This unit of study provides a broad overview of the primary issues in, and theoretical approaches to, bioethics. Following an introduction to the history of bioethics and review of the major theoretical approaches to applied ethics, central debates in bioethics surrounding doctor-patient relationships, informed consent, privacy/confidentiality, research ethics, abortion, euthanasia, genetics, cloning, stem cell research, justice and distribution of health care resources, etc., are examined. In addition to classical cases and traditional theoretical perspectives, emerging topics and alternative perspectives are explored. The unit concludes with the topic of global public health and socio-political critique(s) of the discipline of bioethics itself. Learning activities will include seminars, small group sessions, and project work. It is recommended, but not required, that BETH5000 is taken during students' first semester in the program.

This unit prepares students for advanced analysis of issues in bioethics by laying foundations in both critical thinking and ethical theory. Following an introduction to the construction and assessment of arguments, central issues of debate in meta-ethics, normative ethics, and political philosophy are examined. Major traditional (historical, consequential, deontological, contractarian/egalitarian, and communitarian) theoretical frameworks as well as postmodern/continental perspectives are introduced and critically evaluated. The unit concludes with an introduction to applied and professional ethics. It is recommended, but not required, that BETH5101 is taken during students' first semester in the program.

This unit of study introduces students to the broader philosophical issues and epistemological structures that underlie medicine and the biomedical sciences. The unit will begin by introducing students to the philosophy of science and medicine, epistemology and the concepts of health, illness and disease. The second part of the unit will review debates regarding disease causation and the social construction of disease. Students will then consider issues relating to the generation and use of knowledge and evidence, and the differences between conventional and alternative/non-Western approaches to illness and healing. The final part of the unit will focus on diagnosis, nosology and classification of disease, with particular reference to mental illness.

This unit introduces students to the complex relationships between biomedicine and society utilizing several disciplines including philosophy, ethics, sociology, anthropology and linguistics. Students will consider issues such as power in the biomedical professions and industries; the illness experience; the role of the healer; biomedicine and indigenous cultures and non-western notions of illness and care.

The unit of study will begin by introducing students to interrelationships between health care, ethics and the law. In particular students will explore the moral basis of law and the means by which law influences moral norms, clinical practice and health policy. Students will be shown how to critically read and analyse primary sources of law relevant to bioethics. Students will then examine a number of areas of law that have particular significance for bioethics and society including the law of tort (consent and standards of care), contract (confidentiality), criminal law (euthanasia and abortion), public health law, administrative law and law reform.

This unit introduces students to the broader social/political, ethical/philosophical and legal/regulatory issues that underlie genetics, stem cell research and the emerging biotechnologies. The unit will provide a brief overview of the relevant science before considering scientific, cultural and religious understandings of life and human identity. The second part of the unit will review the political, regulatory and commercial context of biotechnology and the control of information. Students will then review the history of genetics and eugenics and the ethical issues that arise in clinical and population genetics, stem cell research and cloning. The final part of the unit will explore the boundaries of research and knowledge and the issues raised by emerging biotechnologies, such as nanotechnology and proteomics. Learning activities will include an intensive seminar program, small group sessions and reading. Students will be able to concentrate on stem cell research, clinical or molecular genetics or other biotechnologies according to their clinical and scientific interests and experience.

This unit introduces students to research ethics in its social context. Students will first analyse the philosophical underpinnings of the research endeavour, including the justifications for engaging in research, research priorities and research integrity. The unit will then review the history of research and research abuses, the evolution of research ethics and the regulation of research in Australia. The second part of the unit will focus on issues arising in the conduct of research including; the protection of research subjects (both human and animal), consent, confidentiality and risk/benefit analysis.

This unit will provide students with an overview of the broader philosophical, ethical, sociopolitical and cultural issues that underlie public health and public health research. Students will first review the history of public health and examine the values that underpin health promotion and disease prevention. The second part of the unit will critique the place of facts and values in public health and the construction and use of information, with particular reference to evidence-based-medicine. The third part of the unit will examine the cultural, moral and social context of public health including the social determinants of health, the construction of health services, the determination of research priorities and issues relating to human rights and global health. Learning activities will include 2-hour weekly seminars and readings. Assessment tasks will consist of essays and a presentation/project.

This unit will provide students with an overview of the broader philosophical, ethical, sociopolitical, and cultural issues that underlie the delivery of healthcare. Students will first explore major conceptual models for ethical reasoning in the clinical context; the design and delivery of clinical ethics consultation; and issues relating to the role of the professions. The second part of the unit will examine the foundations of clinical practice, including consent, competence, veracity, confidentiality, and decision-making. The third part of the unit will consider specific issues and populations within clinical practice, such as the care of vulnerable populations, mental health, and chronic illness. The next part of the unit will focus on skills associated with clinical ethics including analytic and mediation skills. The unit will conclude with reflections on current debates in the Australian healthcare context, particularly issues associated with healthcare rationing. Learning activities will include lectures (in an intensive format), facilitated discussion, case study presentations, and readings. Assessment tasks will consist of essays, a portfolio/journal, and a presentation/project.

Mental health and mental illness are unique in the field of health care and bioethics. The very nature of psychiatric disorder and its relationship with prevailing social and cultural factors, in addition to the unique status of the mental health patient, necessitate a specific discourse in biomedical ethics in the area of mental health. This course will provide participants with a broad perspective of issues in bioethics applied to mental health and mental illness. Students will examine the history of the psychiatric profession and consider the adequacy of current safeguards against the abuses of power seen in the history of the profession of psychiatry. Other areas considered in the course include the current ethical dilemmas in mental health care, the implications of technological advances in the neurosciences, the philosophical basis of the concept of mental disorder, the relationship between power and the psychiatric profession and the complex relationship between morality, mental health and the law. The course aspires to inform future decision makers in health, public policy, clinical settings and academia in the unique aspects of biomedical ethics in the field of mental health.

This unit must be taken in conjunction with BETH5302 (Research Project B). These units are only available to students admitted to the Master of Bioethics (Honours) degree track. The Research Project (i.e. parts A and B combined) provides opportunity for research and in-depth learning in a bioethics topic of special interest or importance to the student. Successful completion of the project may also provide students with the research experience required for the pursuit of a higher degree. This unit involves independent research and regular meetings with (a) supervisor(s). In the process of completing the Research Project (i.e. parts A and B combined), students will produce an original 15,000 word thesis. Choice of thesis topic depends on availability of appropriate supervisor(s). It is recommended, but not required, that BETH5301 and BETH5302 are taken in separate semesters. A mark for both BETH5301 and BETH5302 combined is provided at the completion of BETH5302 (upon submission of thesis). It is possible to take these units in distance mode.

This unit must be taken in conjunction with BETH5301 (Research Project A). These units are only available to students admitted to the Master of Bioethics (Honours) degree. The Research Project (i.e. parts A and B combined) provides opportunity for research and in-depth learning in a bioethics topic of special interest or importance to the student. Successful completion of the project may also provide students with the research experience required for the pursuit of a higher degree. This unit involves independent research and regular meetings with (a) supervisor(s). In the process of completing the Research Project (i.e. parts A and B combined), students will produce an original 15,000 word thesis. Choice of thesis topic depends on availability of appropriate supervisor(s). It is recommended, but not required, that BETH5301 and BETH5302 are taken in separate semesters. A mark for both BETH5301 and BETH5302 combined is provided at the completion of BETH5302 (upon submission of thesis). It is possible to take these units in distance mode.

The aim of this unit is to provide students with the mathematics required for studying biostatistics at a more rigorous level. On completion of this unit students should be able to follow the mathematical demonstrations and proofs used in biostatistics at Masters degree level, and to understand the mathematics behind statistical methods introduced at that level. The intention is to allow students to concentrate on statistical concepts in subsequent units, and not be distracted by the mathematics employed. Content: basic algebra and analysis; exponential functions; calculus; series, limits, approximations and expansions; matrices and numerical methods.

The aim of this unit is to provide a strong mathematical and conceptual foundation in the methods of statistical inference, with an emphasis on practical aspects of the interpretation and communication of statistically based conclusions in health research. Content covered includes: review of the key concepts of estimation and construction of Normal-theory confidence intervals; frequentist theory of estimation including hypothesis tests; methods of inference based on likelihood theory, including use of Fisher and observed information and likelihood ratio; Wald and score tests; an introduction to the Bayesian approach to inference; an introduction to distribution-free statistical methods.

On completion of this unit students should be able to derive and compare population measures of mortality, illness, fertility and survival, be aware of the main sources of routinely collected health data and their advantages and disadvantages, and be able to collect primary data by a well-designed survey and analyse and interpret it appropriately. Content covered in this unit includes: Routinely collected health-related data; quantitative methods in demography, including standardisation and life tables; health differentials; design and analysis of population health surveys including the roles of stratification, clustering and weighting.

The aim of this unit is to introduce students to essential concepts and tools required for the management and analysis of data using modern statistical software. Data management principles and concepts are developed using relational database software (Microsoft Access). Data manipulation, descriptive analysis and interpretation are introduced using SAS and Stata statistical software. Students will also acquire skills in data display, summary presentation and pattern recognition using these tools.

The aim of this unit is to enable students to use correctly statistical methods of particular relevance to evidence-based health care and to advise clinicians on the application of these methods and interpretation of the results. This unit will look at: Clinical agreement: Bland-Altman method, kappa statistics, intraclass correlation; diagnostic tests: sensitivity, specificity, predictive value, ROC curves, likelihood ratios; statistical process control: special and common causes of variation, Shewhart CUSUM and EWMA charts; systematic reviews: process estimating treatment effect, assessing heterogeneity, publication bias.

The aim of this unit is to enable students to understand and apply the principles of design and analysis of experiments, with a particular focus on randomised controlled trials (RCTs), to a level where they are able to contribute effectively as a statistician to the planning, conduct and reporting of a standard RCT. This unit covers: Principles and methods of randomisation in controlled trials; treatment allocation, blocking, stratification and allocation concealment; parallel, factorial and crossover designs including n-of-1 studies; practical issues in sample size determination; intention-to-treat principle; phase I dose-finding studies; phase II safety and efficacy studies; interim analyses and early stopping; multiple outcomes/endpoints, multiple tests and subgroup analyses, including adjustment of significance levels and P-values; reporting trial results and use of the CONSORT statement.

The aim of this unit is to enable students to apply methods based on linear models to biostatistical data analysis, with proper attention to underlying assumptions and a major emphasis on the practical interpretation and communication of results. This unit will cover: the method of least squares; regression models and related statistical inference; flexible nonparametric regression; analysis of covariance to adjust for confounding; multiple regression with matrix algebra; model construction and interpretation (use of dummy variables, parametrisation, interaction and transformations); model checking and diagnostics; regression to the mean; handling of baseline values; the analysis of variance; variance components and random effects.

The aim of this unit is to enable students to use generalised linear models (GLMs) and other methods to analyse categorical data, with proper attention to underlying assumptions. There is an emphasis on the practical interpretation and communication of results to colleagues and clients who might not be statisticians. This unit covers: Introduction to and revision of conventional methods for contingency tables especially in epidemiology; odds ratios and relative risks, chi-squared tests for independence, Mantel-Haenszel methods for stratified tables, and methods for paired data. The exponential family of distributions; generalised linear models (GLMs), and parameter estimation for GLMs. Inference for GLMs - including the use of score, Wald and deviance statistics for confidence intervals and hypothesis tests, and residuals. Binary variables and logistic regression models - including methods for assessing model adequacy. Nominal and ordinal logistic regression for categorical response variables with more than two categories. Count data, Poisson regression and log-linear models.

The aim of this unit is to enable students to analyse data from studies in which individuals are followed up until a particular event occurs, e.g. death, cure, relapse, making use of follow-up data also for those who do not experience the event, with proper attention to underlying assumptions and a major emphasis on the practical interpretation and communication of results. The content covered in this unit includes: Kaplan-Meier life tables; logrank test to compare two or more groups; Cox's proportional hazards regression model; checking the proportional hazards assumption; time-dependent covariates; multiple or recurrent events; sample size calculations for survival studies.

On completion of this unit students should be familiar with the major concepts and tools of epidemiology, the study of health in populations, and should be able to judge the quality of evidence in health-related research literature.
This unit covers: historical developments in epidemiology; sources of data on mortality and morbidity; disease rates and standardisation; prevalence and incidence; life expectancy; linking exposure and disease (eg. relative risk, attributable risk); main types of study designs - case series, ecological studies, cross-sectional surveys, case-control studies, cohort or follow-up studies, randomised controlled trials; sources of error (chance, bias, confounding); association and causality; evaluating published papers; epidemics and epidemic investigation; surveillance; prevention; screening; the role of epidemiology in health services research and policy.

This unit aims to enable students to apply appropriate methods to the analysis of data arising from longitudinal (repeated measures) epidemiological or clinical studies, and from studies with other forms of clustering (cluster sample surveys, cluster randomised trials, family studies) that will produce non-exchangeable outcomes. Content covered in this unit includes: Paired data; the effect of non-independence on comparisons within and between clusters of observations; methods for continuous outcomes; normal mixed effects (hierarchical or multilevel) models and generalised estimating equations (GEE); role and limitations of repeated measures ANOVA; methods for discrete data; GEE and generalised linear mixed models (GLMM); methods for count data.

Aim: Bioinformatics addresses problems related to the storage, retrieval and analysis of information about biological structure. This unit will provide a broad-ranging study of this application of quantitative methods in biology. Topics studied will be selected from: data sources, data retrieval, quantitative methods in genome science, proteome science, population genetics, evolutionary genetics and animal and plant breeding. A suitable preparation in statistics and in biology is strongly recommended. Content: Basic notions in biology; basic principles of population genetics; analysis of one DNA or protein sequence; analysis of multiple DNA or protein sequences; data sources and retrieval - NCBI and BLAST; hidden Markov models and their applications; evolutionary models; phylogenetic tree estimation; analysis of microarrays; functional genomics.

The aim of this unit is to achieve an understanding of the logic of Bayesian statistical inference, i.e. the use of probability models to quantify uncertainty in statistical conclusions, and acquire skills to perform practical Bayesian analysis relating to health research problems. This unit covers: simple one-parameter models with conjugate prior distributions; standard models containing two or more parameters, including specifics for the normal location-scale model; the role of non-informative prior distributions; the relationship between Bayesian methods and standard "classical" approaches to statistics, especially those based on likelihood methods; computational techniques for use in Bayesian analysis, especially the use of simulation from posterior distributions, with emphasis on the WinBUGS package as a practical tool; application of Bayesian methods for fitting hierarchical models to complex data structures.

This elective unit extends and enhances the concepts developed in BSTA5006 Design of Experiments and RCTs. On completion, students have the knowledge and skills required at an advanced professional level to design and analyse clinical trials, including cross-over designs and equivalence trials, and to identify and implement statistical methods for trial monitoring and reporting, with appropriate knowledge of regulatory requirements. This unit covers: methods in RCTs for determining: stopping rules for interim analyses (O'Brien-Fleming, Peto), spending functions, stochastic curtailment; statistical principles encountered in relation to aspects of regulatory guidelines (ICH, FDA, EMEA), and related to reports prepared for data safety and monitoring committees (DSMC); design and analysis of cross-over trials (period effects, interactions); equivalence and non-inferiority trials; problems of defining and using surrogate endpoints as alternatives to direct clinical outcomes.

The aim of this unit is to give master's students practical experience, usually in workplace settings, in the application of knowledge and skills learnt during the coursework of the master's program. Students will provide evidence of having met this goal by presenting a portfolio made up of a preface and two project reports. The projects should not all be of the same type and must involve the use of different statistical methods and concepts. At least one project should involve complex multivariable analysis of data. Students should enrol in both Workplace Project Portfolio A and Workplace Project Portfolio Part B, either in semesters 1 and 2 respectively, or both in the same semester.

The aim of this unit is to give master's students practical experience, usually in workplace settings, in the application of knowledge and skills learnt during the coursework of the master's program. Students will provide evidence of having met this goal by presenting a portfolio made up of a preface and two project reports. The projects should not all be of the same type and must involve the use of different statistical methods and concepts. At least one project should involve complex multivariable analysis of data. Students should enrol in both Workplace Project Portfolio A and Workplace Project Portfolio Part B, either in semesters 1 and 2 respectively, or both in the same semester.

The aim of this unit is to give master's students practical experience, usually in workplace settings, in the application of knowledge and skills learnt during the coursework of the master's program. Students will provide evidence of having met this goal by presenting a portfolio made up of a preface and one project report. The project must involve complex multivariable analysis of data.

This unit begins with the study of probability, random variables, discrete and continuous distributions, and the use of calculus to obtain expressions for parameters of these distributions such as the mean and variance. Joint distributions for multiple random variables are introduced together with the important concepts of independence, correlation and covariance, marginal and conditional distributions. Techniques for determining distributions of transformations of random variables are discussed. The concept of the sampling distribution and standard error of an estimator of a parameter is presented, together with key properties of estimators. Large sample results concerning the properties of estimators are presented with emphasis on the central role of the Normal distribution in these results. General approaches to obtaining estimators of parameters are introduced. Numerical simulation and graphing with Stata is used throughout to demonstrate concepts.

Students will learn how to formulate a searchable question; the pros and cons of different information sources; how to structure a computerised database search; important fields in MEDLINE; useful practical tips for searching MEDLINE; methodological filters, journal citation reports, and how to organise and manage references. The assignment requires students to demonstrate their search skills for three clinical problems (marks allocated for how many relevant articles found, the content terms used, the methodological terms used, and the databases searched) and to demonstrate skills in the use of Web of Science and Endnote.

The unit has six major content areas delivered as four modules; Module 1 Background to Q&S in health care and Errors and adverse events; Module 2 Professional and ethical practice; Module 3 Clinical governance; Module 4 Getting research into practice and Improving healthcare. At the end of the unit students will: understand the background to quality and safety in health care, from Australian and international perspectives; understand the nature of health care error including the methods of error detection and monitoring, and quality indicators; understand the role of good communication and other professional responsibilities in quality and safety in healthcare; have developed an understanding of clinical governance, accountability and systems management; have considered methods for improving healthcare such as getting research into practice, clinical practice guidelines and clinical practice improvement. This unit consists of online discussions, and activities based around key provided readings and other resources.

The aim of this unit is to critically appraise and apply, at an advanced level, the best evidence on diagnostic tests. This unit will help students to acquire advanced knowledge and skills in: assessing the quality of articles about diagnostic tests; extracting useful measures of test accuracy; and determining the value of the tests for different patients. At the end of this unit participants will be able to (at an advanced level): critically appraise articles assessing the validity and repeatability of diagnostic tests, and use information from diagnostic test articles to estimate the probabilities of alternative diagnoses with different test results. The principles of meta-analysis of diagnostic test studies will also be presented. The unit is based on discussion of pre-circulated reading material. Assessment will be based on a paper selected for discussion in the final week.

Students will learn how to critically appraise a review of the effectiveness of an intervention; how to do a meta-analysis; how to weigh up benefits and harms (applicability); how to avoid misleading meta-analyses and how to find or do better systematic reviews. At the end of this unit, participants should be able to: search for systematic reviews; critically appraise reviews of randomised controlled trials, do a meta-analysis of randomised trials using available software; and use meta-analytic methods for weighing up benefits and harms of an intervention in individual patient management and practice policy development. The assignment task is to: outline a clinical or health policy decision that you need to make; identify a systematic review that can help you with your decision-making; critically appraise this source; outline your decision and how you used the evidence to reach it; outline what additional information you would like and how you would obtain it (this may include further analyses on the data presented in the review, further reviews or suggestions for further primary studies).

The aim of this unit is to critically appraise and apply, at an advanced level, the best evidence on systematic reviews. This unit extends beyond the 'Introduction to Systematic Reviews' unit by exploring in-depth important issues around systematic reviews. At the end of the unit, students should be able to understand the advantages of individual patient meta-analyses; critically appraise a review of observational studies; understand differences in systematic review of observational studies compared with randomized trials, understand the potential pitfalls of meta-regression, perform and interpret a sub-group and meta-regression analysis, analyse continuous data and understand the methods by which missing data can be imputed, and understand the common problems in meta-analysis of continuous data. The seminar sessions are interactive and based on discussion of reading assignments; two sessions are based in the computer lab.

This unit provides an opportunity to further develop knowledge and skills in systematic reviews by undertaking a systematic review (ideally including a meta analysis) in an area nominated by the student. The student will be supported by a nominated supervisor. At the end of this unit, students should be able to: undertake a systematic review; do a meta-analysis of randomised trials using available software, and submit the review in the form of a paper suitable for submission to a peer reviewed scientific, academic or professional journal. The assessment task is to undertake a systematic review and present the review in the form of a paper suitable for submission to a peer reviewed scientific, academic or professional journal. Ideally the review will include a meta analysis of selected study results.

