Leader(s): A/Prof Igor Wendt, Associate Dean (Research Degrees), Faculty of Medicine, Nursing and Health Sciences

Offered

Clayton Full year 2009 (Day)
Clayton Full year 2009 (External Candidature)
Clayton Second semester to First semester 2009 (Day)
Clayton Second semester to First semester 2009 (External Candidature)

Synopsis

This unit comprises a major research program including submission of a thesis. The thesis should embody the results of the candidate's investigation, which demonstrates independence of thought and the candidate's ability to carry out research in that discipline. Minor coursework such as a literature review and oral presentation is specified by the enrolling department.

Objectives

On completion of the unit, students will be able to understand the processes involved in the design, development and implementation of a research project; show communication skills in both oral and written presentations to both a specialist and non-specialist audience; have demonstrated the potential to pursue higher studies and learning in the relevant area of study.

Assessment

Minor thesis, literature review and allied work. Assessment will be advised to the student by the department/school honours coordinator.

Leader(s): A/Prof Igor Wendt, Associate Dean (Research Degrees), Faculty of Medicine, Nursing and Health Sciences

Offered

Clayton Full year 2009 (Day)
Clayton Full year 2009 (External Candidature)
Clayton Second semester to First semester 2009 (Day)
Clayton Second semester to First semester 2009 (External Candidature)

Synopsis

This unit comprises a major research program including submission of a thesis. The thesis should embody the results of the candidate's investigation, which demonstrates independence of thought and the candidate's ability to carry out research in that discipline. Minor coursework such as a literature review and oral presentation is specified by the enrolling department.

Objectives

On completion of the unit, students will be able to understand the processes involved in the design, development and implementation of a research project; show communication skills in both oral and written presentations to both a specialist and non-specialist audience; have demonstrated the potential to pursue higher studies and learning in the relevant area of study.

Assessment

Minor thesis, literature review and allied work. Assessment will be advised to the student by the department/school honours coordinator.

Leader(s): A/Prof Igor Wendt, Associate Dean (Research Degrees), Faculty of Medicine, Nursing and Health Sciences

Offered

Clayton Full year 2009 (Day)
Clayton Full year 2009 (External Candidature)
Clayton Second semester to First semester 2009 (Day)
Clayton Second semester to First semester 2009 (External Candidature)

Synopsis

Students will undertake honours level coursework in their relevant discipline, to be advised to the student by the department/school honours coordinator.

Objectives

On completion of the unit, students will have demonstrated a high-level of understanding of the key theoretical and practical aspects of their area of study, including to have gained insight into the specific discipline and its place within the broader scope of health sciences; have acquired knowledge, skills and attitudes appropriate to their area of study; and have demonstrated the potential to pursue higher studies and learning in their area of study. The specific learning outcomes will be in accordance with the objectives of the specific discipline.

Assessment

Consistent with the honours coursework assessment of the discipline. To be advised to the student by the department/school honours coordinator.

Leader(s): A/Prof Igor Wendt, Associate Dean (Research Degrees), Faculty of Medicine, Nursing and Health Sciences

Offered

Clayton Full year 2009 (Day)
Clayton Full year 2009 (External Candidature)
Clayton Second semester to First semester 2009 (Day)
Clayton Second semester to First semester 2009 (External Candidature)

Synopsis

Students will undertake honours level coursework in their relevant discipline, to be advised to the student by the department/school honours coordinator.

Objectives

On completion of the unit, students will have demonstrated a high-level of understanding of the key theoretical and practical aspects of their area of study, including to have gained insight into the specific discipline and its place within the broader scope of health sciences; have acquired knowledge, skills and attitudes appropriate to their area of study; and have demonstrated the potential to pursue higher studies and learning in their area of study. The specific learning outcomes will be in accordance with the objectives of the specific discipline.

Assessment

Consistent with the honours coursework assessment of the discipline. To be advised to the student by the department/school honours coordinator.

Leader(s): Ms Claire Palermo

Offered

Clayton First semester 2009 (Flexible)

Synopsis

This unit will provide students with advanced level skills in the
assessment and management of people with malnutrition in a range of health care settings. A range of skills in advanced nutrition assessment will be obtained together with knowledge of current thinking, emerging strategies and evidence based practice in the range of different management strategies for malnutrition. This includes oral, enthral and parenteral nutrition supports and therapeutic diets. Students will be encouraged to seek opportunities to improve practice in this area through increased skills and knowledge in individualised management and service development for the identification and management of malnutrition and administration of nutrition support.

Objectives

On completion of this unit, the student will be able to:

1. Describe the development of disease related malnutrition, key causal pathways, considerations and identify key indicators;
2. Demonstrate advanced level skills in the nutrition screening and anthropometric and

3. Describe and demonstrate advanced level evidence based practice in the management of people with disease related malnutrition;
4. Describe and demonstrate advanced level knowledge and practice in nutrition support strategies including parenteral, enteral and oral nutrition support;
5. Evaluate current practice and systems for the management of disease related malnutrition and develop strategies and actions for improvement;

Assessment

Case study with critical analysis (3000 words)(40%)
Nutrition Assessment Practical (1000 words)(20%)
Quality improvement or research activity proposal (2000 words)(40%)

Off-campus attendance requirements

2 x 8 hours lecture/practical residential delivered in block mode + 80
hours of private study (includes pre-reading, research into and preparation of assessment tasks) per semester.

Leader(s): Ms Claire Palermo

Offered

Clayton Second semester 2009 (Flexible)

Synopsis

This unit builds on concepts around professional practice issues. It
will provide students with advanced level skills and knowledge in their chosen area of specialty practice. Within this specialty area students will explore recent and developing evidence based practice and apply new skills and knowledge in the areas of leadership, marketing, advocacy and change management. The unit will also provide an opportunity to undertake an in-depth exploration of an area of practice selected by the student in consultation with the unit convener, to support advanced level practice.

Objectives

On completion of this unit, students will be able to:

1. Discover advanced level skills and knowledge in specialty area of practice and compare and contrast to current practice;
2. Demonstrate the use of a broad range of information sources to identify key trends that impact on health care delivery and the ability to develop evidence-based principles, standards and guidelines for practice or service/quality improvement;
3. Prioritise professional development opportunities to meet learning goals, demonstrates consistent reflective practice;
4. Demonstrate a high standard of service which respects the goals of other professionals;
5. Critically evaluate the role of the relevant health professional and demonstrate effective leadership and conflict resolution;

Assessment

Reflective portfolio (1000 words)(20%)
Case Study (2500 words)(40%)
Evidence-based Analytical paper (2500 words)(40%)

Off-campus attendance requirements

2 x 8 hours lecture/practical residential delivered in block mode + 80
hours of private study (includes pre-reading, research into and preparation of assessment tasks) per semester.

Leader(s): A/Prof Igor Wendt

Offered

Clayton Full year 2009 (Day)
Clayton Full year 2009 (External Candidature)
Clayton Second semester to First semester 2009 (Day)
Clayton Second semester to First semester 2009 (External Candidature)

Synopsis

This unit comprises a major research program including submission of a thesis. The thesis should embody the results of the candidate's investigation, which demonstrates independence of thought and the candidate's ability to carry out research in that discipline. Minor coursework such as a literature review and oral presentation is specified by the enrolling department.

Objectives

On completion of the unit, students will be able to understand the processes involved in the design, development and implementation of a research project; show communication skills in both oral and written presentations to both a specialist and non-specialist audience; have demonstrated the potential to pursue higher studies and learning in the relevant area of study.

Assessment

Minor thesis, literature review and allied work. Assessment will be advised to the student by the department/school honours coordinator.

Leader(s): A/Prof Igor Wendt

Offered

Clayton Full year 2009 (Day)
Clayton Full year 2009 (External Candidature)
Clayton Second semester to First semester 2009 (Day)
Clayton Second semester to First semester 2009 (External Candidature)

Synopsis

This unit comprises a major research program including submission of a thesis. The thesis should embody the results of the candidate's investigation, which demonstrates independence of thought and the candidate's ability to carry out research in that discipline. Minor coursework such as a literature review and oral presentation is specified by the enrolling department.

Objectives

On completion of the unit, students will be able to understand the processes involved in the design, development and implementation of a research project; show communication skills in both oral and written presentations to both a specialist and non-specialist audience; have demonstrated the potential to pursue higher studies and learning in the relevant area of study.

Assessment

Minor thesis, literature review and allied work. Assessment will be advised to the student by the department/school honours coordinator.

Leader(s): A/Prof Igor Wendt

Offered

Clayton Full year 2009 (Day)
Clayton Full year 2009 (External Candidature)
Clayton Second semester to First semester 2009 (Day)
Clayton Second semester to First semester 2009 (External Candidature)

Synopsis

Students will undertake honours level coursework in their relevant discipline, to be advised to the student by the department/school honours coordinator.

Objectives

On completion of the unit, students will have demonstrated a high-level of understanding of the key theoretical and practical aspects of their area of study, including to have gained insight into the specific discipline and its place within the broader scope of health sciences; have acquired knowledge, skills and attitudes appropriate to their area of study; and have demonstrated the potential to pursue higher studies and learning in their area of study. The specific learning outcomes will be in accordance with the objectives of the specific discipline.

Assessment

Consistent with the honours coursework assessment of the discipline. To be advised to the student by the department/school honours coordinator.

Leader(s): A/Prof Igor Wendt

Offered

Clayton Full year 2009 (Day)
Clayton Full year 2009 (External Candidature)
Clayton Second semester to First semester 2009 (Day)
Clayton Second semester to First semester 2009 (External Candidature)

Synopsis

Students will undertake honours level coursework in their relevant discipline, to be advised to the student by the department/school honours coordinator.

Objectives

On completion of the unit, students will have demonstrated a high-level of understanding of the key theoretical and practical aspects of their area of study, including to have gained insight into the specific discipline and its place within the broader scope of health sciences; have acquired knowledge, skills and attitudes appropriate to their area of study; and have demonstrated the potential to pursue higher studies and learning in their area of study. The specific learning outcomes will be in accordance with the objectives of the specific discipline.

Assessment

Consistent with the honours coursework assessment of the discipline. To be advised to the student by the department/school honours coordinator.

Leader(s): A/Prof Igor Wendt

Offered

Clayton Full year 2009 (Day)
Clayton Full year 2009 (External Candidature)
Clayton Second semester to First semester 2009 (Day)
Clayton Second semester to First semester 2009 (External Candidature)

Synopsis

This unit comprises a major research program including submission of a thesis. The thesis should embody the results of the candidate's investigation, which demonstrates independence of thought and the candidate's ability to carry out research in that discipline. Minor coursework such as a literature review and oral presentation is specified by the enrolling department.

Objectives

On completion of the unit, students will be able to understand the processes involved in the design, development and implementation of a research project; show communication skills in both oral and written presentations to both a specialist and non-specialist audience; have demonstrated the potential to pursue higher studies and learning in the relevant area of study.

Assessment

Minor thesis, literature review and allied work. Assessment will be advised to the student by the department/school honours coordinator.

Leader(s): A/Prof Igor Wendt

Offered

Clayton Full year 2009 (Day)
Clayton Full year 2009 (External Candidature)
Clayton Second semester to First semester 2009 (Day)
Clayton Second semester to First semester 2009 (External Candidature)

Synopsis

This unit comprises a major research program including submission of a thesis. The thesis should embody the results of the candidate's investigation, which demonstrates independence of thought and the candidate's ability to carry out research in that discipline. Minor coursework such as a literature review and oral presentation is specified by the enrolling department.

Objectives

On completion of the unit, students will be able to understand the processes involved in the design, development and implementation of a research project; show communication skills in both oral and written presentations to both a specialist and non-specialist audience; have demonstrated the potential to pursue higher studies and learning in the relevant area of study.

Assessment

Minor thesis, literature review and allied work. Assessment will be advised to the student by the department/school honours coordinator.

Leader(s): A/Prof Igor Wendt

Offered

Clayton Full year 2009 (Day)
Clayton Full year 2009 (External Candidature)
Clayton Second semester to First semester 2009 (Day)
Clayton Second semester to First semester 2009 (External Candidature)

Synopsis

Students will undertake honours level coursework in their relevant discipline, to be advised to the student by the department/school honours coordinator.

Objectives

On completion of the unit, students will have demonstrated a high-level of understanding of the key theoretical and practical aspects of their area of study, including to have gained insight into the specific discipline and its place within the broader scope of health sciences; have acquired knowledge, skills and attitudes appropriate to their area of study; and have demonstrated the potential to pursue higher studies and learning in their area of study. The specific learning outcomes will be in accordance with the objectives of the specific discipline.

Assessment

Consistent with the honours coursework assessment of the discipline. To be advised to the student by the department/school honours coordinator.

Leader(s): A/Prof Igor Wendt

Offered

Clayton Full year 2009 (Day)
Clayton Full year 2009 (External Candidature)
Clayton Second semester to First semester 2009 (Day)
Clayton Second semester to First semester 2009 (External Candidature)

Synopsis

Students will undertake honours level coursework in their relevant discipline, to be advised to the student by the department/school honours coordinator.

Objectives

On completion of the unit, students will have demonstrated a high-level of understanding of the key theoretical and practical aspects of their area of study, including to have gained insight into the specific discipline and its place within the broader scope of health sciences; have acquired knowledge, skills and attitudes appropriate to their area of study; and have demonstrated the potential to pursue higher studies and learning in their area of study. The specific learning outcomes will be in accordance with the objectives of the specific discipline.

Assessment

Consistent with the honours coursework assessment of the discipline. To be advised to the student by the department/school honours coordinator.

Leader(s): Prof L Piterman

Offered

Clayton First semester 2009 (Off-campus)
Clayton Second semester 2009 (Off-campus)

Synopsis

This unit covers the recognition and classification of depression. It describes the course of depression and its effects on the patient, the family and the community. It discusses at some length depression in special settings including adolescence, the post natal period and the elderly. The management of depression, including both drug therapy and non-drug therapy is covered.

Objectives

On completion of this program participating general practitioners will have:

1. Examined their own knowledge of and attitudes to the diagnosis and management of depression and other mood disorders (mania; mixed anxiety/depression);
2. Explored their own practices in detecting depression in clinical practice;
3. Recognised the prevalence of depression presenting in isolation as well as occurring in association with other physical and psychological illnesses';
4. Appreciated the diagnostic processes required in the course of a consultation to differentiate depression from other psychiatric illnesses;
5. Identified and evaluated the place of various forms of psychometric testing as an aid to diagnosis and management;
6. Acquired skills in the management of patients with depression and mania in a variety of clinical settings and age groups involving both non drug and drug therapies; and
7. Evaluated the impact of this program in changing knowledge and attitudes related to depression, as well as observed practices as assessed by serial questionnaires and audits.

Assessment

Essay (100%), Journal (P/F)

Leader(s): Prof L Piterman

Offered

Clayton First semester 2009 (Off-campus)
Clayton Second semester 2009 (Off-campus)

Synopsis

This unit distinguishes anxiety disorder from normal anxiety, stress and anxious personality. It also examines anxiety as a mixed disorder, i.e anxiety in combination with other psychiatric conditions such as depression and schizophrenia, and medical conditions such as hyperthyroidism. Specific anxiety disorders and their management are examined in the same detail. This includes panic attacks and phobia disorders (including agoraphobia and social phobia), obsessive compulsive disorder, post traumatic stress disorder, and generalised anxiety disorder. A number of drug and non drug therapies used in the treatment of these disorders are examined.

Objectives

On completion of this course candidates should be able to:

1. Identify and define the spectrum of anxiety disorders and to classify them according to definitions (DSM IV and ICD 10).
2. Appreciate those disorders which are common in general practice in some detail and to explore them in a patient centred, problem based fashion highlighting the peculiarities of the general practice context in their presentation.
3. Consider differential diagnosis of these disorders and the role of clinical investigation in clarification of diagnoses.
4. Apply therapeutic strategies (drug and non drug) used in the management of anxiety disorders and to appraise the efficacy of these interventions on the basis of current available evidence.
5. Display knowledge and skills in managing anxiety disorders alone, in conjunction with a psychiatrist, or as a part of a multidisciplinary team.
6. Evaluate the course including its impact on changing their approach to diagnosis and management.

Assessment

Essay (100%), Journal (P/F)

Leader(s): Dr D Traum

Offered

Clayton First semester 2009 (Off-campus)

Synopsis

The unit covers:
An introduction to medical acupuncture which includes a discussion of the terms used and an explanation of these terms in modern medical thought.
A knowledge of the history of acupuncture is important in understanding that observation was the most important historical factor in the production of this method of medical care. The philosophy was based around the religion at the time and observation of the many factors that affect the way people react to their environment. This is important to understand the methods of choice of points, which form the last part of this subject.
The channels and points and micro acupuncture system will be fully discussed. This system can be seen as a complex underground transport system, with only the station (points) able to be located. The acupuncture points are describe anatomically, and can - after demonstration and practice - be palpated clinically. Hence the need for practical clinical tuition. A knowledge of how the channels run helps the clinician to group points together for maximal therapeutic effect, based on thousands of years of observation.

Objectives

By the end of this unit candidates should be able to:

1. Reflect on the philosophy of acupuncture arising from the historical perspectives dealt with in the introduction in the course.
2. Describe the correspondences, and the laws of acupuncture and the way these laws work in practice.
3. Demonstrate that a lot of good simple acupuncture therapy can be practised without an in-depth knowledge of TCM, using a western medical approach.
4. Demonstrate that many of the more difficult patients in the western sense do in fact fit more simply into the TCM patterns and that it is in these patients that TCM is of immense value.
5. Be able to describe the course of each channel and its internal connections, describe the major points of the channel and the correct way of finding them, and their actions. Special points eg; influential points, alarm and associated points, area of influence points, source points and points which have a special influence on various bodily activities. They should also be able to describe the correspondences of each organ complex and hence embrace the understanding of the philosophy of acupuncture into this subject, within the western medical model of care.

Assessment

Journal (100%)

Leader(s): Dr D Traum

Offered

Clayton First semester 2009 (Off-campus)

Synopsis

This unit will cover the development of various theories pertaining to the neuro-physiology of acupuncture starting off with Felix Mann's Somato-Viseral theories. Becker's "Electric Man", The Gate Control Theory of Wall and Melzak, and the humoral theories starting with Pomeranz (and others) work on endorphin. The latest discovery in neuro-physiology with regard to pain pathways and in particular the concept of neuroplasticity will be discussed. The seminal work of J.S Han of Beijing, involving the identification of many of the neuropeptides as a response to Electro-acupuncture, and which provides a basis for pain management is also explored in depth.

Objectives

At the completion of this unit the student should be able to:

1. Understand the basic research in acupuncture over the past 25-30 years in modern physiological terms.
2. Apply the concepts of acupuncture therapy within the framework of modern physiology, particularly in the realm of pain management.
3. Consider the differences, and similarities between the ancient philosophy of TCM and modern physiology, to provide a rationale for the choice of acupuncture points in clinical practice.

Assessment

Journal (100%)

Leader(s): Dr D Traum

Offered

Clayton Second semester 2009 (Off-campus)

Synopsis

Acupuncture techniques and methods of stimulation allows the previously learnt channels and points, and philosophy of Acupuncture to be utilised in the clinical situation. Demonstrations of materials used, and of various techniques of stimulation will be provided at the residential weekend, and by the mentors.

Acupuncture therapeutics provides the framework from which all therapeutics can be easily organised according to a simple protocol. This subject ties together all of the previous material in the course, to allow the student to begin using acupuncture in their medical practice on suitable cases.

Objectives

At the completion of this section students should be able to:

1. Describe the various methods of stimulating acupuncture points;

2. Understand the use of the various modalities;

3. Choose the most appropriate methods of stimulation in a particular patient or disease state;

4. Describe the rationale for the choice of points for any condition deemed satisfactory for acupuncture theory;

5. Understand the relationship between knowledge of western medicine and acupuncture in your daily practice;

6. Integrate these two methods of care so that the most appropriate treatment is given to the patient at all times; and

7. Recognises the difficulty of assessing acupuncture therapy in trials using western methodology and interpreting reports that appear in the literature.

