systems to sexuality and sexual health. The students will explore their own biases be sensitised to the attitudes and values of others. This will provide an attitudinal basis for students to deal with clients whose attitudes and values differ from their own. This unit will be offered as a non-award unit of study to persons wishing to apply for accreditation with the Australian Society of Sexuality Educators Researchers and Therapists (ASSERT). A certificate of completion will be awarded to those enrolled in the unit as non-award students. At the end of this unit, the participant will be able to: critically discuss the main attitudinal biases and issues faced by a person through the life cycle; reflect on and discuss their own attitudes and values on a range of the above issues; critically assess the range of biases, attitudes and values that exist in people and understand how these attitudes and values affect professional and personal interactions; demonstrate the skills to deal with clients in a non-judgmental and professional manner.

This unit will provide the student with an opportunity to critically review a specific area in sexual health and identify a specific area for research. The student will then develop a research plan and ethics application as well as assess the feasibility of accomplishing the research. The unit will be directly supervised by an academic in the program and supported by a WebCT site. Students will work individually with their supervisor. At the completion of the unit, the student will be able to: explore and critically evaluated the current state of research and evidence base in a specific area of sexual health; review the ethical issues of research in sexual health and write an ethics proposal; identify an area of research, develop a research plan and assess the feasibility of conducting the research.

The aim of this unit is to provide the opportunity to implement the research project planned in BIOS5085 Principles of Sexual Health Research and present the outcome at a student conference as well as in the form of a major report in the format of a journal article. This unit will be directly supervised by an academic in the program and supported by a WebCT site. Students will be encouraged to participate in online discussions with students enrolled in research Master's and PhD degrees in the graduate program in sexual health. At the completion of the unit, the student will be able to: conduct a research project in a selected area of sexual health; analyse and discuss the results and write up the project as a journal article; present research results at a research symposium.

This unit will provide practical instruction in the application of specific counselling approaches in sexual health. Students will explore the issues of providing counselling in a variety of situations, including: clients of different ages and gender; clients from cultures different to their own; a variety of sexual concerns and problems. The students will also be sensitised to specific issues in sexual health counselling communications, and learn to deal with these effectively in their practice. This would include dealing with: situations where the client misunderstands the question and/or motives of the counsellor; situations where the client's personal characteristics, background and motivation for counselling influence the communication process; situations where the counsellor's personal characteristics, background and previous professional experience may influence the effectiveness of the counselling process; inappropriate client sexual behaviour. At the end of this unit, the student will be able to demonstrate the ability to: take a sexual history; conceptualise a client's presenting issues; design basic counselling interventions applied to sexual health; identify counselling outcomes; provide general counselling to individuals presenting with sexual health difficulties; deal with clients from a variety of backgrounds, socio-cultural backgrounds with a variety of sexual health concerns.

The unit will provide the students with an overview of the models of disability. The students will be sensitised to the sexual health needs of those with physical disability and intellectual disability and sexual concerns following disease and surgery. The unit is an introductory unit to the topic. The students will explore the range of counselling options and support structures available in the area of sexual and reproductive health to disabled people. The students will do this in the context of their own professional situation. At the end of the unit of study the student will be able to: discuss the models of disability (medical, social, psychological, psycho-social) from the point of view of the factors that influence individual's reaction to and adjustment to disability and the communities reactions; demonstrate an understanding of the sexual concerns at individual, community and health care levels in people with intellectual disability, development disability and mental illness; demonstrate an understanding of the sexual concerns at individual, community and health care levels in people with a physical disability of various causations such as spinal cord injury and brain injury; discuss the individual and health care consequences of the sexual concerns that are likely in people with illnesses (e.g., heart attacks, COPD, cancer), surgery (e.g., prostatectomy, stoma therapy) and on therapeutic medication; demonstrate an ability to identify and manage as appropriate the sexual concerns in illness and in people with disability.

This unit will extend undergraduate knowledge of the functional anatomy of the neuro-musculo-skeletal system by using recent research evidence to evaluate the validity of clinical assessment procedures, interpretation of assessment findings and treatment approaches in neuro-musculo-skeletal disorders. It will explore possible additional treatment techniques consistent with an approach to rehabilitation that is valid with respect to functional anatomy while appreciating the limitations of current functional anatomy knowledge in evaluating the assessment and treatment of the neuro-musculo-skeletal system. In the study of advanced musculoskeletal anatomy this unit will use current relevant research literature to extend students' critical evaluation and life-long learning skills.

This unit of study provides a conceptual and practical introduction to the use of common platforms that manage large relational databases. Students will understand the foundations of database management and enhance their theoretical and practical knowledge of the widespread relational database systems, as these are used for both operational (OLTP) and decision-support (OLAP) purposes. The unit covers the main aspects of SQL, the industry-standard database query language. Students will further develop the ability to create robust relational database designs by studying conceptual modelling, relational design and normalization theory. This unit also covers aspects of relational database management systems which are important for database administration. Topics covered include storage structures, indexing and its impact on query plans, transaction management and data warehousing.
Objectives: In this unit students will develop the ability to:
- Understand the foundations of database management;
- Strengthen their theoretical knowledge of database systems in general and relational data model and systems in particular;
- Create robust relational database designs;
- Understand the theory and applications of relational query processing and optimization;
- Study the critical issues in data and database administration;
- Explore the key emerging topics in database management.

Basic introduction to human anatomy, physiology and neurophysiology underlying the body systems essential for production of speech, language and swallowing.

An introduction to speech pathology practice. Students will gain an understanding of communication and its components through various theoretical, experiential and practical activities. This unit of study is a prerequisite for CSCD5027 Clinical Practice 1.

Students will acquire an understanding of normal aspects of articulation and phonological development, the nature of phonological and articulatory impairments in children and techniques for assessment, analysis, diagnosis and intervention. This unit of study is a prerequisite for CSCD5027 Clinical Practice 1.

Theoretical and applied knowledge in language development and disorders. This unit of study is a prerequisite for enrolment in CSCD5027 Clinical Practice 1.

Assessment, diagnosis and management of specialist populations, including fluency and clients with complex communication needs. This unit of study is a prerequisite for enrolment in CSCD5027 Clinical Practice 1.

Central and peripheral nervous system dysfunction and description assessment and intervention for paediatric feeding and adult swallowing disorders, as well as for neurological speech and language disorders. Introduction to aphasia. This unit of study is a prerequisite for CSCD5031 Clinical Practice 2, CSCD5032 Research Led Practice and CSCD5033 Applied Clinical Research.

Assessment, diagnosis and management of language disorders in school age and other populations. This unit of study is assumed knowledge for CSCD5028 Specialist Studies 3.

Assessment, diagnosis and management of voice disorders. This unit of study is a prerequisite for CSCD5032 Research Led Pactice and CSCD5033 Applied Clinical Research.

Issues relevant to speech pathology practice and service delivery. Includes study of professional ethics, relevant state and federal legislation and work place contexts. This unit of study is a prerequisite for CSCD5030 Professional Development 2 and CSCD5031 Clinical Practice 2.

Clinical placement to develop clinical competencies related to client assessment and management, communication skills, report writing, case management and professional development. This unit of study is a prerequisite for CSCD5031 Clinical Practice 2.

Assessment, diagnosis and intervention of children and adults with complex speech and/or language problems, including those due to sensory, cognitive and developmental impairments.

Assessment, diagnosis and management of acquired aphasia and related cognitive communication impairments from perspectives of impairment, disability and handicap (limitation, activity and health/participation).

Advanced issues in speech pathology practice including ethics, management of clients and services, government political and legal influences and professional self regulation.

Students attend a speech pathology clinic to consolidate their client skills in areas required for competency as a beginning practitioner in speech pathology.

This unit will provide the opportunity for students to learn the skills needed for critical evaluation of literature pertinent to speech pathology practice and the principles underlying evidence-based practice. Students will focus on specific areas of specialised practice. These areas will be chosen to strengthen the student's professional portfolio demonstrating competencies in all required areas.

Students engage in an in-depth study of a clinical issue or model and investigate its application and impact on research, practice, education, services and other relevant areas. May include Health promotion or quality assurance projects.

Advanced issues in speech pathology practice including ethics, management of clients and services, government political and legal influences and professional self regulation.

Advanced investigation in nominated areas and development of a proposal for independent research. Students will also be required to develop a paper that demonstrates the application of academic literature to a clinical problem.

Students will carry out research under supervision. Students may be required to undertake and satisfactorily complete coursework as part of this unit. Students will submit their dissertation in journal article format.

This unit will involve the students in conducting critiques of the literature across selected topic areas of speech-language pathology; stuttering, voice, child language and phonology, neurogenic disorders, disability and diversity, and to write appropriate academic works in those areas.

This unit will involve the students in conducting literature based research into a major clinical area of speech-language pathology: stuttering, voice, child language, phonology, neurogenic disorders, disability and diversity. Students will apply critical skills from earlier units of study to write a review of an area of clinical concern, with a view to possible submission for publication.

Students attend a speech pathology clinical placement to consolidate their skills with paediatric clients in areas required for competency as an entry-level practitioner in speech pathology.

Students attend a speech pathology clinical placement to consolidate their skills with adult clients in areas required for competency as an entry-level practitioner in speech pathology.

This unit is designed to provide a research foundation for clinical decision making on a whole-of-practice basis. Major themes will include legal and ethical issues in speech pathology, clinical education theory and practice, and managing emergent issues in speech pathology in the light of available evidence. These are topics which are current or imminent for the profession. This content will change as new issues arise. The unit will review these themes from a manager/team leader's perspective.

This unit explores the range of philosophical and theoretical issues relating to research and practice in the health sciences. These include: epistemological and historical accounts of science; theoretical foundations of scientific method and practice; history of ideas relating to health and sciences; uses of conceptualisation and theory in health research and practice. Students will be encouraged to discuss these issues and relate them to their own professional practice and proposed research projects.

Participants will gain knowledge and skills to meet the challenges of study at the doctoral level, and of professional practice in the information age. Students will develop skills of: accessing; evaluating and retrieving information; advanced literacy; critical thinking; analytical writing and effective communication. This will include the manipulation and presentation of quantitative and qualitative data. There will be flexibility in selecting curriculum content to match the background and needs of each student. Practical exercises may include annotated bibliography, critical review of literature or policy documents, formation of tables and graphs, report, seminar presentation or article. This unit is web supported.

This unit provides an overview of the research process applied to the formulation of a research proposal. Students will review and update their knowledge of a range of research designs and approaches to data analysis, and will consider the advantages of alternative strategies for addressing particular research questions. Students explore the use of quantitative and qualitative data, longitudinal and cross-sectional designs, and data resulting from experimental, interview, observation, single case and survey research methods. Emphasis is placed on the issues of validity and reliability of data collection techniques. Basic statistical procedures are briefly reviewed. Finally, students develop a research proposal, including elements for an application for ethics approval when relevant, for answering a research question of their choosing. This unit of study is designed for higher degree research students. Postgraduate coursework students intending to progress to a research degree may also enrol with permission of the unit coordinator.

Students will explore concepts of leadership through extensive reading, contributions by guest experts, workplace observation and analysis, and class discussion. Through structured critical reflection they will also consider how to develop their own personal skills and knowledge to improve their leadership capability.