The aim of this unit is to further students' knowledge and skills in teaching clinical epidemiology at an introductory level. Students have the opportunity to develop their own teaching modules based upon the modules they have been exposed to in the Clinical Epidemiology Program at the University of Sydney. There is no additional face-to-face teaching. Participants are expected to develop, teach and evaluate a clinical epidemiology module of at least 3 hours teaching time. Participants will use the unit coordinator as a supervisor for their work in this unit. By the end of this unit participants will have developed, delivered and evaluated a teaching module in Clinical Epidemiology by: developing materials about clinical epidemiology relevant to the target audience and setting; developed a method of teaching which is relevant to the target audience and setting; developing and using an assessment tool appropriate for the teaching module; developing and using a method of evaluation appropriate for the teaching module.

This unit aims to further participants knowledge and skills in teaching clinical epidemiology - at an advanced level. Participants have the opportunity to develop their own teaching modules based upon the modules they have been exposed to in the Clinical Epidemiology Program at the University of Sydney. There is no additional face-to-face teaching. Participants are expected to develop, teach and evaluate a clinical epidemiology module of at least 9 hours teaching time. They are also expected to nominate a topic in the area of Teaching Clinical Epidemiology and explore the area in an essay. By the end of this unit participants will have developed, delivered and evaluated a teaching module in Clinical Epidemiology by: developing materials about clinical epidemiology relevant to the target audience and setting; developed a method of teaching which is relevant to the target audience and setting; developing and using an assessment tool appropriate for the teaching module; developing and using a method of evaluation appropriate for the teaching module; explored, through an essay, an academic area of interest in Teaching Clinical Epidemiology.

In this unit the student will develop his/her own research proposal, to a standard suitable for a peer-reviewed granting body. Each section of a grant proposal (Aims, Background, Significance, Methods, Analysis) will be discussed in class, with the student presenting and refining the corresponding section of his/her own proposal in a workshop setting. This will then be complemented by presentations from experienced researchers on the practical aspects of clinical epidemiological research, including: funding application, ethical approval, implementation of study designs and publication strategies.

This unit introduces the concepts and methodology used in genetic epidemiology. It begins with a refresher on molecular biology and genetics, followed by a survey of commonly used study designs. Practical implementation and statistical analysis of these studies will then be discussed. The unit concludes by exploring potential clinical and societal ramifications. By the end of this unit students will be able to critically appraise genetic epidemiological studies and act as informed research collaborators.

This unit aims to introduce students to the principles and concepts of health economics, and to develop students' practical skills in applying the methods of economic evaluation to decision making in clinically relevant contexts. It also aims to further develop the application of economic concepts in the design of research to answer economic questions of relevance in a chosen clinical setting This unit covers: Introduction to health economics and economic evaluation; calculating cost effectiveness ratios and presenting results; measurement and valuation of resource utilisation; measurement and valuation of outcomes; economic modelling and uncertainty; critical appraisal; application of economic evaluation in health policy.

During this unit students will evaluate guideline development; critical appraisal of guidelines; introduction to implementation and evaluation of guidelines; involvement of consumers in guidelines; examination of hospital-based and community-based guidelines. Group and individual critical appraisal work is required.

The aim of this unit is to enable students to appraise and incorporate patient-based measures in clinical research. Topics include: definitions, structure and functions of PBM; item-generation and selection; validation; assessing and improving reliability; utilities and preferences; questionnaire design; developing and appraising studies using PBM. The sessions combine information giving (first 90 minutes) with discussion and problem solving (last 30 minutes). The written assignment may be either an appraisal of an existing instrument for a particular purpose; or, a protocol for either developing an instrument, or validating an instrument, or applying an instrument in clinical research.

This unit extends biostatistical concepts covered in earlier units. Topics of study include: model-building in logistic regression: handling continuous variables; interpreting interactions in logistic regression; handling missing data; presenting results of a logistic regression analysis; testing for trends in r by c tables; combining trends in proportions over strata; analysing matched case-control studies: conditional logistic regression; ordinal logistic regression; analysing serial measurements: use of summary measures. The unit consists of seven, two-hour, face-to-face sessions. Sessions 1-3: In the first hour we discuss a pre-circulated exercise. In the second hour we discuss the listed topic. Sessions 4-6: In the first hour we discuss the listed topic. The second hour is held in the Computing Lab, where participants have the opportunity to ask questions relating to their analysis of the data for assignment 1, both about SAS problems and about conceptual issues. Session 7: In the first hour we discuss the listed topic. In the second hour assignment 1 is returned and discussed. For Assignment 1 participants use logistic regression to analyse a complex set of real data which is provided. For Assignment 2 the aim is to identify the single major analytical issue in a proposed or current piece of research in your area of interest, and then to find an appropriate way to address this issue.

This unit provides students with an opportunity to develop a Clinical Epidemiology study proposal under supervision. The proposal will include: background to the project; project plan; project significance; justification of the project; project method; budget; and ethical implication of project. At the end of the unit, the student will be proficient in writing research proposals suitable for submission to an appropriate funding body. Student assignment involves writing a study proposal suitable for submission to a funding body.

The aim of this unit is to conduct a clinical epidemiology project and write a report on the project in the form of a paper suitable for publication. The project will involve: refining the project proposal; data collection; data analysis; and produce a report suitable for publication. At the end of the unit, the student will be proficient in conducting and writing a report of a clinical epidemiology project. The report should be suitable for publication in a peer reviewed journal.

This unit aims to develop a critical and comparative grasp of the theory and practice of health policy and to give an overview of the political choices and frameworks that shape policymaking. The unit explores the main structures and institutions that make health policy. Students will debate the reform of policy frameworks, raising questions about equity, ethics and the role of socio-economic status over access to health care and priorities of the current system. Australian policy debates will be placed in their broader context by comparing different health systems and assessing global influences. Case studies will be used to examine the relationships between policy and practice.

This unit introduces the main concepts and analytical methods of health economics, political economy and finance to examine the workings of health systems in Australia and comparable countries. It looks at the main models of funding used in developed countries and their implications for the structure, planning and delivery of services. The first module focuses on the basic concepts and methodologies of health economics and political economy and their contribution to policy analysis. The second module places funding structures in a broader political and policy context. Topics include the debates over the public-private mix and governance and accountability - who makes decisions about funding priorities? To whom should decision makers be held accountable and for what aspects of their work?). The unit will use comparative analysis as well as Australian case studies.

This unit develops skills for the effective critical appraisal of health policy, with a critical examination of the principles, and limitations, of evidence-based health policy and evaluation of the research that underpins a policy or policy proposal. This unit builds policy analysis and analytical skills by exploring policy design, implementation and evaluation. It uses approaches drawn from public policy, political science and public administration to look at the role of politics and wider contexts and the integration of equity concerns when developing and applying health policy. The day schools will include workshops on the use of epidemiological and social science literature in policy development.

This unit explores the impact of globalization on health policy, and the way in which global health problems, HIV/AIDS and the prevalent chronic diseases, for example, shape policy. The educational goal of the unit is to equip students with skills to appraise critically global health policy proposals and to offer informed advice how these policies may be made more effective. The unit will achieve this goal by doing three things.
First, it will explore new global health threats that transcend national boundaries; especially those whose causes or results transcend the capacity of individual states to influence, avian flu, for example. Second, it will examine the governance of the policy responses, good and poor, that these global health threats evoke. The influence and power of agencies in the United Nations system, including the World Health Organisation and UNICEF, the World Bank, the Gates Foundation and activist organizations such as Médecins sans Frontières, will be examined. Third, teaching will make extensive use of current case studies. The unit will concentrate on less developed countries. Students will be assessed on their acquisition of skills in global policy and critical analysis and their application to emerging problems.

There is a growing recognition of the importance of the evidence from research to inform the development and evaluation of health policy.
Strengthening understanding of the links between evidence and policy and practice is a crucial element in the improvement of health systems. This unit will equip students with skills to critically appraise policy proposals and to offer informed advice on making policies more effective by using evidence.
Students will gain experience in techniques to assess evidence needed for policy development, including systematic and rapid reviews. Specifically, students will learn how evidence can be used to a) identify areas that require effective interventions, b) implement the most effective interventions and c) monitor and evaluate outcomes. . The unit emphasizes the manner in which political processes and imperatives shape new policy approaches.
Assessments will allow students to demonstrate their acquisition of policy assessment / interpretation skills, critical analysis of data and evidence and their application to emerging problems. This unit prepares students for the policy research project in HPOL5009, for which it is a prerequisite. The unit is taught in conjunction with the Sax Institute and the Menzies Centre for Health Policy (University Sydney).

This unit is a capstone project that allows students to apply theory, tools and skills developed in previous units of study to a real life problem or issue where health policy can make a difference. It provides students with an opportunity to develop their issues analysis and subsequent policy development skills under close supervision of an allocated academic mentor. Students will choose an approved policy project. This can be drawn from their work experience or identified with the assistance of their academic mentor. The first workshop will be devoted to the skills needed for the policy writing project. By the conclusion of the project, students will have developed a policy document including: a critical literature review; an appraisal of relevant evidence and possible options; an analysis of the environment in which the policy will be introduced; a communication strategy, and; implementation, evaluation and accountability mechanisms. The project will be presented at the final student workshop.

This unit of study explores substance use and misuse in Indigenous communities, the cultural and historical antecedents to the current status of alcohol, tobacco and other drug disorders, the scientific basis of addiction, and the epidemiology and aetiology of substance use in Indigenous communities. Students will examine and critique frameworks for approaching prevention and treatment of alcohol problems in clinical and public health settings. In this block we will provide examples focusing on non dependent alcohol use disorders. A central learning method of the course, case-based learning, will be introduced and students will be expected to apply their professional experience in drug and alcohol field. In addition, students are expected to draw on their cultural knowledge to develop their drug and alcohol client assessment and management skills, to analyse their community setting, and to explore the role of the Indigenous drug and alcohol health professional in the provision of drug and alcohol prevention and treatment services to individuals and society.

This unit of study is designed to build upon the clinical skills, science, community focus and professional development and apply these to the issue of alcohol dependence and withdrawal in individuals and within the community. Clinical assessment instruments and evidence based management methods are explored in a cultural context. Students are introduced to physical, psychological and psychiatric complications and co-morbidity in alcohol dependence. The unit is designed to enhance students' skills in preventing relapse, including counseling approaches, use of and referral to appropriate services and understanding the role of pharmacotherapies. Students will appraise the evidence for alcohol misuse prevention and treatment methods and how this can be used in developing case management plans.

This unit of study examines the impact, epidemiology and pharmacology of cannabis, tobacco and related harms in Indigenous communities. The association between cannabis use and depression and other psychiatric conditions will be explored. The nature and treatment of depression is examined particularly in cannabis users. At the public health level the unit focuses on policy and how it influences drug and alcohol programs at the local level and impacts on Aboriginal and Torres Strait Islander drug, alcohol and health status. Students will examine strategies for reducing smoking and cannabis related harm in individuals and the community. The health professional's role in influencing policy and programs in culturally secure and safe ways is also explored and applied to cannabis and tobacco policies.

This unit of study provides students with skills to assess and manage clients with heroin and other opioid dependence. The role of opioid maintenance pharmacotherapies and the prevention and management of blood borne virus infection among injecting drug users is examined together with other harm reduction initiatives. Students will critique a drug and alcohol program and analyse how to provide an effective alcohol and other drug treatment service. Skills in communication are explored and applied in both advocacy for the client as well as in advocating for change in the community through communication with government and non-government agencies.

This unit of study examines amphetamine-type stimulant drugs. It covers pharmacology, effects and complications of stimulant and of polydrug use. Topics include needs of clients with amphetamine and polydrug use disorders, evidence for effective prevention and treatment strategies, complications of stimulant use, the biochemistry of psychosis and the use of antipsychotics. The prevention and management of HIV infection is examined. The unit provides students with an introduction to the skills needed to write a program funding proposal by developing skills in articulating the program rationale, goal setting, budgeting, communication with and gaining the support of key stakeholders, time management and decision making.

This unit of study explores substance use through the lifespan of the individual from foetal development through to adulthood. It explores the factors which can contribute to trans-generational cycles of alcohol, tobacco and other drug disorders in Indigenous families. A focus on research and evaluation aims to integrate the learning from previous units to further develop an understanding of the importance of research in all aspects of drug and alcohol education, clinical practice and health promotion. The unit explores approaches and methods used in public health-oriented drug and alcohol research. It incorporates a framework of research and evaluation that will enable students to design a simple descriptive study. Use of alcohol, tobacco and other drugs in pregnancy and approaches to prevention of foetal harm will be examined. Clinical skills development will address prevention, assessment and management of benzodiazepine dependence and solvent misuse.

This is the first of seven sequential, interdependent modules, only provided for students enrolled in the Graduate Diploma in Indigenous Health Promotion. Students will be introduced to the rationale for and components of a community profile. They will be introduced to sources of data available and required, to set up, structure and formulate a profile of their own community. The data are a combination of routinely collected statistics, and local reports on community-defined strengths and needs. Particular attention will be given to finding, managing and presenting the data in a format that is accessible and useful to the students' own communities as well as to professional colleagues, health agencies and funding agencies. The community profile provides students with a basic overview that enables them to develop culturally secure and effective programs for working with their communities to promote health effectively.

This is the second of seven sequential, interdependent modules, only provided for students enrolled in the Graduate Diploma in Indigenous Health Promotion. In this module, students will be introduced to the components of a planned health promotion program. They include examining and structuring the ways in which students can engage others in their communities in identifying the causes or determinants of the public health problems they have identified; preparing a plan of action that outlines measureable aims and objectives; examining the ways in which human, financial and other resources can be mobilised to enable program implementation; as well as how to structure and formulate strategies for action.

This is the third of seven sequential, interdependent modules, only provided for students enrolled in the Graduate Diploma in Indigenous Health Promotion. Students will identify and discuss the strategies used to achieve the goals and objectives of their health promotion programs. They will be introduced to theories used to develop strategies, and will analyse case studies of effective Aboriginal and Torres Strait Islander health promotion. Students will identify the capacity needed by communities and organizations to implement strategies and the actions they can take to ensure the cultural safety of their work.

This is the fourth of seven sequential, interdependent modules, only provided for students enrolled in the Graduate Diploma in Indigenous Health Promotion. This module introduces students to the theory and practice of communication as a tool for promoting health. Students will develop knowledge of and skills in interpersonal, group, and public communication for health. They will expand their skills in conflict resolution. They will be introduced to social marketing theory and practice. They will also examine the negative and positive contributions of the mass media to promoting the health of Aboriginal and Torres Strait Island people.

This is the sixth of seven sequential, interdependent modules, only provided for students enrolled in the Graduate Diploma in Indigenous Health Promotion. This module is designed to assist students to build personal and organisational capacity to promote health within their organisations and communities. This includes: identifying sources of funding and obtaining grants and building support for action to change policies and practices within their organisations to promote health. Assessment for this unit requires students to prepare a planned response to a public health problem facing an Aboriginal community. Students work as a team to prepare a comprehensive response using the processes and technical skills acquired throughout the course. Assessment also requires the students to present an overview of their final project to a panel including academic staff and health promotion practitioners.

This is the fifth of seven sequential, interdependent modules, only provided for students enrolled in the Graduate Diploma in Indigenous Health Promotion. The students will be introduced to the role of research in Aboriginal and Torres Strait Islander health promotion. They will identify ethical issues important in research design and implementation, and identify research methods that will assist Aboriginal and Torres Strait Island communities to describe health problems and their causes, to develop effective strategies to address these, and to evaluate the progress and outcomes of health promotion interventions. They will also identify ways in which research must be carried out in their communities in order to ensure that communities are not exploited or harmed by the research. The students will also learn to identify organisations and individuals with whom they might form partnerships, to extend the range of research that can be carried out in their communities. The students will define culturally secure and effective methods that are available to evaluate health promotion programs conducted with and for Aboriginal and Torres Strait Islander people and their communities. Assessment for this unit requires students to design and conduct the evaluation of a module of the Graduate Diploma in Indigenous Health Promotion and to report on this.

This is the last of seven sequential, interdependent modules, only provided for students enrolled in the Graduate Diploma in Indigenous Health Promotion. Students will be expected to apply and reflect on the knowledge and skills learned in each of the coursework modules they have completed. Each student will prepare a project report (which may be presented as a written report, video, journal article, radio program or poster and story), integrating the learning across the whole course into a single intervention program. With the approval of the community for whom the project was developed, the report will include chapters on the profile of the community, a program plan that outlines measureable aims and objectives, strategies, an implementation plan, and an evaluation plan. The report will also include the students' reflections on their learning. The explicit focus and direction of the project will be determined by the students in consultation with their employers and their communities. The completed project will demonstrate the student's knowledge of and skills with regard to the key elements covered throughout the course.

Immunology is the study of defence mechanisms that protect individuals against infections and cancers. Studies in immunology are leading to advances in clinical medicine, including understanding allergies, transplant rejection, autoimmune diseases, such as rheumatoid arthritis and insulin-dependent diabetes, and the development of new vaccines. This unit of study will provide an understanding of the components and functions of the immune system at the molecular and cellular levels, the mechanisms of pathological immune processes and immune system dysfunction, mechanisms of immune responses to microorganisms and immunological techniques used in clinical diagnostic and research laboratories. The unit components will be delivered so as to develop skills in problem-solving, evaluation of scientific literature, and oral and written communication. Lectures will provide an overview of the immune system and an update of fundamental facts. Problem/case-based scenarios together with invited guest/specialized lectures, hands-on practical work, literature research and group discussions ('tutorials') will provide in-depth analysis of particular chosen topics.

This unit aims to equip graduates with an in-depth knowledge of medical virology and cell technology that will enable them to work effectively as laboratory personnel in relevant hospital laboratories, clinics or research institutions. Students will develop skills in evaluation of scientific literature, in problem-solving and in scientific communication that will enable them to develop careers as administrators or policy-makers in hospitals, health care organisations or government bodies. The core of the program is a series of lectures, some of which will be given face-to-face and/or will be available online. Practical classes will focus on the identification of viruses and cell culture technology, and on techniques used in research investigations and will be conducted in an appropriately equipped student laboratory. Tutorials will be conducted in small groups and students will actively participate in a variety of exercises based on current topics in virology.

This unit of study will equip graduates with a thorough understanding of the principles and applications of bioinformatics, fostering an awareness of the increasing importance of being able to effectively manage and analyse large volumes of data in medical and related sciences. It will equip students with a thorough knowledge of online, publicly-available bioinformatics resources, with a particular emphasis on resources relevant to research in infection and immunity. Skills will be developed in the effective use of common bioinformatics software applications and databases, the evaluation of scientific literature pertaining to bioinformatics and its medical applications (including any associated software or databases), problem-solving, and scientific communication. The core of the program is a series of lectures introducing resources and concepts in bioinformatics along with tutorial sessions encouraging interactive questioning and exploration of these concepts. Practical classes will be conducted in appropriately equipped computer laboratories and enable student to actively translate theoretical concepts and apply specific software applications to the analysis and interpretation of biological data.

This unit of study aims to build on the student's basic knowledge of microbiology to provide an awareness of modern concepts and the latest knowledge of medical bacteriology relevant to the susceptibility and response of the host to pathogenic bacteria, with special emphasis on the host-pathogen relationship at the cellular and molecular levels regarding symptoms, virulence factors, pathogenesis, diagnosis, treatment, control and prevention. The practical component will allow candidates to become familiar with modern molecular-based bacteriological procedures used to identify the characteristic genetic features of bacterial species that cause infections. The unit will provide the advanced scientific and intellectual basis to augment knowledge and understanding, at a postgraduate level, in a career involving medical microbiology or in a related subject area. Lectures will be used to impart knowledge and understanding as well as review key themes of the module. Tutorials will utilise activities such as journal review and topic presentation which enable candidates to explore a range of issues including the changing pattern of diseases in Australia and worldwide. The use of case studies will enable candidates to examine breakouts of disease and their investigation by the clinical laboratory. Laboratory sessions will enable students to apply the theoretical concepts of laboratory investigation at the molecular level using advanced molecular techniques of gene and protein identification.