Assessment

Journal (100%)

Leader(s): Dr D Traum

Offered

Clayton Second semester 2009 (Off-campus)

Synopsis

This unit covers all aspects of Medical Acupuncture with particular emphasis on the practical side of the subject, ensuring that the student is able, by the end of the course, to incorporate this method of therapy into their own practice with confidence.

Objectives

1. To ensure that the students understanding from the theoretical basis, can be transferred into the practical clinical situation.
2. To make sure that each student can find the major acupuncture points on a patient, not simply to be able to describe the location.
3. Students should be able to work through a therapeutic protocol, and arrive at a combination of acupuncture points to be used in the treatment of their patients.

Assessment

10 mentor sessions (30 hours)
Case Presentation, Clinical Audit, Examination (100%). Students must achieve a pass or higher in the examination to pass the unit overall.

Leader(s): Ms L Andary

Offered

Clayton First semester 2009 (Off-campus)

Synopsis

This unit focuses on the essential clinical practice skills required for adequate performance as a clinician in a community mental health setting. The unit addresses psychiatric assessment, the use of a structured instrument (e.g. HONOS) and specific assessment issues that arise in different clinical scenarios. The unit also covers case management principles and practical issues in mental health delivery with an emphasis on some special focus areas. The unit also addresses the theoretical framework and management of schizophrenia and related disorders, affective disorders, anxiety disorders, substance abuse disorders and personality disorders.

Objectives

1. Be able to understand and conduct an adequate assessment of a patient with a psychiatric syndrome.
2. Be familiar with the essential skills in using a structured instrument as an assessment tool eg, HoNOS
3. Be able to describe the principles and features of case management in mental health.
4. Be able to utilise the principles in clinical practice as demonstrated by experience.
5. Have developed sufficient knowledge about various psychiatric syndromes and their management to be utilised in clinical practice.
6. Be able to critically appraise the recent development relevant to this unit.

Assessment

Two written assignments of 2,500 words each and weighted at 50% each. Both must be passed to pass the unit.

Leader(s): Ms J Gray

Offered

Clayton First semester 2009 (Off-campus)

Synopsis

This unit provides a comprehensive account of the historical facts about various systems and models of mental health care, and covers the context in which mental health services are developed and delivered, with particular focus on community-based system of care in Australia. This includes covering the areas of social power and mental illness, community based responses to mental illness and the global perspective of mental health services. The unit also includes the mental health policy framework in Australia, and details and data about mental disorders in Australia. There will be a special focus on the particular needs of indigenous persons and people from non-English speaking background. Various service models in different states and territories will be covered, and there will be a case study of mental health services of Victoria. The unit concludes with discussion of the future direction of community mental health services in Australia. Contents include:
History of mental illness and its care, an overview.
Social power and mental illness.
Mental illness, responses from the community.
The global perspective.
Mental Health Policy in Australia.
Mental Disorder in Australia.
The particular needs of indigenous peoples.
The particular needs of people from non-English speaking backgrounds.
Services in the specific states and territories.
Mental health services in Victoria - a case study.
Next steps.
Summary and integration.

Objectives

On completion of this unit participants should:

1. Have developed a working understanding of the context of mental health delivery.
2. Have understood the community-based framework of mental health services.
3. Understand the policy framework, epidemiological basis and basics of service systems in mental health services.
4. Be able to develop an understanding of the special needs of patients from an indigenous and non-English speaking background.
5. Be able to critically appraise the mental health service in Victoria through a case study.

Assessment

Two written assignments of 2,500 words each and weighted at 50% each. Both must be passed to pass the unit.

Leader(s): Ms L Andary

Offered

Clayton Second semester 2009 (Off-campus)

Synopsis

The unit will provide a basic understanding of scientific research in mental health and the methods of evaluation of the practice. There will be topics on medical and biopsychosocial models, psychodynamic principles, cognitive-behavioural models, and role of prevention in mental health. The unit also covers the process involved in multi-disciplinary team functioning, role of other stakeholders, consumers and the function of various disciplines. There will be an emphasis on understanding the mental health care system and various service models and the subject will conclude with an integration of all topics covered in the context of community mental health service. Content includes:
Scientific Research in Mental Health.
Evaluation in mental health practice.
The medical and biopsychosocial models.
Psychodynamic thinking.
Cognitive behavioural models.
Prevention and stress- diathesis models.
Function
Understanding teams: Multidisciplinary Teamwork.
Understanding other participants in the system: perspectives from different stakeholders.
Understanding mental health care systems; model services.
The perspective of the consumer.
Summary and integration.

Objectives

On completion of this unit the student should:

1. Have a basic understanding about scientific research and evaluation methods in mental health.
2. Have achieved sufficient knowledge base on medical and biopsychosocial models, psychodynamic models, cognitive-behavioural models and stress-diathesis models.
3. Have a functional understanding of multi-disciplinary teamwork and processes and critically understand the perspective of other stakeholders.
4. Learn and understand various mental health care systems and models of service.
5. Be able to integrate all concepts in the mental health practice with the systems and model of service delivery.

Assessment

Two written assignments of 2,500 words each and weighted at 50% each. Both must be passed to pass the unit.

Leader(s): Ms J Gray

Offered

Clayton Second semester 2009 (Off-campus)

Synopsis

This unit provides an overview of the various policy context in community mental health practice like national and state mental health policies and a global move towards community mental health care. It addresses various practice paradigms of community mental health practices. The concept of needs of the patients, needs assessment and interpretation of the needs will be covered. There will be an emphasis on various patient groups. Community based intervention strategies and models will be covered with discussion of the skill base for community mental health practice. The role of consumers, participation, empowerment and collaboration will be covered and there will be an integration of all these concepts into clinical mental health practice.
Contents include:
The Policy Context of Community Mental Health Practice;
Practice Paradigms;
Mental Health Practice in the Community;
The Concept of Need;
Assessing Mental Health Needs;
Particular Groups and the Interpretation of Need;
Community Based Intervention Models and Strategies;
Skills for Community Mental Health Practice;
Power, Participation and Collaboration;
Consumers and Citizenship;and
Community Mental Health Practice.

Objectives

Upon completion of this unit, the student should:

1. Be familiar with the policy context of community mental health practice;
2. Be able to understand various practice paradigms;
3. Be able to understand the concept of need and competently do a need assessment and develop community intervention models;
4. Be able to understand the skills needed for community mental health practice;
5. Be able to critically understand the concepts of empowerment, consumer participation and collaborative practices; and
6. Be able to develop a consumer focused understanding of mental health needs.

Assessment

Two written assignments of 2,500 words each and weighted at 50% each. Both must be passed to pass the unit.

Leader(s): Associate Professor Brendan Murphy

Offered

Clayton Second semester 2009 (Off-campus)

Synopsis

Topics include dementia, depression, delirium, and delusional disorders, as well as recent developments in these areas and how appropriate services are delivered. Other major areas are treatment and management issues of the elderly.

Objectives

Upon completion of this unit, student will have:

1. Gained a basic background in aged mental health;
2. Developed a knowledge of recent developments in this area;
3. Become familiar with service delivery, examining treatment and management issues in the mental health of the elderly; and
4. Developed an understanding of research findings in the literature.

Assessment

Two assignments of 2,500 words - each weighted at 50% each. Both must be passed to pass the unit.

Leader(s): Ms Carolyn Aston

Offered

Clayton First semester 2009 (Off-campus)

Synopsis

An overview of the developmental stages of life from infancy to adulthood, parenting and families. Development is examined from the perspectives of physical development, cognitive development, relationships, continuous adaptation, emotional and social development and cultural factors. The unit also deals with interviewing and assessment techniques and the writing of clinical assessment reports, and best practice approaches to prevention and treatment.

Objectives

Upon completion of this units students will have:

1. Developed an understanding of the developmental stages of life, i.e.:neonates and infants; toddlers; pre-school children; school aged children; adolescents; adults; the family; parenting;
2. Gained an understanding of the process of conducting a clinical interview with a child/adolescent/parents/family; and
3. The ability to write clinical assessment reports.

Assessment

Written assessment approx. 5,000 words consisting of two written assignments, each weighted at 50%(100%). Both must be passed to pass the unit.

Leader(s): Ms L Andary

Offered

Clayton Second semester 2009 (Off-campus)

Synopsis

The effects of cultural background on the definitions of mental illnesses and the implications of cultural and community structures for the delivery of mental health services. Major areas covered include adaptation and acculturation, characteristics of Aboriginal and ethnic communities in Australia, racism and prejudice, the mental health of Aboriginal and immigrant communities in Australia, cultural assumptions of standard methods of assessment and treatment, explanatory models of illness, State mental health policy, psychiatric service utilisation, and gaps in current service provision.

Objectives

Upon completion of this unit, students will have:

1. Developed a greater sensitivity to the impact of trauma, migration and settlement on mental health;
2. Explored definitions of mental illness across cultures and the continuing debate concerning differing conceptions of mental illness;
3. Gained an understanding of the cultural factors in assessment and treatment approaches;
4. Gained knowledge of the major national and Victorian policy approaches to providing mental health services to Aboriginal and ethnic communities; and
5. Developed an understanding of current gaps in service provision to Aboriginal and ethnic communities in preparation for participation in policy development, service delivery and evaluation.

Assessment

Two written assignments of 2,500 each and weighted at 50% each. Both must be passed to pass the unit.

Leader(s): Ms G Hodgkins

Offered

Clayton First semester 2009 (Off-campus)

Synopsis

Special aspects of rural populations in Australia necessitating modifications to treatment and service delivery strategies. Major areas include population structures, migration patterns, distribution of Aboriginal populations and the study of cultural differences between urban and rural Australia; Epidemiology of mental illness in rural Australia; Development strategies for mental health service delivery in rural Australia including Aboriginal populations and crisis response strategies in rural and remote areas; economics of service delivery to rural and remote areas and the implications of demographic structures of rural communities for delivery of care; Mobilising community resources in rural areas; Adaptation of psychological techniques for low frequency contacts; and electronic media, video conferencing and the potential of new technologies, technical aspects of use of such methods and integrating them with other service delivery methodologies.

Objectives

Upon completion of this unit, students will have:

1. Knowledge of the nature and descriptions of Australia's rural communities;
2. An understanding of mental health service delivery issues for rural areas including specific strategies applicable to clinical care in rural areas;
3. Knowledge of special needs of Aboriginal populations and processes to meet those needs;
4. An understanding of mental health service delivery issues for rural areas including specific strategies applicable to clinical care in rural areas;
5. Knowledge of special needs of Aboriginal populations and processes to meet those needs;
6. An understanding of the state of knowledge regarding mental illness in these communities;and
7. An awareness of issues relating to suicide in rural Australia.

Assessment

Two written assignments consisting of a two-part learning journal weighted at 30% and a major essay weighted at 70%. Both must be passed to pass the unit.

Leader(s): Mr S Sweeney and Mr B Hayward

Offered

Clayton Second semester 2009 (Off-campus)

Synopsis

This unit deals with two major disabilities associated with mental health problems: intellectual disability and substance misuse. Topics include aetiology of intellectual disability, epidemiology of mental illness in intellectual disability, manifestations of mental illness in the intellectually disabled, management issues for the intellectually disabled, substance use, harmful use, addiction, dependence and other definitions, determinants of substance use and abuse, substance use and precipitation of mental illness, motivational intervention, models of change and harm minimisation in the area of dependency, and HIV and substance misuse.

Objectives

1. Intellectual Disability

1. Have an understanding of the interaction between the aetiologies of intellectual disability and of mental disorder;
2. Be aware of the epidemiological background to mental disorder in intellectual disability;
3. Understand the key principles and philosophies of care for persons with learning difficulties in the more general case;
4. Understand how to incorporate the general principles of care for those with intellectual disabilities into psychiatric management; and
5. Understand the application of special strategies for management of mental disorder in the case of those with intellectual disability.

1. Understand the determinants of substance use in the general population;
2. Understand the social and individual determinants of pathological substance use;
3. Be aware of definitions of various patterns of abnormal substance use;
4. Be aware of current understandings and treatment strategies in the area of substance misuse;
5. Understand the role of substance misuse in precipitating psychiatric and medical disorder;
6. Understand the ways in which psychiatric disorders may affect individuals ability to respond to treatment interventions for substance misuse;and
7. Know how to adapt strategies for management of substance misuse to the specific problems of those with mental illness.

Assessment

Assessment for the Mental Illness and Alcohol and Other Drugs component of the unit consists of a 1,500 - 2,000 word (approx) assignment weighted at 35% and a 1,000 word (approx.) learning journal weighted at 15%. Assessment for the Mental Illness and Intellectual Disability component of the course consists of a 2,000 word assignment weighted at 40% and a 1,000 word (approx.) learning journal weighted at 10%. All assessment tasks must be passed to pass the unit.

Leader(s): Ms L Andary

Offered

Clayton First semester 2009 (Off-campus)

Synopsis

History of the development of concepts of the mind, modern understandings of the nature of consciousness, philosophical problems in understanding consciousness;
the nature of introspective, empirical, narrative and phenomenological evidence for the efficacy or otherwise of various forms of psychological interventions;
assessment in cognitive behavioural psychotherapy, cognitive behavioural interventions in depression and anxiety; use of cognitive behavioural strategies in controlling positive symptoms in psychosis. The unit also includes origins of aggression; negotiation strategies, boundary issues, milieu issues; psychological issues associated with the use of restraint; dynamic and learning theory based understandings of the major personality disorder groups; modern approaches to therapy in these conditions.

Objectives

Upon completion of this unit, students will have:

1. An understanding of modern theories of the mind in normal and abnormal states. They will be aware of the range of psychological interventions available in the management of mental disorder and of the nature of the evidence which underpins the efficacy of these interventions.
2. Developed a familiarity with the practice of modern psychological interventions useful in both inpatient and community settings, particularly as applied to the areas of depression, maximisation of compliance with therapeutic regimes, management of aggression, management of positive and negative symptoms in psychotic disorders and the management of personality disorders.

Assessment

Two written assignments each of 3,000 words and weighted at 50% each. Both must be passed to pass the unit.

Leader(s): Ms F Andrews

Offered

Clayton Second semester 2009 (Off-campus)

Synopsis

The unit will examine the theory and practice of mental health service delivery in primary health care. It will consider the skills and knowledge required to improve the delivery of mental health services in primary care environments. Strategies for service planning, including needs analysis, project management and service evaluation will be explored. The impact on service provision of organisational and professional cultures and boundaries will be examined along with philosophies that shape service delivery within primary care. Service delivery models and clinical models of preventation, early intervention and health promotion will be explored. Effective client intervention strategies of counselling, motivational interviewing, behavioural intervention and problem solving will also be addressed.
Contents includes:
An overview of the mental health service system
National and international trends in primary care
The concepts of early intervention, prevention, health promotion
Understanding partnership: cultures, cooperation and service boundaries
Service planning - needs analysis and program development, program implementation and evaluation
Special needs clients
Intervention strategies - Motivational interviewing, problem solving techniques, behavioural interventions

Objectives

At the completion of this unit, students will have:

1. Developed their awareness of current philosophies and the policies driving mental health practice in primary care;
2. An understanding of the concepts of prevention, early intervention and health promotion in mental health;
3. Developed an understanding of the key function and skills required of primary mental health practioners;
4. An appreciation of the roles of the key stakeholders in primary care; and
5. An awareness of the evidence supporting the intervention strategies relevant to primary mental health service delivery.

Assessment

Two written assignments of 2,000-3,000 words, weighted as 40% and 60% respectively. Both must be passed to pass the unit.

Leader(s): tba

Offered

Clayton First semester 2009 (Off-campus)

Synopsis

How health data is collected, stored and communicated, and how that data is processed into health information suitable for administrative and clinical decision making. Issues include the language of healthcare, coding of data, EDI, Health Level 7. Systems thinking, types of health information systems and their operational and control features. Interactions between systems and subsystems. Operational transaction processing systems. Process modelling techniques for modelling health information processes. Processes for construction of customer interfaces.

Assessment

Essay 40% and Assignment 60%

Contact hours

4 hours per week

Leader(s): tba

Offered

Clayton Second semester 2009 (Off-campus)

Synopsis

Fundamental hardware and software concepts, operating systems and GUI environments. Windows application software such as spreadsheet and database software. Phases of the system development lifecycle and using relational database software. Elementary information processes, definition of windows, forms, queries and reports. System documentation techniques and quality assurance techniques. The development of test plans.

Assessment

Two assignments 50% each.

Contact hours

4 hours per week

Leader(s): Ms Janette Agg

Offered

Clayton First semester 2009 (Off-campus)

Synopsis

How healthcare practitioners need to interact with current information. The role of electronic patient summaries, direct order entry with interactive decision support and analysis of resource utilisation and outcomes to identify best practice. The role of the Internet and its associated technologies as they affect health care options. Evaluation methodologies for health informatics.

Assessment

Critical review/evaluation project: 60%
Written assignment: 40%

Contact hours

4 hours per week

Prerequisites

CPE7601

Leader(s): Ms Janette Agg

Offered

Clayton Second semester 2009 (Off-campus)

Synopsis

Organisational change issues in health care environments, resource management and the role of policy formulation. Other topics include consumer issues, standards and security and the provision of health information resources to health care workers, telehealth systems and the management of health services.

Assessment

Strategy plan: 60%
Written assignment: 40%

Contact hours

4 hours per week

Prerequisites

CPE7602

Leader(s): Ms Janette Agg

Offered

Clayton First semester 2009 (Off-campus)

Synopsis

This unit focuses on the leading principles/theories of EHR research, design and development. It will also deal with issues of standardisation, security and human-computer interactions that impact on system design and utilisation. The relationship between EHR and telehealth will also be investigated. Students will use the knowledge gained to critically examine the role of EHR in facilitating healthcare information documentation, communication and shaping healthcare management.

Objectives

On completion of this unit the student should be able to:

1. Compare and critique leading principles governing EHR design and development;
2. Understand the importance of healthcare data, standards, security and applied healthcare information in relation to the EHR;
3. Take into account the relationship between EHR and healthcare decision making and consumer participation in healthcare decisions;
4. Understand the role of the EHR in telehealth; and
5. Understand the impact of the EHR with regard to healthcare documentation, communication and delivery.

Assessment

Participation in on-line discussion group (20%)
Case study and reflective material review questions (30%)
Essay of approximately 5,000 words (50%).

Leader(s): Ms Janette Agg

Offered

Clayton Second semester 2009 (Off-campus)

Synopsis

The unit provides a theoretical perspective on project management for a better understanding of project implementation in the modern organisation. The unit is based on the premise that success in project leadership depends on a proper managerial style and attitude, and not on specific tools for planning and controlling. The unit focuses on developing the manager's conceptual thinking and on building "the project managers mind". The right attitude then leads to the right action, and the specific selection of practices and tools. The unit will help health professionals see the entire project landscape and the long term issues, which are critical to project success. The unit also deals with the concepts of technological forecasting.

Objectives

On completion of this unit the student should:

1. Be able to identify the key stages of the project life cycle;
2. Understand the role of the project manager and the various ways that projects can be organized;
3. Understand budgeting, scheduling, resource allocation and monitoring information systems;
4. Understand basic project auditing, technological forecasting and cultural awareness;
5. Understand the appropriate way to terminate a project; and
6. Have a working understanding of how to plan and initiate a project.

Assessment

Written essay of approximately 5,000 words (50%)
Participation in on-line discussion group (30%)
Case studies and reflective material review questions (20%).

Leader(s): Dr Anske Robinson

Offered

Gippsland First semester 2009 (Off-campus)
Gippsland Second semester 2009 (Off-campus)

Synopsis

Concepts and principles of rural health practice and the impact on people in rural and remote areas. Definitions of rurality and their influence on health outcomes and access to health services. The nature of rural communities is examined and the health/illness patterns explored from a social and epidemiological framework. Structure and function of rural health care services and their role in maintaining the health status of individuals and communities. Rural practice from the point of view of the rural health professional, including consideration of personal and professional issues and on-going issues of recruiting and retaining health professionals in rural areas.