The subject has a major emphasis on the responses of skeletal muscle metabolism to the acute stress imposed by exercise, and how muscle metabolism is altered by endurance training. Respiratory gas analysis of whole body metabolism is used to investigate muscle metabolism, and students will gain skills in both practical aspects of collection of gas exchange data and in the calculation and interpretation of data in terms of oxygen consumption, carbon dioxide production and fuel oxidation. In addition, the acute cardiovascular and respiratory responses to exercises are examined and cardiovascular adaptions to training are discussed. This unit of study will be offered by full-time and part-time coursework on-campus.

This unit aims to investigate how the musculoskeletal properties of the human body affect performance of exercise, sport and functional activity. Emphasis will be placed on structure and function of the major joints and their associated muscles in the production of movement and power. The examination of cadaveric specimens will enhance this aspect of learning. The unit begins with an examination of the mechanical properties of muscle, considers the implications of their arrangement on the skeleton and studies the coordination requirements for functional movement. Methods of estimation of muscle activity (electromyography will be used to explore how muscles create the internal forces in the human body necessary for balance, movement and protection of joints. This knowledge is finally integrated in a practical investigation of the mechanisms of walking. The skills of critical thinking, intellectual curiosity, problem solving, logical and independent thought, will be stimulated by reading, discussion, team work in laboratory classes and class exercises. This unit of study will be offered by full-time and part-time coursework on-campus.

This unit considers the application of exercise science to the promotion and maintenance of health for individuals with clinical conditions of complex and/or compound aetiology. The health risks associated with a sedentary lifestyle, based on exercise epidemiology and experimental exercise interventions are reviewed. Exercise testing and prescription for healthy adults is reviewed to form a basis for such interventions in the clinical populations. The pathophysiological bases of exercise limitations in various diseases and disability categories, and the clinical use of exercise assessment for these populations are studied. Using pathophysiology as a basic strategic approach to therapeutic exercise prescription and training are determined for each disorder. This approach will be applied across the broad 'classes' of disease and disability, with specific focus upon neuromuscular and skeletal conditions, metabolic diseases, cardiovascular and respiratory dysfunction, and "other" populations. Throughout the unit, there is strong emphasis on the biological basis of the application of exercise to health promotion, and rehabilitation in optimising function in the daily life of people with chronic health disorders. This unit of study will be offered by full-time and part-time coursework on-campus.

This unit of study will focus on the following three areas: exercise endocrinology, signalling pathways in adaptation to exercise and immune responses to exercise. The hormonal responses to exercise related to fuel mobilisation, exercise intensity, exercise training and their interactions will be discussed, with a focus on blood glucose homeostasis. In addition, the signals for training adaptation at the molecular level will be explored. The unit will also examine the immune system responses to exercise with discussion of the factors that can affect resistance to infection. Environmental factors (e.g., the role of heat shock proteins in the biogenesis of mitochondria and in limiting ischemia-reperfusion injury) will also be discussed. This unit of study will be offered on campus supported with WebCT resources.

In this unit participants will apply the principles of biomechanics to the assessment and optimisation of sporting skill and the prevention of injury. A range of sports will be selected as case studies. A review of kinetics, work, power and efficiency will be undertaken at the beginning of the unit in preparation for the applications. The building of practical biomechanical assessment competency will form an important part of the unit.

This unit provides students with background knowledge in nutrition as applied to public health and exercise performance. Public health issues such as obesity, diabetes mellitus, cardiovascular disease and cancer will be a focus. In addition, exercise nutrition strategies such as carbohydrate loading, use of ergogenic aids and strategies for muscle bulking, pre-event eating and making weight will be studied. Students will have an opportunity in the unit to obtain an internationally recognised accreditation in anthropometry. The unit will have a strong practical focus. This unit of study will be offered on campus supported with WebCT resources.

This unit of study aims to provide the student with an understanding of the rationale and recommendations for the use of exercise and the promotion of physical activity in adolescents and older adults, including those with chronic disease and disability. The student will explore evidence for the contribution of exercise to psychological health and well-being, bone health, improvement in body composition associated with poor health outcomes and for the prevention and treatment of chronic disease and disability. Appropriate exercise modalities and implementing the exercise prescription will also be examined. This unit of study will be offered on campus supported with WebCT resources.

This unit provides students with knowledge about the application of testing procedures to the identification and evaluation of athletic ability and about the provision of training programs for the preparation of athletes. The exercise testing component critically reviews principles and methods for assessing anaerobic power and capacity, endurance and muscle strength and power in athletes. The exercise prescription component covers athletes training programs for increasing anaerobic power and capacity, endurance, speed and muscle strength and power. Issues related to athletic training, such as does-response, overtraining, detraining, periodicity, warm-up and acclimatisation will also be addressed. Practical classes are designed to support the lecture material and will cover various athlete testing protocols. This unit of study will be offered on campus supported with web CT resources.

This unit takes both a behavioural and a neurophysiological approach to the acquisition and execution of skilled motor actions. These approaches overlap, with the behavioural approach being primarily directed at the structures and processes underlying movement without considering their physical basis, while the neurophysiological approach is primarily directed at the neuromuscular machinery and the functional neural connections that govern movement. The information processing and energetic capacities that underpin motor performance are examined; that is, memory, attention, reaction time, planning, speed-accuracy trade-off, force control, economy of energy, coordination, multi-task performance, automaticity, lateralisation, arousal and stress, effort and resources, talent and expert-novice skill differences. The features of learning that can be manipulated to promote motor learning are examined, such as goals, motivation, instruction, practice conditions and feedback, imagery and mental rehearsal; and their applications to teaching motor skills, coaching and rehabilitation are considered. Consideration is given to the interaction between automatic and conscious control systems in the production of motor behaviour and how this informs strategies for error correction in motor performance. An overview of common disorders of movement is presented. The ecological and motor program approaches to motor learning are considered. Students will read relevant research and theoretical material and be expected to report and interpret their findings and contribute to class discussion. This unit of study will be offered on campus supported with WebCT resources.

A review of kinetics, work, power and efficiency will be undertaken at the beginning of the unit in preparation for the applications. The course offers an introduction to some of the issues in clinical biomechanics, including: gait, work related tasks, musculoskeletal and injury biomechanics. It will further develop the understanding of biomechanics through clinical applications, including normal and pathological gait. Material properties of tissues and the influence of exercises and rehabilitation on tissue development and health will be discussed. The mechanical properties of tissues and anatomical structures will be related to injury occurrence and prevention. This unit of study will be offered on campus supported with WebCT resources.

This unit provides an introduction to the principles of sports coaching and the role of a high performance coach. The unit aims to integrate and apply the concepts acquired over the course of the degree. Students will conduct athlete profiling, sports analyses and performance analyses for the development of periodised training programs. The psychological and behavioural aspects of sport and training will also be explored, providing students with practical skills essential for the development of optimum athletic performance. Students will develop practical knowledge relating to the application of motor control and learning in skill acquisition. The issue of talent identification will be explored using relevant knowledge acquired from previous units of study. Students will also be able to draw on their understanding of various physical and psychological disorders to examine the area of inclusive coaching / athletes with disabilities. The emerging area of athlete development will be discussed, focusing on the promotion of educated and rounded athletes to enhance both competitive performance and life after sport. Legal and business considerations relating to sports coaching, and the structure of the Australian coaching scheme will be explored to provide students with an understanding of the sport and coaching industries.

This unit is designed to provide students with the opportunity to learn and demonstrate the knowledge, skills and abilities of the clinical exercise physiologist. The theory will be applied to practice of graded exercise testing for healthy and diseased populations, exercise supervision and counselling for healthy and diseased populations and emergency procedures related to exercise testing and training situations. Students will have the opportunity to case manage and provide a written report.

The student will continue clinical placements specifically in the area of complex and chronic medical conditions. This unit is designed to provide students with the opportunity to learn and demonstrate the skills and attributes required for exercise testing and prescription for populations with cardiovascular, pulmonary, metabolic, orthopaedic, musculoskeletal, neuromuscular and/or immunological disease/disability.

The aim of this unit is to provide a comprehensive and critical examination of exercise testing and programming for low-risk populations. The scientific evidence for exercise dosages of aerobic exercise and resistance training required for health and fitness outcomes will be critically reviewed. Other aspects of exercise programming such as flexibility, warm up and instructional techniques will also be covered in this unit. How exercise testing and exercise prescription may be deployed in the amelioration of "lifestyle diseases" such as obesity, diabetes and prevention of cardiovascular risk will be a central focus. Factors relating to exercise adoption and adherence will be discussed along with strategies based in behavioural theory that enhance participation and reduce drop-out. Through the use of lectures and case studies, students will integrate both the physiological components and logistical aspects of exercise performance, to devise individualised exercise test batteries and deploy exercise prescriptions for healthy individuals. Students will be able to apply practical skills learnt in this unit towards their placement in Professional Practice.

The aim of this unit is to introduce the student to a range of issues related to exercise physiology professional practice and service delivery. Topics covered include working in multidisciplinary teams, professional ethics and oral and written communications skills. This unit of study will also provide an introduction to supervised clinical practice. Students will work with low risk clientele, building their confidence and developing skills acquired in this and other units of study taken in this semester.

The aim of this unit is to provide comprehensive and critical examination of the physiological responses during exercise, with particular emphasis upon diagnostic exercise testing and clinical exercise prescription. A focus of this unit will be the application of exercise testing and prescription to the promotion and maintenance of health for individuals with clinical conditions of complex and/or compound aetiology. The pathophysiological bases of exercise limitations in various diseases and disability populations, and the clinical use of exercise assessment for these individuals are studied with particular reference to the cardiorespiratory and musculoskeletal systems. Through the use of lectures, case studies and sort CET placements, students will integrate advanced concepts of exercise physiology into logistical aspects of exercise performance for healthy and clinical populations, and thereby devise individualised exercise assessment and deploy exercise prescriptions for a broad range of individuals.

This unit of study will develop more advanced skills related to exercise physiology professional practice and service delivery. As part of this unit, students will learn about evidence-based practice and how the scientific evidence can be used in clinical decision making about appropriate interventions for individual clients. Students will also undertake a clinical placement, and will be able to develop skills acquired in this and other units of study, including client assessment and design and implementation of an exercise management plan.

This unit aims to investigate how the musculo-skeletal properties of the human body affect exercise and functional activity. Emphasis will be placed on structure and function of the major joints and their associated muscles in the production of movement. The unit begins with an examination of the mechanical properties of tissues, considers the implications of their arrangement on the skeleton and studies the coordination requirements for functional movement. Functional testing methods such as range of motion, balance will be used to assess physical functions.
This unit of study will broaden the student's knowledge of human tolerance to physical tasks by considering tasks performed across a spectrum of settings, including occupational, and activities of daily living. An understanding of the principles of matching environmental and task related parameters to human characteristics will be developed.

In this unit students conduct an investigative project related to exercise physiology and biomechanics. This project may take one of several formats including: a quality assurance project, study of acute responses to exercise in a small sample of healthy or disabled individuals, a sports/exercise epidemiological study, extensive literature review, or a minor research project related to exercise and sport science.

As potential leaders in the field of developmental disability, students undertaking this unit will develop a framework for considering the major concepts in the field from a variety of viewpoints. The unit will form the basis for introducing students to effective multidisciplinary practice. This unit forms a conceptual underpinning for the course and introduces students to basic concepts such as models of disability, classification, etiology, models of intervention and life span issues. Also covered are historical developments, bio psychosocial aspects, (including physical and mental health and family issues), disability legislation and other legal issues such as consent and guardianship. Students will work together in this unit of study in multidisciplinary ways. All students will undertake and satisfactorily complete this core unit in the first semester of enrolment.