The unit aims to equip graduates to use hospital laboratory services and the research literature in the recognition of individual cases of communicable disease, trace the source of outbreaks and provide a scientific basis for development of institutional infection control policies. There are four specific learning objectives: to know how to estimate the risk of transmission of infection and to assess the value of control measures; to understand the methods used to determine the efficacy of antimicrobial drugs both for treating individual patients and in terms of policy guidelines; to understand the scientific basis of vaccination and its value and limitations in the field; to appreciate the human factors involved in achieving effective infection control. The core of the program is a series of lectures, practical classes and tutorials based on important current or historical examples of epidemic infectious diseases.

This unit aims to equip graduates with an in-depth knowledge of medical mycology and parasitology that will enable them to work effectively as laboratory personnel in relevant hospital laboratories, clinics or research institutions. The course will allow students to develop skills in evaluation of scientific literature, in problem-solving and in scientific communication that will enable graduates to develop careers as administrators or policy-makers in hospitals, health care organizations or government bodies. The course structure involves lectures on diseases caused by fungal, protozoan and helminthic agents, laboratory classes on identification of fungal and parasitic infections, and on techniques used in research investigations and tutorials (e.g. clinical cases, investigation of outbreaks of disease and prevention strategies). Seminars consisting of presentation of specified topics researched by individual students will also form part of the course.

The course will have two concurrent themes. Clinical: this theme will concentrate on the immunological methods used to evaluate human disease and will include the theoretical basis for tests of immune function, practical laboratory application of assays based on these principles and case-based seminars. Research: This theme will focus on understanding the investigation of immune function with lectures and practical sessions reviewing current molecular and cellular approaches and seminars based on study of current literature and classic papers in Immunology. Instruction will comprise lectures on the immunopathology of disease and the immunological methods used in diagnosis and research; laboratory classes on methods and techniques used in clinical diagnosis and research investigations; and tutorials involving clinical cases, journal article reviews, review of laboratory problems and seminars consisting of presentation of specified topics researched by individual students. The learning objectives of this unit are to understand the immunological basis for infection and immunity and how these concepts are core to and applied in the diagnostic pathology laboratory; to understand how the immune system causes and prevents disease, the use and performance of immunological tests in the investigation of disease and methods of investigation of the immune system; to develop effective skills in problem-solving and self-directed learning and to foster advanced verbal and written communication skills.

Students will work with an established research group and work on a specified research project. This project must be approved by the Infection and Immunity Program Committee and carried out under suitable supervision. At least one of the project supervisors must be an academic staff member of the University. Total minimum of 6 hours/week.

Students will work with an established research group and work on a specified research project. This project must be approved by the Infection and Immunity Program Committee and carried out under suitable supervision. At least one of the project supervisors must be an academic staff member of the University. Total minimum of 6 hours/week.

Students will work with an established research group and work on a specified research project. This project must be approved by the Infection and Immunity Program Committee and carried out under suitable supervision. At least one of the project supervisors must be an academic staff member of the University. Total minimum of 12 hours/week.

This unit of study will provide students with knowledge about detection, monitoring and control of existing and emerging pathogens, and will provide students with the necessary skills to plan epidemic preparedness strategies, to identify optimal strategies for disease prevention, containment or eradication and to evaluate their effectiveness. This module offers a multidisciplinary framework for understanding the principles of interventions against infectious diseases and focuses on the study of global infectious disease threats in the context of their routes of transmission and potential intervention strategies, as well as the reasons for the success or failure of control programs. The core of this unit is a series of lectures, practical demonstrations and problem-solving tutorials describing real-life examples of diagnostic and surveillance strategies and vaccination policies, community outbreak investigations and epidemic/pandemic preparedness planning. The main principles will be illustrated using examples from epidemic influenza, arbovirus diseases, tuberculosis, viral hepatitis and food- and water-borne bacterial infections. A large portion of this unit is based at the State reference laboratories of the Institute of Clinical Pathology & Medical Research at Westmead Hospital, Western Clinical School Campus.

This core unit of study enables health care professionals to critically reflect on their own teaching and learning strategies, compare them with current principles and concepts in medical education, and identify those approaches which have potential for improving learning in their own setting. The unit is designed at a practical and introductory level, to encourage participants to explore key ideas from theoretical and research literature in the context of their current teaching practice.. The unit lays important foundations for more detailed investigation in other units of study.
Modules within this unit of study will focus on the principles and practices of: teaching and learning in health professional settings - conceptions and approaches to learning and teaching, and the learning context; educational design - promoting constructive alignment in program design; assessment of competence and performance; and evaluation of educational programs in health and medicine.
By the end of this unit, students will be able to: describe current principles and concepts in learning, teaching and assessment in health and medicine and the evidence for their use; identify and reflect on the influences underlying their own approach to teaching and learning; test for alignment of learning outcomes, activities and assessments in a program or curriculum; and implement principles of evaluation in developing an evaluation plan and material..

This is a core Unit of Study for the Graduate Diploma and Master of Medical Education programs. This unit is designed to provide health care professionals with a deeper understanding of the nature of evidence in health and medical education, and the skills in analysing and synthesising this evidence to inform improvement in their own teaching and learning practices. This introductory unit of study will provide a foundation for advanced learning in other units of study particularly MDED 5011 Research methods in medical education.
Modules within this unit of study will focus on the scholarship of teaching in health and medicine including best evidence medical education; as well as understanding and appraising qualitative and quantitative research.

By the end of this unit students will be able to: describe scholarship of teaching including evidence-based medical education principles; critique the literature of teaching and learning including qualitative and quantitative studies; synthesise evidence from the health and medical education literature in the form of a literature review; develop information literacy skills to search the health and medical education literature and use Endnote; and reflect on applying evidence to their own teaching and learning context.

This unit builds on module E in MDED5001 by developing understanding of approaches to program evaluation. This unit will provide students with skills to conduct their own evaluation and inquiry projects. The unit aims to develop scholarship and lifelong learning graduate attributes through promoting growth of skills in reflection, inquiry and communication. This unit of study aims to develop a better understanding of how evaluative practice can improve individual teaching and educational programs.
By the end of this unit of study students will be able to: compare strategies for reflecting on teaching and students' learning experiences; apply examples of evaluation methods to developing a plan for evaluating a program; compare forms of evaluation and explain the role of forms of evaluation in educational development.

Please note that it is not advisable to begin an Independent Study early in your program. We advise you to wait until you have completed four other units of study including the two core units and from 2009 MDED5011 will also be a prerequisite. Approval for independent studies must be sought from the program coordinator.
Candidates may contract to undertake independent studies in a particular field of educational interest or to undertake independent research. Students undertaking a research project will have appropriate supervision by academic staff in the Office of Postgraduate Medical Education and many have co-supervision within the actual research setting.
The project is negotiated with your supervisor and based on a written Learning Contract. The project can be undertaken for one semester (6 credit points - Independent Studies A) or two semesters (12 credit points - A and B) in negotiation with your supervisor. The choice of project is yours and you are encouraged to select a topic that is directly relevant to your own work setting. As part of the Independent Study you will develop your own learning outcomes.
Independent Study projects designed and undertaken by students in previous years include: Project Title - A framework for reflection on teaching: Combining teaching philosophy, reflective tools and insights from implementing a unit of study; Project Title - A Pilot Study of In-Training Assessment in Rheumatology Advanced Training; Project Title - Teaching Professionalism to Junior Medical Staff; Project Title - Teaching Clinical Reasoning to Medical Registrars.
Descriptions of these and further projects are available from our website at www.opme.med.usyd.edu.au

Please refer to MDED5004 Independent Studies A for a description of this unit of study.
Please note that as from 2009, MDED5011 will also be a prerequisite.

This unit aims to explore, discuss and critically appraise perspectives on, and practices in, clinical learning and the settings in which such learning takes place, and to apply these understandings and knowledge to the development of an initiative to improve clinical learning. Participants will explore what and how students learn in the clinical context; and the challenges of learning and teaching in a work environment.
By the end of this unit, students will demonstrate ability to: explain the principles of one of the main theories that underpin current understanding and conceptualisation of learning and teaching in a clinical environment; identify the common challenges of preparing clinicians for complex practice and some of the distinctive, curricula, and pedagogical practices that have been developed to meet these challenges; frame questions related to student learning in your clinical environment for research; analyse and evaluate appropriate literature in relation to a specific area of investigation of learning in a clinical environment; apply knowledge of current theory/research to develop new understandings about learning and teaching in clinical environments; question and analyse current educational practice in own and other contexts; apply knowledge of current theory/research to justify a proposal for an innovation in teaching practice/s supporting the professional development of learners in your own clinical environment; analyse ethical considerations of any proposal for educational change; predict the effects of proposed educational change within own workplace setting; evaluate and reconsider your own teaching practice in the light of new knowledge and understanding; critically evaluate the impact of personal beliefs and attitudes on teaching; communicate information, ideas, problems, and solutions accurately and reliably, and with structured and coherent arguments in both written and oral format; work effectively and cooperatively as a member of a learning community, providing and responding to constructive feedback.

This unit of study builds on the introduction to concepts of effective learning and teaching developed in MDED5001 by offering you in-depth study through authentic learning activities. The key focus of this unit is on developing your understanding of student-focused perspectives on problem-based learning and the introduction of problem-based learning to professional health education curricula. An important aspect of your learning experience is the development of your own problembased learning case, a process that combines theory, design skills and creativity. This unit provides a foundation for the study of small group learning and teaching, and reviews key differences between case-based and problem-based learning in medical education.
By the end of this unit of study students will be able to: prepare students and staff for the introduction of a problem-based learning component; design problem-based learning cases to guide collaborative and self-regulated learning; critically appraise evidence for the effectiveness of problem-based versus alternative curricula; justify the introduction of problem-based learning into new or revised professional health education curricula.

The aims of this unit are that students will gain enhanced skills in student assessment and a deeper understanding of principles and practices which underpin evidence-based assessment practice in medicine and the health sciences. Assessment is an essential element of undergraduate, post-graduate and continuing medical education and training. This unit of study will focus on the purpose, design, implementation and evaluation of authentic assessment tasks and strategies that reflect what trainees and, practitioners do and what students will do in medical practice. The unit of study will discuss the principles underpinning best assessment practice and the evidence for particular assessment strategies.
This unit of study will be presented as a series of workshop sessions and problem-based learning activities.
Specific topics to be addressed include selecting assessment tools, the design and blueprinting of assessment strategies, use of assessment in formative and summative assessments, the implementation and evaluation of assessment strategies appropriate to particular medical education contexts and measurement of appropriate outcomes. The portfolio approach allows learners to relate their learning to specific requirements of their work environment.
During this unit students will learn to: evaluate the purpose, reliability and validity of an existing assessment; design and construct a reliable, valid and acceptable assessment instrument; consider issues of standard setting and decision-making, develop strategies to facilitate the implementation of change in assessment practices; demonstrate the ability to engage in collaborative learning and demonstrate the ability to critically reflect on personal learning and teaching practices and future learning needs as they relate to assessment.

This unit aims to prepare students to promote interprofessional learning opportunities in the workplace. This unit will focus on the exploration of theoretical and practical issues surrounding the promotion of interprofessional collaborative learning. Students will undertake a small-scale project to design an interprofessional learning opportunity relevant to their educational environment. Particular emphasis will be given to the benefits and challenges to implementation of interprofessional learning.
By the end of this unit, students will be able to: design and implement a protocol/guideline for assessing interprofessional teamwork; from the literature identify the benefits of and barriers to interprofessional learning as it relates to health professional education and apply knowledge of the interprofessional learning literature and educational strategies to design interprofessional learning opportunities.

In this unit of study participants will develop a deep understanding of the theoretical and practical issues surrounding the facilitation of clinical reasoning. They will critique and analyse educational theory and research to form a theoretical framework to support their learning and teaching of clinical reasoning. They will engage in critical reflection of their own reasoning and learn strategies for facilitating its development in a variety of medical education contexts. Participants will also learn to identify students' reasoning difficulties and to design a program to promote the development of clinical reasoning within their own workplace setting.

This is a core unit of study for the Graduate Diploma and Master of Medical Education programs. This unit is designed to build on the basic research principles learnt in MDED 5002 (Scholarship of Teaching in Medicine) and to prepare students for independent research in medical education. This advanced unit of study will help students develop a greater depth of understanding of research methods suitable for medical education, including qualitative, quantitative and mixed methods research. Students will explore the philosophical assumptions underpinning these research traditions and the range of data collection methods best suited to answer a research question based on their own context. Students will explore the ethical issues pertinent to conducting medical education research and will design a comprehensive medical education research proposal (including ethics application). Students will also learn to apply quantitative and/or qualitative techniques to analyse medical education research data.

This unit and the associated units, MEDF4002, MEDF4003, MEDF4004, MEDF4005 and MEDF5005, are research units of study. The contents and assessments are determined according to each individual student's needs.

See MEDF4001.

See MEDF4001.

See MEDF4001

This unit of study introduces students to the fundamental skills that are required for postgraduate research in medicine and health. Students will learn how to conduct research that is scientifically and ethically sound, be able to critically appraise and review literature, and will develop simple but important statistical analysis skills. In particular, students will learn how to present and interpret data, basic data management skills, and how to determine the required sample size for a study.
Obtaining ethics approval is necessary for any study involving the collection or analysis of data involving humans, animals or their tissues. Hence, this unit will also cover when and how to apply for ethics approval.

This unit gives students the opportunity to undertake a special project (a research project or a field placement) in their area of interest in international public health as part of the course. Students may research their chosen topic, develop a proposal or analyse data already collected, then write a brief report. Alternatively, students may choose to undertake a placement with an international aid agency or with relevant sections of health services overseas or in Australia and then write a brief report about it. Students arrange with an international public health academic to be their supervisor on a project and agree to expected deliverables. The supervisor provides guidance and assesses the report.

This unit gives students the opportunity to undertake a special project (a research project or a field placement) in their area of interest in international public health as part of the course. Students may research their chosen topic, develop a proposal or analyse data already collected, then write a report. Alternatively, students may choose to undertake a placement with an international aid agency or with relevant sections of health services overseas or in Australia and then write a report about it. Students arrange with an international public health academic to be their supervisor on a project and agree to expected deliverables. The supervisor provides guidance and assesses the report.

This unit is a short course of two days duration. It provides candidates with a general overview of common health issues for travelers to tropical regions and emerging travel-related diseases and methods for prevention and control of these diseases. It also takes a general look at travel/public health regulations associated with outbreaks/disasters. It is particularly orientated towards travelers or those intending to work in tropical countries for a significant period of time.

This unit of study aims to provide students with an understanding of the principles, theory and methods that are employed in health promotion. The unit will give attention to the full spectrum of health promotion activities, from local level initiatives to the development of national policies to achieve health goals. It will have a strong practical and methodological focus, with the objective of enabling students to develop knowledge and skills for planning, implementing and evaluating health promotion programs and policies. This unit of study provides students with opportunities to look at theory and practice in health promotion and the major health promotion issues at national and international levels. Models and methods that are commonly used in health promotion and disease prevention will be described and discussed by using real life examples. Among the major issues examined are the health impact of economic development at the national and global levels, prevention and control of cigarette smoking, non-communicable diseases, HIV/AIDS and diarrhoeal disease.

This unit gives candidates an insight into prevention and control of specific diseases in developing countries by using country-specific examples, presented by a wide range of professionals with direct practical experience. The unit specifically looks into the control of infectious diseases including leprosy, vector borne diseases, sexual transmitted infections (STIs), cholera and parasitic diseases that are prevalent in many parts of the world and some of the emerging infectious diseases such as avian influenza.

This unit aims to give students an overview of the health status of women and children in international settings. It also aims to examine causes of major health problems and possible approaches to improving the health of women and children in resource-poor countries. The unit covers a variety of issues in women's and children's health, including approaches to prevention of maternal and fetal, neonatal and child mortality, poverty, mother to child HIV transmission, , women and violence, traditional practices and early marriage, family planning, diarrhoeal disease, pneumonia, vaccine preventable diseases.

This unit aims to provide an integrated and interpretive approach to an understanding of health-related behaviours of populations in international settings, by synthesizing anthropological knowledge and methodology, and the interactions of culture, biology, psychology and environment. The teaching process is by student-led, lecturer-guided, discussion based review and critical analysis of relevant topics. During the unit, students will explore a range of issues in international and multicultural health from an anthropological perspective. Methodological approaches will encompass ethnography and other anthropological data collection methods. The issues covered will include cultural influences on health, illness and healing, such as indigenous and traditional beliefs and systems, gender and cultural change and the impact of modernization and development on illness and healing. The impact examines disease and illness patterns - their distribution and persistence, mental illness and culture and attitudes towards the use of medications; and the provision of culturally sensitive and appropriate services. The emphasis will be on covering a range of topic areas relevant to the students enrolled, and those of particular importance in contemporary international and multicultural health contexts.

This unit aims to provide candidates with an understanding of the causes and control of diseases associated with social and economic development and the demographic and health transitions. Topics covered in the unit include diseases of modernisation - an overview, causes and prevention of cardiovascular diseases; cancer; diabetes;; primary health care management of NCDs; health promotion for NCDs.

This unit offers a detailed and evidence-based assessment of the global HIV situation to equip students with the latest understanding of HIV distribution and trends globally, its social and economic implications, the measures being taken to prevent and treat HIV andAIDS, the gaps that need to be addressed in HIV control, and the politics around global HIV issues. Examples from different parts of the world, particularly less developed settings, are used to illustrate analysis of the key issues influencing the HIV control agenda globally. Emphasis is placed on developing a critical and analytical approach to assessing the HIV situation and developing interventions for its control.

This unit gives students an overview of public health aspects of humanitarian emergencies in developing country situations and the range of appropriate responses. This includes considering problems faced by government and non-government organisations in humanitarian emergency relief efforts.

This unit aims to present an overview and critique of mental disorders in an international context. It covers broad issues related to the classification of mental and substance use disorders, their prevalence and population burden and their biological, environmental and cultural determinants. While the focus of the module is on international epidemiology, the course also aims to promote understanding of the economic and humanitarian implications of the burden of mental and substance use disorders for prevention, treatment and health policy. The unit will cover what a mental disorder is, how frequent and how disabling mental disorders are and what the major correlates and determinants of mental disorders are. Students will look at the problems of greatest burden: depression and anxiety disorders, psychosis and dementia, suicide and substance use disorders with a focus on health policy.

The unit aims to provide candidates a multidisciplinary perspective of the interplay between health and development in developing country populations, from a range of social science and public health disciplines. The unit will cover the following themes: health and development, Millennium Development Goals, poverty and health, gender and health, culture and health, education and health, environment and health, public health advocacy, international legal framework for health and human rights, health systems, health policy, human resources for health, primary health care, drugs, vaccines and technology for global health and disease and security. At the end of the unit, students should be able to demonstrate an understanding of the relation between health and development globally and its diverse aspects; demonstrate an understanding of how health systems and policy operate in less developed countries and the critical issues with them that need to be addressed; demonstrate an understanding of the role played by the various international organisations and agencies in health in less developed settings, and use the available evidence to critically appraise cross-cutting issues in international / global health that have a major influence on population health.

This unit introduces candidates to the methods used to identify disease priorities for public health action in developing countries using as a paradigm the approaches developed for the global burden of disease study. It will provide candidates with an understanding of the major conditions responsible for illness, disability and premature mortality in developing countries, and their magnitude, causes, and control. The design and implementation of disease control and health promotion programs for developing country populations will be discussed based on an understanding of the biological, environmental, behavioral, social and cultural aspects of major health problems. Topics covered in the unit will include the global burden of disease; assessment of health and disease in populations; methods for conducting applied field research, the situational relevance of quantitative and qualitative research methods, and the potential benefits of combining methods for the investigation of health related outcomes; reviews of the burden of illness, the epidemiology, and the control and prevention strategies in developing countries for infectious diseases - HIV/AIDS, malaria, and tuberculosis; injuries and non-communicable diseases - cardiovascular diseases and mental health; and malnutrition, reproductive and perinatal conditions and childhood infectious diseases, The unit will enable candidates to acquire 'hands on' experience in the use of the field research data collection methods and study and sampling designs, and the skills to apply these methods.

Health systems are complex and multi-faceted. Successful health systems require attention to political economy, governance, institutions, and local context. This unit will cover health systems in developing countries to equip students with a conceptual understanding and a set of tools to address major public health challenges from a health systems perspective. With a focus on evidence-based decision making, the unit will provide an understanding of health systems including specific topics such as health workforce, financing, service delivery, information systems and policy, and how these impact health interventions and health status in less developed countries. A multi-sectoral, integrated model will be used to understand the varied aspects of development challenges related to health systems. A case study approach will then provide students with concrete examples of health systems challenges and will strengthen students' ability to view health problems in a holistic, multi-faceted manner. The unit will provide students with the tools needed to make a practical difference in health systems in less developed countries with emphasis on implementation of health projects and bringing interventions to scale.