Objectives

On completion of this unit students will be able to:

1. Critically analyse definitions of 'rural' and 'remote' as they pertain to health;
2. Communicate and understand the impact social structures, roles and relationships have on the health and well-being of people living in rural and remote communities;
3. Use evidence to identify the factors which affect the health status of Australians living in rural and remote communities;
4. Engage in critical appraisal of the structures and processes involved in health services delivery in rural and remote areas;
5. Differentiate between the aspects of rural and remote practice that distinguish it from practice in the metropolitan setting;
6. Critically analyse the factors that affect the recruitment and retention of rural and remote practitioners.

Assessment

Case study of a rural/remote community - 3000-3500 words (50%)
Interview with a rural practitioner - 2500 words (35%)
Discussion forum (15%).

Leader(s): Dr Anske Robinson

Offered

Gippsland First semester 2009 (Off-campus)
Gippsland Second semester 2009 (Off-campus)

Synopsis

This unit aims to orientate the student to research through an exploration of the nature of health professional research. The unit will assist students to interpret published research and enhance their appreciation of the ethical issues that health researchers face. The delivery of the unit is via WebCT.

Objectives

Upon successful completion of this unit students will be expected to:

1. Recognise and appreciate the importance of research to health care practice;
2. Critically appraise research reports;
3. Discuss the application of various research methods to their own practice;
4. Identify a range of health care problems that could be investigated by research;
5. Develop skills related to the design, implementation and evaluation of research proposals;
6. Apply selected findings to health and health-related research to improve practice.

Assessment

Written assignments

Leader(s): Ms Anske Robinson

Offered

Gippsland Second semester 2009 (Off-campus)

Synopsis

This unit aims to equip students with policy analysis skills that will help them understand the policy processes that impact on the development and implementation of rural health service systems and models of service delivery. Various theoretical perspectives will be used to examine the policy process, the actors in the political system, the decision making process, and implementation and evaluation of rural policies. Students will explore the measures required to meet the future challenges of rural health ad rural health services.

Objectives

On completion of the unit students should be able to:

1. Examine the difference between the political process and the policy process in the development of rural health services;
2. Use theoretical perspectives to analyse the policy process and the political process in rural health;
3. Critically examine the methods through which the policy process can be influenced by actors in the political system;
4. Describe the decision making models and processes used in the policy and political process;
5. Communicate an understanding of the process involved in implementing and evaluating rural health policies; and
6. Discuss the measures required to meet the future challenges of rural health and rural health services.

Assessment

Portfolio (2500-3000 words)(50%)
Position paper (2000 - 2500 words)(30%)
Discussion group (approx 1000-1500 words)(20%)

Leader(s): Annette Woodhouse

Offered

Gippsland Second semester 2009 (Off-campus)

Synopsis

This unit explores the context in which drug use and drug management occur in rural areas of Australia. The unit introduces students to current, and at times contentious, debates in the alcohol and other drug field and examines responses to these issues in the community and in services in rural areas. Students are encouraged to critically appraise drug issues and apply these understandings to particular rural communities. Core topics explore: historical context of drug issues; theories of addiction; current drug policies in Australia; the cultural context of drugs and alcohol; drug use in rural Australia; drug services in rural areas; co-morbidity and dual diagnosis.

Assessment

Written assignments
discussion group participation

Leader(s): Ms Isabel Ellender

Offered

Gippsland First semester 2009 (Off-campus)

Synopsis

This unit takes a broad view of indigenous health in Australia and beyond. It examines the social, cultural, historical, economic and political factors that underlie the health contexts of indigenous Australians. A better understanding of these factors must precede the generation of solutions to improving indigenous health outcomes. Wherever possible, the unit uses and looks for the indigenous voice and perspective rather than the mainstream public health perspective of its earlier format, or a purely clinical approach. It emphasises the diversity of Australian indigenous communities and their health contexts, therefore seeking widely for different approaches to improving indigenous health.

Objectives

On completion of this unit participants should be able to:

1. Assess the complexity and dynamism of indigenous communities;
2. Describe indigenous concepts of health, wellbeing and illness;
3. Demonstrate an understanding of the interaction between indigenous concepts of health and mainstream health systems at the individual, family and community level;
4. Articulate the importance of social justice, human rights, and cultural factors to local, national and international Indigenous health;
5. Critically evaluate strategies for improving Indigenous health; and
6. Demonstrate critical reflection about your own professional practice and attitudes to all aspects of indigenous health (social, cultural, historical, economic and political).

Assessment

Discussion of proposed essay or project (10%)
Literature review and annotated bibliography - 1500 words (25%)
Major Essay - 3000-3500 words (50%)
Discussion of findings for discussion forum (15%).

Leader(s): Mrs Mollie Burley

Offered

Gippsland First semester 2009 (Flexible)

Synopsis

This unit is concerned with developing the knowledge and skills necessary for successful rural interprofessional practice. The material will assist health professionals to organise and interconnect activities and roles with other professionals and occupational groups for the benefit of rural patients. The delivery of the unit is a combination of self-directed learning and interactive workshops focusing on theoretical knowledge and practical skills. This unit is relevant to all health professionals and, the skills gained by students are applicable for current and future work in the health sector and, will benefit any subsequent community in which they work.

Objectives

On completion of this unit students will be able to:

1. Critically examine the principles of interprofessional practice as related to their own practice;
2. Identify the characteristics of effective interprofessional teams and their influence on patient centred care;
3. Explore the diversity, effectiveness and impact of interprofessional practice in rural health practice;
4. Develop a model of interprofessional practice which can be used to evaluate an existing or theoretical practice environment.

Assessment

Workshop 1 (1500 wd equivalence) 25% comprising 10% online discussion and 15% participation in work
Workshop 2 (2100 wd equivalence) 35% comprising written assignment 15% and 20% participation in work
Project proposal (2400 wd equivalence) 40%

Leader(s): Mrs Mollie Burley

Offered

Gippsland Second semester 2009 (Off-campus)

Synopsis

In this unit students will be implementing the proposal developed in CRH1016. Goals and objectives will be negotiated through individual student learning contracts.

Objectives

Negotiated clinical project

Assessment

Project 100%

Prerequisites

CRH1016

Leader(s): Dr Anske Robinson

Offered

Gippsland First semester 2009 (Off-campus)
Gippsland Second semester 2009 (Off-campus)

Synopsis

Designed to support in the preparation for the independent research project (minor thesis). It contains a theoretical component, but is aimed at teaching practical research skills. Students are taught how to translate their thoughts and interests into a sound research project by undertaking a critical review of the literature, developing a research proposal and preparing an ethics application.

Objectives

On completion of this unit students will be able to:

1. Communicate an understanding of the use of research as a basis for decision making in the health care policy and clinical arena particularly in its application to health care practice;
2. Undertake a critical analysis of the research literature in response to the proposed research question;
3. Develop a research proposal which explains the selection of appropriate research questions, designs and implementation plans within a health or community setting;
4. Prepare an ethics application which examines the ethical considerations, legislation and guidelines in promoting ethical conduct in research.

Assessment

Literature review (2500 words)(40%)
Research proposal (2500 words)(40%)
Ethics application (1000 words)(20%)

Prerequisites

CRH1001

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/srh/postgraduate/coursework.html

Leader(s): Dr Elica Ristevski

Offered

Gippsland First semester 2009 (Off-campus)
Gippsland Full year 2009 (Off-campus)

Synopsis

Thesis work (Masters Students Only)

Assessment

Thesis is assessed by two external examiners

Leader(s): Ms Rebecca Jones

Offered

Gippsland First semester 2009 (Off-campus)

Synopsis

This unit will examine relationships between human health and anthropogenic physical environmental change (environmental change accelerated by human activity). The emphasis of the unit will be on global and regional environmental change and how this manifests at a local level in both individuals and populations, within rural and metropolitan contexts. Questions underpinning students exploration will be: What is the relationship between health of the environment and the health of human communities? Do ecological changes affect human health and well being? What is the evidence? What are possible solutions? How do we act in the face of lack of evidence, gaps in knowledge, uncertainty and conflicting evidence? What are the differing viewpoints within key debates about problems and solutions? The role of health professionals and policy makers will be explored and students will reflect on their own personal viewpoints and practice as a professional and a global citizen.
Students will examine local and regional issues relevant to their professional practice and place these in the larger global context. An ecological perspective of health - the concept of a web of interconnected, interacting and dynamic relationships which embeds humans in their physical environment - will be applied to examine issues such as: health effects of global warming; health effects of loss of biodiversity; genetic modification of food crops; vector-borne and zoonotic diseases; agricultural pollutants and hazardous exposures. The subject will combine multidisciplinary approaches including epidemiological and social models of health.

Objectives

On completion of this unit, students will be able to:

1. Discuss specific examples of direct and indirect effects of anthropogenic environmental change on human health;
2. Critically analyse processes of interaction between anthropogenic environmental change and human health at a local, regional and global level using ecological perspectives on health and the physical environment;
3. Examine the socioeconomic context of environmental change and health in differing vulnerabilities and rural and urban populations;
4. Critically analyse strategies for dealing with lack of evidence, conflicting evidence and uncertainty;
5. Reflect on the impact of studying this unit on your own professional practice and personal perspectives; and
6. Undertake an ecological analysis of a selected issue and develop recommendations that will help to improve practice.

Assessment

Case study analysis (1500 wds) 20%
Reflective essay (3000 wds) 40%
Discussion activities x 4(2000 wds in total at 10%each) 40%

Leader(s): Dr D Mazza

Offered

Clayton Second semester 2009 (Off-campus)

Synopsis

This unit offered as an elective to Graduate Diploma of Family Medicine and Master of Family Medicine students aims to provide comprehensive and up-to-date information in sexual health, in order to equip general practitioners with the appropriate knowledge and skills to provide a high quality of care in this area. This unit focuses on assessment and management of common reproductive and sexual health problems encountered in general practice. Topics covered include female and male reproductive physiology; use of the oral contraceptive pill and other hormonal methods of contraception; use of other methods of contraception, including emergency contraception, barrier methods, the intrauterine contraceptive device and natural family planning; management of unplanned pregnancy, including counselling, medical and surgical methods of aborton, legal and ethical aspects of abortion; assessment and management of common gynaecological problems; understanding and management of subfertility; issues of sexuality and sexual counselling.

Objectives

On completion of this unit students should:

1. Have a clear understanding of female and male reproductive physiology;
2. Have developed a good working knowledge of available forms of contraception, and an understanding of the principles of counselling women and men about their safe and appropriate use;
3. Be able to critically appraise arguments concerning some of the common controversial issues related to sexual and reproductive health;
4. Be competent to diagnose and manage common sexually transmitted diseases, and to effectively counsel patients regarding safe sexual practices;
5. Understand the principles of management of common gynaecological problems such as abnormal PAP smears and dysfunctional uterine bleeding;
6. Be able to appropriately advise and manage couples presenting with subfertility;
7. Recognise the issues involved when a woman presents with an unplanned pregnancy, and understand the principles of providing non-judgemental counselling in this situation; and
8. Develop knowledge and skills in conducting a clinical audit, and gain an understanding of the potential of audits to improve clinical practice.

Assessment

Journal (70%)
Clinical Audit (30%)

Leader(s): J Pullen

Offered

Clayton First semester 2009 (Off-campus)

Synopsis

This unit aims to enable students to have a familiarity with and a knowledge of some of the theories on which the understanding of child development and the practice of child psychotherapy are based. It is designed to give students knowledge of human development from three theoretical perspectives and thereby enable them to have a theoretical basis for their practice of observation, assessment and case management. The theoretical perspectives to be studied in this unit will be those of Sigmund Freud, Anna Freud and John Bowlby.

Objectives

On completion of this unit the student is expected to:

1. display an understanding and knowledge of the theories of Sigmund Freud, Anna Freud and John Bowlby relevant to child development,
2. demonstrate knowledge of the specific similarities and differences between the four theorists and their theories,
3. understand the different phases of child development,
4. demonstrate an ability to integrate the theories and apply them to clinical material,
5. display an ability to compare and contrast the theories.

Assessment

Integrated tutorials
Regular written assignments
Final written assignment
Interactive assessment via a residential workshop
Threaded discussion groups

Leader(s): Ms Jenny Carver

Offered

Clayton First semester 2009 (Off-campus)

Synopsis

This unit will explore the history, theory and principles of Developmental Observation and its relevance to clinical and consultative work with children and adolescents. There will be a consideration of the nature of the links between observation and the developmental theories. Students will be able to explore these areas both through the context of the course work and prescribed observations of children in their naturalistic settings.

Objectives

This unit is designed to give students an understanding of the history, theories and principles of developmental observation and its relevance to clinical work with children and adolescents. On completion of this unit the student will be expected to:

1. have an understanding and knowledge of the history, theory and principles of Developmental Observation;
2. recognise the relevance that observation skills have to the understanding of children and adolescents and therapeutic and consultative work;
3. understand the nature of links between observation and the developmental theories; and
4. have an appreciation of how to recognise and understand their own responses to what is observed and the use of these in their work.

Assessment

Integrated tutorials
Regular written assignments
Final written assignment
Interactive assessment via a residential workshop
Threaded discussion groups

Leader(s): Dr D McIntyre

Offered

Clayton Second semester 2009 (Off-campus)

Synopsis

This unit will consider the theories of Donald Winnicott and Melanie Klein and their relevance to understanding the psychological development of children and adolescents in terms of both healthy development and the development of psychopathology. The unit will also examine the relevance of these theories to working therapeutically with children and adolescents.

Objectives

At the completion of this unit students will be expected to:

1. display an understanding and knowledge of the theories of Donald Winnicott and Melanie Klein relevant to child development;
2. to demonstrate the relevance of these theories to the psychological development of children and adolescents in terms of both healthy development and the development of psychopathology;
3. to understand the historical context in which these theorists sit and their contribution to the field of understanding and working with children and adolescents;
4. demonstrate knowledge of the specific similarities and differences between these theorists and their theories; and
5. to examine these theoretical concepts by the use of case examples as illustrations.

Assessment

Regular written assignments
Final written assignment
Interactive assessment via a residential workshop Essay (20%)
Journal assignment (70%)
Residential workshop (10%)

Prerequisites

DCP0001

Leader(s): Ms Toni Heron

Offered

Clayton Second semester 2009 (Off-campus)

Synopsis

This unit is designed to present an introduction to the conceptual framework and guidelines for the methodology of the psycho-dynamic assessment of psychological disturbance in children and adolescents. It will introduce students to disturbances in normal psychological development and the clinical concepts of assessment that are based on psychodynamic and developmental principles.
It will consider interviewing and observational methods with children and adolescents that enable psychological data to be collected and understood. It will also demonstrate the complex task of integrating information from several different sources to provide a diagnostic assessment of the individual nature and degree of disturbance presented, and the extent to which that interferes with the child's normal development and functioning.

Objectives

This unit is designed to present an introduction to the conceptual framework and guidelines for the methodology of the psychodynamic assessment of psychological disturbance in children and adolescents. On completion of this unit the student is expected to:

1. Understand theoretical and clinical concepts relevant to psychodynamic and developmental assessment of children and adolescents;
2. Have an understanding of the possible meaning of the child's/adolescent's behaviour;
3. Recognise the process occurring between child and worker and the data this provides;
4. Recognise that assessment is a process that will provide a psychodynamic and developmental diagnostic formulation; and
5. Explore optimal case management where treatment options and timing are presented in light of the diagnostic formulation, the available professional and clinical resources, and the child/adolescent's context. This will include the indications or contra-indications for child psychotherapy and other treatment options.

Assessment

Regular written assignments
Final written assignment
Interactive assessment via a residential workshop
1. Residential workshop -20%
2. Report - 10%
3. Report - 10%
4. Report - 10%
5. Report - 10%
6. Essay - 40%

Prerequisites

DCP0001 and DCP0002

Leader(s): Ms J Adler

Offered

Clayton First semester 2009 (Off-campus)

Synopsis

This unit will outline the principles of Child Psychotherapy from a developmental and psychoanalytic perspective. It will address the context and boundaries of therapy, explore ways the child communicates in therapy and will address issues of technique including the therapeutic use of the relationship between the child and the psychotherapist, being the central tool in ongoing clinical work; the process of observing, hearing and interpretation in psychotherapy; issues of termination: the structure, significance and dynamics of this process.

Objectives

At the completion of this unit students will be expected to have an understanding and knowledge of:

1. the means by which the child communicates in therapy eg. through play, speech and other behaviours;
2. the significance and meaning of the way the child relates to the therapist ie. an understanding of the concepts of transference ( the way the child perceives and relates to the therapist) and countertransference (the way therapist reacts to the child) and the possible meanings of these concepts and their importance;
3. the use of interpretation in therapy - timing content and intention;
4. the significance and importance of boundaries and structure provided by the therapist;
5. termination - the process of bringing the therapy to a conclusion; and
6. the impact of working with the disturbed child including the disturbed child in special situations - understanding this in a way which furthers understanding of the child and the therapeutic process.

Assessment

Regular written assignments
Final written assignment
Interactive assessment via a residential workshop
1. Assignment 20%
2. Assignment 20%
3. Assignment 40%
4. Residential workshop 20%

Prerequisites

DCP0001, DCP0002, DCP0003, DCP0004

Leader(s): Ms R Webb

Offered

Clayton First semester 2009 (Off-campus)

Synopsis

This unit will present a psychodynamic framework for adolescent developmental tasks, as well as associated problems and disturbances. It will also look at both general and phase specific principles and issues in psychotherapy with adolescents for the professionals as well as for the adolescents themselves.

Objectives

At the completion of this unit students will be expected to:

1. Have a knowledge of a psychodynamic theoretical understanding of adolescent development, tasks and issues;
2. Have some understanding of how various levels of problems and disturbances can arise during adolescence;
3. understand basic principles in assessment for therapy with adolescents;
4. examine how adolescents may present in therapy;
5. understand basic issues which arise in working with adolescents;
6. explore the impact of working with adolescents on professionals and the importance of the process between professional and adolescent;
7. explore termination issues in working with adolescents; and
8. to explore specific issues and principles to consider in inpatient work with adolescents.

Assessment

Regular written assignments
Final written assignment
Interactive assessment via a residential workshop
1. Report 20%
2. Report 30%
3. Case presentation 40%
4. Residential workshop 10%

Prerequisites

DCP0001, DCP0002, DCP0003, DCP0004

Leader(s): Ms M Lynch

Offered

Clayton Second semester 2009 (Off-campus)

Synopsis

This unit is designed to present an introduction to the theoretical principles underlying the practice of short-term psychodynamic psychotherapy and crisis work. Areas covered will include assessment and treatment issues.

Objectives

This unit is designed to give students knowledge of the several modes of shorter term psychotherapeutic response and their attendant practices. The unit, as one of the final units of the program, will attempt to overview the course and reflect upon the effective use of psychoanalytic psychotherapy skill in a range of non-traditional applications.
On completion of this unit the student is expected to:

1. have an understanding of the historical development of short-term therapy;
2. have an understanding of the models and central issues of short-term, brief and crisis therapy;
3. understand the application of short-term, brief and crisis therapy to the age and developmental stage of the particular child or adolescent;
4. have an understanding of the use of transference and counter-transference and interpretation in this work through detail case examples;
5. understand the importance of the development of skills through training prior to undertaking this work; and
6. reflect upon the application of psychoanalytic understanding to the variety of needs present in child and adolescent community mental health auspices.

Assessment

Regular written assignments
Final written assignment
Interactive assessment via a residential workshop
1. Residential Workshop 20%
2. Essay 40%
3. Essay 40%

Prerequisites

DCP0001, DCP0002, DCP0003, DCP0004, DCP0005, DCP0006

Leader(s): Ms Lynne Allison

Offered

Clayton Second semester 2009 (Off-campus)

Synopsis

This unit will examine an understanding of the role of parents in their child's development and different ways of working with parents from a psychodynamic and developmental perspective. Consideration will be made of the following ways of working with parents and the similarities and difference in the models: parent therapy; parent and child work combined; short-term and crisis work with parents; parent counselling; parent education; marital therapy/counselling; individual therapy/counselling.