Participants in this unit will develop high-level skills in multidisciplinary, collaborative practice in the field of developmental disabilities. Students will explore the range of past and present models of practice affecting the treatment of people with developmental disabilities and their families. These include professional versus client led models of practice; interdisciplinary, multidisciplinary and transdisciplinary models; parents as partners, collaborators and drivers; negotiation and communication between professionals and with families; multidisciplinary team management and consultation skills and expertise. Students will have the opportunity to participate in multidisciplinary assessment and support planning case presentations.

The purpose of this unit of study is to provide the student with the opportunity to investigate an area relevant to theory, practice and professional interests in developmental disabilities. The outcome of this inquiry topic is a comprehensive paper that may involve an extended literature analysis and critical review and exposition of a range of knowledge and practice issues.

The honours dissertation is an extra 12 credit point unit of study in addition to the 48 credit points required to complete the Master of Health Science (Developmental Disability). The honours dissertation is an opportunity to undertake an advanced investigation in a topic or issue through the development of either a proposal for independent research on that topic or a substantial paper that demonstrates the application of scholarly literature to a practical problem.

This unit focuses students' understanding of autism spectrum disorders across the life span in both historical and current contexts. The unit will cover topical issues in autism including but not limited to: 'autism spectrum or spectra': exploring issues of definition, assessment and diagnosis in autism; 'from psychotherapy to discrete trial training': changes in treatment and management of autism over time; 'from research to practice': exploring the relationship between empirical information and the management of autism across the life span; 'beyond the Triad': exploring what we now know about the underlying characteristics of autism, which inform observable autistic behaviours; 'crossing the boundaries': issues in the provision of a multi disciplinary collaborative approach to the assessment and management of autism; and an exploration of the validity of a 'neurotypical' approach to the world, from the perspective of people with autism.

This unit provides students with a contemporary understanding of assessment, intervention and intervention evaluation techniques relevant to the support of people with disability whose behaviour is challenging. 'Challenging behaviour' is understood to denote any behaviour that is a barrier to the person participating in and contributing to their community; that undermines the person's rights, dignity and quality of life; and poses a risk to their health and safety and/or the safety of those with whom they live or work. Assessment methodologies and intervention techniques covered will include ecological, functional and clinical approaches. Legal and ethical issues will also be addressed. Multi-disciplinary approaches and education for family members and staff providing direct support will be discussed.

This unit examines mental health issues in people with developmental disability, including the major psychiatric conditions, behavioural phenotypes, challenging behaviour and dementia and other health conditions associated with ageing. A practical, multi-disciplinary approach to prevention, assessment and management will be discussed. Students will also critically review the factors influencing mental health care and mental health care access for people with developmental disability. Students will have the opportunity to examine a topic of individual interest in further depth.

This unit is designed to provide the student with the knowledge necessary to understand the information contained in health records. Within each body system, the student will study anatomy and physiology, disease processes and their treatment, and medical terminology disease titles, symptomatic terms, surgical terms and investigations. The unit also includes diagnostic tests, diagnostic procedures, radiology, nuclear medicine, radiation therapy and an introduction to pharmacology, pathology and cancer research.

This unit will discuss in detail the processes involved in conducting clinical research and the role of the data manager in these processes. Areas covered include the stages in the development of a clinical trial, various design issues including blinding, crossover and factorial designs, randomisation and stratification, organisation and planning of trial research, forms design, data collection issues, methods of ensuring data quality including monitoring and auditing, ethical and regulatory issues, and reporting of results.

This unit introduces students to principles and practice of epidemiology. The unit includes measures of disease frequency and association, study design (descriptive and analytic), sources of measurement error, causation and screening, including test specificity and sensitivity. Students are introduced to the critical appraisal of epidemiological studies.

This unit is designed to enable the student to classify diseases using ICD-10-AM and procedures using MBS-Extended. It includes the historical development of clinical classification systems and students will make comparisons between ICD-9-CM and ICD-10-AM. The focus of the unit is to develop the student's practical coding skills.

This unit builds on both theoretical and practical issues studied in HIMT5050 International Disease Classification A and allows the student the opportunity to code using hospital medical records. The student will also become familiar with computer-assisted coding and indexing systems. Casemix measurement systems will be reviewed in detail.

This unit provides a theoretical and practical introduction to relational database management systems. The unit covers systems analysis and design (feasibility studies, entity-relationship modelling, data integrity, and normalisation); query languages (SQL); database implementation and management (forms, queries, reports and security) in MS Access.

This unit of study utilises case study analysis, review of contemporary literature and presentations to explore different health informatics topic areas. Students are provided with the opportunity to develop and enhance their information seeking and critical appraisal skills as they investigate and report on key themes, issues and trends in health informatics. A focus of the unit will be reviewing and investigating current and future technology applications such as: telemedicine and health in the home, web-based applications, cyber-consultations and wireless technology.

This unit introduces the student to the concepts of organising health information in a logical way to interface with an electronic information system. The importance of terminologies such as the Unified Medical Language System will be investigated along with issues related to comparing coding systems, including mapping. A review of the structure of a range of current health classification systems such as International Classification of Diseases (ICD), the Systematised Nomenclature of Medicine (SNOMED), Read Codes, the International Classification of Primary Care (ICPC) and casemix (DRGs, RUGs, AVG) will be undertaken.

This unit aims to provide an understanding of the organisational, people and social issues related to the successful implementation and use of health information systems in health care organisations. In this unit there is an analysis of relevant theories and principles as an understanding of these frameworks is essential for the successful diffusion of health information systems. Information and communication technology integration is challenging as healthcare organisations are complex and diverse with a variety of professionals working within them. This unit will cover issues that are often seen as barriers to information diffusion such as: organisational culture; communication; change management and work flow.

This unit requires the preparation of a proposal for the conduct of an original investigation of an area of professional relevance and the completion of a publishable paper reporting the results of the investigation.

Honours students will develop a proposal to undertake an investigation in an area of specialised interest in health informatics.

The dissertation requires the completion of a publishable paper reporting an original investigation of an area of professional relevance.

This unit covers all the nine knowledge areas of the Australian Project Management competency standards including planning and scheduling, quality, risks and status reporting. Team and people management issues, managing external dependencies and costs are also covered. Workshop groups use exercises based around a case study to apply principles to various situations.

This advanced unit will build on the principles and skills developed in the core unit HIMT5025 Clinical Trials and Data Management. A focus will be regulatory, legal and ethical issues in clinical research including GCRP and FDA requirements and NHMRC guidelines.

Greater demands are being placed upon health care practitioners and managers to adopt evidence-based practice. This requires a systematic appraisal of the best available evidence. The rapid expansion of information in the health sector should result in increased knowledge and more effective health care. However it is common for practitioners to feel overwhelmed by the volume and different types and quality of information available. This unit includes concepts relating to adopting an evidence-based decision making approach in the health sector. Issues covered include what constitutes evidence, levels of evidence, searching for evidence and critical appraisal.

This unit provides an introduction to health care systems with an emphasis on the Australian health care system. Topics covered include Commonwealth and State responsibilities for health with a particular focus on funding issues, healthcare expenditure, the structure and organisation of health insurance, health care facilities and the health workforce. The health of the Australian population is considered and compared internationally, and the health of indigenous Australians is reviewed in depth. The unit encourages a critical appraisal of current health arrangements and policies and an appreciation of the pluralistic nature of the health system. Students will participate in the Health Care Game, an interactive web-based program, as part of the unit of study.

This unit of study focuses on managing the human resources of an organisation. Students explore in depth the individual processes of human resource management and their inter-relationships, including: human resource planning; recruitment; selection; orientation and training; career development and performance appraisal. The implications of equal employment legislation and affirmative action legislation to the employment relationship are also covered.

Students will undertake a research project in health informatics over the course of the semester. Preference is given to real-life health informatics projects being planned or underway in the workplace. Students will be supported to work independently and will make regular reports to key stakeholders on progress. This project will be completed either individually or as part of larger teams. This unit of study will provide opportunities for formal and informal inter-professional learning. E-learning tasks, based around peer support and moderated peer learning, will assist in the extension and deepening of the application of health informatics theory to practice.

This unit of study introduces students to the concepts of health information, its management and importance. The unit provides a thorough coverage of concepts, methodologies and techniques available to support patient care processes through the use of information technology. The foundation concepts of data, information and knowledge are introduced as well as definitions of systems and models. International, national and local data collections will be reviewed. Electronic health records, electronic medical records and computerised personal health records will be investigated. Students will gain exposure to a range of systems in use in healthcare including administrative, clinical and financial information systems.

This unit introduces students to the concepts and philosophies which are foundations underlying current and future directions of health informatics practice. Concepts to be addressed will include: privacy and security, language and terminologies, standards and interoperability, decision support systems, health informatics specialties such as consumer, nursing and bioinformatics.

This unit of study will engage students in the process of exploring health informatics in practical settings. Appropriate opportunities to learn within interdisciplinary teams will be available and students will undertake facilitated peer discussions via electronic media. At the completion of this unit of study, students will be able to discuss the capabilities of health informatics specialists, and engage in professional discourse regarding their own learning needs.

This unit provides an overview of approaches to evaluating health informatics interventions. A broad range of methods and techniques for measuring the impact that health informatics applications have on the delivery of health services, patient outcomes, health professionals' work and organisational efficiency will be covered. Students will be introduced to theoretical perspectives of evaluation as well as gain practical skills in designing evaluation and benefit realisation projects. The unit focuses on the use of multi-method models which incorporate both quantitative and qualitative techniques.

This unit of study covers the major health systems databases and how they can be analysed to provide information for strategic planning, ongoing program management, monitoring, evaluation and research purposes. These include different analytical approaches and reporting formats for the different purposes. By working with real data and real problems, students will learn basic tools and methods of data analysis and data mining.

During this unit, honours students will complete the investigation begun during HIMT5062 Dissertation A. The student will prepare a written report suitable for submission to a refereed journal for publication. Full details of the requirements for this report can be found in the (Health Informatics) (Honours) Guidelines, Policy and Procedures.

This unit of study will engage students in the process of exploring health informatics in practical settings. The knowledge, skills and competencies required by different health informatics professionals will be examined and discussed.

This unit is designed to enable the student to classify diseases using ICD-10-AM and procedures using MBS-Extended. It includes the historical development of clinical classification systems and students will make comparisons between ICD-9-CM and ICD-10-AM. The focus of the unit is to develop the student's practical coding skills.

This unit builds on both theoretical and practical issues studied in HIMT5050 and allows the student the opportunity to code using hospital medical records. The student will also become familiar with computer-assisted coding and indexing systems. Casemix measurement systems will be reviewed in detail.

The dissertation provides candidates with an opportunity to undertake an advanced investigation in a topic or issue through the development of either a proposal for independent research on that topic or a substantial paper that demonstrates the application of scholarly literature to a practical problem or issue.