The aim of this unit is to provide students with insights into the major nutrition-related public health problems in low and middle income countries, knowledge and practical skills about nutritional assessment, and the design and evaluation of nutritional interventions. The content areas include an overview of nutrition as a major determinant of health and disease, methods to assess community nutritional status, the impact of maternal and child under-nutrition on mortality and overall disease burden, design and evaluation of effective interventions, issues surrounding food security and nutrition policies and resources. The unit is taught in two 2-day workshops, with the first workshop focusing on nutritional assessment and major nutrition-related public health problems in low and middle income countries, and the second workshop focusing on design and evaluation of interventions. On completion students should be able to recognise key nutritional problems facing low and middle income countries, to have acquired knowledge and practical skills as to how these problems can be assessed and insights into a number of different multi-sectoral approaches to address these problems.

Access to pharmaceuticals is an important and highly contested issue worldwide. Solutions to problems of access cannot be developed without: an understanding of the dimensions; structure and workings of global pharmaceutical market; and a grasp of key concepts relating to the use of essential drug lists, rational; drug use, intellectual property, international trade, and the application of cost-effectiveness principles to pricing and reimbursement. This unit focuses on the affordability of, and access to, pharmaceuticals in developing countries. The unit will characterise the global pharmaceutical market as driven predominantly by political and economic forces, while acknowledging the broader context of health and human rights. Key concepts to be covered relate to the use of essential drug lists; rational drug use; intellectual property; international trade; access, affordability and the application of cost-effectiveness principles to pricing and reimbursement. Specific sessions will focus on HIV/AIDS; recent bilateral and multilateral trade agreements trade agreements; actual case studies in access; and pharmaceutical industry marketing practices. The unit will present a range of viewpoints on each issue canvassed (including the pharmaceutical industry and non-government/activist organisations).

Effective international health projects management contributes to the achievement of health and development in developing countries. The unit aims to give students a good understanding of the concepts and key elements of the Logical Framework Approach (LFA) and project life cycle, and to demonstrate tools and techniques used in effective project management at different stages, including project planning, implementation and monitoring and evaluation. A detailed step by step application of LFA in project design will be presented, including stakeholder analysis and cross-cutting issues analysis, problem and objective trees, and the logframe matrix. The Unit also gives students an opportunity for hands-on practice through the design of a project in an international setting and allows them to consider the challenges and practical issues faced by people involved in international health project management. The key topic areas covered include: concepts and principles of international project management; context and situation analysis; key stages of project development; the LFA for project design; project management functions including managing information, resources, risk, quality and change; post project issues of evaluation and sustainability. At the end of the course, students should be able to: identify the key aspects of the LFA to project design; develop a project proposal in international settings; recognise challenges and practical issues faced by people involved in international health project management; and apply a systematic approach to project planning and management in international settings.

This unit will provide an opportunity for approved candidates to pursue an extended project under supervision. Students will be expected to discuss and plan the project with their supervisor, then submit drafted material to an agreed timetable, and to discuss this drafted material with their supervisor before submitting a final draft.

This unit will introduce key concepts in history, philosophy, ethics, literature and art related to medicine and health practices. The primary focus is on the human experience of illness and health care and the principal aim of the unit is to promote critical thinking and self-directed inquiry in analysing medicine as a privileged knowledge system.

This single semester unit of study examines the concept and nature of dignity in medical contexts. Dignity is usually regarded as being a core human value in medicine, with patients finding loss of dignity one of the most challenging aspects of the experience of critical illness and conversely the preservation of dignity being a constant (if, perhaps, rarely accomplished) goal for health care workers. Modelled on regular retreats held by medical humanities institutions overseas, this unit explores the sensory, embodied, conceptual, historical and philosophical components of dignity through expert-led conversations, academic research and the creative arts. Students will be encouraged to challenge and share their ideas and experiences about dignity with senior medical professionals, patients and their peers.

This single semester unit of study examines connections between risk communication and health policy around a variety of health risk issues. The unit offers a combination of a two-day face-to-face intensive study of psychological and sociological approaches to understanding health risks, and of policy processes in health risk controversies. The central focus will be on communicating with patients and the public as risk events unfold, and on interaction and impacts of policy choices and risk communication. The two day intensive will be followed by a series of online problem based learning and assessment tasks, in which the skills and concepts of risk communication and policy development will be applied to real case examples. Exemplar will include controversies over: immunization, hormone replacement therapy, air and water quality, siting telecommunications towers, cancer clusters and responses to epidemic outbreaks

Successful candidates will demonstrate to the examiners that they have a detailed and comprehensive knowledge of anatomy of relevance to the practice of ophthalmology, in particular the eye, the visual pathways, the orbit and its contents including peri-orbital structures. They are also expected to have an understanding of the embryology, maturation and normal ageing changes of the human eye. They should also be familiar with the anatomy of the head and neck including neuro-anatomy, histology and the use of diagnostic imaging as it pertains to the visual system. On completion of this unit of study the successful student will be able to (1) describe the normal anatomical organisation of the human eye, orbit and contents and head and neck in terms of cells, tissues, organs and systems, (2) describe the principal components of the human visual system and their function in detail and (3) describe how diagnostic imaging may be used in ophthalmic practice.

Successful candidates will demonstrate to the examiners that they have a detailed and comprehensive knowledge of physiology of relevance to the practice of ophthalmology. Particular emphasis will be placed on the organisation, function, mechanism of action, regulation and adaptation of relevant structures and their component parts. They are also expected to have an understanding of the maturation and normal ageing changes of the human eye. Candidates must have a thorough understanding of the methods used to measure the activity of relevant physiological processes e.g. intraocular pressure, retinal electrical activity, visual acuity etc On completion of this unit of study the successful student will be able to (1) describe the normal physiological functioning of the human eye and nervous system, (2) describe the principal physiological laws and phenomena that apply to these systems and (3) describe how these physiological processes are measured and the limitations of such tests.

Successful candidates will demonstrate to the examiners that they have a detailed and comprehensive knowledge of optics of relevance to the practice of ophthalmology. Particular emphasis will be placed on the topics of Physical, Geometrical, Physiological and Instrument Optics. On completion of this unit of study the successful student will be able to (1) describe the physical properties of light and lasers, (2) describe the geometrical principles of light and the laws governing lights interaction with materials and (3) describe the physiological optics of the human eye and how to test this.

Successful candidates will demonstrate to the examiners that they have a detailed and comprehensive knowledge of the practical aspects of ophthalmic sciences. Particular emphasis will be placed on the topics of Anatomy, Physiology and Optics. Learning outcomes: On completion of this Unit of Study the successful student will be able to (1) describe the anatomy of the human eye, orbit, nervous system and head and neck, (2) correctly identify structures of the above on prosections, radiographic and magnetic resonance images, (3) describe the physiologic functioning of the human eye and nervous system, (4) correctly investigate, interpret results, recognise limitations and evaluate physiologic processes of the human eye and nervous system, (5) describe the physical, physiological and geometric optics of light and its application to the human eye and (6) correctly use ophthalmic instruments and describe their optical properties.

The format of the project may be of a systematic review of the literature, a case series, short clinical trial, survey or other project acceptable to the course supervisor. It is essential where there is the use of patient information or patient enrolment onto the study that appropriate ethics approval is gained from the governing body where the project will take place. Students need to be mindful of the time ethics approval takes and incorporate it into the project time allocation On completion of this unit of study the successful student will be able to (1) undertake a medical/scientific project and follow it to its completion, (2) work constructively under the supervision of a supervisor, (3) display scientific thinking and apply this to ophthalmology and (4) attempt to publish their treatise or learn how to publish their work.

Ocular genetics is becoming better understood as advances are made in the field. Areas of diagnosis, prognosis and possible gene therapy are becoming much more relevant and deserve to be included in the formal training of ophthalmologists.
Successful candidates will gain an understanding of genetics and molecular tools used in current medical genetics and disease gene discovery, understand the application of these concepts in ophthalmology, gain an overview of the current knowledge of genes associated with eye disease and the patho-physiological mechanisms, be aware of the broader ethical considerations when applying genetic knowledge to patients, become familiar with internet based bioinformatics - reference tools to aid clinical practice, research and self learning and be aware of the future therapeutic opportunities.

Ocular pathology is a specialty area within the study of ophthalmology. Ophthalmologists and pathologists require specific teaching to gain insights into this field. The Royal Australian and New Zealand College of Ophthalmologists requires trainees to study ocular pathology as part of their training. This course aims to equip and train prospective candidates in this exciting field. Successful candidates will gain an understanding of pathology and it basic techniques, gain an understanding of the advanced techniques currently available for the investigation of ocular diseases, understand the application of these concepts in ophthalmology, identify, analyse, understand and further investigate pathologic processes in the eye and adenexae, become familiar with internet based bioinformatics - reference tools to aid clinical practice, research and self learning and be aware of the future therapeutic opportunities in pathologic processes.

This unit of study and the subsequent associated UoS OPSC5014 Ophthalmology in Developing Countries 2 aim to provide candidates with the foundations of the practice of clinical ophthalmology with an emphasis on the specific diseases and pathology of their native country. Weeks 1 and 2 will cover Nutrition and Eye Disease. Weeks 3 and 4 will cover Public Health for ophthalmology. Week 5 will cover Clinical Microbiology and week 6 will cover Statistics and Epidemiology.
Weeks 7 to 9 will cover Cornea and External Diseases. Weeks 10 to 11 will cover Orbit, Eyelids and lacrimal diseases and weeks 12 to 13 will cover Intraocular inflammation and Uveitis. On completion of this and the associated Unit of Study, the successful student will be able to understand the basis of the practice of clinical ophthalmology: basic pharmacology, public health measures, nutrition and its impact on ocular health, general microbiology, principles of genetics and medical statistics and epidemiology. They will also be expected to incorporate knowledge gained from the other online units of study into this unit of study and gain knowledge on the aetiology, pathology associated features, prognosis and management of diseases of the cornea and conjunctiv, eyelids and orbit, lacrimal system and iris and ciliary body. They will be required to identify differences in the presentation, aetiology, course, treatment and prognosis of ocular diseases in adults compared to children, to identify and study areas of ophthalmic significance in developing countries especially the candidates own and to utilise online ophthalmic and medical resources to gain knowledge and assist in the management of ocular and general medical disease. 3 hr weekly seminars via online teleconferences, CD based lectures, Fortnightly problem-based learning topics submitted by students

This unit of study and the previous associated UoS OPSC5013 Ophthalmology in Developing Countries 1 aim to provide candidates with the foundations of the practice of clinical ophthalmology with an emphasis on the specific diseases and pathology of their native country. Weeks 1 and 2 will cover traumatic eye injuries. Weeks 3 and 4 will cover the lens and cataract. Weeks 5 and 6will cover acute and chronic glaucoma. Weeks 7 and 8 will cover retinal diseases. Weeks 9 and 10 will cover diabetes and eye disease. Weeks 11 and 12 will cover neuron-ophthalmology and paediatric diseases and weeks 13 and 14 will cover strabismus, refraction and revision. On completion of this and the associated Unit of Study, the successful student will be able to apply the scientific basis of the practice of clinical ophthalmology to the following areas of specific ocular systems: basic pharmacology, public health measures, nutrition and its impact on ocular health, general microbiology, principles of genetics and medical statistics and epidemiology. They will also be required to incorporate knowledge gained from the other online units of study into this unit of study and gain knowledge on the aetiology, pathology associated features, prognosis and management of diseases of the lens and ciliary body, retina, optic and cranial nerves, the central nervous system. extraocular muscles and head and neck diseases. They will be required to identify differences in the presentation, aetiology, course, treatment and prognosis of ocular diseases in adults compared to children, identify and study areas of ophthalmic significance in developing countries especially the candidates own and utilise online ophthalmic and medical resources to gain knowledge and assist in the management of ocular and general medical disease. 3 hr weekly seminars via online teleconferences, CD based lectures, fortnightly problem-based learning topics submitted by students.

This unit of study and the subsequent associated UoS OPSC5012 Clinical Ophthalmology 2 aim to provide candidates with the practical experience and knowledge necessary to manage ophthalmic conditions. They are mentor based programmes with candidates applying knowledge to eye clinic patients. Candidates are required to attend ophthalmology clinics on a full time basis. These clinics are under the supervision of local or international ophthalmologists. The student will be continuously assessed as to their competence in their management of ophthalmic conditions in both adults and children. The clinical load will be reflected in the spectrum of submitted case histories by the candidate. Candidates will be required to show that they can competently manage ophthalmic conditions. By management, the candidate is required to undertake the following tasks: take an appropriate medical/ophthalmic history; perform an ophthalmic examination, an appropriate general medical examination and an appropriate preoperative assessment. They will also identify the most likely diagnosis, and list an appropriate differential diagnosis. They will be required to outline and/or perform appropriate ophthalmic and medical investigations, outline a management plan for the condition, including (where appropriate): preventative, public health and nutritional measures; genetic, disease education and counseling; general medical therapies; pharmacological, laser, surgical and optical treatments; consultation by other medical or health professionals; organisation of government &NGO assistance and arrange for appropriate ophthalmic and other medical/paramedical follow up. This is required for common eye conditions in the fields of cornea and external diseases, orbital disease, eyelids, lacrimal diseases, intraocular inflammation and uveitis, traumatic eye injuries, lens and cataract, glaucoma, retinal diseases and diabetic retinopathy, neuron-ophthalmology, paediatric diseases, strabismus and refractive errors. Mentor based teaching, fortnightly submitted case reports, Online attendance and completed case histories This UoS will be offered as a mentor based programme with the candidate, under the supervision of three layers of Mentors. Firstly, a local ophthalmologist in their country of practice. This ophthalmologist will be assessed and deemed appropriate by the course coordinators. Visiting ophthalmologists from Australia and New Zealand will also supervise their training and, finally, a representative from the Local Government health authorities who the candidate will be employed by will also serve as a Mentor to the candidate. Candidates will be required to practice ophthalmology in a variety of settings. These will include hospital based ophthalmology clinics, private based ophthalmology practices, ophthalmology clinics run by visiting Australian and New Zealand Ophthalmologists and outreach clinics to other smaller communities. Candidates will at all times be supervised by one of the Mentors as defined above.

This unit of study aims to provide candidates with the practical experience and knowledge necessary to manage ophthalmic conditions. This is a mentor based programme with candidates applying knowledge to eye clinic patients. Candidates are required to attend ophthalmology clinics on a full time basis. These clinics are under the supervision of local or international ophthalmologists. The student will be continuously assessed as to their competence in their management of ophthalmic conditions in both adults and children. The clinical load will be reflected in the spectrum of submitted case histories by the candidate. Candidates will be required to show that they can competently manage ophthalmic conditions. By management the candidate is required to take an appropriate medical / ophthalmic history, perform an ophthalmic examination, an appropriate general medical examination an appropriate preoperative assessment. They will also identify the most likely diagnosis and list an appropriate differential diagnosis. They will be required to outline and/or perform appropriate ophthalmic and medical investigations and outline a management plan for the condition including (where appropriate): preventative, public health and nutritional measures, genetic, disease education and counseling, general medical therapies, pharmacological, laser, surgical and optical treatments, consultation by other medical or health professionals, organization of government & NGO assistance and arrange for appropriate ophthalmic and other medical/paramedical follow up. This is required for common eye conditions in the fields of cornea and external diseases, orbital disease, eyelids, lacrimal disease, intraocular inflammation and uveitis, traumatic eye injuries, lens and cataract, glaucoma, retinal diseases and diabetic retinopathy, neuro-ophthalmology, paediatric diseases, strabismus and refractive errors. Mentor based teaching, fortnightly submitted case reports, Online attendance and completed case histories. This UoS will be offered as a mentor based programme with the candidate under the supervision of three layers of Mentors. Firstly, a local ophthalmologist in their country of practice. This ophthalmologist will be assessed and deemed appropriate by the course coordinators. Visiting ophthalmologists from Australia and New Zealand will also supervise their training and a Representative from the Local Government health authorities who the candidate will be employed by will also serve as a Mentor to the candidate. Candidates will be required to practice ophthalmology in a variety of settings. These will include hospital based ophthalmology clinics, private based ophthalmology practices, ophthalmology clinics run by visiting Australian and New Zealand ophthalmologists and outreach clinics to other smaller communities. At the end of the unit of study, a supervised clinical exam will be undertaken in Sydney or their country of practice. The exam will be a clinical exam assessing the candidate's competence in clinical ophthalmology. It will take the form of both a written and clinical exam. The clinical exam will include an observed clinical exam, utilizing patients with ophthalmic conditions and a long case exam involving detailed management of common eye conditions. Successful candidates will be able to demonstrate the ability to work independently as an ophthalmologist in their native country.

This unit of study aims to provide candidates with the practical experience and knowledge necessary to manage surgical ophthalmic conditions. This is a mentor based programme with candidates operating in a number of different environments. Emphasis is on preoperative assessment, surgical competence and post operative management. Candidates will be required to operate in a variety of settings. These will include hospital based ophthalmology surgical lists, private based ophthalmology surgical lists, ophthalmology surgical clinic run by visiting Australian and New Zealand ophthalmologists and outreach clinics to other smaller communities. Surgical mentors will provide the appropriate training in specific ophthalmic operations. Candidates will be required to show that they can competently assess and perform ophthalmic surgery and manage post operative complications. By management the candidate is required to take an appropriate medical / ophthalmic history, perform an ophthalmic examination, an appropriate general medical examination and an appropriate preoperative assessment. They will be required to identify the most likely diagnosis and list an appropriate differential diagnosis of the aetiology of the surgical disease, andoutline and/or perform appropriate ophthalmic and medical investigations. They will be required to perform Surgery of the following Ophthalmic Conditions: extra capsular cataract surgery, repair of traumatic eye and eyelid injuries, infective eyelid and orbital lesions, benign and malignant lid procedures, pterygium surgery, acute glaucoma procedures, strabismus procedures and simple lacrimal duct procedures. Mentor based teaching, Online surgical logbook, online surgical case histories. This unit of study will be offered as a mentor based programme with the candidate under the supervision of three layers of Mentors. Firstly, a local ophthalmologist in their country of practice. This ophthalmologist will be assessed and deemed appropriate by the course coordinators. Visiting ophthalmologists from Australia and New Zealand will also supervise their training and a Representative of the Local Government health authorities who the candidate will be employed by will serve as a Mentor to the candidate. At the end of the year a supervised surgical exam will be undertaken in Sydney or their country of practice. The exam will be a supervised extracapsular cataract extraction that the candidate must perform competently to complete the unit of study.

This unit of study aims to provide candidates with the theoretical and practical foundations of the practise of refractive surgery (RS). Week 1 will cover anatomy, physiology and pharmacology of corneal wound healing. Week 2 will cover ocular and systemic diseases of importance to RS. Week 3 will cover the history, terminology, classifications and definitions of RS and week 4 will cover patient evaluation for RS. Week 5 will cover corneal topography, its principles and limitations. Week 6 will cover principles and limitations of RS lasers and non-laser equipment. Week 7 will cover the theory and technique of radial keratotomy and week 8 the methods of management of astigmatism. Week 9 will cover the principles and practice of LASIK and week 10 the principles and practice of PRK and LASEK. Week 11 will cover PTK, conductive keratoplasty and laser thermokeratoplasty. Week 12 will cover the management of complications of refractive surgery and week 13 the economics of refractive surgery

This unit of study aims to provide candidates with the theoretical and practical foundations of the practise of refractive surgery (RS). Week 1 will cover evidence based medicine as applied to RS. Week 2 will cover phakic intraocular lenses. Week 3 will cover refractive aspects of cataract surgery and week 4 will cover Lamellar refractive surgery. Week 5 will cover management of post keratoplasty/traumatic ametropia. Week 6 will cover intrastromal corneal implants. Week 7 will cover combined keratorefractive procedures and week 8 the correction of presbyopia. Week 9 will cover the management of adverse events in RS. Week 10 will cover complex case histories. Week 11 will cover audit systems and peer review and Week 12 will cover laser systems for RS. Week 13 will cover the medicolegal aspects of refractive surgery.

This unit of study aims to provide candidates with the practical experience and knowledge necessary to assess and perform refractive surgery. This is a mentor-based programme with candidates supervised in a number of clinical and laboratory environments. Emphasis is on pre-operative investigation, surgical skill and post-operative management. Candidates will be required to observe and perform intra- and extra-ocular surgical techniques relevant to refractive surgery.
Candidates will rotate through a number of refractive surgical practices and observe refractive surgery taking place utilizing a number of refractive surgical systems. Further candidates will have to attend a number of wet lab sessions designed for the performing of refractive surgical techniques on artificial, animal or human eyes.
A logbook of observed and performed surgeries will be kept and used for assessment.
Surgical mentors will be allocated and provide the appropriate training in specific refractive operations.