Objectives

On completion of this unit students will be expected to:

1. understand theoretical and clinical concepts of working with parents;
2. have an understanding of the importance of parents' own development as it may affect their role as parents;
3. explore possible ways of working with parents as relevant to their particular needs and those of their child/children; and
4. understand the difficulties that may be experienced by the therapist when working with parents.

Assessment

Regular written assignments
Final written assignment
Interactive assessment via a residential workshop
1. Essay 15%
2. Essay 25%
3. Essay 40%
4. Residential workshop 20%

Prerequisites

DCP0001, DCP0002, DCP0003, DCP0004, DCP0005, DCP0006

Leader(s): Dr Ian Chenowith

Offered

Peninsula Second semester 2009 (Off-campus)

Synopsis

In this unit the student will be introduced to the world of general practice as it has evolved within the health care system. The unit content will cover many domains of general practice including its history, roles, management, funding, legal structures, customer focus, quality assurance, risk management and the centrality of human resource management.

Objectives

On completion of this unit the student is expected to:

1. Discuss the history, nature, role and uniqueness of general practice as a health care speciality within the discipline of medicine;
2. Map the local major socio-economic determinants of health of the area in which they work, against potential roles of primary care in addressing inequalities of health;
3. Create a management plan for the practice in which they work and critically analyse it;
4. Evaluate the existing marketing strategy of the practice in which they work;
5. Critically analyse the legal, financial and human resource aspects of the practice in which they work; and
6. Perform an audit of the major risk management issues within their practice and develop a quality improvement plan to address areas of risk.

Assessment

Modified essay question 800 words 15%
Case study 1200 words 20%
Case study and analysis 2,800 words 45%
Case study and plan 1,200 words 20%

Leader(s): Dr C Hassed

Offered

Not offered in 2009

Synopsis

This unit examines the body of scientific evidence linking stress with mental and physical illness and with a range of abnormal lifestyle behaviours. It teaches practical skills in the form of relaxation and meditation techniques which doctors practice on themselves and can then teach their patients to carry out. The unit identifies the circumstances and conditions in which these techniques are most useful. The theory and practice are run in parallel throughout the course.

Objectives

On completion of this unit students should be able to:

1. Recognise that there is now a significant body of research linking stress and many illnesses;
2. Recognise that there is also a large body of research demonstrating the benefits of meditation and stress management;
3. Describe the ways in which stress affects the physical health and lifestyle of people;
4. Practise the relaxation exercise in its various forms;
5. Increase professional skills as a counsellor in stress management, thereby being of greater benefit to patients;
6. Reflect on personal experience of stress and ways in which it is managed, thereby deriving personal benefit from the course; and
7. Implement effective stress management in general practice.

Assessment

Journal (50%)
Essay (50%)

Leader(s): Dr G Wallace

Offered

Clayton First semester 2009 (Off-campus)

Synopsis

This elective covers the following; basic definition, anatomy, physiology of pain, psychological aspects of pain, evaluation of the patient with pain, role of the GP in pain management, role of pain clinics, specific disorders - migraine, neck and facial pain, TMJ, thoracic and lumbar pain, musculoskeletal pain including fibro myalgic, cancer pain and pain management in palliative care.

Objectives

On completion of this unit students should be able to:

1. Apply a better understanding of pain physiology and assessment in their practice;
2. Understand the pain experience and its ramifications, recognising that whole person care is essential;
3. Use a range of practical pain management strategies and techniques in dealing safely and effectively with patient's pain;
4. Address the complex issue of spinal pain with a logical diagnostic and management approach;
5. Recognise the concept of soft tissue rheumatism (localised inflammatory soft tissue disorders);
6. Recognise the wide range of causes of headache and develop a framework for a diagnostic approach;
7. Use the fibromyalgia syndrome model in their approach to a number of other painful chronic musculoskeletal diseases and conditions; and
8. Identify the particular needs of patients suffering cancer pain, and use a range of strategies, both pharmacological and non-pharmacological, in alleviating pain.

Assessment

Pre and post course clinical audit (30%)
Assignment 1 (30%)
Assignment 2 (40%)

Leader(s): Dr M Gold

Offered

Not offered in 2009

Synopsis

This elective includes the following: what is palliative care, disease and the illness experience, I am a communicator, spiritual and ethical issues, grief and bereavement, symptom control, pain management, emergencies in palliative care and the role of the general practitioner in palliative care.

Objectives

At the end of the unit students should be able to:

1. Feel confident with the knowledge and skills they possess and be comfortable in caring for dying patients
2. Recognise the need for total care in the discipline of palliative medicine
3. Identify the extra resources available to them for the task.

Assessment

Assessment tasks and Journal (50%), Case Studies (50%)

Leader(s): Dr I Chenoweth

Offered

Not offered in 2009

Synopsis

This elective covers the history and scope of prevention, the role of the GP: individual vs population, principles of behaviour change, stress management, risk assessment and evaluation of preventive strategies, prevention of cardiovascular disease, prevention of cancer, organising the practice, osteoporosis and prevention in the elderly and community resources and organisations.

Objectives

On completion of this unit students should be able to:

1. Trace the history and scope of preventative medicine and appreciate the important role of public health organisations in provision of health education and health promotion;
2. Identify the differences between the population/public health approach to prevention and the individual/high risk approach, and the potential role for the GP in both these domains;
3. Exercise the skills necessary to evaluate and critically appraise (using an evidence-based model approach where necessary), practice-based and population-based health promotion strategies;
4. Understand the principles of behaviour change and how to apply these in the consulting room;
5. Understand the importance of preventive care in cardiovascular disease;
6. Recognise the importance of practice organisation in facilitating preventive care and the role played by IT in this process; and
7. Apply the knowledge and skills gained in this module to successfully carry out medical audits which may result in implementing changes to the way prevention is practiced.

Assessment

Essay (25%)
Journal (25%)
Clinical Audit (50%)

Leader(s): Dr A Beveridge

Offered

Not offered in 2009

Synopsis

This elective covers the following: introduction-the nature of the problem, the need for medication, history, the pharmaceutical industry, philosophy, marketing, assessment of rational prescribing, theoretical pharmacology, clinical pharmacology, prescribing in practice specific clinical problems, safe prescribing in special categories, methods of improving prescribing - formal medication review, education, sources of information and their evaluation, regulation, limited lists, prescribed drug dependence, doctor pharmacist relations, science and legal issues, drug trials and the future of clinical pharmacology.

Objectives

On completion of this unit students should be able to:

1. Recognise the context of therapeutics today, with regard to its historical development and its relationship to government and industry;
2. Recognise the psychosocial issues involved in the prescription of medicine;
3. Analyse and select the most appropriate therapy for any particular diagnostic situation, using specific criteria;
4. Apply the principles of pharmacokinetics and pharmacodynamics to clinical situations;
5. Discuss the factors involved in patient compliance;
6. Critically appraise different forms of drug information, including promotional items;
7. Conduct a patient medication review;
8. Conduct an audit of prescribing; and
9. Apply the knowledge and skills gained in this unit to implement changes in their practice.

Assessment

Assignment 1 (25%)
Assignment 2 (25%)
Assignment 3 (20%)
Assignment 4 (30%)

Leader(s): Dr C Hassed

Offered

Not offered in 2009

Synopsis

This unit will enhance the skills and knowledge of General Practitioners on all aspects of diabetes mellitus diagnosis and management and lifestyle modification and will include utilisation of medical specialists and diabetes support services.

Objectives

The unit objectives are:

1. To provide knowledge and skills to general practitioners in the screening, diagnosis, assessment and management of diabetes.
2. To keep GP's up to date with recent developments in diabetes research and management.
3. To make GP's aware of cultural issues that can impact on diabetes.
4. To make GP's more aware of networks and supports in managing diabetes.
5. To help GP's form a comprehensive and holistic management plan for diabetics.
6. To become more skilled in the early recognition and management of diabetic complications.
7. To aid GP's in knowing how to manage diabetics both independently and in conjunction with appropriate specialist care.

Assessment

Case Study (40%)
Clinical Audits (60%)

Leader(s): Dr S Wijesinha

Offered

Clayton First semester 2009 (Off-campus)

Synopsis

The aim of this unit is to equip general practitioners with the knowledge and skills necessary to confidently deal with sexual and reproductive health problems in their patients. The content of the unit will cover: androgens; male infertility; erectile dysfunction; testicular tumours and prostate disease.

The Department of General Practice acknowledges Andrology Australia, an initiative of the Australian Government Department of Health and Ageing, for its financial commitment to the initial development of this module.

Objectives

On completion of this unit, students will:

1. appreciate the major issues in male reproductive health today;
2. understand the physiology of the male reproductive system, demonstrate confidence in dealing with issues of infertility;
3. demonstrate confidence in dealing with erectile dysfunction;
4. be familiar with recent advances in diagnosing and managing prostate disease;
5. be familiar with recent advances in diagnosing and managing prostate disease;
6. be familiar with diagnosing, managing and preventing testicular tumors and develop skills in conducting a clinical audit; and
7. gain an understanding of the potential of audits to improve clinical practice.

Assessment

Essay (25%) Audit (50%) Journal (25%)

Leader(s): A/Professor P Schattner

Offered

Not offered in 2009

Synopsis

This unit will help clarify what EBM is and what it is not, especially in the general practice setting. Written by GPs, its relevance for day to day clinical practice is foremost. Aimed at enabling the student to acquire new skills in finding and applying the latest research evidence. This includes searching evidence databases on the internet, and critically appraising the information retrieved. The course has been written on the assumption that participants have not previously studied research methods or clinical epidemiology.

Objectives

The objectives of this course are to provide students with:

1. an understanding of what evidence based general practice is;
2. skills in implementing EBM through application of its 'five steps', ie; asking a clinical question, searching for the evidence, appraising the nature of that evidence, applying this to an individual patient and evaluating the effectiveness of this process;
3. knowledge of important evidence based resources for use in general practice; and
4. an understanding of how EBM can be linked with continuous quality improvement in general practice.

Assessment

Assignment 1 (30%)
Assignment 2 (30%)
Assignment 3 (40%)

Leader(s): Dr S Wijesinha

Offered

Clayton Second semester 2009 (Off-campus)

Synopsis

This unit focuses on the modern assessment and management of cardiovascular problems encountered by the general practitioner. The following areas are dealt with in detail: Hypertension; Chest Pain; Arrhythmias; Palpitations and syncope; Heart Failure.

Objectives

On completing this unit, students will:

1. Appreciate the major issues in cardiovascular health today;
2. Understand how to assess and advise patients having chest pain, syncope, hypertension, arrhythmias and heart failure;
3. Be aware of the currently available investigations for diagnosis and management of cardiovascular disease;
4. Be familiar with modern methods of interventional cardiology; and
5. Develop skills in conducting a clinical audit - either in screening for risk factors or in the management of cardiac failure - and gain an understanding of the potential of audits to improve clinical practice.

Assessment

Journal (P/F)
Clinical Audit (50%)
2 Essays (25% each)

Leader(s): Professor M Abramson

Offered

Clayton First semester 2009 (Day)
Alfred Hospital First semester 2009 (Day)
Alfred Hospital First semester 2009 (Off-campus)

Synopsis

Advanced understanding of epidemiology methods used to study chronic diseases. Overview of descriptive and analytical epidemiology of diseases of major public health importance in Australia. Particular methodological issues include assessing causality, bias, confounding, effect modification, exposure assessment, outcome assessment, prevention paradigms and whether epidemiology has reached its limits.

Objectives

On completion of this unit, students will be able to:

1. Understand and discuss the principles underlying the epidemiological study of diseases;
2. Appreciate and identify the methodological difficulties inherent in observational epidemiological studies of diseases;
3. Be able to apply general epidemiological principles to specific diseases;
4. Understand and use descriptive epidemiological measures to summarize the population impact of specific diseases; and
5. Appreciate new methodological developments in epidemiology.

Assessment

Attendance 15%
Assignments 60%
Student presentations 25%

Contact hours

2 contact hours per week

Prerequisites

MPH1040; MPH1041; ECX9720

Leader(s): A/Prof Rory Wolfe

Offered

Clayton First semester 2009 (Day)
Alfred Hospital First semester 2009 (Day)

Synopsis

Confounding and effect modification, logistic regression, conditional logistic regression for matched case-control studies, linear regression, diagnostics to assess model fit, model estimation methods, Poisson regression for reates, Stata statistical software.

Objectives

On completion of this subject, students will be able to:

1. describe the statistical principles of sample selection and a range of multi-variable methods of statistical analyses typically encountered in public health research;
2. proficiently plan and perform statistical analyses using a software package;
3. recognise the statistical issues in the design and analysis of a public health research project and propose a strategy for their implementation;
4. critically appraise the statistical methodology in public health research articles; and
5. coherently explain the statistical concepts and results in written and oral formats.

Assessment

Mid semester assignment 33%
end of semester assignment 67%

Contact hours

2 contact hours per week

Prerequisites

MPH1040 or MPH1041 or MPH1030 and MPH1031 or ECX9720

Leader(s): Professor M Abramson

Offered

Clayton Second semester 2009 (Day)
Alfred Hospital Second semester 2009 (Day)

Synopsis

Quantitative skills necessary to undertake and complete doctoral level projects. Major types of epidemiological study designs, defining research questions and hypotheses. Assessment of reliability, validity of questionnaires, selecting appropriate instruments for public health research. Steps in preparing a grant application for competitively awarded funding, alternative sampling strategies for subject election, data analysis strategies and bias control. Ethical issues in public health research & role of ethics committees.

Objectives

On completion of this unit, students will be able to:

1. demonstrate a thorough understanding of quantative research methods in public health;
2. design, develop and present an original research protocol;
3. prepare an application for approval by an Ethics Committee;
4. design and outline methods for validating a questionnaire suitable for data entry; and
5. write a paper suitable for publication in a peer reviewed journal.

Assessment

Written appraisal 20%
Oral presentation 25%
Written protocol 25%
Draft questionnaire and manuscript 20%.

Contact hours

2 contact hours per week

Leader(s): Prof J Stoelwinder

Offered

Clayton First semester 2009 (Day)
Clayton First semester 2009 (Off-campus)
Alfred Hospital First semester 2009 (Day)
Alfred Hospital First semester 2009 (Off-campus)

Synopsis

Leadership and management principles as related to health systems. Key management and organisational theories, interface of theory and practice, human resource management, sources of power and influence. Techniques for managing organisational change, building effective and adaptive health systems, elements of strategic planning, difference between leadership and management. Leadership skills, team building, conflict management, network development and management, strategic alliances, application of leadership and management principles to solve complex health care problems.

Objectives

On completion of this unit students should be able to:

1. demonstrate an understanding of key management and organisational theories and an understanding of the interface between theory and practice in the management of health care systems;
2. describe the components of human resource management;
3. describe sources of power and influence;
4. describe techniques for managing organisational change and for building effective and adaptive health care systems;
5. describe the elements of strategic planning;
6. demonstrate an understanding of the difference between management and leadership,
7. demonstrate skills in leadership, team building and conflict management;
8. describe the development and management of networks and strategic alliances;
9. apply the principles of leadership and management to solve complex problems in public health settings.

Assessment

Web-based tasks 30%
Written assignments 70 %

Off-campus attendance requirements

15 contact hours over 2 days

Leader(s): Professor M Abramson

Offered

Clayton First semester 2009 (Day)
Clayton Second semester 2009 (Day)
Alfred Hospital First semester 2009 (Day)
Alfred Hospital Second semester 2009 (Day)

Synopsis

Supervised practical placement in University Departments and Centres, hospitals, affiliated research Institutes, community health services, non-government organisations or the Dept of Human Services. Giving students the opportunity to interact with practising public health professionals. Students are co-supervised by a member of the Faculty of Medicine, Nursing and Health Sciences academic staff.

Objectives

On completion of this unit, students will be able to:

1. demonstrate a thorough understanding of quantative research methods in public health;
2. design, develop and present an original research protocol;
3. prepare an application for approval by an Ethics Committee;
4. design and outline methods for validating a questionnaire suitable for data entry; and
5. write a paper suitable for publication in a peer reviewed journal.

Assessment

Written report 100%

Prerequisites

DPH6001 and DPH6002

Leader(s): Dr Keong Yap

Offered

Clayton First semester 2009 (Day)

Synopsis

At the end of this unit, students should be able to:

1. Conduct a psychiatric interview with a client, incorporating a mental status examination.
2. Complete a thorough and accurate written evaluation of a client.
3. Be familiar with major classes of psychiatric illness.
4. Feel competent in the formulation and diagnosis of a wide variety of psychiatric problems.

Objectives

At the end of this unit, students should be able to:

1. Conduct a clinical interview with a client, incorporating a mental status examination.
2. Complete a thorough and accurate written evaluation of a client.
3. Be familiar with major classes of psychiatric illness.
4. Feel competent in the formulation and diagnosis of a wide variety of psychiatric problems.

Assessment

Satisfactory attendance and participation are required to pass the unit. All the remaining components of assessments must attain a pass standard. Two mental status examinations (1000 words); Psychiatric history report (1500 words); One hour end of semester test.

Leader(s): Dr Georgia Camplin

Offered

Clayton First semester 2009 (Day)

Synopsis

Students will be introduced to a number of psychological tests and scales, designed to assess important aspects of cognitive functioning. They will learn how to select which tests are most appropriate in specific clinical situations and how to administer, score and interpret each measure. The skills required to document the assessment results will be imparted. Issues in assessing people from other cultural and linguistic backgrounds will also be discussed. On a broader level, students will be taught to be critical consumers of the neuropsychological literature.

Objectives

On completion of this unit students should:

1. Understand the principles of psychological measurement and their application;

2. Have become proficient in the administration, scoring and interpretation of some of the most commonly used psychological tests.

3. Show competency in evaluating psychometric instruments for research purposes and in screening referrals for psychometric assessment, selecting appropriate tests, integrating results and providing oral and written communication of results to interested parties.

Assessment

Satisfactory attendance and participation are required to pass the unit. In addition, each student will be required to present a 15-minute talk and prepare a class handout on a selected, clinically-relevant psychological test (25%). They will also complete short in-class exercises concerning psychometric issues and behavioural assessment techniques (hurdle requirement) and will be required to prepare a psychological report of approximately 500 words or less (50%). Prior to the completion of Semester 1, students must administer and score two WAIS-III's and two WMS-III's (hurdle requirement). They will also be required to demonstrate two randomly chosen subtests of the WAIS-III (25%).

Leader(s): Dr Simon Moss

Offered

Clayton First semester 2009 (Day)

Synopsis

This unit will equip students with the necessary skills to undertake research. Nonetheless, the primary motivation for this course concerns future employment. Research design and analysis are critical components of both academic and professional psychology.

Objectives

On completion of this unit students should be familiar with major univariate and multivariate experimental and quasi-experimental designs appropriate to both basic and applied research, associated methods of data analysis, including issues of assumptions, power of statistical tests, and psychological and statistical significance. Students should be familiar with the use of SPSS.

Assessment

Students will be evaluated as either successful or unsuccessful. The assessment will comprise two components: 1. a weekly statistics journal; and 2. a multiple-choice examination. Students will need to attain a grade of 70% or more on each component. Students who do not attain this grade will be asked to complete additional work to compensate.

Leader(s): Dr Nicki Dowling

Offered

Clayton First semester 2009 (Day)

Synopsis

This unit comprises a two day workshop, held prior to the commencement of formal course-work, seminars, site visits and student presentations. Material will be presented in various formats including didactic teaching, small group exercises and role plays. Seminars will be supplemented by readings and handouts. All students will participate in a small group presentation on a relevant topic. Each presentation will consist of proximately 40 minutes followed by 20 minutes of class discussion. The site visits are designed to expose students to a range of different demands that psychologists face in different work environments.

Assessment

Assessment is based on self-evaluation of counselling skills videos (pass/fail basis) and a final examination (100%).

Leader(s): Dr Nicole Rinehart and Dr Ester Klimkeit

Offered

Clayton First semester 2009 (Day)

Synopsis

This unit will comprise didactic input, reading material, case material, and observation of assessments with children or adolescents.