This subject is designed to explore in depth the interactions between older individuals and their multiple environments. Changes that commonly occur with ageing with be linked to environmental issues in the context of the person's individuality, needs and choices for a personally meaningful life. The impact of the environment will be considered in physical, sensory, social and cultural terms. The unit will consider in depth the ways in which people may experience loss of control and how they can work to regain a sense of personal control in their environmental interactions. There will be an orientation to the conceptual framework and models that underpin environmental theory and perceived control, with an emphasis upon community environments. The written assignment will provide an opportunity to explore and apply relevant theory to a complex case history.

This unit of study introduces the student the professional practice of diagnostic radiography. The techniques covered will include routine procedures that the student will encounter in the clinical setting. Anatomy, physiology and pathology will be integrated with corresponding techniques of selected body systems. Planar anatomy and imaging will be included as appropriate. This unit will apply theory to practice and integrate basic applied sciences to imaging techniques. Students will be expected to supplement and broaden their learning by independent research on relevant topics.

This unit of study introduces the student to ionizing radiation and its interactions with matter. The physical principles of the appropriate use of ionizing radiations in the medical radiation sciences including its radio-biological effects will be covered. The student will be introduced to the fundamental principles of radiation protection and equipment. Cellular biology applicable to the medical radiation sciences will be covered.

This unit of study introduces the student to the Australian health care system and health care delivery to the Australian public. Safety issues will be addressed concurrently with ethical and legal issues relating to professional practice. Within this unit, a library literacy module will be included. A scenario based learning approach covering healthcare, ethical and legal issues will be used with a strong emphasis on integration of concepts specific to the disciplines. An MRS specific module is included focusing on occupational radiation safety.

This unit of study will develop the student's knowledge in the professional practice of diagnostic radiography. The techniques covered will build upon routine procedures that the student will encounter in the workplace. Anatomy, physiology and pathology will be integrated with corresponding techniques of selected body systems. Planar anatomy and imaging will be included as appropriate. Students will be expected to supplement and broaden their learning by independent research on relevant topics.

This unit of study is the first of two research units incorporated into the honours pathway. Students will be introduced to the principles of research design and delivery, working at a pace reflective of an honours student. The development of an individual literature review and research proposal including ethics considerations and submission will be included.

This unit of study introduces the student to professional practice in nuclear medicine. The techniques covered will include routine procedures that the student will encounter in the clinical setting. The theory of anatomy, physiology, pathology and radiopharmacy of selected body systems will be taught in context with the technique. Sectional anatomy and imaging will be integrated throughout this unit. This unit will apply theory to practice and integrate basic applied sciences to imaging techniques. Students will be expected to supplement and broaden their learning by independent research on relevant topics.

This unit of study will develop the student's knowledge in the professional practice of nuclear medicine. The techniques covered will build upon routine procedures that the student will encounter in the workplace. The theory of anatomy, physiology, pathology and radiopharmacy of selected body systems will be taught in context with the technique. Sectional anatomy and imaging will be integrated throughout this unit. Students will be expected to supplement and broaden their learning by independent research on relevant topics.

This unit of study introduces the student to professional practice in radiation therapy. The techniques covered will include routine procedures that the student will encounter in the clinical setting. The theory of anatomy, physiology and pathology of selected body systems will be taught in context with the technique. Sectional anatomy and imaging will be integrated throughout this unit. This unit will apply theory to practice and integrate basic applied sciences to treatment techniques. Students will be expected to supplement and broaden their learning by independent research on relevant topics.

This unit of study will develop the students' knowledge in the professional practice of diagnostic radiography. The techniques covered will build upon routine procedures that the student will encounter in the workplace. Anatomy, physiology and pathology will be integrated with corresponding techniques of selected body systems. Planar anatomy and imaging will be included as appropriate. Students will be expected to supplement and broaden their learning by independent research on relevant topics.

This unit of study will continue to develop the student's knowledge in the professional practice of diagnostic radiography. The techniques covered will introduce more specialised procedures that the student will encounter in the workplace. Anatomy, physiology and pathology will be integrated with corresponding techniques of selected body systems. Planar anatomy and imaging will be included as appropriate. Students will be expected to supplement and broaden their learning by independent research on relevant topics.

This is the final unit of study which will complete the student's learning in professional practice of diagnostic radiography. The techniques covered will include routine procedures that the student will encounter in the clinical setting. The theory of anatomy, physiology and pathology of selected body systems will be taught in context with the technique. Sectional anatomy and imaging will be integrated throughout this unit. Students will critically explore variations in techniques found in the clinical setting using a problem solving approach. Students will critically evaluate current practice from an evidence based perspective. Students will be expected to supplement and broaden their learning by independent research on relevant topics.

This unit of study builds upon MRSC5008 Honours Dissertation A and is the second of two units specific to the honours pathway. Students will be expected to apply research skills to implement an individual research project. The dissertation may take the format of those approved by the faculty for a masters coursework honours dissertation.

This unit of study will continue to develop the student's knowledge in the professional practice of nuclear medicine. The techniques covered will introduce more specialised procedures that the student will encounter in the workplace. The theory of anatomy, physiology, pathology and radiopharmacy of selected body systems will be taught in context with the technique. Sectional anatomy and imaging will be integrated throughout this unit. Students will be expected to supplement and broaden their learning by independent research on relevant topics.

This is the final unit of study which will complete the student's learning in professional practice of nuclear medicine. The techniques covered will include routine procedures that the student will encounter in the clinical setting. The theory of anatomy, physiology, pathology and radiopharmacy of selected body systems will be taught in context with the technique. Sectional anatomy and imaging will be integrated throughout this unit. Students will critically explore variations in techniques found in the clinical setting using a problem solving approach. Students will critically evaluate current practice from an evidence based perspective. Students will be expected to supplement and broaden their learning by independent research on relevant topics.

This unit of study will continue to develop the student's knowledge in the professional practice of radiation therapy. The techniques covered will introduce more specialised procedures that the student will encounter in the workplace. The theory of anatomy, physiology and pathology of selected body systems will be taught in context with the technique. Sectional anatomy and imaging will be integrated throughout this unit. Students will be expected to supplement and broaden their learning by independent research on relevant topics.

This is the final unit of study which will complete the student's learning in professional practice of radiation therapy. The techniques covered will include routine procedures that the student will encounter in the clinical setting. The theory of anatomy, physiology and pathology of selected body systems will be taught in context with the technique. Sectional anatomy and imaging will be integrated throughout this unit. Students will critically explore variations in techniques found in the clinical setting using a problem solving approach. Students will critically evaluate current practice from an evidence based perspective. Students will be expected to supplement and broaden their learning by independent research on relevant topics.

This unit of study is the first of four units in clinical education in which students are placed in the clinical environment within their respective professional fields. The unit will provide introductory clinical awareness, develop interpersonal skills and allow the application of theory to practice. The role of a diagnostic radiographer will be integrated with the professional practice subjects.

This unit of study is the second of four units in clinical education in which students are placed in the clinical environment. This unit will build upon student's ability to achieve competence in performing routine radiographic procedures as integrated with the professional practice subjects. Students will participate in a range of practitioner skills workshops in preparation for more complex procedures.

This unit of study is the third of four units in clinical education in which students are placed in the clinical environment. This unit will consolidate the student's competence in routine radiographic procedures and allow a broadening of knowledge and experience in more specialised procedures and modalities. The development of lifelong learning and professional skills are encouraged.

This is the final unit of study in clinical education in which students are placed in the clinical environment. This unit provides the student with additional exposure and practice of more complex procedures. At the completion of this unit of study students should be competent in the knowledge and skills required for practitioner entry into the diagnostic radiography profession.

This unit of study is the first of four units in clinical education in which students are placed in the clinical environment within their respective professional fields. The unit will provide introductory clinical awareness, develop interpersonal skills and allow the application of theory to practice. The role of a nuclear medicine technologist will be integrated with the professional practice subjects.

This unit of study is the second of four units in clinical education in which students are placed in the clinical environment. This unit will build upon the student's ability to achieve competence in performing routine nuclear medicine procedures as integrated with the professional practice subjects. Students will participate in a range of practitioner skills workshops in preparation for more complex procedures.

This unit of study is the third of four units in clinical education in which students are placed in the clinical environment. This unit will consolidate the student's competence in routine nuclear medicine procedures and allow a broadening of knowledge and experience in more specialised procedures and modalities. The development of lifelong learning and professional skills are encouraged.

This is the final unit of study in clinical education in which students are placed in the clinical environment. This unit provides the student with additional exposure and practice of more complex procedures. At the completion of this unit of study students should be competent in the knowledge and skills required for practitioner entry into the nuclear medicine profession.

This unit of study is the first of four units in clinical education in which students are placed in the clinical environment within their respective professional fields. The unit will provide introductory clinical awareness, develop interpersonal skills and allow the application of theory to practice. The role of a radiation therapist will be integrated with the professional practice subjects.

This unit of study is the second of four units in clinical education in which students are placed in the clinical environment. This unit will build upon the student's ability to achieve competence in performing routine radiation therapy procedures as integrated with the professional practice subjects. Students will participate in a range of practitioner skills workshops in preparation for more complex procedures.

This unit of study is the third of four units in clinical education in which students are placed in the clinical environment. This unit will consolidate the student's competence in routine radiation therapy procedures and allow a broadening of knowledge and experience in more specialised procedures and modalities. The development of lifelong learning and professional skills are encouraged.

This is the final unit of study in clinical education in which students are placed in the clinical environment. This unit provides the student with additional exposure and practice of more complex procedures. At the completion of this unit of study students should be competent in the knowledge and skills required for practitioner entry into the radiation therapy profession.

This unit of study is the second of three units which cover the physical principles of the appropriate use of ionizing radiation and quality management in diagnostic radiography. The concepts of biology, chemistry and oncology as required will be synchronised with the learning undertaken in the professional practice studies. Image production and physics of ionising radiation equipment and instrumentation will be taught.

This unit of study is the final of three units which consolidates the student's knowledge of radiation physics. The application of a range of digital imaging modalities and specialised procedures will be covered. Image manipulation and storage will be included. A diagnostic radiography module related to recent advances in practice will complete this unit.

This unit of study is the second of three units which cover the physical principles of the appropriate use of ionizing radiation and quality management in nuclear medicine technology. The concepts of biology, chemistry and oncology as required will be synchronised with the learning undertaken in the professional practice studies. Image production and physics of ionising radiation equipment and instrumentation will be taught.

This unit of study is the final of three units which consolidates the student's knowledge of radiation physics. The application of a range of digital imaging modalities and specialised procedures will be covered. Image manipulation and storage will be included. A nuclear medicine module related to recent advances in practice will complete this unit.

This unit of study is the second of three units which cover the physical principles of the appropriate use of ionizing radiation and quality management in radiation therapy. The concepts of biology, chemistry and oncology as required will be synchronised with the learning undertaken in the professional practice studies. Image production and physics of ionising radiation equipment and instrumentation will be taught.

This unit of study is the final of three units which consolidates the students' knowledge of radiation physics. The application of a range of digital imaging modalities and specialised procedures will be covered. Image manipulation and storage will be included. A radiation therapy module related to recent advances in practice will complete this unit.

This unit of study will allow students to critically explore changing technology and advanced practice in the medical radiation sciences. This unit builds upon the professional practice units of study and consolidates the generic attributes of graduates of the university. The focus will be interventional procedures, paediatric imaging and treatment, image interpretation, image fusion, tracers, quality control and radiation protection. Furthermore, the focus will follow an evidence based practice approach.