Successful candidates will demonstrate to the examiners that they have a detailed and comprehensive knowledge of the theoretical and practical foundations of the practice of refractive surgery and that in their project they have integrated this knowledge with prior learning and experience. The dissertation may take one of two forms: a written output (report or formal academic composition) on work performed during the candidature from a supervised student project that contains between 8,000-20,000 words or a scientific paper that arises from a supervised student's project and has been submitted to a peer review journal for publication. On completion of the dissertation units, the successful student will be able to: (1) Undertake a medical/scientific project and follow it to its completion. (2) Work constructively under the supervision of an ophthalmic supervisor. (3) Display scientific thinking and apply this to refractive surgery. (4) Attempt to publish their dissertation or learn how to publish their work.

Successful candidates will demonstrate to the examiners that they have a detailed and comprehensive knowledge of the theoretical and practical foundations of the practice of refractive surgery and that in their project they have integrated this knowledge with prior learning and experience. The dissertation may take one of two forms: a written output (report or formal academic composition) on work performed during the candidature from a supervised student project that contains between 8,000-20,000 words or a scientific paper that arises from a supervised student's project and has been submitted to a peer review journal for publication. On completion of the dissertation units, the successful student will be able to: (1) Undertake a medical/scientific project and follow it to its completion. (2) Work constructively under the supervision of an ophthalmic supervisor. (3) Display scientific thinking and apply this to refractive surgery. (4) Attempt to publish their dissertation or learn how to publish their work.

Successful candidates will demonstrate to the examiners that they have a detailed and comprehensive knowledge of the theoretical and practical foundations of the practice of refractive surgery and that in their project they have integrated this knowledge with prior learning and experience. The dissertation may take on of two forms: a written output (report or formal academic composition) on work performed during the candidature from a supervised student project that contains between 8,000-20,000 words or a scientific paper that arises from a supervised student's project and has been submitted to a peer review journal for publication. On completion of this unit of study, the successful student will be able to: (1) Undertake a medical/scientific project and follow it to its completion. (2) Work constructively under the supervision of an ophthalmic supervisor. (3) Display scientific thinking and apply this to refractive surgery. (4) Attempt to publish their dissertation or learn how to publish their work.

This unit of study will cover the latest advances in critical care of the newborn. Modules of study will include perinatal medicine, neonatal resuscitation and newborn transport. The unit will explore the clinical manifestations of important respiratory, cardiac, metabolic and neurological disorders presenting in the newborn. Changing patterns of neuro-developmental outcome in preterm and critically unwell neonates will be examined. The latest neonatal resuscitation guidelines will be critically appraised and current evidence for best practice in critical care of the newborn will be applied to a series of clinical scenarios involving neonatal common and life-threatening conditions. This unit is designed to encompass a range of likely neonatal clinical scenarios and disorders which clinicians may face in rural, remote, primary and tertiary level settings.

This unit of study will cover the important and latest aspects of immunisation in childhood. Basic science aspects covered will include the immunology of immunisation, the process of development of new vaccines and latest research developments in new vaccines. The clinical features of the currently vaccine preventable conditions of childhood will be covered through clinical scenarios, integrating the epidemiology, basic science and current immunisation schedule.
Immunisation in special populations and situations will be covered and the social and philosophical implications of immunisation will be explored.

This unit examines the worldwide status and trends in child and adolescent asthma and allergic disease. It explores the determinants, clinical assessment, medical complications, management and prevention of these important public health problems. Our aim is to inspect the current clinical practice and principles that underlie the diagnosis and management of paediatric asthma and allergic disorders. There is a close integration of epidemiology; basic science and best available evidence in management that are revealed through clinically based scenarios. Important cutting edge and controversial concepts and treatments are explored.

This unit examines the worldwide status and trends in child and adolescent obesity, incorporating a focus on paediatric nutrition. It explores the determinants, clinical assessment, medical complications, management and prevention of this important public health problem. There is a close integration of epidemiology, basic science and best available evidence in management and prevention into clinically based scenarios. Our aim is to provide you with a broad knowledge base and ability to apply scientific theory and clinical evidence to the diagnosis and management of obesity in childhood. This will include grounding in the complex social, cultural and environmental factors contributing to the continuance of childhood obesity throughout the world.

This unit closely examines current principle and practice of paediatric gastroenterology. Modules of study within this unit will include: worldwide patterns of paediatric gastroenterological disorders; disorders of oesophagus and stomach, focusing on evidence based evaluation and treatment of Gastroesophageal reflux, helicobacter disease; evidence based evaluation and treatment of acute and chronic liver disease, and pancreatic disorders; evidence based evaluation and treatment of enteropathies; recent advances in the diagnosis and treatment of inflammatory bowel diseases; emerging paediatric gastroenterological disorders.

To introduce participants to the problem of pain within a multidisciplinary team framework and the extent of the problem in the community. The unit provides an overview of historical and philosophical models of pain and its management methods over time. Current classifications of pain are examined and the interrelationship between various paradigms of health and illness are outlined. Participants also begin to consider the principles of research design and biostatistics, and explore professional and ethical issues.

To introduce and develop participants understanding about the basic neuroscience of pain and the interrelationship between psychological, physiological and environmental processes in pain. Neuro-anatomical, physiological, pharmacological, and biochemical mechanisms involved in nociception, including peripheral and central sensitisation are discussed. Theoretical bases are introduced and the ways in which psychological and environmental factors modify or maintain pain perception and behaviour are explored.

To introduce participants to the core principles of pain assessment, treatment and management. Participants consider the biopsychosocial model and the scientific basis for assessment, diagnosis and treatment. They explore principles of pharmacokinetics and pharmacodynamics, together with routes of drug administration. The role of physiotherapy and rehabilitation management, and the use of procedures such as neural blockade, simulation techniques and surgery are also considered.

The unit provides an introduction to a range of pain conditions. Participants are encouraged to integrate and apply previous learning to specific pain problems, acute, chronic and cancer pain. Recent advances in pain relief techniques are introduced and specific issues in the management of pain in children and older people are considered.

Orofacial pain is frequently reported in the general population and is severe. It encompasses several conditions that involve medical, dental and psychological variables such as neuralgia, neuropathic pain, and temporomandibular disorder and related headache syndromes. The purpose of this unit is to explore the principles of orofacial pain mechanisms, symptomatology and treatments. Topics include orofacial pain assessment, diagnostic tests including local anaesthetic blocks, specific pharmacology for orofacial pain, and multidisciplinary treatment approaches.

In this unit participants undertake to write up a long case study or arrange a clinical placement in an area of interest. The case study option aims to improve skills in the analysis of complex pain cases and clinical reporting. The clinical attachment allows participants to tailor the unit to meet specific clinical learning objectives. Participants identify specific learning needs, the resources required, and the outcomes that demonstrate achievement of their learning objectives.

The honours dissertation provides participants with an opportunity to undertake an advanced investigation into a topic or issue relevant to their professional interests. Participants develop a proposal for independent research on a topic or a substantial paper that demonstrates the application of scholarly literature to a practical problem or issue.

The honours dissertation provides participants with an opportunity to undertake an advanced investigation into a topic or issue relevant to their professional interests. Participants develop a proposal for independent research on a topic or a substantial paper that demonstrates the application of scholarly literature to a practical problem or issue.

The honours dissertation provides participants with an opportunity to undertake an advanced investigation into a topic or issue relevant to their professional interests. Participants develop a proposal for independent research on a topic or a substantial paper that demonstrates the application of scholarly literature to a practical problem or issue.

This unit aims to build on information acquired from previous units and explore in more detail the assessment, mechanisms and management of several pain conditions. In addition, it aims to explore the concepts, neurobiology and clinical application of two approaches to pain management (lesioning and stimulation analgesia) as well as the placebo effects.

This unit aims to provide a comprehensive study of current psychological perspectives and research on the experience and impact of pain. Theoretical models are introduced and the ways in which psychological processes might modify and/or maintain pain experience are explored. The processes explored include the roles of attention, learning, affect/mood, beliefs, self-talk, coping strategies, and interactions with environmental factors such as significant others, social contingencies and contexts (including culture, gender, workplace, etc.). Attention is given to incorporating psychosocial assessment within a biopsychosocial framework.

This unit provides an overview of different aspects of pain. These aspects include philosophical, narrative, placebo, evolutionary and biopyschosocial approaches to understanding pain. The aim is to deepen students' appreciation of the context in which pain management takes place.

This unit explores aspects of the assessment and management of musculoskeletal pain. Topics include anatomical/physiological mechanisms, medical and non-medical assessment and management, together with regional pain syndromes.

This unit addresses the biopsychosocial assessment and management of pain associated with cancer. Recent advances in pain relief techniques including delivery systems for patient control of pain are reviewed, together with appropriate assessment and treatment approaches for psychological factors such as depression, grief and stress.

This unit introduces students to the preclinical pharmacology of analgesic drugs. The ethics in laboratory research, drug testing models, and some of the confounding factors in such research are also covered.

This unit is primarily focused on the influence of psychological variables in the implementation of all treatments, both somatic and psychological. The bio-psychosocial model of chronic pain is revisited and the implications for interdisciplinary interventions are discussed. The evidence for interventions based on psychological principles is critically examined and implementation of these interventions in a range of clinical settings is explored.

The interface between pain assessment and treatment and the system of compensation for workplace-related injury and disability is the focus of this subject. Accordingly the role of pain management in rehabilitation following occupational injury or illness is addressed, together with the medical, legal, insurer, employer, trade union and rehabilitation provider perspectives and roles in providing protection, advocacy, compensation and treatment. Legislative and attitudinal changes in the social environment relating to occupational injury and treatment are considered together with challenges for pain management arising from dysfunction in the system of rehabilitation following injury.

This unit provides an opportunity for students to understand the developmental physiology and psychology of infants and children, together with the pharmacology (particularly with reference to dose and route of administration) of pain management in children. Particular attention is given to management of acute pain in children, both post-operative and procedure-related pain, to methods of pain assessment in children of various ages, to non-pharmacological pain management strategies and to chronic pain presentations in children.

Readings and case studies will highlight the unique difficulties of elderly people who suffer from degenerative, painful conditions, often exacerbated by multiple losses, role changes, limited mobility and mood disorder. The emphasis will be on assessment and management of pain when complicated by these conditions.

This unit explores complementary therapies that may accompany conventional medical approaches in the management of pain. The evidence base is discussed, as well as the implications, costs and side effects of these therapies. The historical basis of each therapy is considered, together with current knowledge about their application and potential interactions with conventional medicines and treatments. Topics include: acupuncture, herbalism, homeopathy, hypnosis and relaxation techniques, yoga and meditation, osteopathy and chiropractic.

This unit covers the fundamentals of epidemiology, biostatistics and research design, with a focus on clinical settings. Our aim is to provide you with the knowledge of and skills in research methods required to critically appraise and assess research evidence relevant to your work.

This unit is an introduction to current concepts of leadership valuable to medical practice. Our focus will be on the personal skills and knowledge necessary for effective leaders in clinical practice and in the larger policy-setting realm. This unit is designed to introduce you to current concepts of leadership that will be valuable in the context of medical practice and to develop within you the personal skills and understanding necessary to be an effective leader in clinical practice and in the larger policy-setting realm.

This unit examines the worldwide status and trends in child and adolescent asthma and allergic disease. It explores the determinants, clinical assessment, medical complications, management and prevention of these important public health problems. Our aim is to inspect the current clinical practice and principles that underlie the diagnosis and management of paediatric asthma and allergic disorders. There is a close integration of epidemiology; basic science and best available evidence in management that are revealed through clinically based scenarios. Important cutting edge and controversial concepts and treatments are explored.

This unit examines the worldwide status and trends in child and adolescent obesity, incorporating a focus on paediatric nutrition. It explores the determinants, clinical assessment, medical complications, management and prevention of this important public health problem. There is a close integration of epidemiology, basic science and best available evidence in management and prevention into clinically based scenarios. Our aim is to provide you with a broad knowledge base and ability to apply scientific theory and clinical evidence to the diagnosis and management of obesity in childhood. This will include grounding in the complex social, cultural and environmental factors contributing to the continuance of childhood obesity throughout the world.

This unit closely examines current principle and practice of paediatric gastroenterology. Modules of study within this unit will include: worldwide patterns of paediatric gastroenterological disorders; disorders of oesophagus and stomach, focusing on evidence based evaluation and treatment of Gastroesophageal reflux, helicobacter disease; evidence based evaluation and treatment of acute and chronic liver disease, and pancreatic disorders; evidence based evaluation and treatment of enteropathies; recent advances in the diagnosis and treatment of inflammatory bowel diseases; emerging paediatric gastroenterological disorders.

Grand rounds: One hour duration and attended by all candidates and supervisors. An area of interest or controversy in the current psychotherapeutic field will be presented by a supervisor, candidate or invited guest, followed by discussion. Seminars: One member of the Faculty will lead the seminar group for a whole semester. Practical work: Candidates will be expected to undertake psychotherapy with assigned patients during the three years of the course. They will be expected to begin with their first assigned patient early in their first year. Clinical supervision: The clinical supervision will be conducted weekly for the whole of the academic year. All candidates will be expected to present sessions for weekly supervision. In addition, candidates may be required to present, from time to time, sessions in the form of process notes or by means of audio tape. During the first year supervision will be conducted either individually or in small groups of two candidates for one and a half hours per week. Reading: Candidates will be given some reading material and a reading list at the beginning of the year and may be asked to prepare a seminar periodically.

Grand rounds: One hour duration and attended by all candidates and supervisors. An area of interest or controversy in the current psychotherapeutic field will be presented by a supervisor, candidate or invited guest, followed by discussion. Seminars: One member of the Faculty will lead the seminar group for a whole semester. Practical work: Candidates will be expected to undertake psychotherapy with assigned patients during the three years of the course. They will be expected to begin with their first assigned patient early in their first year. Clinical supervision: The clinical supervision will be conducted weekly for the whole of the academic year. All candidates will be expected to present sessions for weekly supervision. In addition, candidates may be required to present, from time to time, sessions in the form of process notes or by means of audiotape. During the first year supervision will be conducted either individually or in small groups of two candidates for one and a half hours per week. Reading: Candidates will be given some reading material and a reading list at the beginning of the year and may be asked to prepare a seminar periodically.

Grand rounds: One hour duration and attended by all candidates and supervisors. An area of interest or controversy in the current psychotherapeutic field will be presented by a supervisor, candidate or invited guest, followed by discussion. Seminars: One member of the Faculty will lead the seminar group for a whole semester. Practical work: Candidates will be expected to undertake psychotherapy with assigned patients during the three years of the course. They will be expected to begin with their first assigned patient early in their first year and to begin with their second patient early in their second year. By the middle of the second year all candidates will be seeing two patients, each for at least 2 sessions a week. Clinical supervision: The clinical supervision will be conducted weekly for the whole of the academic year. All candidates will be expected to present sessions for weekly supervision. In addition, candidates may be required to present, from time to time, sessions in the form of process notes or by means of audiotape. During the first year supervision will be conducted either individually or in small groups of two candidates for one and a half hours per week. Additionally, during the second and third years, there will be individual supervision every week with a second supervisor. Reading: Candidates will be given some reading material and a reading list at the beginning of the year and may be asked to prepare a seminar periodically.

Grand rounds: One hour duration and attended by all candidates and supervisors. An area of interest or controversy in the current psychotherapeutic field will be presented by a supervisor, candidate or invited guest, followed by discussion. Seminars: One member of the Faculty will lead the seminar group for a whole semester. Practical work: Candidates will be expected to undertake psychotherapy with assigned patients during the three years of the course. They will be expected to begin with their first assigned patient early in their first year and to begin with their second patient early in their second year. By the middle of the second year all candidates will be seeing two patients, each for at least 2 sessions a week. Clinical supervision: The clinical supervision will be conducted weekly for the whole of the academic year. All candidates will be expected to present sessions for weekly supervision. In addition, candidates may be required to present, from time to time, sessions in the form of process notes or by means of audiotape. During the first year supervision will be conducted either individually or in small groups of two candidates for one and a half hours per week. Additionally, during the second and third years, there will be individual supervision every week with a second supervisor. Reading: Candidates will be given some reading material and a reading list at the beginning of the year and may be asked to prepare a seminar periodically.

Grand rounds: One hour duration and attended by all candidates and supervisors. An area of interest or controversy in the current psychotherapeutic field will be presented by a supervisor, candidate or invited guest, followed by discussion. Seminars: One member of the Faculty will lead the seminar group for a whole semester. Practical work: Candidates will be expected to undertake psychotherapy with assigned patients during the three years of the course. They will be expected to begin with their first assigned patient early in their first year and to begin with their second patient early in their second year. By the middle of the second year all candidates will be seeing two patients, each for at least 2 sessions a week. Clinical supervision: The clinical supervision will be conducted weekly for the whole of the academic year. All candidates will be expected to present sessions for weekly supervision. In addition, candidates may be required to present, from time to time, sessions in the form of process notes or by means of audio- tape. During the first year supervision will be conducted either individually or in small groups of two candidates for one and a half hours per week. Additionally, during the second and third years, there will be individual supervision every week with a second supervisor. Reading: Candidates will be given some reading material and a reading list at the beginning of the year and may be asked to prepare a seminar periodically.

Coursework involves attendance at grand rounds, seminars, individual and group supervision at the Mental Health Sciences Centre, Cumberland Hospital. Candidates need to attend and participate in these activities and also need to conduct clinically supervised psychotherapy at a standard appropriate to the advanced stage of training in the discipline.

Research and treatise of up to 10,000 words.

This unit provides students with core skills in epidemiology, particularly the ability to critically appraise public health and clinical epidemiological research literature. This unit covers: study types; measures of frequency and association; measurement bias; confounding/effect modification; randomized trials; systematic reviews; screening and test evaluation; infectious disease outbreaks; measuring public health impact and use and interpretation of population health data. It is expected that students spend an additional 2-3 hours preparing for their tutorials.

This online unit aims to: develop skills in public health planning, evaluation and research. There is an emphasis on programs that address nutrition, physical activity and obesity related problems, but many other content areas will be used as examples. The course goal is to understand program evaluation from a public health practice and research methodological perspective. The course will complement other courses in epidemiology or qualitative research methods, in bringing these together around assessing population-level program effects. The unit comprises five modules of work, including: principles of public health program (PHP) evaluation; research designs and methodological issues for PHP evaluation; measurement issues in assessing and monitoring public health programs; analysis and interpretation of PHP evaluation data, and 'putting it altogether'- the use of evaluation data to critically appraise and improve interventions. Access to the instructors and other students will be substantial through structured bulletin board discussions, collaborative activities and feedback on assessments. Students must have reasonable weekly access to a computer with an internet connection in order to undertake the unit.

This unit aims to provide students with an introduction to statistical concepts, their use and relevance in public health. This unit covers descriptive analyses to summarise and display data; concepts underlying statistical inference; basic statistical methods for the analysis of continuous and binary data; and statistical aspects of study design. Specific topics include: sampling; probability distributions; sampling distribution of the mean; confidence interval and significance tests for one-sample, two paired samples and two independent samples for continuous data and also binary data; correlation and simple linear regression; distribution-free methods for two paired samples, two independent samples and correlation; power and sample size estimation for simple studies; statistical aspects of study design and analysis. Students will be required to perform analyses using a calculator and will also be required to conduct analyses using statistical software (SPSS). It is expected that students spend an additional 2 hours per week preparing for their tutorials. Computing tasks are self-directed.

This unit aims to provide students with specific information on the concepts, methods and applications underpinning cancer prevention and control at population level. It is designed to address specific educational needs of students in various programs within the School of Public Health and to offer a broad-based perspective on cancer control, ranging from primary prevention, screening and early intervention, tertiary prevention and palliative care. Emphasis will be given to cancers with the greatest impact at population level and where evidence demonstrates that policies and interventions are capable of reducing cancer incidence, mortality, prolonging survival and improving quality of life. Although focusing on specific Australian conditions, the information will be presented in the context of regional cancer control efforts. At the completion of the unit, students will be equipped with the basic tools to design, plan, implement and evaluate cancer control programs in Australia or their own countries.