Assessment

Short multiple choice and short answer tests (50%)
Two components of Psychological Assessment (50%)

Leader(s): Dr Nicki Dowling

Offered

Clayton First semester 2009 (Day)

Synopsis

Students will develop an understanding of the role of the Clinical Neuropsychologist and of legal and ethical principles governing research and professional practice in psychology. They will learn how to work with other professionals and develop the skills to conduct a clinical interview, take a case history, and write a report. Students will observe at least one neuropsychological assessment. They will learn the principles and practices involved in counselling; including developing rapport, setting and implementing goals, and will be provided with opportunities to practice these skills.

Objectives

The primary aim in this unit is to equip students with the basic skills necessary for their entrance into the profession of Clinical Neuropsychology. When students have completed this subject they will:

1. Be familiar with the legal and ethical principles which govern research and professional practice in psychology and understand how to apply their knowledge of relevant legislation and codes of professional conduct to such issues as confidentiality, informed consent, freedom of information, intra and inter professional relationships, responsibilities, and professional conduct;
2. Be able to define the professional role/s of the Clinical Neuropsychologist;
3. Understand the relationship between the Clinical Neuropsychologist and other health professionals;
4. Have an understanding of the importance of teamwork and the skills necessary to implement this understanding;
5. Have acquired a good understanding of the principles and practices involved in counselling within the context of a therapeutic relationship;
6. Have practiced their counselling skills sufficiently to enable them to feel reasonably confident when dealing with the clients they will encounter on their first clinical placement; and
7. Have acquired the practical skills necessary to conduct a clinical interview, develop an understanding of the history preceding the development of a neuropsychological problem and write a comprehensive case report.

Assessment

Pass/Fail grade, students are expected to attend 85% of the classes and three of the four site visits.

Leader(s): Dr Russell Conduit

Offered

Clayton First semester 2009 (Day)

Synopsis

This unit will review neuroanatomical principles, with emphasis on established structure-function relationships. Students will use brain specimens and a computer simulation program to become familiar with brain regions including the cerebral cortex, spinal cord, brainstem, basal ganglia, cerebellum, hypothalamus, limbic system and thalamus. Students will also learn about fibre systems in the brain, the meningeal brain coverings, the cranial nerves, the blood supply to the brain and the ventricular system. The principles of cerebral asymmetry and hemispheric specialization will be discussed, as will the behavioural consequences of localized damage to each defined brain region.

Objectives

The aim of this unit is to familiarise students with the human brain.
At the completion of this unit, students will:

1. Be familiar with the gross external anatomy of the brain to the extent that they are able to name and identify each major region and describe its main contribution to behavioural and cognitive regulation;
2. Be able to identify major subcortical regions and, again, describe the main functions of each area;
3. Be familiar with the nerve fibre systems which allow communication between different brain regions;
4. Understand the structure and function of the meninges covering the brain and the ventricular system;
5. Be able to identify each major blood vessel in the brain and describe how infarction of each vessel may affect the person's cognitive state;
6. Be familiar with each of the cranial nerves and with their roles in regulating behaviour;
7. Understand in broad terms the principles of cerebral dominance and hemispheric specialisation;
8. Be fluent with respect to the terminology used to navigate the brain and describe brain structures; and
9. Feel confident in using a computer simulation package to further explore brain structure-function relationships.

Assessment

Continuous assessment practical test (50%)
Theory exam (25%)
Spot test (25%)

Leader(s): Dr Keong Yap

Offered

Clayton Second semester 2009 (Day)

Synopsis

At the end of this unit, students should be able to:

1. Conduct a clinical interview with a client, incorporating a mental status examination.
2. Complete a thorough and accurate written evaluation of a client.
3. Be familiar with major classes of psychiatric illness.
4. Feel competent in the formulation and diagnosis of a wide variety of psychiatric problems.

Objectives

At the end of this unit, students should be able to:

1. Conduct a psychiatric interview with a client;

2. Complete a thorough and accurate written evaluation of a client; and
3. Be familiar with major classes of psychiatric illness.

Assessment

Satisfactory attendance and participation are required to pass the unit. All the remaining components of assessments must attain a pass standard: Psychiatric history report (1500 words); Clinical case report (<3500 words); One hour end of semester test.

Leader(s): Dr J. Sabura Allen

Offered

Clayton Second semester 2009 (Day)

Synopsis

Each session will include both lecture and experiential components. Experiential components will include planning for assessments, administration and scoring assessment examples, interpreting results, and report writing. Students will be advised of relevant readings for each session in advance.

Assessment

Assessment of Behavioural Component (15%), Test Administration and Scoring (15%) , Report 1 (30%), and Report 2 (40%).

Leader(s): Dr J. Sabura Allen

Offered

Clayton First semester 2009 (Day)

Synopsis

Each session will include both lecture and experiential components. Experiential components will include group discussion, viewing and discussion of video tapes, skills practice with other group members, feedback/discussion of taped practice sessions, and providing resources for use in providing CBT therapy.

Objectives

Students completing the initial sessions of this unit should have a basic understanding of a range of different schools of therapy and the historical, scientific and social contexts surrounding their development and practice. Students should be conversant with the specific assumptions, concepts and techniques of the major schools of therapy and have some knowledge of relevant outcome literature. In addition, students should have a thorough understanding of the processes common to all forms of intervention. By the end of the unit, students should have proficiency in the particular skills of behavioural and cognitive-behavioural therapies and their application to a range of clinical problems. Students will be expected to be competent in selecting interventions for individuals and monitoring the progress of their application.

Assessment

Two short in-class presentations and submission of two audiotapes of therapy sessions with a pseudo-client.

Leader(s): Dr Lina Forlano

Offered

Clayton Second semester 2009 (Day)

Synopsis

Neuropsychological disorders will be considered from perspectives taken in cognitive psychology and cognitive neuropsychology. In particular, there will be an emphasis on establishing frameworks for conceptualizing neuropsychological features of neurological and psychiatric conditions, and frameworks for approaching clinical assessment and rehabilitation.

Objectives

On completion of this unit students will:

1. Understand the cognitive and behavioural consequences of acquired and developmental brain disorders;
2. Have knowledge of neural and genetic bases of attention, memory, executive processes, motor control, language and thought, in both in normality and pathology;
3. Show competency in identifying the major pathognomonic signs and symptoms associated with various neuropsychological disorders; and
4. Understand the current theoretical models proposed to account for each of the various neuropsychological disorders.

Assessment

(a) Six multiple choice questions (with correct answer indicated) generated by the student for the lecturer (b) A case history and case note corresponding to one of the lecture topics.

Leader(s): Professor Jennie Ponsford

Offered

Clayton Second semester 2009 (Day)

Synopsis

Students will observe oral case presentations given by experienced clinicians and other students. They will be exposed to a variety of different presentation styles designed to cater for specific audiences and will learn to evaluate case material in an objective and critical manner. They will participate in discussions of clinical issues and recent developments in the field of Clinical Neuropsychology and will be challenged to remain informed about such developments and issues.

Objectives

The primary aim of this unit is to provide students with an opportunity to observe and participate in oral presentations of case material and other professional issues at the same time as they commence their first clinical placement.
When students have completed the unit they will:

1. be familiar with the format of oral presentations suitable for a number of different audiences, ranging from the medico-legal forum and other colleagues to lay persons;
2. participate confidently in case discussions;
3. be informed about current issues in the field of clinical neuropsychology;
4. have developed sufficient rapport with staff members to seek assistance when it is required during later years of the course; and
5. have developed their ability to read and evaluate journal papers relevant to clinical neuropsychology.

Assessment

Students will be required to participate in class discussions on a regular basis. Each student will also be required to prepare and present one 45 minute oral presentation describing an issue of current interest in Clinical Neuropsychology or a case seen during their practical work.

Leader(s): Dr Georgia Camplin

Offered

Clayton Second semester 2009 (Day)

Synopsis

Students will be introduced to a number of neuropsychological tests and scales, designed to assess all aspects of cognitive functioning. They will learn how to select which tests are most appropriate in specific clinical situations and how to administer, score and interpret each measure. The skills required to document the assessment results will be imparted. Issues in assessing people from other cultural and linguistic backgrounds will also be discussed. On a broader level, students will be taught to be critical consumers of the neuropsychological literature.

Objectives

The primary aim of this unit is practical, being to familiarise students with the selection, administration, scoring and interpretation of the measures of cognitive functioning they will use in their clinical work.
On completion of the unit students will:

1. be familiar with a wide range of neuropsychological measures currently used to evaluate many different aspects of cognitive functioning;
2. understand the principles involved in evaluating the psychometric properties, validity and reliability of neuropsychological measures;
3. feel confident in their selection of measure in specific clinical contexts, so as to plan and execute a hypothesis-driven assessment process;
4. be proficient in the administration and scoring of the measures in accordance with published guidelines;
5. be able to evaluate the test scores objectively but with sensitivity to factors which may influence their validity in clinical settings;
6. be able to interpret and document the results of a comprehensive assessment of a number of cognitive skills;
7. be critical and informed consumers of any new neuropsychological which may be developed in the future.

Assessment

Students will be required to develop a comprehensive folio of test material, including relevant normative data, administration guidelines and scoring information. This folio will equip them for their future practice as a clinical neuropsychologist.

Leader(s): Dr Andrew Churchyard

Offered

Clayton Second semester 2009 (Day)

Synopsis

Students will be trained in the basic principles of clinical neurology, as they are applied to brain injured populations. Particular emphasis will be placed upon the latest techniques for imaging brain structure and function. The course will cover the basics of the bedside neurological examination, including assessment of the cranial nerves, and elementary perceptual and motor functions. Consideration will also be given to the impact of various neuropathological processes (e.g., aging and dementia, epilepsy, neoplasms, stroke, infections, metabolic disturbances) on neurological functioning.

Objectives

On completion of this unit, students should:

1. understand the basic principles of clinical neurology, as applied to brain injured populations;
2. have a sound knowledge of the bedside neurological examination, including assessment of the cranial nerves, and elementary perceptual and motor functions;
3. understand the applications of, and assumptions underlying, the various techniques used in structural and funtional neuroimaging;
4. have a sound knowledge of the impact of various neuropathological processes on neurological functioning.

Assessment

A one hour multiple choice/short answer written examination will be used to assess students' understanding of the basic principles of clinical neurology and neuroimaging (80%). Attendance at all seminars will be assessed, as will participation in practical sessions (20%).

Leader(s): Professor Jennie Ponsford

Offered

Clayton First semester 2009 (Day)
Clayton Second semester 2009 (Day)

Synopsis

In this unit students will become familiar with a number of neuropsychological syndromes. Sessions will feature guest lecturers who are experts in their fields.

Objectives

The primary aim of this unit is to provide students with the knowledge required to recognise, describe and assess a number of common neuropsychological syndromes.
On completion of the unit students will:

1. be able to provide a verbal description of the neuropsychological deficits associated with common inherited and acquired neurpsychological disorders;
2. be able to recognise and differentiate between common syndromes on the basis of the patient's history, presentation and assessment results;
3. feel confident in planning and executing a formal assessment of a patient presenting with each syndrome; and
4. be aware of psychosocial and treatment issues associated with each disorder.

Assessment

After each class students will receive a take home exam to be handed-in the following week.

Leader(s): Dr Keong Yap

Offered

Clayton First semester 2009 (Day)
Clayton Second semester 2009 (Day)

Synopsis

The DPsych program has established a network of placements in a variety of settings within which students can receive appropriate practica training. The practica coordinator and staff at the agency arrange the placements. Student preferences, practica availability and student training needs are taken account of in this process. Which agency and supervisor, number of days for the practica and also the commencement and completion dates are specified. Students are not permitted to negotiate their own practica or change any practica arrangements without first obtaining approval from the University Practica Coordinator.

Objectives

On completion of the initial practicum, students will be:

1. expected to have gained an appreciation of the professional role a psychologist in practice and to have an understanding of the delivery of a service to patients, clients and other interested parties;
2. to have acquired an understanding of the context of the delivery of the service and the particular function it serves to the individual and the community at large;
3. to have developed an appreciation of the competing demands on service delivery and the range of issues which impact on service delivery;
4. expected to become proficient in establishing rapport with patients, administering and scoring the commonly used intellectual, diagnostic and personality tests, integrating the results and providing appropriate oral and written reports;
5. expected to have developed an understanding of the functioning of a multi-disciplinary team and the role of its various members.

Assessment

The student's performance at each practica is graded pass or fail. The grade is determined by the DPsych Board of Studies at the completion of each practicum. Satisfactory completion of a practica requires that the student has both performed satisfactorily in the practica and that all documentation in relation to the practica has been signed and returned to the Practica Coordinator at the University. For further details about practica requirements and expectations of students, please see the document entitled Practica Report - a copy of which is available in the appendix of this handbook. Students are advised to familiarise themselves with this document prior to commencing any practica. Further detailed advice on practica requirements will be provided to students prior to commencing the first practica.

Leader(s): Dr Grace Couchman

Offered

Not offered in 2009

Synopsis

This unit in the second year of the DPsych (Clinical) course covers key issues for clinical psychologists in clinical case management, such as assessment, case formulation, and presentation. Students learn to present cases to peers and academic clinicians in a professional, informative, and succinct manner. The focus in this first semester unit is on clinical assessment cases encountered in a variety of clinical settings. Relevant professional, ethical and legal issues associated with these cases are explored. Case presentations are also given by experienced clinical staff.

Objectives

On completion of this unit students are expected to:

1. consolidate and expand on the knowledge acquired from the first year units 'Legal, ethical and professional issues: principles and practice' and 'Psychopathology', particularly in relation to professional presentation, both oral and written of clinical cases;
2. enhance their understanding of relevant clinical management issues through discussion, feedback and reflection. Students should develop proficiency in clinical case management from the point of receiving a referral through to termination;
3. develop their problem solving skills in relation to legal, ethical and professional issues in clinical settings and gain confidence in the application of these principles.

Assessment

Seminar attendance and attendance at group supervision (hurdle requirement); major oral case presentation and written case report (4500 words) (80%); brief oral case presentation (20%). All components to be passed.

Leader(s): Dr Sabura Allen

Offered

Clayton Second semester 2009 (Day)

Synopsis

Students completing the unit will have further developed their skills in therapeutic techniques and delivery of treatment in CBT and other integrative treatments for treatment of a variety of disorders, acquire the knowledge and skills to design focused treatment plans, appropriately implement treatment as required by a placement setting under supervision, report intervention outcomes appropriately, and have an understanding of the underlying theories of such interventions.

Objectives

Students completing the unit should be conversant with the specific assumpions, concepts and techniques of the major schools of therapy and have some knowledge of relevant outcome literature. In addition, students should have a thorough understanding of the process common to all forms of intervention. By the end of the unit, students should have proficiency in the particular skills of behavioural and cognitive-behavioural therapies and their application to a range of clinical problems. Students will to be competent in selecting interventions for individuals and monitoring the progress of their application.

Assessment

Preparation of a book of therapeutic resources, and development of treatment plans for two clinical case studies.

Contact hours

2 hour seminar per week

Leader(s): Dr Jillian Broadbear

Offered

Clayton First semester 2009 (Day)
Clayton Second semester 2009 (Day)

Synopsis

The unit will cover the following topics.
Introduction to drug classifications; legal control of drug use; pharmacokinetics; variability in response to drugs; chemical transmission and receptors.
Mood disorders: antidepressants and mood stabilizers; anti-anxiety drugs, sedatives and hypnotics, drugs used for OCD, panic, and phobic disorders. Psychosis and schizophrenia; anti-psychotic drugs. Cognitive enhancers: ADHD, Alzheimer's disease, brain trauma.
Drugs of abuse: affects on brain and cognition.

Assessment

Satisfactory attendance and participation are required to pass the subject. All other components of assessments must attain a pass standard at least. These components are described below.
Self Assessment Tests
Multiple choice/short answer exam
1500 word paper on a drug related topic

Leader(s): Dr Grace Couchman

Offered

Clayton First semester 2009 (Day)

Synopsis

This unit in the second year of the DPsych (Clinical) course covers key issues for clinical psychologies, such as assessment methods, intervention planning and management, and the professional communication of clinical work. Students learn to conduct assessment and treatment, and to present these to peers and academic clinicians in an informative and succinct manner. Relevant professional, ethical and legal issues are explored for all presented cases.

Assessment

Seminar attendance (hurdle requirement); major oral case presentation and written case report (4500 words) (80%); brief oral case presentation (20%). Oral and written tasks will be graded.

Leader(s): Professor Paul Martin

Offered

Clayton First semester 2009 (Day)

Synopsis

This unit provides an advanced level introduction to the growing field of health psychology. The major systems of the body that underlie health and illness will be reviewed, including the nervous system, endocrine system, immune system and cardiovascular system. The prevalence of major chronic diseases will be discussed and factors related to prevalence. Behaviour and lifestyle as they relate to health and illness will be reviewed. Health promotion and the prevention of disease will be discussed.

Assessment

Satisfactory attendance (80%) and participation in each seminar are required to pass the unit. The students will be required to submit a literature review of 4,000 to 5,000 words on a topic related to one or more of the seminar topics. They will be encouraged to seek support in writing the review from the presenter(s) of the seminar topic(s). The literature review cannot overlap significantly with any other assignment submitted for the course. The review must be submitted in the form of a manuscript prepared for a specified journal.

Leader(s): Professor Jennie Ponsford

Offered

Clayton First semester 2009 (Day)

Synopsis

Students will observe oral case presentations given by experienced clinicians and other students and will present their own cases. They will be exposed to a variety of different presentation styles designed to cater for specific audiences and will learn to evaluate case material in an objective and critical manner. They will participate in discussions of clinical issues and recent developments in the field of Clinical Neuropsychology and will be challenged to remain informed about such developments and issues.

Objectives

The primary aim of this unit is to provide students with an opportunity to practice giving oral presentations of case material. A secondary aim is to provide a forum in which students may discuss other professional issues of interest to them.
On completion of this unit students will:

1. be proficient in summarising and presenting case material in an oral format suitable for a number of different audiences, ranging from a hospital or rehabilitation setting through to a medico-legal forum, to other colleagues and to lay persons,
2. participate confidently and productively in case discussions;
3. be informed about current issues in the field of Clinical Neuropsychology.

Assessment

Students will be required to participate in class discussions on a regular basis. Each student will also be required to prepare and present one 45 minute oral presentation describing an issue of current interest in Clinical Neuropsychology or a case seen during their practical work.

Leader(s): Dr Keong Yap

Offered

Clayton First semester 2009 (Day)
Clayton Second semester 2009 (Day)

Synopsis

The DPsych program has established a network of placements in a variety of settings within which students can receive appropriate practica training. The practica coordinator and staff at the agency arrange the placements. Student preferences, practica availability and student training needs are taken account of in this process. Which agency and supervisor, number of days for the practica and also the commencement and completion dates are specified. Students are not permitted to negotiate their own practica or change any practica arrangements without first obtaining approval from the University Practica Coordinator.

Objectives

On completion of the intermediate practicum, students should have:

1. developed skill and confidence in applying their theoretical knowledge to the psychological treatment of individuals with relatively uncomplicated emotional and/or behavioural problems and to the assessment of treatment outcomes;
2. developed an awareness of the intricacy of the therapeutic relationship and of the contribution of their personal qualities to it. Their contribution to service delivery should reflect the principles of best practice and their role within an agency should be equivalent to that of a junior employee.
3. the ability to demonstrate an understanding of the complexities of the agency's role in service delivery and to service delivery and to independently contribute to the development of strategies for improved service delivery.

Assessment

The student's performance at each practica is graded pass or fail. The grade is determined by the DPsych Board of Studies at the completion of each practicum. Satisfactory completion of a practica requires that the student has both performed satisfactorily in the practica and that all documentation in relation to the practica has been signed and returned to the Practica Coordinator at the University. For further details about practica requirements and expectations of students, please see the document entitled Practica Report - a copy of which is available in the appendix of this handbook. Students are advised to familiarise themselves with this document prior to commencing any practica. Further detailed advice on practica requirements will be provided to students prior to commencing the first practica.