This unit of study is designed to facilitate learning through discussion of current issues of interest to practitioners working in the field of medical radiations. Journal articles which reflect topical debates will be studied. Students will be encouraged to discuss relevant articles both from their own area of practice and from other modalities within the field of medical radiations.

This unit of study will enhance the image interpretation and critiquing skills utilised by the diagnostic radiographer. The unit of study will comprise an introductory module based on paediatric pathology followed by the pathology of the central nervous, genitourinary, gastrointestinal, skeletal, chest and cardiac systems. This unit will be presented in a series of distance education modules that will be supported by online internet discussion groups. The assessment will be tailored to the clinical needs of individual students.

This unit covers the application of CT in the clinical environment, in order for students to develop and extend the theoretical skills acquired in MRTY5040 CT Practice I and MRTY5041 CT Practice II. There is a strong focus on 3-D and virtual imaging techniques with reference to current research evidence. The main learning activity in this unit of study is a small directed research project. It is preferable that students have completed CT Practice I & II prior to undertaking CT Applications as it is designed for advanced users.

CT Practice I includes both helical (Single and Multi-slice) and conventional computed tomography. The unit of study looks briefly at the historical development and physics of CT. The variables controlled by the radiographer are discussed with particular emphasis on the effect these parameters have on the resultant scan. A thorough understanding of these effects is essential if the radiographer is to obtain optimal images when scanning. Recording of the images obtained is discussed, with the rationale for the settings used and the reconstructions routinely performed. These basic concepts lead to the development of possible protocols for the CT scans most commonly ordered. Areas covered will include brain, thorax and abdomen. The unit will look critically at the choice of parameters for these protocols and situations when the parameters may need to be varied in order to obtain optimal images. Protocols will include patient booking, preparation, contrast media, scan plans, exposure factors, image reconstruction and recording, and patient care. CT Practice I is offered in distance education mode with internet support. There will be no residentials. The student is expected to have access to a CT scanner, although not necessarily at their place of work.

CT Practice II includes specialist CT examinations such as dental CT, QCT and 3-D CT applications including angiography. This unit of study does not cover CT anatomy in depth. The basic physics of these CT applications will be covered in this unit. The unit will look critically at the choice of parameters for these examinations and situations when the parameters may need to be varied in order to complete an optimal examination. Protocols for these examinations will include patient booking, preparation, contrast media, scan plans, exposure factors, image reconstruction and recording, and patient care. CT Practice II is offered in distance education mode. Content for this unit of study will be provided by professionals currently involved in specialist CT areas. Access to a CT scanner performing at least one of the specialist functions is advisable.

This unit of study provides students with an understanding of digital image fundamentals, such as image acquisition, storage and transmission and implications on image quality and dose. Management and the communication systems needed to facilitate patient care procedures will be examined, including PACS, DICOM, RIS, tele-radiology and record and verify systems. This unit also provides the student with the opportunity to examine computer based methods to efficiently utilise staff time and resources within a Medical Radiation Sciences department.

The unit allows the student, in collaboration with the University supervisor and the student's employer, to tailor the content and mode of presentation to suit the needs of the student and the workplace. For example, new technology or procedures may be introduced into the workplace, necessitating changes in the knowledge, skills and attributes of the student. The student must initially present a proposal to the PG coursework coordinator. Upon preliminary approval, a supervisor will be appointed and a firm contract will be negotiated and agreed upon by all parties prior to semester commencing to achieve the desired educational outcomes. The unit of study may comprise, for instance, a literature review covering the development and applications of a new technology, it may comprise a personal reading and study program, it may involve specific workplace experience and analysis or it may comprise a combination of these elements. It may not be possible for all students to enrol in this subject, as it depends strongly upon the provision of suitable resources and experiences in the workplace, plus cooperation and commitment from the student's employer. Students wishing to study MRTY5044 Directed Studies B must first complete Directed Studies A.

The unit allows the student, in collaboration with the University supervisor and the student's employer, to tailor the content and mode of presentation to suit the needs of the student and the workplace. For example, new technology or procedures may be introduced into the workplace, necessitating changes in the knowledge, skills and attributes of the student. The student must initially present a proposal to the PG coursework coordinator. Upon preliminary approval, a supervisor will be appointed and a firm contract will be negotiated and agreed upon by all parties before semester commencing to achieve the desired educational outcomes. The unit of study may comprise, for instance, a literature review covering the development and applications of a new technology, it may comprise a personal reading and study program, it may involve specific workplace experience and analysis or it may comprise a combination of these elements. It may not be possible for all students to enrol in this subject, as it depends strongly upon the provision of suitable resources and experiences in the workplace, plus cooperation and commitment from the student's employer.

The study of history provides the opportunity to learn and understand the strengths and mistakes of the past and to plan for improving the future. Medical radiations has a history in excess of 100 years and most would agree the technology will continue to change indefinitely. Despite this technological progress, the medical radiations profession is still developing its standing in the health industry. The unit aims to provide an insight into the past with a view to empowering the future. The unit will develop research and writing skills through the study of areas such as early radiation discovery, the dominance of radiologists, the rise and future of the nuclear debate, medical radiations education and independent private practice. The unit will be offered in off-campus mode supported by email discussion groups.

This unit addresses the principles of magnetic resonance imaging. The areas addressed will be the principles of NMR, image contrast, factors affecting image formation, plus pulse sequences used from Spin Echo through to current fast imaging and Echo Planar techniques. The applications of MRI in medical imaging will be addressed with the effects of signal-to-noise ratio, fat saturation, artefacts and flow effects being discussed. The biological effects and aspects of patient safety will be included in this subject. The delivery will be in distance education mode and will utilise a range of media, including printed material and DVD.

This unit will study the applications and protocols of MR imaging in the central nervous system. The assessment in this unit will be by submission of clinical assignments, so students will need access of one or two days per week to a MRI unit. The delivery will be in distance education mode and will utilise a range of media, including printed material and DVD.

This unit will study the applications and protocols of MR imaging of the musculoskeletal system focusing on the knee, hip, wrist and shoulder joints. The assessment in this unit will be by submission of clinical assignments, so students will need access of one or two days per week to a MRI unit. The delivery will be in distance education mode and will utilise a range of media, including printed material and DVD.

This unit of study examines the application of radionuclides and imaging procedures to the investigation of the cardiovascular system. The focus will be on the use of nuclear cardiology to measure myocardial perfusion and cardiac function. New directions in nuclear cardiology will also be examined. The student will be encouraged to examine the application of new cardiac imaging techniques and technologies in the workplace and develop a research project in a selected area of nuclear cardiology. This subject will be presented in a series of distance education modules that will be supported by email discussion groups.

This unit extends the patient communication skills of the medical radiations practitioner. It aims to make the practitioner more effective at giving and receiving information when interacting with the patient. The enhancement of listening skills will be encouraged, with an emphasis on patient empowerment, support, advice and counselling. Students will be encouraged to become reflective practitioners in the area of communication, and to become active consumers and evaluators of communication in its broadest context.

This unit extends the radiation therapist's knowledge of the radiation injuries commonly seen in a radiation oncology department. The mechanism of injury is examined, and methods of dealing with radiation therapy sequelae are addressed. Content includes physiology of radiation injury, including erythema, gastro-intestinal complications and haematopoietic complications, pharmacology for radiation injury, and wound healing and dressings. The subject will be presented in distance education mode, with no residential school.

Quality management has become an important part of the operation of the medical radiations department. A well-developed quality assurance program can provide confidence that the intended quality is being achieved and maintained. This unit of study presents the theory of quality management and relates it to the day-to-day operations of the medical radiations department. Examples will be presented from the fields of radiography, nuclear medicine and radiation therapy, and students will have the opportunity to design or critique their own quality management system. The unit will be presented in distance learning mode.

This unit of study provides participants with a detailed coverage of radiological health and safety issues including both ionising and non-ionising radiations. The unit is particularly concerned with all aspects of radiation safety in the medical environment, including a broader understanding of the relevance of radiation safety principles and a comprehensive appraisal of legal responsibilities. The unit will be presented in a series of distance education modules.

This unit of study provides the radiation therapist with an understanding of the functional features of and differences between two and three-dimensional treatment planning systems. The image processing tools available on treatment planning systems will be described and an overview of dose computation methods will be presented. Emphasis is placed on the visualisation methods available on 3-D planning systems. These methods are described and their potential advantages and limitations are discussed. Students will be given the opportunity to investigate the application and impact of 3-D treatment planning on clinical practice. The unit will be presented in a series of distance education modules which will be supported by online internet discussion groups.

This unit aims to extend the learning and clinical ability of graduate students in best practice contemporary skeletal nuclear medicine. The student will develop an understanding of skeletal disease processes and the required nuclear medicine imaging procedure for optimal diagnosis. Key topics include: sports, paediatrics, infection imaging and an understanding of the integration of other imaging modalities to increase specificity of diagnosis. At the completion of this module, the technologist will have an increased understanding of the acquisition requirements for bone studies that aids the specificity of reporting.

With the advent of Positron Emission Tomography (PET) gamma cameras, there is a need to understand the underlying principles of coincidence imaging and PET radiopharmaceuticals. This unit will examine the safety issues related to the handling of PET isotopes and patient imaging. Instrumentation and imaging principles will be examined, and applications of FDG imaging within the nuclear medicine department will be included. This unit will be presented in a series of distance education modules.

This unit covers in detail the latest research into stabilisation and positioning of the radiation therapy patient. Detection of patient and organ movement, the differences between stability and reproducibility, and random and systematic errors are investigated. Students will select a particular stabilisation or positioning problem and investigate ways of addressing the problem. This subject will be presented in a series of distance education modules which will be supported by online internet discussion groups.

This unit introduces students to medico-legal and patient relationship issues which may be encountered in the field of sonography. It also introduces students to the ethical principles required in order to develop an understanding of professionally accepted behaviours and standards appropriate to the practice of medical sonography within the broad context of the delivery of health care. Modules are offered for study in distance mode. These are combined with discussion of the issues presented, at an on-campus block.

This unit builds on the physical principles and instrumentation of diagnostic ultrasound presented in MRTY5088 Physics and Instrumentation I. It covers areas such as quality assurance programs for instrumentation, the interaction of ultrasound and biological tissue and the possible biological effects which may occur, and the principles of image formation and processing as applied in ultrasound instrumentation. Students in this unit are supported by distance materials and tutorial sessions in an on-campus block.

This unit examines in detail sonography of soft tissues in the female pelvis and in obstetrics. Distance learning modules are provided and are supported with on-campus block lectures and tutorials.

This unit examines sonography of the adult heart in detail, and introduces paediatric echocardiography and congenital conditions encountered in adult practice. In addition, some complimentary techniques used in cardiac diagnosis and care are presented. Distance learning modules are provided and are supported by on-campus lectures and tutorials.

This unit of study provides students with an understanding of both non-invasive and sonographic methods of detection of vascular disease processes. Distance learning modules are provided and are supported by on-campus lectures and tutorials.

This unit will allow students to engage in an investigation of sonographic practice not covered by the existing units of study and will require a learning contract negotiated between the student and staff. While regular communication with the nominated supervisor will be required, on-campus attendance may not be necessary.

This unit examines in detail sonography of the soft tissues of the upper abdomen and the male pelvis. Distance learning modules are provided and are supported with online tutorials, and lectures and tutorials in an on-campus block.