This course offers a broad-based integrated perspective on chronic disease prevention. The course reviews the epidemiology of selected chronic diseases with the highest impact at population level in Australia (cardiovascular diseases, including ischaemic heart disease, stroke and hypertension; chronic lung disease; diabetes and end stage renal disease). The information will focus on Australian settings, but presented within the context of a regional perspective of chronic disease prevention.
Teaching will focus on the interrelationships between the biological and epidemiological aspects of chronic diseases, the interplay between determinants of health and chronic disease, and the balance between high risk and population based strategies for reducing the burden of chonic diseases, and exploring their applicability to disease prevention. Students will be involved in evaluating the effectiveness of different prevention strategies and will examine the role of health policy in developing effective and sustainable chronic disease management programs in different settings (in Australia and the region)..

This unit of study provides an overview of public health issues related to obesity and chronic disease prevention in developed and developing countries. It examines the epidemiology of obesity in children and adults, including measurement and population-level trends. Causes of the global obesity epidemic, including behavioural, social and environmental causes, as well as current knowledge regarding effective preventive interventions and solutions are explored. The course will develop students' skills in analysing international and national prevention programs and policies related to the development of obesity. Energy imbalance, increased physical inactivity and increased food consumption, are discussed. Students will develop and apply knowledge to critiquing public health surveillance systems to monitor obesity, and to develop interventions in diverse social, cultural and community contexts. The course will reflect the roles of government and NGOs in obesity prevention. The context of obesity in non-communicable disease prevention will utilise international health promotion perspectives, including the WHO 2004 Global Strategy on Diet, Physical Activity and Health. A broad health promotion approach that considers the role of different sectors working strategically and in partnership is explored.

This is an innovative unit [without precedent in Australia]. It addresses the important health risk factor of physical inactivity, and considers: [i] the epidemiology of physical inactivity globally, [ii] measurement and public health surveillance of physical activity, [iii] correlates and determinants of inactivity in adults and children, [iv] population-level interventions and settings for targeting physical inactivity, and [v] physical activity policy development, advocacy and global issues in physical activity and disease prevention. The course will build on introductory public health core units of study, and apply them to a consideration of physical activity and public health. The evidence for health and social benefits and reasons for inactivity will be considered, as well as evidence-based strategies and settings for increasing physical activity at the population level. The course will consider the differences between local-level 'exercise programs' and large-scale public health efforts, and develop an understanding of policy and advocacy as applied to physical activity promotion. A multi-sectoral approach will be taken to the promotion of physical activity, drawing from the health and non-health sectors. Specific skills will be developed in physical activity research, surveillance and in the application of epidemiological methods to studies of physical activity and health.

This unit provides a critical overview of foundational aspects of public health, introducing fundamental concepts and conceptual and historical contexts through which to view contemporary issues in public health. The unit begins with a review of human health status through history and the changing roles and main challenges that drove development of modern public health theory and practice. It then provides an overview of contemporary challenges in public health policy and program development through exposure to leading commentators, activists and theoreticians on public health. The particular problem of societal inequities and inequalities as drivers of health status is addressed. Two symposia expose students to the importance of multi-disciplinary approaches to contemporary health problems and to an anticipation of major problems that public health practitioners will be challenged to develop solutions for over the near future (10-30 years).

This 2 day workshop aims to introduce participants to qualitative research method and how they differ from quantitative research methods. It then presents 3 main data collection techniques used in qualitative research and demonstrates their relevance to a wide range of public health issues. The unit covers non-probability sampling, observation, interview technique (including the importance of appropriate question wording to obtain reliable and meaningful textual data for analysis) and focus group technique. There will be an opportunity to experience the use of these methods working in pairs and small groups. This unit can also be studied by distance.

This unit introduces students to the methods by which evidence is translated, used and abused when governments make decisions affecting public health. Students will become familiar with the main tools used by health economists and policy analysts. The unit will emphasize the role of different forms of evidence and values for priority-setting and policy-making.
Unit technical content is unified by common themes and case studies. Students will apply methods and principles of health economics e.g. resource scarcity, opportunity cost, efficiency and equity to practical real-life examples (including specific indigenous health issues) to critically consider the role of economic evidence in health decision-making in Australia.
Students will then use policy analysis methods to critically examine the Australian health care system and decision-making in public health. The unit will pay particular attention to questions of power and equity, including the position of indigenous peoples. Finally, it will look at how evidence is framed and used in decision-making.
Teaching will make use of contemporary case studies so students learn how technical analytical tools are used in practical examples of policy development, decision-making and public debate.
The unit gives public health students an essential basic knowledge of both disciplines (health economics and health policy) and lays the groundwork for more advanced studies.

This core unit of study will provide students with an introduction to and critical overview of evidence-based health promotion as a fundamental component of efforts to address chronic disease prevention and reduce health inequalities in populations. The unit is divided into three sections: (i) principles underlying disease prevention and health promotion, (ii) evidence-based planning disease prevention and health promotion programs, and (iii) implementing and evaluating health promotion programs for disease prevention. The unit will illustrate the principles of prevention and health promotion programs in Indigenous and non-Indigenous populations. It will develop students' skills in: identifying problems and setting prevention priorities; planning and implementing programs, and; evaluating the impact of programs on population health. The unit will address diverse disease prevention and health promotion programs, including individual change programs, interpersonal (family, social networks), organisational (worksites, primary care), and community-wide programs. Students will develop an understanding of approaches used to enhance inter-sectoral action, community participation and consultation, the development of partnerships and the use of policy and advocacy. These approaches will be particularly applied to Indigenous health promotion settings, and to identifying strategies most likely to be effective and accepted in an Indigenous context.

This unit provides students with an opportunity to draw together and integrate their learning in the four aspects of Public Health – knowledge, values, action and outcomes –and apply these to a practical project, for example a program evaluation, a research proposal, a funding or ethics application or other approved form of assessment. One-day workshops and a project guide will prepare students for this task. Students will be expected to complete a task which illustrates how a public health problem can be analysed and an appropriate response formulated (including action to be taken and a plan to evaluate the impact of the action).. For example students may design a simple study or intervention evaluation or complete a practical project incorporating quantitative and qualitative methodologies to address a PH problem in a specific domain. Assessment will include a final product (eg report, application or video) and a reflective report or presentation about the development of the final product

This core unit of study will provide students with an introduction to and critical overview of evidence-based health promotion as a fundamental component of efforts to address chronic disease prevention and reduce health inequalities in populations, as these apply to Indigenous health promotion settings. It will address: (i) principles underlying disease prevention and health promotion, (ii) evidence-based planning disease prevention and health promotion programs, and (iii) implementing and evaluating health promotion programs for disease prevention, concentrating on strategies most likely to be effective and accepted in an Indigenous context.
This unit is intended to facilitate transition arrangements for students who enrolled prior to 2010 and may only be taken by such students.

This unit gives high-achieving students who have completed their MPH and have an average weighted mark of 75% or more in their first 24 units of coursework the opportunity to undertake a supervised work placement in a Public Health institution. During this placement you will undertake a project which will make a useful contribution to the workplace. Your project proposal, the project or portfolio itself and your reflection on your progress towards it will form part of your assessment for the unit.
The placement will consist of a minimum of 216 hours' work in a practice placement, that is approximately 6 weeks' full-time work (or equivalent part-time work). Initially placements will only be possible in Australia, although this may change in the future. The Public Health institutions would normally be located outside university environments. Examples would include NSW Department of Health Public Health Units or Health Promotion Units, government supported agencies such as the Sax Institute, the National Breast and Ovarian Cancer Centre, the Australian Council for Quality and Safety in Health Care, and non-government organisations such as NSW Cancer Council or advocacy groups.

This unit gives high-achieving students who have completed their MPH and have an average weighted mark of 75% or more in their first 24 units of coursework the opportunity to undertake a supervised work placement in a Public Health institution. During this placement you will undertake a project which will make a useful contribution to the workplace. Your project proposal, the project or portfolio itself and your reflection on your progress towards it will form part of your assessment for the two related units (PUBH5041 and PUBH5042).
The placement will consist of a minimum of 216 hours' work in a practice placement, that is approximately 6 weeks' full-time work (or equivalent part-time work). Initially placements will only be possible in Australia, although this may change in the future. The Public Health institutions would normally be located outside university environments. Examples would include NSW Department of Health Public Health Units or Health Promotion Units, government supported agencies such as the Sax Institute, the National Breast and Ovarian Cancer Centre, the Australian Council for Quality and Safety in Health Care, and non-government organisations such as NSW Cancer Council or advocacy groups

This unit gives high-achieving students who have completed their MPH and have an average weighted mark of 75% or more in their first 24 units of coursework the opportunity to undertake a supervised work placement in a Public Health institution. During this placement you will undertake a project which will make a useful contribution to the workplace. Your project proposal, the project or portfolio itself and your reflection on your progress towards it will form part of your assessment for the two related units (PUBH5041 and PUBH5042).
The placement will consist of a minimum of 216 hours' work in a practice placement, that is approximately 6 weeks' full-time work (or equivalent part-time work). Initially placements will only be possible in Australia, although this may change in the future. The Public Health institutions would normally be located outside university environments. Examples would include NSW Department of Health Public Health Units or Health Promotion Units, government supported agencies such as the Sax Institute, the National Breast and Ovarian Cancer Centre, the Australian Council for Quality and Safety in Health Care, and non-government organisations such as NSW Cancer Council or advocacy groups.

The aim of this unit is to systematically complete a self-directed project in one of the main content areas of the course. Students should contact an academic staff member associated with the area of their project and negotiate the details of the project design and the method and frequency of contact with the supervisor during the project.

The aim of this unit is to systematically complete a self-directed project in one of the main content areas of the course. Students should contact an academic staff member associated with the area of their project and negotiate the details of the project design and the method and frequency of contact with the supervisor during the project.

This online unit is intended for public health students, including specialists and non-specialists in nutrition. On completion, students will be able to work at entry level as members of a team, on programs which may address public health nutrition problems in Australia or in a developing country. Students will develop an understanding of the principals of dietary assessment, nutritional epidemiology, dietary guidelines and recommendations, and tools used for nutrition needs assessment, and apply these to the context of public health nutrition. Problems and current issues of public health nutrition will be reviewed, including discussions about influencing factors, such as the environment, the food supply and food marketing. Finally the unit will develop skills / knowledge in tools for addressing public health nutrition problems and issues, including discussions about the effectiveness of nutrition programs, the development of nutrition policies, food standards, advocacy, and government responses. The unit will also develop skills in selecting promising interventions from among a broad range of public health approaches to address nutrition problems and setting program objectives. Students will be introduced to various global nutrition issues, influences on food choice and eating behaviour; understanding the food and nutrition system; sub-populations at risk; characteristics of successful programs and policies. Access to tutors and other students will be substantial through structured bulletin board discussions. Students must have reasonable weekly access to a Web browser in order to undertake the unit.

This unit aims to develop an understanding of environmental hazard identification and risk assessment and for students to understand the principles of hazard regulation and control. The unit will explore the major categories of environmental health hazards such as air quality; water & food quality; chemical hazards eg contaminated sites; physical hazards eg noise and radiation; and microbiological hazards eg Legionnaires' disease. It will use the disciplines of epidemiology, toxicology and ecology to characterise risks associated with these hazards and will explore various approaches to managing the risks. In studying this unit students will appreciate the multi-disciplinary nature of environmental health concerns and the need to work closely with external agencies. Regional and global issues of sustainability, climate change and land use planning will also be addressed.

This unit aims to give students an insight into the realities of prevention and control of diseases in developing country, based on real examples presented by a wide range of people with direct practical experience. The unit covers the major health problems in developing country, as well as the role of WHO, World Bank and NGOs.

This unit aims to assist students in developing an evidence-based understanding of the epidemiology of alcohol and drug use and its impact on health, and the effectiveness of methods for prevention and management of related problems. This fuller drug and alcohol elective covers all the content of PUBH5115 and goes on to assist the student to develop more advanced skills in research and in management of clinical services in relation to alcohol and drug use disorders, and to examine the needs of special populations.

This unit aims to assist students in developing an evidence-based understanding of the epidemiology of alcohol and drug use and its impact on health, and the effectiveness of methods for the prevention and management of related problems.

This unit caters for practitioners, policy and decision-makers, students and researchers in public health, public policy, journalism, law, epidemiology, medicine, science, industry, ethics, philosophy, communication and advocacy. It gives a basic introduction to genetics and genetic epidemiology and covers issues like genetic determinants of disease, genetic testing and screening, psychosocial, legal and ethical aspects of genetics and genetic testing, genetic education and genetics and public policy.

This fully online unit aims to provide students with an understanding of the burden of communicable diseases of public health significance in Australia, as well as the biology, epidemiology and surveillance for and control of those communicable diseases. By the end of this unit, the student will have the theoretical background to take up a position as a member of a Communicable Diseases section of a Commonwealth or State Health Department or Public Health Unit. It is expected that the students undertake an extra hour per week of reading, research and preparation for discussion.

While many positive political, social and legal changes have taken place recently, the inescapable fact after 220 years of colonisation is that the gap in regard to health between Aboriginal and non-Aboriginal populations is remarkably large. Using a health promotion framework the unit will provide students with an opportunity to gain an understanding of the history and culture of Aboriginal people. It is hoped that students will utilise this understanding to effect more congenial and productive relations with Aboriginal people in the community, and within the spheres of their chosen professions. During the unit students are encouraged to enquire factors that determine health, to analyse the major factors that influence Indigenous health issues, the relationship between these factors, their impact on health and to identify and discuss possible solutions to address the health disparities between non-Indigenous and Indigenous populations in Australia.

This unit examines quantitative approaches to public health and clinical decision-making. Topics of study include: decision trees and health related utility assessment; incorporating diagnostic information in decision making; sensitivity and threshold analysis and application of decision analysis to economic evaluation. Exercises are set at the end of most sessions and are reviewed at the start of the following session. Readings are also set after most sessions. Preparation time for each session is 1-2 hours. The fifth session comprises a quiz followed by a 1hr practical in the computing room using a decision analysis software package.

This unit introduces important issues in trial design, protocol development, ethics and principles of analysis. Topics of study include: principles of controlled trials; study design and randomization; analysis and interpretation; ethical issues and data management considerations. At the end of this unit, students should acquire skills relating to parallel and cross-over trial design, setting up a randomisation scheme, and understanding issues of multiplicity in clinical trials. During the workshop, there will be formal lectures on an area of controlled trials methodology, followed by a practical session led by a faculty member, based on material to be reviewed by students prior to the class. Lecture notes and solutions to practicals will be provided.

This unit is designed to further develop concepts covered in the Epidemiological Methods Unit for those students seeking more detail on screening and diagnostic tests. It will cover a wider range of topics than clinical medicine alone. At the end of this unit, participants should be able to: use information from articles evaluating screening tests in order to apply test results to individual patients and /or make policy decisions about screening tests; consider the internal validity of studies used to assess diagnostic and screening tests and identify and appraise relevant articles and Systematic Reviews covering screening and diagnostic test.. The unit is based on weekly discussion of material provided in the unit workbook, session outlines and pre-reading. Students will be encouraged to contribute examples for discussion. This unit is offered in online/distance mode primarily. Face-to-face tutorials may also be offered.

This unit covers simple and multiple linear regression; one-way analysis of variance to compare more than 2 groups; analysis of covariance to compare groups adjusting for confounders; testing for effect modification; calculating adjusted means; strategies for selecting the 'best' regression model; examination of residuals; regression to the mean; associated SAS programming. Each topic is covered by a 1 hour statistics lecture, a 1 hour SAS lecture, a 1 hour SAS practical and a 1 hour statistics tutorial to discuss the interpretation of the results. Each fortnight there is an exercise on the material covered in the statistics lecture. The SAS practical allows the necessary computing to answer the questions for the statistics tutorial the following week. The assignments will involve practical analysis and interpretation of a data set and between 10% and 20% of the marks for each assignment are for the SAS computing program.

In this unit the biostatistical concepts covered in earlier units are extended to cover analysis of epidemiological studies where the outcome variable is categorical. Topics of study include: testing for trend in a 2 x r contingency table; the Mantel-Haenszel test for the combination of several 2 x 2 tables, with estimation of the combined odds ratio and confidence limits; multiple logistic regression; Poisson regression; modelling strategy. The assignments will involve practical analysis and interpretation of categorical data. Data analyses will be conducted using statistical software (SAS). Students studying in distance mode must have access to a computer running Microsoft Windows.

During this unit, students learn to analyse data from studies in which individuals are followed up until a particular event occurs, e.g. death, cure, relapse, making use of follow-up data also for those who do not experience the event. This unit covers: Kaplan-Meier life tables; logrank test to compare two or more groups; Cox's proportional hazards regression model; checking the proportional hazards assumption; sample size calculations for survival studies. For each topic participants are given some material to read beforehand. This is followed by a lecture, then participants are given one or two exercises to do for the following week. These exercises are discussed in the tutorial at the next session before moving on to the next topic. That is, in most weeks the first hour is a tutorial and the lecture is given in the second hour. Participants are expected to run SAS programs in their own time. Preparation time for each session is 2-3 hours. The assignments both involve use of SAS to analyse a set of survival data.

This unit introduces the topic of linked health data analysis. It will usually run in the last full week of November. The topic is a very specialised one and will not be relevant to most MPH students. The modular structure of the unit provides students with a theoretical grounding in the classroom on each topic, followed by hands-on practical exercises in the computing lab using de-identified linked NSW data files. The computing component assumes a basic familiarity with SAS computing syntax and methods of basic statistical analysis of fixed-format data files. Contents include: an overview of the theory of data linkage methods and features of comprehensive data linkage systems, sufficient to know the sources and limitations of linked health data sets; design of linked data studies using epidemiological principles;construction of numerators and denominators used for the analysis of disease trends and health care utilisation and outcomes; assessment of the accuracy and reliability of data sources; data linkage checking and quality assurance of the study process; basic statistical analyses of linked longitudinal health data; manipulation of large linked data files; writing syntax to prepare linked data files for analysis, derive exposure and outcome variables, relate numerators and denominators and produce results from statistical procedures at an introductory to intermediate level.

This unit aims to extend participants' understanding of qualitative research methods and enable the acquisition of skills in the collection and analysis of qualitative data. The unit builds on the social research methods introduced in the unit PUBH5016 Society, Behaviour and Public Health or MIPH5132 Disease Priorities and Social Methods or PUBH5014 Social Research Methods. It covers the relevance of qualitative methods to the investigation of health issues; non-probability sampling; observation - practical; interview technique - practical; focus groups - practical; introduction to basic data analysis and interpretation of text; how to speak to and interrogate qualitative data and how to write up and present qualitative data. During the 2 day interactive workshop, there will be opportunities for practical application of qualitative research techniques (observational activities, interviewing in pairs, simulated focus groups, data analysis).

This unit aims to develop students' knowledge and skills of economic evaluation as an aid to priority setting in health care. This unit covers: principles of economic evaluation; critical appraisal guidelines; measuring and valuing benefits; methods of costing; modeling in economic evaluation. The workshops consist of interactive lectures, class exercises and case history analyses.

The aims of this unit are to provide students with an understanding of the concepts, application and analytical techniques of more advanced methods of health economic evaluation and with practical working knowledge of how to conduct economic evaluations using stochastic and deterministic data. This unit will focus on students developing the hands-on skills of conducting economic evaluations, included detailed practical instruction in the use of decision analytic software such as TreeAge and Excel. The format will be in face to face workshops with lectures followed by computer based exercises directly relating to the lectures. The broad topic areas covered are: 1) analysis of health outcomes including survival and quality of life measures 2) analysis of costs 3) economic modeling, including conduct of sensitivity analyses (one way, multi-way and probabilistic sensitivity analysis) and 4) presenting and interpreting results of cost effectiveness analyses.

The unit will examine the major components of health workforce planning in Australia. The Australia health workforce context will be considered (including total workforce size, payment mechanisms and employment arrangements) and the processes by which health workforce planning is influenced through government policy and workforce data translated and integrated with policy and planning explored. The framework for future labour force planning will be discussed with reference to the Intergenerational Report. Current health workforce issues such as adequacy of the workforce, ageing of the workforce, the distribution of the workforce, professional registration, and special needs communities will be addressed. Approaches to planning for an adequate workforce and modelling the future of the health workforce will be examined including practical examples.

This unit aims to familiarise students with the strategies of public health advocacy and to provide skills in content and discourse analysis of media coverage of health and medical issues. This unit covers the role of media advocacy in advancing public health policy; framing public health issues; news gathering, reporting and editing; strategies for media advocacy; political lobbying in public health advocacy. Teaching and learning activities include interactive lectures, case studies and small group work. Students will be expected to prepare for the sessions. Requirements will be distributed prior to the first day.