Leader(s): Dr Grace Couchman

Offered

Not offered in 2009

Synopsis

This is a follow-up unit to Clinical case management in clinical psychology part 1. This unit seeks to develop students' awareness of legal, ethical, and professional issues encountered in various clinical settings.

Objectives

Students are expected to:

1. consolidate and expand on the knowledge acquired from the semester year unit 'Clinical case management part 1', particularly in relation to professional presentation, both oral and written of clinical cases,
2. enhance their understanding of relevant clinical management issues through discussion, feedback and reflection. Students should develop proficiency in cinical case management from the point of receiving a referral through to assessment, planning of appropriate intervention, and termination,
3. develop their ability to evaluate therapeutic interventions they or others have planned and implemented.

Assessment

This is a pass/fail unit. Assessment is based on a clinical case presentation and written reports of case presentations.

Leader(s): Dr Jillian Broadbear

Offered

Clayton First semester 2009 (Day)
Clayton Second semester 2009 (Day)

Synopsis

In this unit students will obtain an understanding of the mechanisms by which the majority of drugs act. Drugs for major mental disorders will be discussed with an emphasis on how and why these drugs are currently prescribed.

Objectives

On completion of the unit students should:

1. understand the basic concepts of psychopharmacology with particular reference to recent advances in the fields of psychiatric medication, cognitive enhancers and neuroprotective agents, and substance abuse;
2. be aware of commonly prescribed psychoactive drugs, legal and illegal drugs and other commonly abused substances.
3. be able to comment on the likely physiological and psychological effects in a particular individual of a specific drug (together with possible drug interactions), and to prepare a written report on the topic.
4. be exposed to current research issues in clinical psychopharmacology and in research concerning substance and treatment approaches.

Assessment

Short answer take-home exam (35%), class presentation (25%), written paper (40%).

Leader(s): Dr Linda Gonzalez

Offered

Clayton Second semester 2009 (Day)

Synopsis

This unit provides students with information on the roles of the neuropsychologist within the health setting, the psychological tests used by neuropsychologists, and the process of rehabilitation for those with neuropsychological impairment.

Objectives

On completion of the course students should:

1. have an understanding of the anatomy and physiology of the brain and be able to apply this knowledge to understanding brain behaviour relationships;
2. have acquired expertise using a hypothesis testing approach for basic neuropsychological assessment and diagnosis and be able to apply this knowledge to a variety of populations.

Assessment

3 case reports

Leader(s): Dr Linda Gonzalez

Offered

Clayton First semester 2009 (Day)
Clayton Second semester 2009 (Day)

Synopsis

Students will become familiar with the use of appropriate pediatric neuropsychology assessment tools and will learn the skills required to obtain a comprehensive history from parents, teachers, hospital case notes and other relevant information sources. Assessment and management of the behavioural consequences of neuropsychological deficits will be discussed, together with the provision of parent education and school interventions. The importance of conveying neuropsychological findings and recommendation in a clear and interpretable manner for non-psychology professionals, such as teachers and careers, will also be an area of focus.

Objectives

On completion of this unit students will:

1. be familiar with the main stages of central nervous system development, and the impact of these stages on normal cognitive functioning;
2. be fully aware of the impact that various neurodevelopmental disorders, various neuropsychiatric disorders or several kinds of acquired brain injury might be expected to have on the development of cognitive skills;
3. be familiar with theories of recovery function during childhood and adolescence, and appropriate rehabilitation and management strategies;
4. be competent in taking a comprehensive case history, in selecting and administering neuropsychological tests suitable for each developmental period, and interpreting the results of these;
5. be able to effectively impart their neuropsychological findings and recommendations to non-professionals such as parents and teachers;
6. feel confident working with children, parents, teachers and professional child-care workers.

Assessment

Assessment will be based on two components, both of which will be graded. Essay: Students will compose an essay of approximately 3000 words on a topic to be provided during the semester. Class Presentations: Each student will be required to provide a class presentation for 20 minutes. Topics will be provided.

Leader(s): Professor Jennie Ponsford

Offered

Clayton First semester 2009 (Day)
Clayton Second semester 2009 (Day)

Synopsis

Students will observe oral case presentations given by experienced clinicians and other students and will present their own cases. They will be exposed to a variety of different presentation styles designed to cater for specific audiences and will learn to evaluate case material in an objective and critical manner. They will participate in discussions of clinical issues and recent developments in the field of Clinical Neuropsychology and will be challenged to remain informed about such developments and issues.

Objectives

The primary aim of this unit is to provide students with an opportunity to observe and practice giving oral presentations of case material. A secondary aim is to provide a forum in which students can discuss other professional issues of interest to them.
On completion of the unit students will:

1. be proficient in summarising and presenting case material relative to assessment and management in an oral format suitable for a number of different audiences, ranging from hospital to rehabilitative settings, through to the medico-legal forum to other colleagues to lay persons;
2. participate confidently and productively in case discussions;
3. be informed about current issues in the field of Clinical neuropsychology;
4. be familiar with case material drawn from a number of different settings.

Assessment

Class contributions (25%)
Oral presentation (75%)

Leader(s): Professor Jennie Ponsford

Offered

Clayton First semester 2009 (Day)
Clayton Second semester 2009 (Day)

Synopsis

Students will develop an understanding of strategies used to manage neuropsychologically impaired individuals and will learn how to assess the efficacy of techniques used to rehabilitation and management. Participants will receive information from other allied health professional, rehabilitative approaches used by these professions and discuss how a multidisciplinary approach can be used to provide substantial benefits to the brain-injured individual.

Objectives

This unit aims to equip students with the conceptual information necessary for them to work effectively in a rehabilitation setting.
On completion of the unit students will:

1. have acquired a good understanding of current theories and models of recovery of brain function after neurological damage;
2. be familiar with recent research examining plasticity and reorganisation in the primate brain;
3. be informed about the current World Health Organisation (WHO) framework for conceptualising disability in terms of impairment of function, activity limitation and participation restriction;
4. know how clinical neuropsychologists and other allied health professionals assess impairment following neurological damage;
5. be familiar with current rehabilitative interventions for specific neuropsychological disorders, and the methods commonly used to assess the effectiveness of these interventions;
6. be well informed about strategies used in the management of those with neurological damage.

Assessment

Take-home exercise (20%)
Case report (80%)

Leader(s): Dr Keong Yap

Offered

Clayton First semester 2009 (Day)
Clayton Second semester 2009 (Day)

Synopsis

The DPsych program has established a network of placements in a variety of settings within which students can receive appropriate practica training. The practica coordinator and staff at the agency arrange the placements. Student preferences, practica availability and student training needs are taken account of in this process. Which agency and supervisor, number of days for the practica and also the commencement and completion dates are specified. Students are not permitted to negotiate their own practica or change any practica arrangements without first obtaining approval from the University Practica Coordinator.

Objectives

By the end of the advanced practicum, students' skills should be extended to:

1. include management of individuals identified with serious and difficult problems;
2. independently develop and deliver intervention strategies across a range of areas which reflect an understanding of the current psychological principles and how these can be implemented within service delivery systems.
3. utilise a full understanding of the complexities of provision of services should be apparent with evidence of appreciation of the wider context in which the client operates and in which the service is provided.

Assessment

The student's performance at each practica is graded pass or fail. The grade is determined by the DPsych Board of Studies at the completion of each practicum. Satisfactory completion of a practica requires that the student has both performed satisfactorily in the practica and that all documentation in relation to the practica has been signed and returned to the Practica Coordinator at the University. For further details about practica requirements and expectations of students, please see the document entitled Practica Report - a copy of which is available in the appendix of this handbook. Students are advised to familiarise themselves with this document prior to commencing any practica. Further detailed advice on practica requirements will be provided to students prior to commencing the first practica.

Leader(s): Professor James Ogloff

Offered

Clayton First semester 2009 (Day)

Synopsis

The unit will commence with an examination of the Australian legal system, the players in it and trial procedures in the various courts and tribunals. Using both seminars and practical sessions, rules of expert evidence and procedure will be examined, along with the role of the forensic psychologist in giving advice, performing assessments, writing reports for the court, giving evidence and mediation. Finally, case examples will be used to examine the application of psychological research to forensic issues and the particular ethical issues that arise for forensic psychologists.

Objectives

On completion of this unit students should:

1. be cognisant of the institutions of the Australian legal system and its processes;
2. have a basic understanding of the relationship between the law and other social institutions;
3. understand the role and discretion of the various players in the legal system, and in particular, the areas in which the forensic psychologist can contribute;
4. be aware of the areas of psychological research which have general relevance to the legal system.

Assessment

3000 word paper on a topic in psychology that applies to criminal law (70%); Clinical assessment report from placement (30%); log book documenting practical work (hurdle requirement).

Leader(s): Professor James Ogloff

Offered

Clayton Second semester 2009 (Day)

Synopsis

The unit will begin with an examination of relevant legislation. Using both seminars and practical sessions, students will then learn how to conduct psychological assessments of children, adolescents and/or families in contested custody and access determinations, and in protective and criminal proceedings. Treatment issues will also be examined.

Assessment

2 clinical reports in the area of children's and family law (1500 words each, 50% each); log book documenting practical work in the children and family law area.

Leader(s): Professor Paul Martin

Offered

Clayton First semester 2009 (Day)

Synopsis

This unit covers the application of clinical psychology training to health and medical settings. The field of health psychology will be introduced together with theoretical frameworks linking psychological and physical aspects of health and illness. The focus will be on psychological issues associated with various medical conditions at all life stages (infancy, childhood, adolescence, adulthood and old age, and on the application of appropriate assessment skills for various health/medical contexts.

Objectives

On completion of the unit students will be familiar with the field of health psychology and have knowledge of the theoretical frameworks relevant to this field. They will have a better understanding of the psychological processes associated with various medical conditions and the way developmental stages affect responses to illness.
Students will be expected to:

1. have awareness of health psychology related theoretical frameworks;
2. be familiar with common medical conditions associated with particular life stages and the psychological issues that may impact on recovery;
3. show awareness of and, be sensitive and responsive to cultural/ethnic differences in response to illness;
4. become familiar with specialised assessments, such as crisis assessment, and assessments in a consultation-liaison context.

Assessment

Log book documenting observation/practical work (hurdle requirement); written report (3000 words) of a comprehensive psychological assessment (including cognitive and projective testing) of a patient with a medical condition (80%); oral case presentation (20%).

Leader(s): Dr Wendy Crouch

Offered

Clayton First semester 2009 (Day)

Synopsis

The aim of this unit is to provide students with advanced theoretical understanding and training to extend their ability to conduct clinical assessments and develop formulations and treatment plans for the mental health problems of infants, children, adolescents, and their families, in a variety of mental health and community paediatric settings. Skills in the analysis, synthesis, and interpretation of complex clinical and cognitive profiles and report writing will also be developed.

Objectives

On completion of this unit students will be familiar with the selection of appropriate tests for infants, children and adolescents and will have developed their skills in administration of a wide range of cognitive and projective techniques to children and adolescents. They will be able to score the tests, interpret the results and write comprehensive reports of child assessments. At the end of this units students will be expected to:

1. have knowledge of the administration, scoring and interpretation of the following tests:
1. Bayleys Infant Development Scales
2. Vineland Adaptive Scales
3. WRAML, Children's Memory Scale and other memory tests
4. Rey Complex Figure;
2. have increased their skills in the interpretation of complex WISC profiles;
3. have learned to use and interpret projective techniques with children and adolescents;
4. show awareness of, and be sensitive and responsive to cultural/ethnic diversity in their clinical work;
5. be more familiar with specialised assessments, such as crisis assessment, and assessments in a consultation-liaison context.

Assessment

1. Log book documenting observation/practical work (hurdle requirement); A 3500 word report of a comprehensive assessment of a child or adolescent conducted as part of the internship (60%); proposal for analysis and evaluation of a group program 2500 words (30%); Class participation (10%) each semester.

Leader(s): Dr Georgia Camplin

Offered

Clayton Second semester 2009 (Day)

Synopsis

The advanced specialist practicum provides students with opportunity to directly contribute to service delivery by participating in the planning and provision of neuropsychological assessment and treatment to a range of persons with relatively complicated presentations. At this stage of their training students will be expected to carry a client load with minimal supervisory support. The location of the specialised practicum will be negotiated with individual students, taking into account their preferences and their need for specialised skill acquisition, but options will include rehabilitation, developmental neuropsychology, neuropsychiatry, neurogeriatrics and forensic neuropsychology.

Objectives

By the end of the advanced specialist practicum, students' skills and knowledge in a particular area of clinical neuropsychology should be extensive.
On completion of the unit students will:

1. be able to independently develop and deliver assessment and intervention strategies which reflect an understanding of the current knowledge of best practice;
2. be able to provide input at the organisational level;
3. be able to demonstrate a sound understanding of neuropsychological principles and how these can be implemented within service delivery systems;
4. demonstrate a full understanding of the complexities of provision of services should be apparent with evidence of appreciation of the wider context in which the client operates and in which the service is provided.

Assessment

Case book

Leader(s): Professor James Ogloff

Offered

Clayton First semester 2009 (Day)

Synopsis

The unit will commence with an examination of theories of crime and criminal behaviour, with particular attention being given to psychological research on specific groups of offenders (e.g., murderers, shoplifters, arsonists, pathological gamblers, sexual offenders). Through practical sessions and seminars, students will develop some expertise in providing expert evidence in criminal cases, with such issues as fitness to plead intoxication and intent, diminished responsibility, insanity, automatism, infanticide, psychological syndromes, and mitigating factors receiving particular attention. Finally, theories and techniques of intervention with offenders will be examined.

Objectives

On completion of this unit students should:

1. understand the various theories of crime and criminal behaviour;
2. be familiar with relevant legal definitions:
3. be familiar with the specific issues on which the forensic psychologist might be called as an expert in criminal cases;
4. be familiar with current research on specific groups of offenders;
5. be familiar with the various sentencing options and their impact;
6. understand how to amend, where necessary;
7. be able to apply their skills in clinical assessment and intervention to incarcerated and out-patient offenders

Assessment

2 clinical assessment reports in an area of criminal law (50% each); log book documenting practical work (hurdle requirement).

Leader(s): Professor James Ogloff

Offered

Clayton Second semester 2009 (Day)

Synopsis

The subject will commence with an overview of the civil arena and examination of the concept of tort liability for negligence. Seminars will focus on personal injury litigation (including such issues as workers' compensation, "compensation neurosis" and "functional overlay", assessing psychological impairment, post traumatic stress disorder, head injury and its sequelae, chronic pain, occupational stress, compensation and recovery). Students will observe the operation of various tribunals and boards and observe psychologists conducting assessments in civil matters (e.g., personal injury, guardianship and administration, testamentary capacity).

Objectives

On completion of this unit, students should:

1. be aware of the breadth of matters falling within the arena of civil law and the common matters on which psychologists are asked for advice;
2. be cognisant of the factors which may complicate the assessment and treatment of personal injury claimants;
3. be cognisant of the particular features of victims of crime and other traumatic conditions

Assessment

3000 word paper on guidelines for psychological assessments in an area of civil law (70%); Clinical assessment report from placement (30%); log book documenting practical work (hurdle requirement)

Leader(s): Professor Paul Martin

Offered

Clayton Second semester 2009 (Day)

Synopsis

The aim of this unit is to develop students' skills in the application of clinical psychology training to health and medical settings. Specialised areas such as reproductive health and fertility, perinatal and infancy issues, loss and grief, terminal illness and trauma will be examined. Group and individual interventions in health and medical settings will be a focus of this subject. The area of health promotion will be introduced and students will complete a joint project.

Objectives

On completion of this unit, students will:

1. have increased their knowledge of specialised areas within health and the medical setting;
2. have developed skills in both individual and group therapy with medical patients;
3. have an understanding of specific techniques such as pain management;
4. have a better understanding of planning and desiging projects aimed at health promotion.

Assessment

Log book documenting observation/practical work (hurdle requirement); written report (3000 words) of a psychological intervention for a patient with a medical condition (40%); written report (4000 words) of an evaluation of a group program that has been conducted with medical patients (40%); submission of a plan for a Health Promotion project developed by the group (20%).

Leader(s): Dr Wendy Crouch

Offered

Clayton Second semester 2009 (Day)

Synopsis

The focus of this unit is on clinical intervention in the field of clinical child psychology. These interventions include infant-parent psychotherapy, play therapy, behaviour therapy, cognitive-behavioural therapy, supportive therapy, psychodynamic therapy, family therapy, group therapy, liaison and secondary consultation with kindergartens, schools and other agencies. In addition some specific topics such as: psychopharmacology, cross-cultural issues, childhood chronic illness, trauma and critical incidents are included in the seminar topics, and students are expected to demonstrate their knowledge of these in their clinical case discussions and written assessment tasks.

Objectives

At the end of the subject students would be expected to have:

1. Increased their theoretical knowledge of a variety of therapeutic approaches for children, adolescents and families;
2. Developed their skills in conducting therapy with children and adolescents, and
3. Gained experience in the planning, running and evaluation of group therapy with children or adolescents.

Assessment

1. Log book documenting observation/practical work (hurdle requirement); A 3500 word report of the therapy of a child or adolescent conducted as part of the internship (60%); the evaluation of a group program conducted during clinical placement 2500 words (30%); Class participation (10%).

Contact hours

Two hour seminar and 2 hours of private study per week for 13 weeks plus 7.5 hours of observation/practical work per week for 23 weeks.

Prerequisites

Completion of Years 1 and 2 of the DPsych (Clinical) and of DPSY7141

Leader(s): Dr Marie Misso

Offered

Clayton First semester 2009 (Off-campus)
Clayton Second semester 2009 (Off-campus)

Synopsis

Traditionally, clinicians have favoured past experience, prevailing practice, professional training and peer opinion to guide decisions about patient care. It is now well accepted that these sources of information are much less reliable than external evidence from properly designed studies.
Therefore, clinicians need to learn new skills to keep up with the rapidly evolving medical landscape.

Objectives

On completion of this unit graduates will have developed the ability to:

1. Understand the need for, and principles of, systematic reviews of treatment interventions;
2. Define clinical questions appropriate for addressing with a systematic review of treatment interventions;
3. Apply skills in searching the scientific literature to identify relevant randomised controlled trials;
4. Formulate appropriate inclusion and exclusion criteria for selecting studies in systematic reviews of treatment interventions;
5. Describe the factors likely to bias the results of research studies and critically appraise the quality of randomised controlled trials;
6. Demonstrate an understanding of the statistical methods used to summarise and combine the results of randomised controlled trials; and
7. Demonstrate competence in interpreting systematic reviews of the evidence for treatment interventions.

Assessment

Assignment 1 - (500 wds) Formulate a question for systematic review 10%
Assignment 2 - (1000 wds) Develop a search strategy 20%
Assignment 3 - (1000 wds) Define inclusion and exclusion criteria 10%
Assignment 4 - (500 wds) Design a data extraction form 10%
Assignment 5 - (2000 wds) Appraise the quality of studies 25%
Assignment 6 (1500 wds) Develop a plan for data analysis 25%.

Prerequisites

EBP1002 Introduction to Evidence-Based Practice

Leader(s): Mr Simon French

Offered

Clayton First semester 2009 (Off-campus)
Clayton Second semester 2009 (Off-campus)

Synopsis

Systematic reviews of the literature are becoming increasingly available and many clinical specialties are publishing evidence-based clinical guidelines, position statements and recommendations based on the available evidence. The skills needed to source, appraise and integrate this evidence into practice are provided through this unit.

Objectives

On completion of this unit graduates will have developed the ability to:

1. Critically appraise a systematic review of treatment interventions;
2. Critically appraise an evidence-based clinical guideline;
3. Discuss the clinical utility of systematic reviews and clinical guidelines;
4. Describe the key principles of implementation of evidence into clinical practice;
5. Explain the barriers to changing practice; and
6. Develop an implementation plan for change in one's own clinical setting.