This unit examines in detail sonography applied to superficial organs and structures, including basic peripheral vascular, introduction to cardiac and musculoskeletal sonography. Distance learning modules are provided and supported by lectures and tutorials in an on-campus block.

This unit covers cardiac physiological measurement techniques used in clinical settings. Distance learning modules are provided and are supported by lectures and tutorials in an on-campus block.

This unit covers general sonography as applied to the paediatric patient, including patient care and studies unique to the paediatric population. This unit will be facilitated in a distance education mode.

This unit covers the application of sonography in the clinical environment, in order for the student to develop skills as taught in MRTY5073 Abdominal Sonography.

This unit covers the application of sonography in the clinical environment, in order for the student to develop skills as taught in MRTY5069 Sonography in Obstetrics and Gynaecology.

This unit covers the application of sonography in the clinical environment, in order for the student to develop skills as taught in MRTY5074 Superficial Structures Sonography.

This unit covers the application of vascular sonography in the clinical environment, in order for the student to develop skills as taught in MRTY5071 Vascular Sonography.

This unit covers the application of cardiac measurement techniques in the clinical environment, in order for the student to develop skills as taught in MRTY5075 Cardiac Measurement Techniques.

This unit covers the application of cardiac sonography in the clinical environment, in order for the student to develop skills as taught in MRTY5070 Cardiac Sonography.

This unit covers the application of paediatric sonography in the clinical environment, in order for the student to develop skills as taught in MRTY5076 Paediatric Sonography.

This unit covers the application of an investigation of sonographic practice in the clinical environment, in order for the student to develop skills as acquired in MRTY5072 Independent Study in Sonography.

This unit provides the student with the opportunity to undertake a supervised project. This will consist of either a substantial literature review and critique on a topic of interest to the student from the student's major field, or a research oriented project in which the student may carry out a small pilot study aiming towards the development of a research proposal for a future higher research degree. This unit of study can be facilitated on or off-campus.

This unit of study is designed to articulate with the unit MRTY5051 MR Theory, and expand the practitioner's understanding of flow phenomena and the techniques of TOF-MRA, PC-MRA and CE-MRA. The applications of all these in medical imaging will be thoroughly explored and would require the practitioner to have access one or two days a week to a magnetic resonance imaging site. The delivery will be in distance education mode and will utilise a range of media, including printed material and DVD.

This unit presents the basic physical principles and instrumentation of diagnostic ultrasound. It includes methods of image production, interpretation, recording techniques, the principles of grey scale echography and adjustment procedures for relevant operation controls. The unit also covers the recognition of artefacts within an image and the ability to separate these artefacts from anatomy or disease, and Doppler ultrasound fundamentals. Students in this unit are supported by distance materials and tutorial sessions in an on-campus block.

Detailed anatomy of the musculoskeletal system and vascular systems of the thorax is presented in this unit. The advantage of specific planes with respect to the demonstration of specific pathologies will be discussed. While this unit is targeted at professionals working with CT and/or MRI, it could also be directly relevant to professionals working with SPECT and those using CT and MR images in radiation therapy planning. A basic knowledge of cross-sectional anatomy is assumed. The unit will be presented in distance education format with no requirement for attendance on-campus.

Detailed anatomy of the brain is presented in this unit. The regions studied are the brain stem, cranial nerves and nuclei, cerebellum, diencephalon, cerebral hemisphere and cortex, basal ganglia, limbic system, ventricular system and the blood supply. The practical component involves interpretation of hard copy images and will be predominantly MR images. The advantage of specific planes with respect to the demonstration of specific pathologies will be discussed. While this unit is targeted at professionals working with CT and/or MRI, it could also be directly relevant to professionals working with SPECT and those using CT and MR images in radiation therapy planning. A basic knowledge of cross-sectional anatomy is assumed. The delivery will be in distance education mode and will utilise a range of media, including printed material and DVD.

This unit of study will provide the student with knowledge of the limitations and artefacts common to nuclear medicine studies, an understanding of the factors to be considered in the interpretation of nuclear medicine studies plus skills in writing a provisional diagnosis. They will therefore require access to a nuclear medicine specialist as a mentor.

This unit of study is directed at developing knowledge and understanding of computerised tomography (CT) as it applies to nuclear medicine. The overriding focus is on ensuring quality nuclear medicine CT studies and a high standard of radiation safety. The study content includes: radiographic principles and radiation safety; CT instrumentation design and image reconstruction methods; CT scan acquisition and impact of scan parameters on patient dose; attenuation correction and image co-registration in nuclear medicine CT systems; basic principles of radiography; quality control. The unit will be presented as a series of distance education modules.

This unit will provide the student with image interpretation skills and knowledge of the radiological and clinical indicators which are utilised to identify pathology of the upper extremity skeleton. The unit aims at enabling the practitioner to achieve a level of competency sufficient to participate in a "red dot" system.

This unit will provide the student with image interpretation skills and knowledge of the radiological and clinical indicators which are utilised to identify pathology of the axial skeleton and abdomen. The unit aims at enabling the practitioner to achieve a level of competency sufficient to participate in a "red dot" system.

This unit will provide the student with image interpretation skills and knowledge of the radiological and clinical indicators which are utilised to identify the more common pathology of the respiratory system. The unit aims at enabling the practitioner to achieve a level of competency sufficient to participate in a "red dot" system.

This unit examines in detail sonography of the soft tissues of the musculoskeletal system. Teaching and learning in this unit will include intensive on-campus block sessions.

This unit covers the application of sonography in the clinical environment, in order for the student to develop skills as covered in MRTY5102 Musculoskeletal Sonography.

This unit examines in detail sonography of the soft tissues of the breast and related structures.

This unit covers the application of sonography in the clinical environment in order for the student to develop skills as covered in MRTY5104 Breast Sonography.

This unit will provide an integration of mammography theory and practice and includes the context of breast cancer and breast screening; the fundamentals of mammography, both digital and film/screen; radiation physics; positioning techniques and radiographer and client interaction. An overview of emerging technologies in breast cancer detection is also provided.

This unit will provide an historical overview of brachytherapy, and knowledge of the fundamental principles and treatment techniques of brachytherapy. The planning and treatment delivery for some of the more common clinical uses and an understanding of the radiation safety and radiation protection requirements for the use of brachytherapy in practice will also be explored.

This unit of study is designed to provide the student with the knowledge and skills necessary to upgrade or expand their clinical expertise in an identified area of practice. The unit of study permits students to undertake approved courses of study off-campus. Enrolment in this unit of study will be contingent on the student being accepted for the course of study and meeting all costs, providing documentation on the course of study prior to enrolment so that the School can determine whether or not to approve such an enrolment and on the students documented completion of the course. This unit of study is coordinated by the graduate adviser who will consider enrolment in this unit of study on a case-by-case basis.

The honours dissertation is an extra 12 credit points unit of study in addition to the 48 credit points required to complete the Master of Health Science (Occupational Therapy) course. It is recommended that students who are qualified to do honours and have decided to do so should start developing their literature review within an inquiry topic/inquiry project unit of study during the semester prior to the honours semester which then leads on to the development of an honours dissertation in the honours year. It is stipulated in the Discipline's master's coursework document that the honours dissertation is an opportunity to understand an advanced investigation in a topic or issue through the development of either a proposal for independent research on that topic or a substantial paper that demonstrates the application of scholarly literature to a practical problem.

These units of study are designed to provide the participant with the knowledge and skills necessary to complete comprehensive driving assessments and to design appropriate rehabilitation programs for clients with a variety of disabilities. Learning experiences include formal lectures, a variety of practicums (several with clients with disabilities), problem solving tutorials and student reading on: biomechanical, sensorimotor, cognitive and psychosocial aspects of driving, defensive driving techniques, roadcraft theory and application, vehicle prescription, modification prescription, off-road and on-road assessment methodology, design of driver rehabilitation programs, medico-legal issues and licensing policy and procedures. Successful completion of this course will qualify occupational therapists to be registered with the appropriate state licensing authorities as registered driving assessors. OCCP5143 Driving Assessment and Training A and OCCP5144 Driving Assessment and Training B must both be taken concurrently and are conducted in the same two week block.

These units of study are designed to provide the participant with the knowledge and skills necessary to complete comprehensive driving assessments and to design appropriate rehabilitation programs for clients with a variety of disabilities. Learning experiences include formal lectures, a variety of practicums (several with clients with disabilities), problem solving tutorials and student reading on: biomechanical, sensorimotor, cognitive and psychosocial aspects of driving, defensive driving techniques, roadcraft theory and application, vehicle prescription, modification prescription, off-road and on-road assessment methodology, design of driver rehabilitation programs, medico-legal issues and licensing policy and procedures. Successful completion of this course will qualify occupational therapists to be registered with the appropriate state licensing authorities as registered driving assessors. OCCP5143 Driving Assessment and Training A and OCCP5144 Driving Assessment and Training B must both be taken concurrently and are conducted in the same two week block.

This unit will function as an independent study program. As with other research elective units, it allows students to pursue an area of study related to the development of knowledge and skills in a specific area of research methodology in preparation for their research thesis. Students will enrol in this unit if the research methods they wish to study are not covered to the extent required in other research electives.

This unit of study is designed to provide the student with the knowledge and skills necessary to upgrade or expand their clinical expertise in an identified area of practice. The unit of study permits students to undertake approved courses of study off-campus. Enrolment in this unit of study will be contingent on the student being accepted for the course of study and meeting all costs, providing documentation on the course of study prior to enrolment so that the Discipline can determine whether or not to approve such an enrolment and on the students documented completion of the course. This unit of study is coordinated by the graduate adviser who will consider enrolment in this unit of study on a case-by-case basis.

The purpose of this unit of study is for students to investigate theoretical and practice issues that impact on knowledge development and practice in occupational therapy. Epistemological orientation to theory development and practice, conceptual and theoretical structures in occupational therapy, and framework for theory description, analysis, and critique will be explored. The student will develop an enhanced understanding of theory as a framework for practice and research and will develop an enhanced ability to critically appraise theoretical frameworks and conceptual models relevant to occupational therapy. Furthermore the student will engage in an in-depth analysis of a relevant theoretical framework or conceptual model and examine its application and impact on relevant areas of practice and research.

This subject is designed to explore in depth the evidence base for interventions related to intrinsic and extrinsic risk factors for falls in older people. The content will be multifactorial. The unit will also provide an orientation to the conceptual framework and models that underpin falls prevention practice, with an emphasis on community contexts. The written assignment will provide an opportunity to explore and apply relevant theory to a chosen intervention and context in falls prevention.

Collaborative (process) consultation is about helping clients solve their own problems. It can be used, in health care, education, and other settings as an adjunct to, or in place of, direct intervention with adults or children. The course explores various models of consultation with an emphasis on building collaborative relationships and conducting process consultation. We apply principles of consultation to the students' practice environments. Critical components of the course include interpersonal communication, collaborative problem solving, and interviewing. The course will involve conducting a consultation intervention with mentoring from the instructor and classmates. There is a WebCT component.

This course provides students with in-depth knowledge of two observational assessments of children's play: The Test of Playfulness (ToP) and the Test of Environmental Supportiveness (TOES). The ToP is based on a conceptualisation of play that includes intrinsic motivation, internal control, the freedom to suspend some aspects of reality, and the ability to give and read cues. The TOES is set in the context of children's motivations for play and examines the supportiveness of various aspects of the environment.