This unit aims to provide students with a clear understanding of the magnitude of the injury burden, both in higher and lower income countries, and the strategies that are required to address this burden. This unit will cover: injury definitions, measurement and surveillance; risk factor identification; intervention strategies and their evaluation; advocacy; cause-specific injury topics. During the 2 day workshop, guest speakers will outline issues relevant to the general injury prevention field and students will participate in interactive small group work which will focus on issues relevant to cause-specific injuries, in collaboration with guest contributors.

The aim of this unit is to provide students with an understanding of immunisation principles, the impact of vaccination on the epidemiology of vaccine preventable diseases (VPDs), how to assess the need for new vaccines and how to implement and monitor a new vaccination program. This unit covers the history and impact of vaccination; basic immunological principles of immunisation; surveillance of diseases, vaccination coverage, vaccine effectiveness and adverse events; risk communication; assessing disease burden and new vaccines. Learning activities include short online preparatory lectures and a workshop with interactive lectures and small group case studies (please bring a calculator).

This one-semester online unit teaches students about the principles of injury epidemiology, prevention and control. It provides a basis for the assessment and investigation of injury issues and the development, implementation and evaluation of injury prevention programs. The unit will cover: injury measurement and classification (descriptive methods); risk factor identification (analytic methods); evidence-based interventions for injury prevention; priority setting in injury control; injury prevention policy; strategies in injury control; implementing strategies in injury control; program evaluation in injury prevention; injury and Indigenous Australians and an international perspective on injury. During this unit, students will: gain an understanding of the epidemiology of injury, including the burden of injury, injury surveillance, methods for estimating the frequency and severity of injury, and methods for identifying risk factors; gain an understanding of the theories underpinning injury prevention and illustrate their application; develop an appreciation of the process of priority setting in injury, the design and implementation of injury prevention interventions, and the principles and conduct of evaluations.

The unit consists of learning topics, each of which is supported by extensive Web based resources, and 4 moderated online discussion forums, each focusing on a problem related to tobacco use and control. Lecture topics include: history of tobacco use and control; the burden of illness from tobacco use; secondhand smoke: the research evidence; measuring tobacco use, uptake and cessation in communities; international trends in tobacco consumption; the tobacco industry; the WHO's Framework Convention on Tobacco Control and new forms of tobacco advertising and promotion. Problem focused discussion forums include: Harm reduction and tobacco control, regulation of tobacco, improving and implementing pack warnings; promoting smoking cessation, prevention of uptake (youth programs); denormalisation of the tobacco industry; controlling advertising; and controlling exposure to tobacco smoke, making news on tobacco and influencing political policy on tobacco.

This fully online unit aims to teach students about the principles of falls prevention and falls injury prevention in the older person, with a focus on the application of these principles in the field. This unit will cover: the aetiology of falls; the burden and economic implications of falls in the older person; primary, secondary and tertiary prevention strategies (community, hospital and long-term care facilities); developing and implementing injury prevention programs; the principles and value of program evaluation and current programs being used in Australia and overseas. Students will discuss the research methods surrounding the impact of falls, research design and the risk of falls, and will look at the development of falls prevention programs, case studies, issues and future directions.

In this unit you will think about and do qualitative research. The unit overviews the field, and is particularly suitable for anyone new to qualitative research. It is taught in six days of workshops. In the first workshop you will experiment with data collection – observation, interviewing and focus groups – and will learn how to search for qualitative literature. You will hear about qualitative research ethics and consider some big questions about theories, traditions and study design in qualitative research. In the second workshop, you will be introduced to two ways of analysing qualitative data, will learn how qualitative research findings are integrated and how the quality of qualitative research is evaluated, and will consider the relationship between qualitative and quantitative research. Every day you will meet working qualitative researchers and hear about their projects. Most importantly, this unit is designed to provide you with a whole new way of thinking critically about research and researching. By the end of the unit you will be ready to begin evaluating and doing qualitative research for yourself.

The treatise gives you an opportunity to produce a written piece of research work that is supervised by an academic member of staff. The aim is for you to apply the knowledge and skills developed in your coursework to a particular topic or problem in public health. You will produce a scholarly piece of written work that is suitable for submission to a peer-reviewed journal. As a general guide, the treatise would be completed in three months (or six months part time). Your supervisor will help you select a topic and define the research questions so that you can complete the treatise in this time.

The treatise gives you an opportunity to produce a written piece of research work that is supervised by an academic member of staff. The aim is for you to apply the knowledge and skills developed in your coursework to a particular topic or problem in public health. You will produce a scholarly piece of written work that is suitable for submission to a peer-reviewed journal. As a general guide, the treatise would be completed in three months (or six months part time). Your supervisor will help you select a topic and define the research questions so that you can complete the treatise in this time.

The treatise gives you an opportunity to produce a written piece of research work that is supervised by an academic member of staff. The aim is for you to apply the knowledge and skills developed in your coursework to a particular topic or problem in public health. You will produce a scholarly piece of written work that is suitable for submission to a peer-reviewed journal. As a general guide, the treatise would be completed in three months (or six months part time). Your supervisor will help you select a topic and define the research questions so that you can complete the treatise in this time.

This unit covers the following topics: reproductive cycle 1 (hypothalamus and pituitary); gamete approximation and fertilisation biology; ovarian function, oogenesis and ovulation; testicular function, spermatogenesis, male accessory organs; sexual physiology; reproductive cycle 2 (ovary and genital tract); implantation, embryogenesis; placentation; fetal development - ultrasound perspective; endocrinology of pregnancy and parturition; lactation; puberty and menstruation; menopause; effects of reproductive steroids on metabolism and other body systems; gonadal differentiation and genital development.

This unit identifies significant issues in reproductive, maternal and child health, gives an overview of existing services for these population groups, and emphasises preventive health programs.

This unit covers the following areas of reproductive medicine: puberty, virility and male infertility, menstrual cycle and menstrual symptoms, premenstrual syndrome, dysfunctional uterine bleeding, dysmenorrhoea, menopause, amenorrhoea, ovulation induction, endometriosis, spontaneous abortion and recurrent abortion, contraception, psychosexual disorders, venereal diseases, subfertility and infertility, reproductive technology, assisted conception. This course is based on pre-reading provided prior to each lecture and followed by a two-hour tutorial, during which case studies provide material for investigation and management discussions. This will enable participants to develop a problem-solving approach to clinical management. Participants are required to present a case on at least one occasion during the semester.

This unit concentrates on listening skills, principles of communication, group dynamics, competing theoretical perspectives, crisis management and an examination of values and ideology. The candidate will develop basic counselling skills for future application to reproduction counselling. The course is interactive, with the expectation that participants will present orally as well as be assessed through written work.

This unit covers the following topics: cell structure and function; intracellular signalling and intercellular communication; cryobiology; steroidogenesis; steroid hormones and receptors; peptide hormone biochemistry and receptors; the social interaction of cells; regulation of cell division; molecular motors; contractility of smooth muscle, cilia and flagella; pathogenesis of PA11; rhesus incompatibility; XGR; recurrent abortion; protein structure and function, structure and function of complex carbohydrates; fetal monitoring; ultrasound, amniocentesis, CVS; radiation and thermal stress; birth defects and their causes; immunological processes in reproduction.

Organised individually for small groups, students keep log books of work undertaken and observed and include presentation of clinical cases or laboratory problems.

This unit concentrates on the process of counselling, making links between microskills and building an 'intentional interviewing' style. The microskills of challenging and confrontation are given prominence and participants are expected to reflect on their practice and the appropriateness of challenging and confronting clients. The candidate will develop basic counselling skills for future application to reproduction counselling. Ethical issues for counselling practice, with a particular focus on the ethical dimensions regarding reproductive medicine, are examined.

The objective is for the student to know relevant legal principles and their application to reproductive health sciences and genetics. To understand the concept of ethical reasoning and apply to issues in reproductive medicine. To research an issue in reproductive medicine and genetics and discuss in terms of ethical, social and legal perspectives.
Case studies are used to initiate discussion of these issues. Topics include active and passive euthanasia; artificial insemination; assisted conception and embryo experimentation; abortion; legal rights of parents, fetuses and infants; relationships between parents, doctors and other health care providers; informed consent; errors in diagnosis; peer review; hospital and clinical records; population-based data systems.

This unit ncourages a practical approach to fertility control and enables students to develop skills in the provision of contraceptive services. The following topics are covered: general issues in fertility control; contraceptive choice; benefits and risks of contraception; legal aspects; contraceptive counselling; availability of contraceptives; development of new contraceptives and details of specific methods of contraception including behavioural methods, barrier methods, intra-uterine devices, steroidal contraceptives, contra contragestion and abortion, immunological methods, and status of male contraception. Lectures build on pre-reading provided. Tutorials require student presentation and discussion of issues. A written assignment is required during the semester. Assessment is based on presentations during tutorials and on the written assignment.

Concentrates on the technology and interpretation of assay techniques. The appropriate use and pitfalls of various tests is covered in more detail than in other parts of the course. These include serum and urinary assays in the fields of endocrinology and immunology; dynamic endocrine testing; relevance of specific tests to the function of particular organs; testing of fertility (including semen analysis, cervical mucous and post-coital testing, and sperm antibodies); oocyte function and fertilisation; use of biopsies.

Provides a comprehensive coverage of the principles of molecular pathology and progress with diagnosis and gene mapping. Diseases relevant to specific body systems are examined to give a state of the art picture of the molecular genetics of human disease. Included are: clinical genetics, molecular genetics, disease-specific counselling; molecular genetic techniques (southern, northern, hybridisation); molecular genetic techniques (PCR, pulse-field gel); clinical and molecular genetics of systemic disorders and haematological disorders; skeletal disorders; cystic fibrosis and transport disorders; neurological disorders; renal disorders; immunological disorders and HLA association; connective tissue disorders; phakornatoses (neurofibromatosis, Tay-Sachs disease); dermatological disorders; gene mapping techniques, status of human map, comparative gene mapping.

Candidates must complete a research project in an area of interest and submit their results in the form of a minor thesis or treatise. During the course, candidates are assisted in choosing a suitable topic and designing their study, both by their supervisor and by a formal component of the coursework called 'treatise development'.

Candidates must complete a research project in an area of interest and submit their results in the form of a minor thesis or treatise. During the course, candidates are assisted in choosing a suitable topic and designing their study, both by their supervisor and by a formal component of the coursework called 'treatise development'.

This unit examines three areas of interest linking cancer, reproductive endocrinology and infertility. The first concerns the application of 'reproductive insurance' using cryopreservation of ovarian cortical biopsy specimens, mature oocytes, sperm and embryos in patients with cancer. The second area explores the evidence between infertility and its management, childlessness and common gynaecological cancers and the alleged increased incidence of testicular cancer. The third examines the alleged links between breast cancer and hormone replacement therapy in the menopause.

The aim of this unit is to provide students with a broad introduction to the principles and practice of medical genetics. The content covered includes: history and philosophy of medical genetics, genetic informatics, molecular basis of human inheritance, Mendelian inheritance, biochemical genetics, mitochondrial inheritance, cytogenetics, neurogenetics and cancer genetics. At the end of this unit of study the student should have a basic understanding of the topics above and be able to apply this knowledge to further study in this area.

This unit follows on from 'Introductory Medical Genetics' but deals with clinical genetics and diagnosis, clinical cytogenetics and clinical molecular genetics in more depth. Strategies for genetic health education and promotion, including evaluation, are introduced. The organisation and management of genetic health services is examined from a state, national and international perspective.

This unit will explore the social, psychological and political determinants of sexuality, with particular reference to their potential impacts on public health. It is available in both online and face-to-face modes. Particular emphasis will be placed on the impact of culture, tradition, society, environment, life experiences, personal beliefs and health on sexual activity. Policy and legislative responses to sexual activity will be discussed, with regards to the consequences of sexual activity and methods for determining the effectiveness of such responses.Course content will include population studies on sexual behaviour; historical perspectives; variants of sexuality (including adolescence, prisoners, multicultural aspects, the elderly, disability, homosexuality and transgender issues); sexual dysfunction and counselling; commercial sex work; sex education; sexual assault, health promotion and ethical and legal aspects.

This unit aims to provide a public health perspective of the community impact of sexually transmitted infections (STIs). It is available in both online and face to face modes. At the end of this unit, students will be able to understand the underlying principles of the surveillance systems used to monitor STIs; the core risk activity groups involved in the transmission of STIs; how the epidemiologies of STIs vary within and between societies; the public health impacts of STIs; and effective preventative strategies at individual and community levels. Course content will include an introduction to the basic biology of STIs; epidemiology and surveillance methods; STI service delivery considerations; STI/HIV interactions, travellers' sexual health; health promotion for STIs; policy approaches and ethical & legal issues.

This unit aims to provide a public health perspective of the impact of HIV infection. It is available in both online and face to face modes. At the end of this unit, students will be able to understand the underlying principles of the surveillance systems used to monitor HIV infection; the core risk activity groups involved in the transmission of HIV; how the epidemiology of HIV infection varies within and between societies; the public health impacts of HIV infection; and effective prevention strategies. Course content will include an introduction to the basic science of HIV infection; epidemiology and surveillance; sexual blood borne and mother to child transmission; STI/HIV interactions; other methods of transmission; health promotion for HIV; government perspectives and ethical and legal issues.

This unit aims to describe the epidemiology, microbiology, pathogenesis, clinical features and management strategies for the common sexually transmitted infections (STIs). HIV infection will only be covered in the context of its interactions with other STIs.
At the end of this unit, students will be able to discuss the microbiology, pathogenesis and epidemiology of the common STIs. They will be able to demonstrate an understanding of the clinical spectrum of STIs, including asymptomatic infection, genital manifestations, extragenital manifestations and problems related to pregnancy. When discussing STI management, students will understand the impact of STIs at individual, relationship and community levels. and how needs differ with risk activity group and geographical location.
Course content will include the basic anatomy, physiology and clinical skills required for the investigation of STIs; the epidemiology, microbiology and clinical aspects of the following conditions: vaginal discharge, urethral discharge, genital ulceration, upper genital tract infections, sexually transmitted hepatitis, syphilis, anogenital warts and cancer, genital infestations and other conditions likely to present in a sexual health context. The social contexts of STIs, in terms of the overcoming difficulties of access and the challenges faced in resource-poor settings will also be covered.

This unit aims to describe the epidemiology, biology, pathogenesis and clinical contexts of HIV infection. At the end of this unit, students will be able to understand the laboratory, clinical and social aspects of the diagnosis and management of HIV infection. Course content will include underlying scientific principles of diagnostics, virology, immunology and pathogenesis as applicable to HIV infection; clinical aspects of HIV infection, including seroconversion, asymptomatic infection, early symptomatic disease, major opportunistic infections (including AIDS-related conditions), tumours and death. Emphasis will be placed on the roles of prophylaxis, antiretrovirals.and the management of associated conditions. Legal, ethical and sociological contexts will also be discussed.

This unit aims to introduce the constructs of adolescent sexuality, explore the determinants of adolescent sexual health and to discuss the personal and public health implications of adolescent sexuality. At the end of this unit of study, students will be able to describe the biological, developmental and socio-cultural contexts of adolescent sexual health as well as the constructs, challenges and diversities of adolescent sexuality. They will learn techniques used to optimize communication with adolescents and explore legal, ethical and public health implications of adolescent sexuality. The course is taught fully online using a range of assessments including group participation and discussion, a group project, short answer questions and discussions based on case scenarios. It is divided into 6 modules: adolescent sexuality, adolescent sexual health, reproductive health issues in adolescence, diversity, legal and ethical issues and sexual health promotion.

This unit aims to introduce the constructs of adolescent sexuality, explore the determinants of adolescent sexual health and to discuss the personal and public health implications of adolescent sexuality, with additional emphasis on a deeper exploration of an area of adolescent sexual health that is of particular interest to the student.
At the end of this unit of study, students will be able to describe the biological, developmental and socio-cultural contexts of adolescent sexual health as well as the constructs, challenges and diversities of adolescent sexuality. They will learn techniques used to optimize communication with adolescents and explore legal, ethical and public health implications of adolescent sexuality. They will also understand and describe one area of adolescent sexual health that the student chooses to study in depth from a list of suggestions.
The course is taught fully online using a range of assessments including group discussion, short answer questions and discussions based on case scenarios. It is divided into 6 modules: adolescent sexuality, adolescent sexual health, reproductive health issues in adolescence, diversity, legal and ethical issues and sexual health promotion.

This unit aims to introduce the student to the common methods used in the diagnosis and management of infections with the common Sexually Transmissible Infections (STIs), including HIV.
At the end of this unit, students will be able to understand the principles of Infection Control; methods used in diagnostic microbiology including specimen collection, storage and transport; specific diagnostic techniques and the interpretation of laboratory results; principle methods of detection for the following organisms: Chlamydia trachomatis, Candida albicans, genital mycoplasmas, Herpes simplex viruses, Human papillomaviruses, Molluscum contagiosum, Neisseria gonorrhoeae, Treponema pallidum, Trichomonas vaginalis, tropical genital ulcerating conditions and genital ectoparasites. Students will also be able to discuss methods used and interpretation of Hepatitis serology; laboratory aspects of syndromic management of vaginal discharge, urethral discharge, rectal discharge and prostatism; the diagnosis and management of HIV infection; the diagnosis of HIV-related opportunistic infections and tumours, and genital cytological assessment.
Course content will include reading materials and exercises. A compulsory intensive one week face to face practical allows students to consolidate their theoretical knowledge.

This unit aims to provide students with clinical exposure to patients with the whole spectrum of sexually transmitted infections and HIV. At the end of this unit, students will be able to understand the basic clinical competences required for the management of people with sexual health problems and HIV infection; indications for special investigations such as colposcopy, laparoscopy, pelvic and scrotal ultrasound, endoscopy, fundoscopy for opportunistic infections and radiology including CT. Students from a science or policy background will be able to undertake equivalent relevant laboratory or field work.
Course content will include attendance at a minimum of 15 half day seminars in selected sexual health and HIV clinics and the observation of patient care (for Master of Medicine students). The emphasis is on exploring the foundations of good clinical practice, using an evidence-based approach. Opportunities are provided to observe clinical practice with STI and HIV patients. However, the course does not provide direct hands-on experience for students, and cannot be considered a substitute for on-the-job training for students who wish to acquire clinical competence in these areas. Master of Science students will undertake equivalent relevant laboratory or fieldwork attachments, together with some clinical exposure. Whenever possible, attachments will be tailored to complement the candidate's past experience. Areas covered will include skills in taking a medical, sexual and drug-using history; physical examination, including genital and anal examination; handling and interpretation of laboratory tests; basic microscopy, chemotherapy; patient education and basic counselling; contact tracing and appropriate referral.

This unit aims to introduce students to the concepts underpinning the conduct of high quality biomedical research in the fields of STIs and HIV.
At the end of the Unit, students will be able to describe the components required to conduct high quality biomedical research in the fields of STIs and HIV, generate a relevant research proposal and complete an Ethics application. Students will not be expected to collect or analyse any data.

Aims: To become conversant with terminology and basic concepts within the field of sleep medicine and sleep science. Content: Sleep as an Active Process: In contradistinction to common perception, sleep does not involve so much the switching off of neural systems, but the activation of certain areas within the brain, situated in structures such as the medulla, thalamus and basal forebrain. This module introduces basic neural anatomy and physiology necessary for the understanding of the process of sleep. Basic Respiratory Physiology: Understanding mechanisms underlying the maintenance of adequate gas exchange is essential to the study of sleep science and medicine. This module is a short introductory review of respiratory physiology as it relates to sleep medicine.

Aims: To understand the milestones that shaped our understanding of the nature of sleep; to understand the development of the concepts of sleep stages, chronobiology and the concept that sleep is not a steady state cycle, but changes through the night; to appreciate importance of polysomnography and the all-night sleep study. Content: Development of Sleep Research: The importance of sleep has been recognized throughout history. However, until recent times sleep was thought to be the intermediate state between wakefulness and death. This section elucidates the observations that have lead to the modern concept of an active dynamic condition we call sleep - from the observation of biological cycles, through the discovery of REM sleep, to the all-night sleep study. Introduction to Methods in Sleep Research: Sleep research involves the use of specific equipment and techniques. The early reports of sleep were confined to case histories and, later, short-term samples of biophysical recording were made. However, it was not until the early 1950s that researchers began to undertake all-night recordings and so polysomnography was born. Polysomnography and the meaning of the biophysical measurements made during full sleep studies will be introduced. In addition, the concepts of sleep stages and the normal changes of cardiorespiratory control and EEG will be introduced.