Assessment

Assignment 1 - 500 words, Pose your clinical question(10%)
Assignment 2- 1,500 words, Source and appraise a systematic review (25%) +
Assignment 3 - 1,500 words, Source and appraise a clinical guideline (25%)
Assignment 4 - 1,500 words, Assess barriers to change within organisations (10%) +
Assignment 5 - 1,500 words, Create your plan for implementing evidence into practice at your organisation (30%)

Prerequisites

EBP1002 Introduction to Evidence-Based Practice

Leader(s): Dr Marie Misso

Offered

Clayton First semester 2009 (Off-campus)
Clayton Second semester 2009 (Off-campus)

Synopsis

This unit aims to provide students with a set of evidence-based tools relating to diagnosis, prognosis, therapy and harm. Students will learn to formulate clinical questions so that they can be answered; to search for information, to critically appraise the evidence for validity and clinical importance, and apply the evidence in clinical practice.

Objectives

On completion of this unit, students will have developed the ability to:

1. Appropriately formulate answerable clinical questions;
2. Search the literature for information addressing these questions;
3. Critically appraise the quality of the scientific literature; and
4. Apply the results from research studies to inform clinical practice.

Assessment

Assignment One - case study (10%)
Assignment Two - clinical question (10%)
Assignment Three - search strategy (20%)
Assignment Four - critical appraisal of three articles (60%).

Leader(s): Professor F Cicuttini

Offered

Austin Hospital Summer semester A 2009 (Off-campus)
Alfred Hospital First semester 2009 (Off-campus)
Alfred Hospital Second semester 2009 (Off-campus)
Parkville First semester 2009 (Off-campus)

Synopsis

Differences between descriptive & analytical epidemiology, strengths & weaknesses of different epidemiological study design & basic concepts & methods of biostatistics including confidence intervals, p-values & sample size, statistical tests for comparing groups, regression models & survival analysis. Design & evaluation of clinical trials.

Objectives

On completion of the unit students will be able to:

1. appreciate the strengths and weaknesses of different epidemiological study designs;
2. demonstrate an understanding of basic concepts and methods of biostatistics;
3. interpret confidence intervals, p-values and sample size;
4. use epidemiological and biostatistical principles to critically evaluate epidemiological research.

Assessment

Two assignments (1500 words each): 50%
Examination (3 hours): 50%

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/epidemiology/pgrad

Leader(s): Associate Professor J Simpson

Offered

Alfred Hospital First semester 2009 (Off-campus)

Synopsis

Introduction to a variety of health-related data collection sources, calculation of population fertility, mortality & morbidity rates, health service utilisation measures, disease registration & reporting. Use of direct & indirect age standardisation, life expectancy calculations, valid comparisons & health differentials. Development, design & delivery of health questionnaires. Use of focus groups, standard instruments for health surveys, coding, validity, reliability of measures & models of data collection. Efficient sampling strategies, data interpretation & analysis including stratification, clustering & weighting.

Objectives

At the completion of this unit students should be able to:

1. derive and compare population measures of mortality, illness, fertility and survival, using basic demographic tools such as life tables and age standardisation;
2. access the main sources of routinely collected health data and choose the appropriate one, taking into account their advantages and disadvantages;
3. design a valid and reliable health survey to collect primary data, design an efficient sampling strategy to obtain random sample of the target population, and choose the most appropriate mode of delivery;
4. analyse, interpret and present the results of survey data, taking the sampling strategy into account.

Assessment

Written assignments (100%)

Co-requisites

MPH1040

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/epidemiology/pgrad

Leader(s): Dr K. Dear

Offered

Alfred Hospital First semester 2009 (Off-campus)
Alfred Hospital Second semester 2009 (Off-campus)

Synopsis

Core topics in algebra and analysis, including polynomial and simultaneous equations, graphs, concepts of limits, continuity and series approximations, including Taylor series expansions. Calculus is used to describe techniques of integration and differentiation of vector expressions. Study of probability, concepts of probability laws, random variables, expectation and distributions. Essential topics in matrix algebra relevant to biostatistical methods. Essential numerical methods, including Newton-Raphson method for solution of simultaneous equations and concepts of numerical integration.

Objectives

On completion of this unit students should be able to:

1. demonstrate a broad understanding of the mathematics underlying key statistical methods;
2. demonstrate an understanding of basic algebra and analysis, and the ability to manually differentiate and integrate algebraic expressions, and perform Taylor series expansions;
3. understand the basic laws of probability, and the calculus basis of expectation and distribution theory;
4. perform matrix manipulations manually;
5. understand the numerical methods behind solutions of equations regularly encountered in methods in biostatistics.

Assessment

Written assignments
Examination

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/epidemiology/pgrad

Leader(s): Dr A Kirby

Offered

Alfred Hospital First semester 2009 (Off-campus)
Alfred Hospital Second semester 2009 (Off-campus)

Synopsis

The unit will introduce the core concepts of statistical inference, beginning with estimators, confidence intervals, type I and II errors and p-values. The emphasis will be on the practical interpretation of these concepts in biostatistical contexts, including an emphasis on the difference between statistical and practical significance. Classical estimation theory, bias and efficiency. Likelihood function, likelihood based methodology, maximum likelihood estimation and inference based on likelihood ration, Wald and score test procedures. Bayesian approach to statistical inference vs classical frequentist approach. Nonparametric procedures, exact inference and resampling based methodology.

Objectives

On completion of this unit the student will:

1. have a deeper understanding of fundamental concepts in statistical inference and their practical interpretation and importance in biostatistical contexts;
2. understand the theoretical basis for frequentists and Bayesian approaches to statistical inference;
3. be able to develop and apply parametric methods of inference, with particular reference to problems of relevance in biostatistical contexts;
4. have the theoretical basis to understand the justification for more complex statistical procedures introduced in subsequent units;
5. have an understanding of basic alternatives to standard likelihood-based methods, and be able to identify situations in which these methods are useful.

Assessment

Written assignments
Practical exercises.

Prerequisites

EPM5002

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/epidemiology/pgrad

Leader(s): Professors A Forbes & J Carlin

Offered

Alfred Hospital Second semester 2009 (Off-campus)

Synopsis

This unit explores biostatistical applications of linear models with an emphasis on underlying theoretical and computational issues, practical interpretation and communication of results. By a series of case studies, students explore extensions of methods for group comparisons of means (t-tests and analysis of variance) to adjust for confounding and to assess effect modification/interaction, together with the development of associated inference procedures. Multiple regression strategies and model selection issues will be presented together with model checking and diagnostics. Nonparametric regression techniques, and random effects and variance components models will also be outlined.

Objectives

On completion of this unit students should be able to:

1. understand the major theoretical and computational issues underlying analyses based on linear models;
2. develop appropriate regression modelling strategies based on unit matter considerations, including choice of models, control for confounding and appropriate parameterisation;
3. be proficient at using a statistical software package (eg. Strata) to perform multiple regression and analysis of variance;
4. understand the construction, use and interpretation of regression modelling diagnostics;
5. express the results of statistical analyses of linear models in language suitable for communication to medical investigators or publication in biomedical or epidemiological journal articles; and
6. appreciate the role of modern techniques including nonparametric smoothing and variance components models.

Assessment

Two written assignments
Practical exercise

Prerequisites

MPH1040, EPM5002 and EPM5003

Prohibitions

This unit is only available to students enrolled in the Graduate Certificate, Graduate Diploma or Masters of Biostatistics.

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/epidemiology/pgrad

Leader(s): Professor C D'Este

Offered

Alfred Hospital First semester 2009 (Off-campus)
Alfred Hospital Second semester 2009 (Off-campus)

Synopsis

This unit will describe and demonstrate the complexity of data management and statistical computing methods. It will enable students to communicate effectively about the issues in storing and retrieving information, and in assessing the quality and limitations of data repositories. It uses examples from real data sets to give students practical skills in design, data management, assessment of data quality and handling of large volumes of data.

Objectives

On completion of this unit students should be able to demonstrate:

1. Understanding of different sources and methods of data storage such as unit records, matrix files, longitudinal data, relational databases;
2. Understanding of relational database concepts and design, and other data structures;
3. Proficiency in the handling and analysis of large data sets;
4. Skills in data manipulation and management using the major statistical software packages;
5. Skills in linking files through unique and non-unique identifiers;
6. Understanding of data quality control and data entry methods, and experience in applying validation checks to data;
7. Skills in data cleaning, identification of outliers and data trimming using appropriate statistical methods;
8. Understanding of processes leading to finalisation of data sets prior to analysis;
9. Ability to communicate with researchers in data-related issues of design, conduct and analysis of studies.

Assessment

Written assignments
final examination

Co-requisites

MPH1040

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/epidemiology/pgrad

Leader(s): Professor A Dobson

Offered

Not offered in 2009

Synopsis

Practical applications of statistical methods in clinical and diagnostic settings. Methods for assessment of clinical agreement, statistical properties of diagnostic tests and their interpretation, statistical and ethical issues involved in screening tests & fundamentals of modelling for clinical prediction. In-depth analysis of issues in systematic reviews of medical research studies, including selection and appraisal of studies, levels of evidence, meta-analytic methods for estimating effect sizes using fixed and random effect models, assessing heterogeneity and publication bias.

Objectives

On completion of this course students should be able to:

1. demonstrate a broad understanding of statistical methods in evidence-based health care;
2. determine appropriate statistical methods of particular relevance to evidence-based health care in particular clinical applications; and
3. correctly employ these statistical methods and have the skills to effectively communicate with clinicians on the application of these methods and interpretation of results.

Assessment

Written assignments (100%).

Prerequisites

MPH1040 and EPM5002

Co-requisites

EPM5003

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/epidemiology/pgrad

Leader(s): Associate Professor P Ryan

Offered

Alfred Hospital Second semester 2009 (Off-campus)

Synopsis

This unit will introduce randomised comparisons as a major tool used in medical
research and the basis of providing evidence for improving clinical practice. By
developing problems based on clinical questions, the need and value of different
experimental designs will be introduced and expanded. Within this context, issues
with regards to randomisation, clinical study design and analysis interpretation will
be developed. Efficiency issues such as sample size and power will be introduced at
appropriate points in the unit.

Objectives

On completion of this unit, students will be able to:

1. Identify the benefits of randomisation as a mechanism for reduction and balancing

2. Demonstrate knowledge of the principles behind the common experimental designs

3. Describe the efficiency advantages of crossover designs, and be able to design,

4. Demonstrate an understanding of the principles underlying Phase I , II and III and IV

5. Appreciate the importance of sample size in clinical studies, and perform sample size

Assessment

3 Written Assignments (20% each)
1 Final Assignment (40%)

Contact hours

Off campus students:
Twelve hours per week, consisting of (on average) 4 hours per week for reading core
material, 4 hours per week completing exercises (manual, computer-based, or on-line), 2 hours per week for on-line communication with teaching staff or students via WebCT, and 2 hours per week for assignment preparation. No residential component is required for this subject.

Prerequisites

EPM5002

Co-requisites

EPM5003

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/epidemiology/pgrad

Leader(s): Professor A Forbes & Associate Professor J Carlin

Offered

Alfred Hospital First semester 2009 (Off-campus)

Synopsis

This unit will develop statistical models for longitudinal and correlated data in medical research. The concept of hierarchical data structures will be developed, together with simple numerical and analytical demonstrations of the inadequacy of standard statistical methods. Normal-theory model and statistical procedures i.e. mixed linear models are explored using SAS or Stata statistical software packages. Extension to non-normal outcomes emphasising clinical research question. Case studies contrast generalised estimating equations and generalised linear mixed models. Limitations of traditional repeated measures analysis of variance and non-exchangeable models.

Objectives

On completion of this unit students should be able to:

1. Recognise the existence of correlated or hierarchical data structures, and describe the limitations of standard methods in these settings;
2. develop and analytically describe an appropriate model for longitudinal or correlated data based on unit matter considerations;
3. be proficient at using a statistical software package (eg Strata or SAS) to properly model and perform computations for longitudinal data analyses, and to correctly interpret results; and
4. express the results of statistical analyses of longitudinal data in language suitable for communication to medical investigators or publication in biomedical or epidemiological journal articles.

Assessment

Written assignments
Practical exercises.

Prerequisites

MPH1040, EPM5002, EPM5003, EPM5004 & EPM5009

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/epidemiology/pgrad

Leader(s): Prof A. Dobson

Offered

Alfred Hospital Second semester 2009 (Off-campus)

Synopsis

This unit will explore biostatistical applications of generalised linear models with an emphasis on underlying theoretical issues, and practical interpretation of the results of fitting these models. Relevant methods for 2 x 2 and 2 x k tables extended into logistic regression for a binary outcome as a special case of generalised linear modelling. Measures of association and modelling techniques for ordinal outcomes. Methods for analysing count data. Techniques for dealing with matched data e.g. from case control studies.

Objectives

On completion of this unit students should be able to:

1. understand the major theoretical aspects of generalised linear models;
2. appreciate regression modelling strategies for generalised linear models;
3. including estimation issues, choice of models, prediction and goodness of fit of a selected model;
4. be proficient in the analysis of binary outcome data, either form a standard study design or from a matched study design;
5. be capable of analysing ordered and unordered categorical outcomes using simple measures of association and complex regression models;
6. be capable of analysing count data whether it satisfies standard distributional assumptions or whether it is over dispersed.

Assessment

Written assignments
Practical exercises

Prerequisites

MPH1040, EPM5002 and EPM5003

Co-requisites

EPM5004

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/epidemiology/pgrad

Leader(s): Associate Professor G. Heller

Offered

Alfred Hospital First semester 2009 (Off-campus)

Synopsis

Biostatistical applications of survival analysis with emphasis on underlying theoretical and computational issues, practical interpretation and communication of results. Case studies, students will explore the various methods for handling survival data. Kaplan-Meier curve definition and its extension, survival prospects using logrank test and confidence intervals for relative risks, graphical displays and assessing underlying assumptions. Mantel-Haenszel method's connection to survival analysis. Cox proportional hazards model for handling continuous covariates. Various extensions of this model, including time-dependent covariates, multiple outcomes and censored linear regression model.

Objectives

On completion of this unit students should be able to:

1. understand the major theoretical and computational issues underlying survival analysis;
2. develop appropriate survival analysis strategies based on unit matter considerations, including choice of models, control for confounding and appropriate parameterisation;
3. be proficient at using at least two different statistical software packages (eg Strata, Excel) to perform survival analysis;
4. Understand the construction, use and interpretation of appropriate graphs for showing results and checking statistical assumptions;
5. express the results of statistical analyses of censored data in language suitable for
1. communication to medical investigators and
2. publication in biomedical or epidemiological journals; and
6. appreciate the role of newer techniques including parametric non-modelling, floating odds ratios and competing risks.

Assessment

Written assignments 100%.

Prerequisites

MPH1040, EPM5002, EPM5003 and EPM5004

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/epidemiology/pgrad

Leader(s): Professor A. Forbes

Offered

Alfred Hospital First semester 2009 (Off-campus)
Alfred Hospital Second semester 2009 (Off-campus)
Alfred Hospital Full year 2009 (Off-campus)

Synopsis

Students will be exposed to real-life biostatistical problems in an academic health research environment, industry or government under supervision by an experienced biostatistician with a staff or honorary appointment at Monash University. They will be allocated, or may select, 1 or more research projects, and required to make regular contact with the associated health research personnel together with the supervisor. Under the guidance of the supervisor, the student will assume responsibility for statistical aspects of the relevant research project(s), and perform an analysis of appropriate complexity for the project then present and interpret the results in a written and oral form.

Objectives

On completion of this unit students should be able to:

1. appreciate the challenges facing a biostatistician in professional practice;
2. demonstrate strategies for elicitation of pertinent research questions and associated biostatistical issues from a health or medical research project;
3. collaborate with a medical researcher in devising a strategy for statistical analysis of the research data;
4. perform data integrity checks and an appropriate statistical analysis;
5. present the results and their interpretation in a written report suitable for presentation to a clinical research journal.

Assessment

Written report 100%

Contact hours

20 hours per week

Prerequisites

MPH1040, EPM5002, EPM5003, EPM5004, EPM5005 and EPM5009

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/epidemiology/pgrad

Leader(s): Professor Graham Wood

Offered

Alfred Hospital Second semester 2009 (Off-campus)

Synopsis

The unit begins with a brief review of elementary molecular biology: DNA, RNA, the central dogma, meiosis, mitosis and genes. Some fundamental mathematical tools for statistical analysis are also reviewed. The course then covers sequence alignment, database searching, Mendelian genetics and techniques for discovering connections between genes and disease: association, linkage and variance components studies.

Objectives

At the completion of this unit the student should be able to:

1. Explain the core dogma of molecular biology and the central ideas of population genetics.
2. Given a problem which requires genome or proteome data for its solution, access appropriate web based sources for data, and download the data in suitable format.
3. Understand and apply core bioinformatics techniques for the analysis of DNA and protein sequence data, such as global sequence alignment, CLAST, Hidden Markov Models, evolutionary models and phylogenetic tree fitting.
4. Process large quantities of data (such as the expression profiles of thousands of genes resulting form microarray experiments) using R, and communicate results in language suitable for presentation to both a bioinformatics journal and a lay audience.

Assessment

The assessment for this subject will involve four written assignments, each
worth 15% plus a comprehensive final assignment worth 40%. The assignments will
each involve the application of theory to problems specific to the various analytical tasks in bioinformatics.

Prerequisites

MPH1040; EPM5002; EPM5003; EPM 5004, EPM5009

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/epidemiology/pgrad

Leader(s): Dr L Gurrin

Offered

Not offered in 2009

Synopsis

This unit provides a thorough introduction to the concepts and methods of modern Bayesian statistical methods with particular emphasis on practical applications in biostatistics. Comparison of Bayesian concepts involving prior distributions with classical approaches to statistical analysis, particularly likelihood based methods. Applications to fitting hierarchical models to complex data structures via simulation from posterior distributions using Markov chain Monte Carlo techniques (MCMC) with the WinBUGS software package.

Objectives

On completion of this unit students should be able to:

1. Explain the logic of Bayesian statistical inference i.e. the use of full probability models to quantify uncertainty in statistical conclusions.
2. Develop and analytically describe simple one-parameter models with conjugate prior distributions and standard models containing two or more parameters including specifics for the normal location-scale model.
3. Appreciate the role prior distributions and have a thorough understanding of the connection between Bayesian methods and standard 'classical' approaches to statistics, especially those based on likelihood methods.
4. Recognise situations where a complex biostatistical data structure can be expressed as a Bayesian hierarchical model, and specify the technical details of such a model.
5. Explain and use the most common computational techniques for use in Bayesian analysis, especially the use of simulation from posterior distributions based on Markov Chain Monte Carlo (MCMC) methods, with emphasis on the practical implementation of such techniques in the WinBUGS package.
6. Perform practical Bayesian analysis relating to health research problems, and effectively communicate the results.

Assessment

Written assignments 100%.

Prerequisites

MPH1040; EPM5002; EPM5003; EPM5004; EPM5009

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/epidemiology/pgrad

Leader(s): A/Prof R Wolfe

Offered

Alfred Hospital First semester 2009 (Off-campus)
Alfred Hospital Second semester 2009 (Off-campus)

Synopsis

This unit involves the study of basic probability and calculus-based methods of underpinning probability distributions and parameter estimation.

Objectives

Upon completion of this unit, students should be able to:

1. Demonstrate an understanding of the meaning and laws of probability;
2. Apply calculus-based tools to derive key features of a probability distribution, such as mean and variance;
3. Understand the theoretical basis for estimation via likelihood based methods;
4. Apply calculus based tools to derive estimators from likelihood functions;
5. Understand properties of parameter estimators and the usefulness of large sample approximations in statistics;
6. Appreciate the role of simulation in demonstrating and explaining statistical concepts.