Water-based intervention may widen clients' experiences and provide learning and developmental experiences- physically, emotionally, socially and cognitively. Students will get in addition to an introduction more advanced theory and practice about hydrodynamics. We will reflect on assessment of clients' abilities in water, on designing activities in water to meet the goals of the clients, and on designing progression in the activities. In this course there will be 2 more pool-practices: one on assessment and one on activities. Learning activities will consist of lectures, group-based reflections, group-work, videos and pool-practice.

This unit of study will provide the student with an opportunity to learn about a specific form of intervention used by occupational therapists. Students will explore the theoretical foundation of the intervention, critique the available research evidence about this intervention, and develop skill in applying the techniques of this approach.

Knowing how to locate, understand and use evidence in occupational therapy practice is an essential skill for all practitioners functioning in interdisciplinary teams. It is also essential in for practitioners to take their place as responsible members of local, national, international and professional communities of practice. In this unit of study, students will learn how to engage in research and inquiry through the critique of evidence relevant to occupational therapy practice. Students will have the opportunity to explore an area of interest, through the examination of evidence they locate and critique with regard to clinically relevant questions.

Students will learn to implement and evaluate relevant, credible and effective occupational therapy interventions from different theoretical perspectives for clients with limitations due to disorders of biomechanical, sensorimotor and energy metabolism deficits. They will learn to clearly articulate the rationale for their choices. This will include the process of goal setting with clients, considering a range of interventions drawing on their ability to analyse and adapt activities, selecting an intervention based on client priorities and implementing the interventions. A wide variety of possible intervention strategies for these clients groups will be considered in this unit. Interventions appropriate for clients across the lifespan will be included.

This unit of study introduces students to functional outcome measures addressing a range of dimensions, including the person, the environment, and the occupation. Students will build on the knowledge and skills developed in OCCP5207 Assessing Evidence for OT Practice, demonstrating professionalism and social responsibility in the use of occupational therapy outcome measures. In this unit of study, students will learn about concepts relating to outcome measures; how they are used in occupational therapy practice; how to develop appropriate goals for clients and identify outcome measures used to evaluate whether goals have been achieved; and locate and critique relevant literature on outcome measures. Students will also have the opportunity to develop discipline-specific technical competencies in the use of a number of outcome measures. In order to promote personal and intellectual autonomy, students will identify and articulate their own learning needs and goals arising from the clinical environment.

Evaluation of occupational therapy programs is a core competency identified by the national professional body. This unit of study gives students the opportunity to utilise their developing research and inquiry knowledge by applying it to occupational therapy practice evaluation. It is designed to introduce students to some of the issues and practices associated with program and professional activity evaluation. The purpose of this unit of study is to enable students to be leaders in the production of new knowledge and understanding through inquiry, critique and synthesis. Students will respond to needs and opportunities in the profession, working effectively as change agents in various communities of practice. This unit of study will allow students to contribute to interdisciplinary practice through the development of practical evaluation proposals based on their experiences in fieldwork.

This unit of study will engage students in the process of exploring occupational therapy in practical settings. Interaction with occupational therapists and other members of multidisciplinary teams will establish solid foundations for the variety of interdisciplinary learning opportunities available throughout the course. Students will engage in observation of occupational therapy practice and guided self-reflection to identify their personal learning needs, existing strengths and required capabilities of occupational therapists. At completion of the unit, students will be able to discuss the capabilities and roles of occupational therapists and engage in professional discourse regarding their own learning needs.

This unit of study will engage students in the process of developing skills in elements of the occupational therapy process in practical settings. Students will focus on developing practical skills in the areas of communication, interaction and implementation under supervision. Appropriate opportunities to learn within interdisciplinary teams will be available and students will engage in facilitated peer discussions via electronic media. At completion of this unit of study, students will document achievement of competency in a suitable range of appropriate practice skills. This unit is articulated with and will directly inform learning and development in the unit of study OCCP5223 Reflexive Practice 1.

Students will develop and implement a structured fieldwork project over the course of the semester. Students will be supported to work independently and will make regular reports to key stakeholders on progress. This project, completed either individually or as part of larger teams, will focus on enabling participation within a diverse range of communities. This unit will develop learners' capacities across a broad range of capabilities, but will especially focus upon leadership and management, vision and change agency. This unit of study will provide opportunities for formal and informal interprofessional learning. Weekly e-learning tasks, based around peer support and moderated peer learning, will assist in the extension and deepening of the application of occupational therapy theory to practice.

Extended fieldwork placements provide students with the opportunity to consolidate apply and extend knowledge of occupational therapy practice with a focus on all graduate capabilities. Enabling participation lies at the core of all occupational therapy practice and students will have the opportunity to implement and evaluate a range of strategies to do this within this unit of study. As participants within a range of different interdisciplinary teams, students will have a variety of opportunities to engage in formal and informal interprofessional learning within this unit of study. During this time, students will also maintain contact with each other to extend vision regarding the range of occupational therapy practice, deepen knowledge of planning, implementation and evaluation and will develop skills in the application of research and inquiry skills within a range of practice communities.

Extended fieldwork placements provide students with the opportunity to consolidate apply and extend knowledge of occupational therapy practice with a focus on all graduate capabilities. This final fieldwork experience will allow students to participate within a range of practice communities with developing independence and autonomy. Enabling participation lies at the core of all occupational therapy practice and students will have the opportunity to implement and evaluate a range of strategies to do this within this unit of study. As participants within a range of different interdisciplinary teams, students will have a variety of opportunities to engage in formal and informal interprofessional learning within this unit of study. During this time, students will also maintain contact with each other to extend their vision regarding the range of occupational therapy practice, deepen knowledge of planning, implementation and evaluation and will develop skills in the application of research and inquiry skills within a range of practice communities.

This unit introduces students to the concepts and philosophies which are foundations underlying current and future directions of occupational therapy practice. The concept of occupations as they are understood in occupational therapy practice will be explored together with the theory and practice of activity analysis that underpins occupational therapists understanding of occupations. Students will come to an understanding of the capabilities that underpin occupational therapy practice and are developed throughout the course. They will also come to an understanding of the problem-based nature of the curriculum.

Students will learn to determine and plan relevant occupational therapy strategies to address OT relevant needs of individuals. Students will learn to identify client problems as the clients see them and from different theoretical perspectives. Students will acquire the skills necessary to interview clients, assess their abilities and limitations in performing the daily activities which are appropriate to client roles, determine the extent of the mismatch between what clients would like to do and what they can do. Students will learn to identify problems with a range of clients with the focus being consumer (client) perspectives of problems. Students will learn to determine the appropriateness of, and select from a variety of assessment methods including interviews, clinical observation, standardised and non-standardised assessments and environmental evaluations. They will learn to clearly articulate the conceptual foundation and rationale for their choices.

This unit introduces students to the home and community environments, including the physical, psychosocial and sociocultural components, in which clients perform occupations. These may include the home, neighbourhood shopping centre, community leisure facility, and residential accommodation such as nursing homes and retirement villages. Students will learn to assess the impact of these environments on clients' occupations, analyse activities conducted in these environments and recommend appropriate adaptations and modifications. In addition, students will learn about their own environments of practice as they impact on their work. These include team work practice and the politics of home, health and community settings. Students will learn appropriate presentation skills to document home and community environment assessments and recommendations including written reports and verbal presentations.

This unit is divided into material related to work and school environments. The work unit introduces students to the paid and unpaid work environments including the physical, psychosocial and sociocultural components in which clients perform occupations. Students will learn to assess the impact of these environments on clients' occupations and recommend appropriate adaptions and modifications. In addition, students will learn about their own environments of practice and the politics of health and work settings. The school unit introduces students to the occupation of children and students in school settings, reviewing the physical, psychosocial and sociocultural components in which they perform occupations. Students will learn to assess the needs of children and students in schools and to consider the intervention approaches necessary to facilitate learning in schools. Students will become familiar with assessments that are conducted in these environments and recommend appropriate adaptions and modifications. In addition, students will learn about their own environments of practice as they impact on their work. These include teamwork practice and the culture of school settings.

Students will learn to implement and evaluate relevant, credible and effective occupational therapy interventions from different theoretical perspectives for clients with limitations due to disorders of cognitive and psychosocial deficits. They will learn to clearly articulate the rationale for their choices. This will include the process of goal setting with clients, considering a range of interventions drawing on their ability to analyse and adapt activities, selecting an intervention based on client priorities and implementing the interventions. A wide variety of possible intervention strategies for these clients groups will be considered in this unit. Interventions appropriate for clients across the lifespan will be included.

This unit of study will explore the nature of reflexivity as a core capability in professional practice. It will refine and develop students' capabilities as critical, lifelong learners. Using experiences from fieldwork and other units of study, students will present their experiences to their peers and reflect upon their development as occupational therapists in training. In keeping with the principles of peer learning and the ability to critically appraise and develop from past experience, students will integrate, explain and present their experiences with reference to a variety of approaches to practice. The shared student experience will enhance the capacity for vision, professionalism and reflexivity.

This unit of study will further explore the nature of reflexivity as a core capability in professional practice. It will refine and develop students' capabilities as critical, lifelong learners. Using experiences from fieldwork and other units of study, students reflect on their experiences with their peers and plan ways of developing their OT and generic capabilities. This unit of study will assess students' capacity to integrate and apply content from their studies from across the course, in order to demonstrate they have met the capabilities needed to be a beginning occupational therapy practitioner, both as defined by the course aims and as reflected by OT Australia professional competencies. They will complete assessments including an open-book format exam at the end of the course.

Applying sensory processing theory with children, this unit teaches a hands-on treatment course integrating concepts of sensory processing, theory, play and a direct treatment approach. This hands-on intervention course will occur on-site at the Sensory Gym in Hobartville, NSW. Each participant will have a mentored experience with direct intervention, observation, and reasoning. The format will include brief lectures on topics relevant to the participating children, hands-on intervention sessions, and discussion. Emphasis will be on application of sensory processing theory, play the DIR (floortime) approach and developing the 'art' of therapy. Participants will co-treat the same child for 3-4 sessions. Partcipants will report to parents and serve as observers/discussants for classmates working with different children.

Play is a primary occupation of children and a powerful tool for intervention. However, play often is a problem. Health care professionals and educators, for example, may feel that play is not as important as other aspects of children's programs or they may feel that others will think less of them if they play with children. Second, play defies definition. Is it frivolous behaviour done only for fun? Is it rehearsal for adult life? Is it simply a way to get children to do things they otherwise disdain? Finally, if we want to promote play, we need some way to assess it. Play is in the title of a number of assessment tools. Which one is the best to use? We explore our own beliefs about play and how we might help caregivers value play and give themselves and their children permission to play. We also examine the phenomenon of play as members of a number of different professional backgrounds have described it. We explore existing play assessments in a general way. Finally, we investigate how to turn transactions into play when they otherwise seem interminable.

In this unit students will further their skills in problem identification, assessment, activity analysis and intervention working within varying client and OT contexts, including 1) across the lifespan from childhood to middle age and older adults in individual, family, group and population contexts, 2) indigenous health, and 3) international health. This will include but not be limited to emerging areas of OT practice and roles. Students will be encouraged to look beyond immediate tasks and contexts to see the bigger picture, trends, needs and opportunities in the workplace, profession and broader community of practice. Students will integrate theory and practice learnt in previous units of study, to apply to groups and communities as the primary target groups.