Aims: To understand the nature of sleep and gain an overview of normal sleep; to appreciate the changes in sleep associated with aging; to recognize various stages of sleep on a polysomnograph (this will be introduced in this unit, but extended significantly later in the course); to understand the range of sleep disorders, their presentation and diagnosis, including respiratory disturbances (OSA, central apnoea, pulmonary disease), sleep deprivation and fragmentation and general medical disorders which impact on sleep; to understand the epidemiology of sleep disorders and their impact on public health.
Content: Normal Sleep: This module will explain the definitions of sleep states and describe the progression of sleep through the night. The cyclic nature of sleep in humans and animals will be examined with some discussion of factors that affect sleep architecture, including age and drugs.
Introduction to Sleep Stage Scoring: This module will define the various stages of sleep from a practical standpoint, based on polysomnograph records. Candidates will be introduced to the standard methods of scoring sleep states which will be expanded during the practicum. Normal sleep and its variations will be the primary focus, with some discussion on the effects of drugs.
Respiratory Disturbances and Sleep: Respiratory sleep disturbance has a long history of comment in the literature generally, whereas, understanding of the medical significance of this has been a relatively recent phenomenon. This module will present an overview of the types of respiratory disturbances associated with sleep and the clinical presentation and evaluation of these. The natural history of sleep disordered breathing changes during the human lifestyle and the concept of a developmental path for sleep apnoea will be discussed.
Obstructive Sleep Apnoea: OSA has arguably been the most obvious type of sleep disordered breathing throughout history. Severe OSA is a major impediment to quality of life and is potentially life-threatening, not only as cause of impairment of day-time function, but as a predisposing factor to cardiovascular disease and stroke. OSA will be discussed in terms of its occurrence and polysomnographic identification. Reference will be made to OSA throughout life and treatments, however, these will dealt with in more detail in the Sleep and Breathing Units I,II & III.
Central Apnoea: The occurrence and identification of central apnoea will be introduced. This module will give an overview of the range of this phenomenon from apnoea of infancy to Cheyne-Stokes respiration.
Introduction to Respiratory Scoring: This module will introduce respiratory scoring, which is very often a major part of scoring a polysomnographic study. It will define the guidlines used to identify and mark respiratory events throughout a polysomnographic study using the recommendations taken from the Report of The Academy of Sleep Medicine Task Force. The types of devices used to measure respiratory variables will also be discussed.
The Importance of Sleep: The importance of sleep in the maintenance of physical and psychological wellbeing will be covered.

Aims: To be familiar with the resources of the Medical Library; to be able to conduct an online literature searches and download the results into bibliographic software; to be able to develop a research plan, including hypothesis development and the choice of appropriate methods; to be able to choose the appropriate statistical methods for analysis and read research literature critically.
Content: The Medical Library: In this module the online resources of the Medical Library of the University of Sydney will be utilised and candidates will be able to use their UniKey account to access on-line tutorials, journal articles, catalogues, Medline and other databases for retrieval of information.
Applied Literature Searching: Candidates will be required to choose a topic for a short review (2,000 words), and demonstrate the ability to search for references and utilize bibliographic software for the management of those references. Instruction in the use of suitable bibliographic software integrated with a word processor, will be included in this module. Study Design: In this module you will learn about different types of basic, clinical and epidemiological study designs, which may be implemented to answer a research question relating to sleep and/or sleep disorders. You will be introduced to the concept of blinding of subjects and/or researchers, crossover study designs, and the use of placebo controlled study designs. This module will be useful in assisting those enrolled in the Masters Course to decide on a study they intend to implement for their treatise.
Introduction to Statistical Methods: This module will provide a practical overview of some of the statistical tests and ways of presenting data used in various aspects of biological research, including: student t-test; c 2 test; ANOVA; a priori and post hoc testing; standard deviation; standard error of the mean; confidence intervals; significance; and the differences between types of studies, such as case-controlled, double-blind or meta studies. Particular emphasis will be placed on the choice of appropriate tests for different types of data.
Treatise Development: Candidates will, with guidance choose a topic for research and develop a research plan. The plan will include a review of the background, the hypothesis and methods to be used, including the data analysis. This will be presented as a poster and talk at a mini-conference held during the practicum. This module will be completed over the course of the first year of study, however, the research plan will not be, necessarily, that undertaken for the completion of the candidate's treatise.
Seminar Presentation Skills: In this module you will learn how to prepare a seminar presentation, including the order of presentation, suggested software packages, and suggested colour schemes. You will learn how to effectively present data to a group of peers, including strategies to maximize audience interest. Effectively answering questions at the conclusion of your presentation will also be discussed.

Aims: To understand cardiorespiratory control as it relates to sleep; to recognize the physiological mechanisms underlying the characteristic EEG of different sleep stages; to understand how motor control changes during the sleep cycle and the importance of this in regulation of sleep; to understand the regulation of homeostasis during sleep.
Content: Respiratory Control I: Review of respiratory control mechanisms and neuroanatomy. Central circuits involved in respiratory control and changes in the modulation of these central control mechanisms during the sleep cycle. Respiratory Control II:Control of ventilation alters during sleep. Responses to hypoxia and hypercapnia will be discussed. In addition, the pattern of respiration during the sleep cycle and the influence of altered arousal and muscle tone on this system will be included in this module. Cardiovascular Control I: Central and autonomic regulation of cardiovascular function during the sleep cycle. Sleep-dependent changes in cerebral and peripheral circulation. Cardiovascular Control II: Integration of cardiovascular and respiratory control mechanisms. The peripheral chemoreceptor and baroreceptor mechanisms. Brain Electrical Activity: Characteristics of EEG and EOG in REM and NREM sleep and wakefulness. Cellular origins of EEG signals. Low frequency oscillations of corticothalamic origin during NREM - spindle, delta and slow waves. Brainstem and thalamic circuits involved in arousal and REM. The Brainstem and REM Sleep: This module describes the ontogeny of REM sleep and the brainstem sites of generation.
Motor Control During Sleep: During the sleep cycle, somatic muscle activity is reduced during NREM and centrally inhibited during REM. The process underlying these changes are complex and will be introduced in this module.
Physiological Function During Sleep: Homeostatic mechanisms during sleep including control of temperature regulation and metabolism.

Aims: To understand the presence and physiological basis of biological rhythms and the ramifications for the sleep-wake cycle; to understand the normal modulation of circadian cycles and the effects when these are disrupted. Content: Chronobiology: The circadian rhythm and its relationship to the sleep cycle is examined along with the concepts of photic and nonphotic zeitgebers. Neural basis of Circadian Rhythm. The neurophysiology of the pacemaker in the suprachiasmatic nucleus and the neural circuits modulating its function. The genetic basis of circadian rhythm generation will also be discussed. Effects of Circadian Rhythms on Physiology I: The internal sleep structure is governed by circadian rhythms and these rhythms also impact upon levels of alertness and cognitive performance. This module deals with this topic and the ramifications for general day-time performance and quality of life if these rhythms are disrupted such as with sleep fragmentation or jet lag. Effects of Circadian Rhythms on Physiology II: This module continues the themes of 2.1.3 and considers the effects of such things as sleep deprivation and shift work on homeostasis and sleep regulation. In addition, the physiological effects and role of chronobiotic agent such as melatonin will be introduced. Circadian Rhythms and Ageing: The timing of sleep wake cycles is controlled by at least two neural clocks in the brain. Throughout the animal world there are numerous examples of cellular clocks, with the sleep wake cycle being the most visible example. Sleep wake patterns and rhythms change with age with alterations in both timing and content of sleep. This module introduces the area of chronobiology and the changes in sleep wake patterns with ageing. Importance of Sleep: Sleep occupies about one third of life and there is clear evidence of its importance for the wellbeing and proper function of many animals. This module provides an introduction to the evidence for the key role of sleep in growth, development and brain function.

Aims: To understand the way the control of ventilation is affected by the normal sleep cycle; to understand the relationship between the anatomy and physiology of the airways and the mechanics of ventilation during sleep; to introduce the physiological basis for pathologies of ventilation during sleep, especially OSA and central apnoeas. Content: Breathing During Sleep: The changes in spontaneous breathing during sleep and how this differs between REM and NREM sleep are reviewed. The mechanisms underlying these changes are also discussed. Anatomy and Physiology of the Upper Airway During Sleep: The upper airway and in particular the pharynx is particularly involved in the pathogenesis of OSA. The anatomy of the area and the control of muscles that are important for maintenance of airway patency are reviewed in this module. Snoring & Obstructive Sleep Apnoea-Hypopnoea: In this section, the physiology of snoring and OSA will be discussed in terms of its physiological determinants, occurrence and polysomnographic identification. The treatment of these conditions will be introduced. Central Apnoea: The physiology, occurrence and identification of central apnoea will be discussed with the clinical significance.

Aims: To understand the specific role of hormones in modulating circadian rhythms and sleep architecture; to appreciate the direct and indirect effects of disorders in hormone systems on sleep. Content: Melatonin & the Pineal: The anatomy and physiology of the pineal and its role in sensing photoperiod. Melatonin as a chronobiotic and its role in normal function and possible therapeutics. Sleep and the Menstrual Cycle: The influence of female sex hormone levels on sleep architecture during the menstrual cycle. Some reference to menopause will be made, however, this will be dealt with in future modules. Sex Hormones & Corticosteroid Disorders: The influence of male sex hormones and imbalances of steroids such as in Cushing's diseases which may have direct or indirect effects on sleep. Management of such conditions is discussed in relation to sleep. Acromegaly, Hypothyriodism and Diabetes: These hormonal imbalances lead to pathophysiological changes that adversely affect sleep. This module examines these changes and management of such patients.

Aim: To gain knowledge of the neurotransmitter systems and pharmacology involved in control of sleep and circadian rhythms. Content: Neurotransmitter Systems in Sleep: In order to understand the conditions and treatments for a range of sleep disorders and parasomnias, the neuropharmacology must be understood. These sections discuss sleep mechanisms from the perspective of neurotransmitters and neuromodulators. Some basic physiology will be included for background. Neurotransmitter Systems in Arousal.

Aims: To understand the importance of psychological factors in sleep medicine; to examine the specific interaction between the physiological and psychic factors that produce some sleep disorders, using insomnia as an example; to understand the cognitive processes that occur in sleep. Content: Insomnia: The occurrence and origins of this disorder will be discussed in the context of psychological and behavioural problems. The occurrence, clinical presentation and treatment of insomnia. Dreaming & Perception in Sleep: Theories on the origins and function of dreams will be discussed along with methods for study of dreams. Psychophysiology of Dreams: The relationship to dreaming and biophysical state will be examined along with the effect on dreams of various substances such as alcohol and psychiatric disorders. Dreaming Disorders: Nightmares and other phenomenon that have a disturbing effect on patients will be discussed.

The practicum component involves application of the theory presented during the previous two semesters work. A presentation will be recorded electronically by the student who is expected to use the knowledge gained to present a well structured, well referenced coherent presentation on a topic of their choice. A nocturnal recording, with the software required to analyse it will be provided. The student will score and comment on this study.

Aims:To understand the range of parasomnias and their classification; to understand the way in which neurological disorders in a range of systems can influence sleep. Content: Parasomnias I: Parasomnias are disorders of arousal, partial arousal and sleep transition. This module will discuss arousal disorders and sleep-wake transition disorders, such as sleep walking and rhythmic movement disorder. Parasomnias II: This module continues the discussion of the range of parasomnias including those associated with REM sleep such as REM behaviour disorder and other parasomnias such as bruxism. Degenerative Disorders: This section discusses the sleep effects of degenerative diseases such as Parkinson's disease and dementia, which also relates to the REM sleep disorders introduced in the Parasomnias II module. Restless Legs Syndrome & Other Disorders: This module discusses the sleep disturbances that involve the control of movement during sleep and include abnormalities in the amount of movement, loss of control of movement and abnormal forms of movement.

Aims: To develop understanding of the clinical assessment and management of pathologies of ventilation during sleep; to understand the theory of the current methods of treatment of sleep apnoea-hypopnoea; to gain knowledge of developing therapies. Content: Clinical Aspects of OSA: The presentation and clinical assessment of OSA. Nocturnal Asthma: Introduction to the pathophysiology of asthma, clinical presentation and management in the context of sleep. Continuous Positive Airway Pressure: The theory and practice of CPAP in the treatment of OSA. Surgical Therapy: Early attempts at a surgical cure. Uvulopalatoplasty and the more modern elegant techniques such as mandibular distraction. Oral Devices: The range and uses of oral appliances for treatment of OSA. Medical Therapy: This module discusses the options such as treatment of obesity and nasal appliances that are used to treat OSA and hypopnoea. Cardiovascular Disease and OSA. The epidemiological and medical evidence for the links between OSA and cardiovascular disease. Bilevel Pressure Support & Automatic Devices. Sophisticated appliances for the treatment of OSA and central apnoeas such as Cheyne-Stokes ventilation.

Aims: To understand the pharmacological basis of effects of different classes of drugs on sleep; to become familiar with drugs used therapeutically in various aspects in sleep medicine. Content: Drugs That Alter Sleep: This module introduces the types of prescription drugs that disturb sleep or waking function and may affect sleep disordered breathing. Hypnotics: This module looks at drugs with hypnotic-sedative effects, their effects on sleep and uses in sleep medicine. Stimulants: Drugs that increase arousal, motor activity and alertness will be examined in terms of their physiological action and uses in sleep medicine. Drugs of Addiction: A number of drugs of abuse and addiction, including nicotine and alcohol will be examined in relation to their effects on the sleep cycle and relevance to sleep medicine.

Aims: To gain knowledge of the effects of psychiatric disorders on sleep and some appreciation of the management of such patients; to understand the concept of sleep hygiene and the importance of behavioural modification as therapy. Content: Psychiatric Disorders and Sleep: Anxiety disorders mood disorders & schizophrenia all have a significant impact upon sleep and are examined in the context of patient management. Behavioural Therapies and Sleep Hygiene: Behavioural modification is very important in the management of a range of sleep disorders and such treatments are examined in this module.

Aims: To understand the changes in function of other organ systems in relation to sleep; to understand the effect of sleep on other organ systems and particular the effect of sleep disorders on the function of the body generally; to understand the changes that occur in sleep when the body is challenged by other diseases. Content: Hypertension, Stroke and Cardiovascular Function: Sleep and the problems associated with it in relation to cardiovascular problems will be discussed in this module. In addition, the association with sleep-disordered breathing will be discussed. Disruption of Rhythm: Shift work, jet lag and sleep disruption lead to generalized physiological and immunological problems. Gastrointestinal Physiology: The alterations in autonomic function during sleep have effects on gastrointestinal motility and function. As well as the normal gastrointestinal function during sleep, pathological conditions such as gastrooesophageal reflux will be discussed. Immunological Responses: Sleep is affected by bacterial challenge and other alterations of immunological state. These considerations are examined.

Aims: To understand sleep and sleep disorders during early development; to be introduced to paediatric sleep medicine and patient management. Content: Development of Respiratory Control: Respiratory control and its relationship to the sleep-wake cycle is not constant throughout life, but displays marked changes during development. These developmental stages are discussed from fetal biophysical states through to childhood are discussed in this module. Central Apnoea & OSA in Children: The occurrence and clinical significance of these conditions are examined. Paediatric Parasomnias: Parasomnias that are of interest in paediatrics are discussed, from night terrors to SIDS. Management of Paediatric Sleep Disorders: The diagnosis and treatment of sleep disorders in children.

Aims: To understand the impact of respiratory disorders and diseases on sleep and breathing; to understand the principles of clinical management of these patients in the context of sleep medicine. Content: chronic obstructive pulmonary disease (COPD); neuromuscular disorders; restrictive lung disease; cystic fibrosis.

Aims: To understand how knowledge of the neuropharmacology of a sleep disorder is gained and how this is used to develop therapeutic strategies; to gain an appreciation of the direction of current research into drug therapies for sleep disorders and the problems associated with this; to understand methods used to assess the efficacy of drugs and how to critically appraise trials of therapies generally. Content: Narcolepsy: This condition has been studied extensively in humans and animal models and the neuropharmacology is reasonably well understood. This module examines the study of this condition and drug therapies. Possible Drug Therapies for OSA: The pharmacology of systems involved in OSA is examined and ways in which these might be targeted by drug therapy and the problems that are encountered. Pharmacology and Chronobiology: Drugs that alter the circadian clock (chronotropes) are discussed and their efficacy in treating sleep disorders. Assessment of Drug Therapy: This module deals with the critical analysis of drug effect. The methods of assessment and the ways in which the data is presented are discussed.

Aims: To understand sleep and sleep disorders throughout life; to understand issues specific to adult sleep medicine and patient management. Content: Cardiorespiratory Physiology Through the Life-Cycle: This module charts the development of the cardiorespiratory systems from adolescence to old age with reference to sleep disorders. Sleep in Pregnancy & Lactation: Sleep architecture is altered during these states and during pathological conditions such as preeclampsia. Studies of these aspects of the life cycle are reviewed. Management of Sleep Disorders: From OSA to geriatric sleep fragmentation, this module considers clinical presentation and management of different age-groups. Epidemiology of Sleep and Public Health: Sleep research over the last fifty years has indicated that disorders of sleep such as snoring are not just an annoyance, but have serious ramifications for public health. In addition, sleep monitoring can detect the early development of disorders and so can improve management in other areas of medicine. These issues are discussed.

In this unit the theory presented during the previous four semesters work will be used in practice. Students will prepare and electronically record a presentation on a topic of their choice using the knowledge gained throughout the course. The student will also score and report several complex nocturnal sleep recording.

To meet the requirements of the master's degree, students need to complete either SLEE5025 Treatise (12CP) or both SLEE5027 Treatise A and SLEE5028 Treatise B (12 credit points in total). Candidates will be assisted in all aspects of study design, implementation, analysis and research writing.

To meet the requirements of the master's degree, students need to complete both SLEE5027 Treatise A and SLEE5028 Treatise B (12 credit points in total) or SLEE5025 Treatise (12CP). Candidates will be assisted in all aspects of study design, implementation, analysis and research writing.

To meet the requirements of the master's degree, students need to complete both Treatise A and Treatise B (12 credit points in total) or SLEE5025 Treatise (12CP). This unit requires completion of the research project commenced in Treatise A. Candidates will be assisted in all aspects of study design, implementation, analysis and research writing.

The overall aim of this course is to provide participants with an understanding of key methodological concepts and issues needed to conduct high quality clinical and health services research. The course covers aspects of clinical epidemiology, outcome evaluation and health economic assessment with a focus on surgical research. The broad nature of the course will provide an introduction to key topics across these fields but may also serve as a means for participants to identify specific areas of interest that they would like to pursue in their own future research.
Course content includes: sources of bias in surgical studies; study designs in surgical effectiveness research; RCTs and problems with RCTs in surgery; development and evaluation of outcome measures; cost effectiveness analyses; quality of life and utility measures; evaluation of screening and diagnostic tests and systematic reviews and meta-analysis.

The objective of this course is for participants to apply the knowledge and skills acquired in Part 1 to develop their own research proposal relevant to their speciality or research interest. The standard of the proposal will be to that of a peer-reviewed grant such as NHMRC. In addition to completing the research proposal, participants will face questions from a mock interview panel about their submission.
Content includes the practical aspects of developing a research proposal including: literature review; grant writing skills; use of appropriate outcome measures; minimising bias; study design, recruitment and follow up and analytic frameworks.
Participants will discuss their proposal within tutorials and gain feedback and advice from their peers and tutors.

The dissertation is a formal piece of writing relevant to the subject area of the masters degree. Candidates will work on a specified research project under appropriate supervision. At least one of the project supervisors must be an academic staff member of the University. The dissertation is in Parts A and B, both of which will be completed in a minimum of one year of full time study or two years of part time study.

The dissertation is a formal piece of writing relevant to the subject area of the masters degree. Candidates will work on a specified research project under appropriate supervision. At least one of the project supervisors must be an academic staff member of the University. The dissertation is in Parts A and B, both of which will be completed in a minimum of one year of full time study or two years of part time study.

The unit of study aims to introduce all types of imaging relevant to the practice of surgery, to understand the underlying physical and technological principles upon which imaging relies and to know the indications for use and complications of imaging. By the end of the unit students will understand the scientific basis of the various imaging modalities and the indications for their use and appreciate the importance of protection of patients and personnel from the harmful effects of imaging.
The contents of the unit are: B mode, spectral analysis and duplex ultrasound; computerised tomography; magnetic resonance; positron emission t