Students will undertake a supervised research project in an area relevant to the discipline of occupational therapy. This unit is designed to assist honours students with the development of a research question, a systematic literature review and research proposal, and any ethics applications that may be applicable to their individual research topics. Students will develop an understanding of the strengths of different research methods and be able to provide a rationale for the methodology selected for their research question. Students will effectively communicate the aims, methods and implications of their proposed research.

Students will undertake a supervised research project in an area relevant to the discipline of occupational therapy. Upon completion of this unit students will have implemented data analysis and reported on an approved research project and submitted a report suitable for publication in a peer reviewed publication describing the project and its implications. Students will develop an understanding of the strengths of different data analysis techniques and be able to defend their research project results in written and verbal format.

This unit focuses on the OT assessment process, incorporating principles of client-centred practice and current research evidence to enable occupational therapists to assess a client's participation in daily life activities from a client-centred perspective. The knowledge and skills to interview clients; appraise the validity of standardised assessments and use/interpret them appropriately; identify and set client-centred goals; formulate intervention plans; and document from a client-centred perspective constitute the main focus. Issues surrounding client-centred assessment and the practical means to resolve them also will be explored.

Child and adolescent mental health is an emerging field within occupational therapy. Particularly within the context of Australia, the valuable skills of occupational therapists are greatly under-utilised within child and adolescent mental health settings. Furthermore, for many paediatric occupational therapists, more emphasis is needed in addressing the mental health needs of the children and young people we work with. This unit of study will look at all the mental health conditions commonly found amongst children and adolescents from the perpective of the everyday difficulties commonly encountered by children/adolescents with those conditions and at the unique role of the occupational therapist during the assessment and intervention phase. Lectures, problem solving, video case material and printed handouts will be used to facilitate learning.

This unit examines computer access and environmental control assistive technology. Participants will learn how this process is shaped by available evidence and client presentation, as well as by the clinician's personal and organisational experience. The influence of legal, economic, political, social and technological contexts will also be examined. The course will include a study of the assessment process, report writing and medico-legal processes involving assistive technology. Recent attempts at measurement of outcomes in assistive technology will also be explored, along with developments in case-based reasoning. This unit will include hands-on evaluation of current technology during the workshop.

Preliminary knowledge of refractive errors will be expanded upon to include more complex refractive error topics such as understanding latent and manifest hypermetropia, aetiology of myopia, progressive myopia and keratoconus. The student will study and be encouraged to critically analyse the methods of detection of refractive error, the impact on the individual, and the selection of the most appropriate method to correct the optical error, e.g., single focus versus multifocal lenses in a variety of occupational situations. On completion of the unit the student will be able to assess the types and degree of refractive error present, its influence on daily activities and changes will that occur throughout life; to evaluate and outline appropriate management strategies for correcting refractive error including the optical and surgical methods and the likely problems associated with each. The student will also be proficient in the skill of prescribing spectacle lenses, and the use and application of advanced ophthalmic technologies such as the Orbscan and Corneal Aberrometer.

The student will study specific testing procedures for the paediatric population with emphasis on vision assessment. Common presenting problems resulting in visual or ocular motor disorders are studied and their relationship to embryology and genetics are considered where relevant. The role of the orthoptist in vision screening programs is also studied. A variety of paediatric population will be included such as learning disabled and developmentally delayed children. The orthoptist's role in a multi-disciplinary health team will be emphasised.

The systems that control eye movements will be studied, along with lesions and pathology that may affect normal ocular motility. This study will commence with orbital and restrictive conditions and progress to lesions in the neural pathways for eye movements. Students will be able to demonstrate that they can: discuss the impact of lesions within the motor pathway on the movement of the eye(s) including symptoms, clinical responses and sequelae; select appropriate tests to demonstrate the existence and extent of the motor defect and analysis of the outcomes; develop diagnostic skills and the ability to differentiate between similar but separate conditions; analyse patient responses and develop appropriate management strategies.

The content in this unit concentrates on ageing of the general body systems, with specific emphasis on the ocular system. Content will be clinically based, delivered using case studies which the student critically analyses, to reach management strategies which specifically target the geriatric patient's complex needs. The integrative of the role the orthoptist in the investigation and management of age related ocular pathology will be presented. This will include conditions such as vascular, neurological, complex ophthalmic disorders and vision impairment. The supporting specific clinical investigation techniques of neuro ophthalmology will also be included.

This unit will permit the student to carry out an independent learning project by learning contract. The topic may be one relevant to the practice of orthoptics or in an area which the student has developed a particular interest. Students will be encouraged to use this unit as preparation for the unit of study ORTH5038 Research Project.

Clinical conditions with ocular disease or ocular motility disorders will be studied. Cases will be selected to challenge the student to apply recent outcomes identified in literature (clinical trials and epidemiological studies) relating to incidence of conditions, clinical investigation and treatment. Students will be encouraged to analyse the clinical responses and develop relevant treatment guidelines based on evidence and clinical reasoning. Content will include ophthalmic disease and complex systemic conditions, such as diabetes, stroke, thyroid disease; traumatic conditions such as head injury, blow out fractures.

This unit provides the student with clinical experience in investigation of incomitant squint. This includes intermittent, constant, congenital, acquired, neurogenic and mechanical conditions. It also provides experience in formulating management plans and communication related to patients with incomitant squint.

This unit provides the student with advanced clinical experience in the ophthalmic setting. Students will be given higher levels of responsibility than previously experienced in the ophthalmic setting, e.g., involvement in practice administration and management, pre and post-operative patient education, assistance in minor surgical procedures.

This unit provides the student with advanced clinical experience in the rehabilitation setting, particularly with patients who have limited communication. Students will gain experience in a variety of rehabilitation settings including brain injury, vision impairment and developmental disability. Students will participate with the supervising clinician as a member of the multi-disciplinary team.

This unit provides the student with the opportunity to carry out a small, supervised research project, either individually or in a group. Drawing on learning gained in the units BACH5341 Research & Inquiry in Health Professions and ORTH5033 Professional Development, the student will formulate a research question and conduct a pilot study on the topic.

In this subject the normal eye and ocular systems are introduced. The unit commences with basic anatomy, embryology, physiology and optics of the eye using a systems approach, followed by sensory visual functions and nourishing systems of the eye. There will be an introduction to testing in a paediatric population. Basic clinical skills and assessment will be introduced, including testing of visual acuity, colour vision and contrast sensitivity.

In this unit of study, the anatomical, physiological and optical principles underlying eye movements and normal binocular vision are studied, and the processes by which they may be modified by refractive error and associated accommodation/convergence relationships. Common presenting problems of strabismus, accommodation and convergence will be introduced.

The medical model and the roles the orthoptist plays in this model. The student will learn the broad areas of medical disease, medical terminology, components of medical terms and pharmacology. Basic ocular examination techniques including patient interviews, observation, ophthalmoscopy, visual fields. Common ocular disorders and their presenting signs and symptoms are introduced commencing anteriorly to conclude with optic nerve involvement. Management of eye disease will be introduced, with an emphasis on ocular pharmacology. The student will develop an understanding of the anatomy of the eye and visual system, by the examination of ocular structures in disease detection.On completion of the unit the student will be able to identify the roles of eye care health providers, including their own, as a novice practitioner. The student will be expected to demonstrate this novice role by interpretation of medical records, planning appropriate eye related investigations and further medical requirements, such as referral for further testing.

The student will study the most recent aspects related to the clinical presentation of patients with: anterior segment disorders such as dry eye; watery eye; conjunctivitis; contact lenses; ocular emergencies; and red eye. Evidence-based practice in the areas of investigation and treatment of these conditions will be presented. Aspects related to new research into the detection and management of these conditions will be also studied. On completion of the unit the student will be able to critically evaluate the role of practitioners in the assessment of dry eye, inflammatory ocular disorders, ocular emergencies, and contact lens patients. This includes the ability to select and perform the correct assessment techniques for these patients. Awareness of recent innovations and the ability to assist the eye care practitioner in the management of these conditions will be developed.

The student will study investigation and management of case studies of patients with defects of binocular cortical function related to motor defects and developmental defects (strabismus, amblyopia and binocular vision abnormalities), abnormalities of the accommodative mechanism and the decompensation of normal binocular operation to a symptomatic state. The student will be encouraged to incorporate information from literature that relates animal research to clinical responses in the field of plasticity and demonstrate the significance of the information in the management strategies selected for case studies. Content includes: suppression, amblyopia (with central and eccentric fixation), binocular vision (normal, abnormal and non-functional) heterophoria and vergence defects, defects of accommodation and associated eye movement defects.

This unit of study provides students with clinical application and experience in concomitant squint. The unit will combine specialised patient centered clinical tutorials and attendance at relevant clinical locations to allow for integration of academic, instrumentation, clinical reasoning and patient management. This unit of study will be strongly supported by online case analyses and discussion using WebCT, and on-campus briefing and debriefing sessions.

This unit of study provides students with clinical application and experience in the assessment and management anterior segment disease, particularly cataract and glaucoma, and fitting and management of the contact lens patient. The unit will combine specialised patient centered clinical tutorials and attendance at relevant clinical locations to allow for integration of academic, instrumentation, clinical reasoning and patient management. This unit of study will be strongly supported by online case analyses and discussion using WebCT, and on-campus briefing and debriefing sessions.

Students will be introduced to the neurological investigation of patients with complex neuro-ophthalmic conditions. They will be encouraged to select appropriate tests to reveal the defect, including adaptations for associated physical and communication defects. The student will demonstrate an understanding of advanced clinical practice in a complex population that presents with multiple management factors. Topics include: neuro-ophthalmic investigation including the 12 cranial nerves; assessment of visual function in the presence of disability; stroke; head injury; headache; autonomic nervous system and pupil anomalies; visual field investigation and analysis; colour vision; and therapeutic approaches for neurological conditions.

The unit is designed to provide students an opportunity to investigate a research topic which is relevant to their professional practice. Students will examine a research topic and using current technologies; they will identify, critically evaluate and write about research relevant to the research topic. Students will examine aspects of ethics in research and apply that knowledge to the identification of ethical issues that may arise in the application of research relevant to the research topic. Students will also use current technology to find, read, and present information about research relevant to the research topic. They will participate in structured discussion of relevant scientific papers. Students will be introduced to reference database systems and scientific journal referencing styles. They will study the principles of evidence-based practice, and randomised controlled trials. They will gain experience in consulting databases of summarised data, and search systems for scientific reviews of clinical trials. They will review principles used to evaluate published research and gain experience in writing in a concise academic style.

This unit of study provides students with clinical application and experience in complex squint. The unit will combine specialized patient centered clinical tutorials and attendance at relevant clinical locations to allow for integration of academic, instrumentation, clinical reasoning and patient management.
This unit of study will be strongly supported by online case analyses and discussion using Web CT, and on campus briefing and debriefing sessions.

This unit of study provides students with clinical application and experience in assessment and management of complex ophthalmic disease. The unit will combine specialized patient centered clinical tutorials and attendance at relevant clinical locations to allow for integration of academic, instrumentation, clinical reasoning and patient management.
This unit of study will be strongly supported by online case analyses and discussion using Web CT, and on campus Briefing and Debriefing sessions.