Assessment

Written Assignments 80%
Practical written exercises 15%
Online discussion 5%

Prerequisites

EPM5002

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/epidemiology/pgrad

Leader(s): Professor Andrew Forbes

Offered

Alfred Hospital First semester 2009 (Off-campus)
Alfred Hospital Second semester 2009 (Off-campus)

Synopsis

This unit will involve students being exposed to a real-life biostatistical problem arising in an academic health research environment or industry. They will be supervised by an experienced biostatistician with a staff or honorary appointment at Monash University. Students will be allocated, or may select, one research project to be involved in, and will be required to make regular contact with the associated health research personnel together with the supervisor. The student will perform an analysis of appropriate complexity for the project and present and interpret the results in a written form to the health researcher and supervisor.

Objectives

On completion of this unit students should be able to:

1. appreciate the challenges facing a biostatistician in professional practice;
2. demonstrate strategies for elicitation of pertinant research questions and associated biostatistical issues from a health or medical research project;
3. collaborate with a medical researcher in devising a strategy for statistical analysis of the research data;
4. perform data integrity checks and an appropriate statistical analysis;
5. present the results and their interpretation in a written report suitable for presentation to a clinical research journal.

Assessment

Written report 100%

Prerequisites

MPH1040, EPM5002, EPM5003, EPM5004, EPM5005, EPM5009

Leader(s): A/Prof V Gebski

Offered

Alfred Hospital Second semester 2009 (Off-campus)

Synopsis

This unit introduces advanced methods used in clinical research & clinical trials in particular. Group sequential methods are introduced as a mechanism for allowing investigators to perform interim analyses while the data is accumulating without compromising the scientific & statistical validly of the study. Regulatory guidelines for conduct & reporting of clinical trials are presented & discussed in detail. More advanced designs than the simple parallel-group randomized trial to assess superiority are presented, namely crossover, equivalence & non-inferiority trials. Finally an introduction to problems of defining & using surrogate endpoints as substitutes for direct clinical outcomes will be provided, including definitions, statistical properties & examples.

Objectives

On completion of this unit, students should be able to:

1. Formulate an interim analysis plan for randomised trial and perform the corresponding specialized analyses;
2. Demonstrate knowledge of the regulatory issues and principles underlying the conduct of any clinical trial;
3. Understand and explain the basis for cross-over trials, their advantages and their pitfalls together with analysis methodology for such trials;
4. Understand and apply the principles underpinning equivalence and non-inferiority trials
5. Appreciate issue associated with defining and using valid surrogate end points as alternatives to primary clinical end points and apply these in practical settings.

Assessment

Four written assignments (worth 25%, 25%, 10%, 40% respectively).

Prerequisites

EPM5002, EPM5003, EPM5004

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/epidemiology/pgrad

Leader(s): Dr G Petterson

Offered

Alfred Hospital First semester 2009 (Day)

Synopsis

Principles of ethical theory as a foundation for study in bioethics. Different models of ethical theory and reasoning discussed, various cultural and religious traditions explored. The approach provides a comparative cultural background within which students are able to contextualise bioethical debates. Issues in meta-ethics considered prior to discussion of three main traditional perspectives in normal ethics - Kantianism, Utilitarianism, and Virtue Ethics.

Objectives

On completion of this unit students should be able to:

1. understand the nature and role of ethics and values in society, particularly in a multicultural context;
2. appreciate the different theories on moral thinking and ethics that have historically developed in East and West (i.e. from a cross-cultural and global perspective);

Assessment

1 Examination (40%)
1 Essay (40)
1 Oral presentation (20%).

Contact hours

2 contact hours per week

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/epidemiology/pgrad/

Leader(s): A/Prof B Loff

Offered

Alfred Hospital First semester 2009 (Day)

Synopsis

Develops the critical ability to evaluate the human rights considerations pertinent to research in situation in which the autonomy of potential participants is gravely diminished, for example: refugee populations, people living in poverty, conditions of civil rights violations, war or internal conflicts. How should research with vulnerable populations be undertaken, if at all?

Objectives

At the completion of this unit, students should be able to:

1. Demonstrate clear understanding of the characteristics that make a research population particularly vulnerable;
2. Demonstrate some understanding of the role of research in the context of vulnerable populations;
3. Show familiarity with innovative research methods used to study sensitive issues in vulnerable populations;
4. Demonstrate a degree of critical ability in the evaluation of the ethical and human rights considerations pertinent to research in vulnerable populations.

Assessment

Oral presentation 30%
Written assignments 70%

Contact hours

5 day intensive block

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/epidemiology/pgrad/

Leader(s): Dr J Black

Offered

Alfred Hospital Second semester 2009 (Day)

Synopsis

Practical experience in critically appraising both published research findings and proposals for new research. All the principle types of public health and clinical studies, including vaccine trials, are considered through guided reading and class discussion of both contemporary and landmark studies.

Objectives

On completion of this unit students should be able to demonstrate:

1. an understanding of what critical appraisal of published research is and why it is necessary;
2. an understanding of the different levels and strengths of evidence;
3. proficiency in finding information and evidence, including electronic and internet searching and bibliographic tools;
4. Knowledge of the common types of study, and the features that determine the usefulness of a particular study of each type. These include randomised controlled trials, qualitative research, economic studies, case-control studies, cohort studies and vaccine trials;
5. proficiency in appraising published or proposed studies of therapeutic interventions, of diagnostic techniques, of the aetiology and natural history of disease, of disease prevention and of prognosis; and
6. an ability to communicate their assessment of a study both verbally and in writing.

Assessment

Written assignments 80%
Class presentation 20%

Contact hours

2 contact hours per week

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/epidemiology/pgrad/

Leader(s): Dr D Zion

Offered

Alfred Hospital Second semester 2009 (Day)

Synopsis

Builds awareness of key bioethical issues in research and in international collaborative health research. The history of rules guiding research and essential components of ethical review process. Geopolitical purposes, 10/90 disequilibrium, relationship between research parties including host and sponsor countries, multilateral organisations and pharmaceutical companies, trial design and community / potential participants, informed consent, placebo controlled trials, justice issues including benefit access and capacity building. Different international and national guidelines reviewed.

Objectives

On completion of this unit, students should be able to:

1. demonstrate an understanding of the key ethical issues in research;
2. show familiarity with the historical development of ethical review of medical research in its geopolitical context;
3. show familiarity with current international and national guidelines for medical research;
4. identify the substantive issues and controversies that arise when medical research sponsored by an industrialised country is conducted in a developing country;
5. demonstrate an understanding of the complexities that arise when research is conducted in resource poor settings or in settings where civil rights are compromised and in environments without functioning ethical review mechanisms;
6. demonstrate some insights into why so little of the research conducted in resource poor settings is relevant to the needs of those populations and why little benefit accrues to those populations subsequent to research;

7. formulate some recommendations concerning potential responses to the issues raised during the unit.

Assessment

Oral presentation 30%
Written assignments 70%

Contact hours

2 contact hours per week for on-campus students.

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/epidemiology/pgrad/

Leader(s): Ms H Potts

Offered

Alfred Hospital Second semester 2009 (Day)

Synopsis

Introductory approach to international and domestic law to research. Examination of legal approach to substantive issues such as consent, confidentiality, discrimination, contract, intellectual property and human rights as well as different international codes, guidelines and standards. Roles and power of international organisations such as WHO, World Bank, Asian Development Bank, UNAIDS, UNESCO and UN.

Objectives

On completion of this unit, students should be able to:

1. demonstrate an understanding of the operation of the legal system and the sources of law, both national and international;
2. show familiarity with the roles and powers of the various legal institutions that have a role in regulating the legal context, from courts through to international organizations that set standards;
3. demonstrate an understanding of the key areas of law which affect research, including consent, confidentiality, discrimination, contract, intellectual property and human rights within national legal systems;
4. demonstrate an understanding of the range of international codes and guidelines that affect research, and harmonization of the standards;
5. identify the legal issues that arise in relation to proposals for research involving humans;
6. distinguish legal from ethical issues and explain the respective roles of both in relation to research or humans;

7. analyse a research project in terms of the legal and ethical issues that affect it.

Assessment

Oral presentation 30%
Written assignments 70%

Contact hours

2 contact hours per week

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/epidemiology/pgrad/

Leader(s): Ms H Potts

Offered

Alfred Hospital Summer semester A 2009 (On-campus block of classes)

Synopsis

Assignment to a human research ethics committee. Observation of aspects of their functioning, including understanding the different perspectives of the various members of the committee, and the administrative processes involved in running such a committee.

Objectives

On completion of this unit students should be able to:

1. demonstrate an understanding of the composition of a human research ethics committee, and the roles of each of the different members;
2. demonstrate an understanding of the practical processes involved in the day-to-day running of a human research ethics committee;

3. critically evaluate the ethical considerations of typical quantitative and qualitative research proposals from the perspective of the different members of a human research ethics committee.

Assessment

Written assignment 80%
Class presentation 20%

Contact hours

5 Day Block

Additional information on this unit is available from the faculty at:

http://www.med.monash.edu.au/epidemiology/pgrad/

Leader(s): Dr Stuart Thomas

Offered

Caulfield First semester 2009 (Off-campus)

Synopsis

This unit aims to equip professionals with a broad-based understanding of basic legal and criminological principles. The unit then builds on this knowledge by examining key areas involving the interaction between mental health and the law, and examining the role of the 'expert witness'.

Objectives

Upon completion of this unit the student will be able to:

1. Explain the role of the law and the criminal justice system in society;
2. Describe in broad terms the assumptions and limitations of major criminological theories (biological, sociological and psychological);
3. Summarise the basic processes involved in the operation of the criminal justice system;
4. Describe the legal and ethical constraints in working at the interface between mental health and the law;
5. Discuss the legal and ethical constraints in working at the interface between mental health and the law;
6. Describe the roles and functions of an expert witness.

Assessment

Short answer questions 15%
Structured task 25%
Workshop presentation 10%
Essay 50%

Off-campus attendance requirements

One day workshop

Leader(s): Dr Andrew Carroll

Offered

Caulfield First semester 2009 (Off-campus)

Synopsis

Designed to provide students with an understanding of the role of mental health in criminal offending this unit provides an overview of the relevant research (drawn from psychological, psychiatric, criminological and sociological studies), key findings and the practical implications of these findings. Different types of mental disorders (psychotic, mood, personality, substance) associated with offending are considered and explanatory models which incorporate the role of symptoms, cognitions, biological and sociological factors are discussed.

Objectives

On completion of this unit the student will be able to:

1. Critically evaluate the evidence for an association between mental disorder and criminal offending;
2. Outline various possible explanations for the association between mental disorder and criminal offending;
3. Explain the concepts of 'psychopathy', 'antisocial personality disorder', 'sever personality disorder', and their relevance to offending and rehabilitation;
4. Explain the evidence based principles for effective rehabilitation of offenders;
5. Describe the role of addictions including substance abuse and pathological gambling as risk factors for offending; and
6. Outline methods for assessment and treatment of addictions.

Assessment

Short answer questions workbook 15%
Workshop: oral presentation 10%
Log book with case/practice examples 20%
Essay (2500 wds) 55%

Off-campus attendance requirements

One Day workshop

Leader(s): Dr Michael Daffern

Offered

Caulfield Second semester 2009 (Off-campus)

Synopsis

This unit is designed to assist professionals working within both Correctional Services and Mental Health Services to develop a better understanding of the causes of conflict between the two systems, the issues that underpin such conflict and to develop ways of more effectively working at the interface of these two systems. The unit is also designed to equip professionals with a deeper understanding of the role of mental health clinicians and the clinical challenges associated with working within the correctional system.

Objectives

On completion of this unit, the student will be expected to be able to:

1. Discuss various theories relating to the purpose and role of imprisonment;
2. Identify challenges associated with the assessment and management of mental health issues in correctional settings;
3. Summarise the specific mental health needs of minority populations in correctional settings;
4. Describe appropriate systemic and clinical responses to the challenge of self harming behaviours in custody.

Assessment

Short answer questions workbook 15%
Workshop: presentation 10% and report (800-1000 wds)25%
Essay (2500 wds) 50%

Off-campus attendance requirements

One-day on campus workshop

Leader(s): Dr Teresa Flower

Offered

Caulfield First semester 2009 (Off-campus)

Synopsis

This unit has been designed to create a developmental context for understanding a range of issues which characterise at risk behaviour in youth. Students will gain a broader understanding of these behaviours, as seen from a range of perspectives: legal, epidemiological, psychological, sociological and psychiatric. The unit will be of interest to those currently working with at risk youth as well as providing insights into the aetiology of a range of maladaptive behaviours in adult life.

Objectives

Upon completion of this unit the student will:

1. Discuss the interface between children and the legal system;
2. Outline the basic principles of assessment and management of risk in childhood and adolescence;
3. Describe critically the evidence relating to long term consequence of adverse experiences in childhood and adolescence;
4. Outline a developmentally appropriate decision making process.

Assessment

Short answer questions 15%
Workshop presentation 10%
Workshop report 25%
Essay (2500-3000) wds 50%

Off-campus attendance requirements

One-day workshop on campus.

Leader(s): Dr Andrew Carroll

Offered

Caulfield First semester 2009 (Off-campus)

Synopsis

The unit covers the aetiology and principles of management of commonly occurring antisocial 'problem behaviours' : violence, stalking, uttering threats, sexual offending, fire-setting, and abnormal complaining. Based on psychological and criminological theory of such behaviours a framework is presented, then applied to each specific behaviour. The role of mental disorder in the genesis of such behaviours is considered incorporating the multiple psychological and social factors involved. Students will gain a theoretical understanding and develop a pragmatic model for working with a broad range of perpetrators in an ethical and evidence-based fashion.

Objectives

On completion of this unit students will be able to:

1. Apply a structured evidence-based approach to common problematic antisocial behaviours, which incorporates both individually-based and situationally based variables;
2. Describe the epidemiology, social impacts, common perpetrator characteristics and high-risk situational contexts for the commission of common problem behaviours (stalking, issuing threats, pathological complaining, fire-setting, sexual offending, violence);
3. Outline the key principles involved in managing such behaviours, including cognitive, behavioural, psychiatric and legal approaches;
4. Describe the role of mental disorders in the aetiology of common problem behaviours; and
5. Explain the broader societal factors involved in the commission of such behaviours and, conversely, the impact of such behaviours on public safety and well-being.

Assessment

Case based tasks 15%
Oral presentation 10%
Log book 20%
Essay 55%

Off-campus attendance requirements

One-day workshop on campus

Leader(s): Dr Andrew Carroll

Offered

Caulfield Second semester 2009 (Off-campus)

Synopsis

This unit provides students with a conceptual framework for the assessment and management of risk. Key theoretical and systematic principles are emphasized, so that the knowledge obtained will be applicable to a broad range of professional backgrounds. This unit will familiarize students with the key theoretical and basic statistical concepts involved in assessing and managing risk, with special reference to human services and criminal justice systems. It will encourage an ethical, effective systemic approach to risk management and quality assurance. Common concerns such as medico-legal liability, defensible decision making documentation and information sharing will be covered.
Special emphasis will be given to assessment and management of three areas of common concern: the risk of aggression; the risk of suicide; and the risk of client disengagement from services.

Objectives

Upon completion of this unit the student will be able to:

1. Explain key theoretical and basic statistical concepts involved in risk assessment and outcome monitoring;
2. Apply a systemic approach to the assessment and management of risk in their daily practice;
3. Describe contemporary approaches to systemic 'error' management, including the basics of 'root cause analysis';
4. Apply knowledge derived from coronial and other post-incident enquiries to their own professional practice;
5. Describe the potential sources of human error and how these may be minimized to optimise outcomes;
6. Explain the principles behind legal liability for negligence and hence minimize the risk of litigation in their own practice;
7. Describe contemporary evidence-based risk management approaches to: aggression, suicide, client disengagement (noncompliance).

Assessment

Short answer questions 10%
Reflective assignment 30%
Workshop presentation 10%
Essay (2000 wds) 50%

Off-campus attendance requirements

One-day on campus workshop.

Leader(s): Dr Kylie Thomson

Offered

Caulfield Second semester 2009 (Off-campus)

Synopsis

This unit provides students with an understanding of the aetiology and management of personality disorders prevalent in the forensic context. A framework (based on principles derived from psychological, psychiatric, sociological and criminological theory) for understanding personality disorder is presented and then applied to each specific personality disorder: antisocial, psychopathic, narcissistic, borderline, paranoid, and schizoid. The student will develop both a theoretical understanding of personality disorder and principles for working effectively with people with personality disorders who are in a forensic context. These principles are evidence-based.

Objectives

Upon completion of this unit the student will be able to:

1. Describe the conceptual underpinnings and limitations of personality disorder;
2. Describe the relationship between personality disorder and offending behaviour;
3. Describe the impact of personality disorders on forensic services (at individual and systems level) and the impact of the forensic system on those with a personality disorder;
4. Outline the key treatment and management interventions in forensic contexts for those with personality disorders, including cognitive-behavioural, pharmacological and legal approaches.

Assessment

Short answer questions workbook 15%
Workshop: oral presentation 10%
Log book with practical cases/applications 25%
Essay (2500 wds) 50%

Off-campus attendance requirements

One day on-campus workshop.

Leader(s): Associate Professor Trish Martin

Offered

Caulfield Second semester 2009 (Off-campus)

Synopsis

This unit will explore the social, political, legal, ethical and practice context of care for mentally disordered offenders. Clinical issues in forensic psychiatry and the needs of forensic mental health patients will be discussed. The knowledge and skills required by forensic mental health nurses to assess and care for mentally disordered offenders will be developed.

Objectives

Upon completion of this unit the student will be able to:

1. Identify the factors (including historic, social, legal, medical, ethical) that shape forensic mental health care;
2. Identify the specialist clinical nursing issues (including knowledge, skills, policy, practice, contextual) in forensic psychiatry;
3. Demonstrate the knowledge and skills required by forensic mental health nurses in the assessment and care of mentally disordered offenders.

Assessment

Workshop assessment task 10%
Workshop reflective journal containing three case examples (1000 wds each) 30%
Essay (3500 - 4000 wds) 60%

Off-campus attendance requirements

One day on-campus workshop.

Leader(s): Ms H McKelvie

Offered

Clayton Full year 2009 (Off-campus)

Synopsis

The law of evidence is a branch of adjectival law consists of legal rules, procedural rules and administrative arrangements whereby courts and tribunals within the justice system receive and evaluate evidence.

To perform satisfactorily as a forensic medical practitioner, their evidential and communication skills must be of a high order. This unit will enable students to gain practical skills in the delivery of medical evidence in courts and tribunals in the preparation of medicolegal reports to be used as items of evidence and in the techniques of advocacy that can modify the way in which a medical practitioner's evidence is received by the courts.

Tutorials and presentations will be used to lay the foundations for some of the basic academic objectives of the course. Workshops will be used to establish witness skills and oral communication techniques and moot court will be used to develop practical skills in presenting evidence and developing strategies to deal with the medicolegal and advocacy issues that arise during examination and cross-examination.

Objectives

On completion of this unit the student is expected to:

1. display an understanding of decision making processes in legal practice;
2. demonstrate knowledge of the general principles of the laws of evidence;
3. comprehend the special rules regarding opinion evidence;
4. understand the role of the expert witness;
5. be conversant with the rules governing the reception of evidence to the courts;
6. demonstrate competency in preparing medico-legal reports;
7. have developed the skills required to present evidence in court;

Assessment

Assignments/Essays (50%)
Casebook Workbook (25)
Skills Evaluation (25%)

Leader(s): Associate Professor D Wells

Offered

Clayton Full year 2009 (Off-campus)

Synopsis

The unit focuses on the issues surrounding the interpretation of injuries. Areas include the pathophysiology of injuries with particular reference to the anatomical, physiological and pathological principles; injury classification; documentation including forensic photography; injury patterns and circumstances of causation. Students will be expected to participate with clinical and post mortem cases.

Objectives

On completion of this unit the student will be expected to:

1. display an understanding of the pathophysiology of injuries;
2. show familiarity with the factors limiting accurate injury interpretation;
3. interpret the forces producing injuries;
4. apply the principles of forensic photography;
5. demonstrate a detailed understanding of the classification of injuries;
6. be able to accurately document injuries;
7. analyse and interpret mechanisms and circumstances by which the injuries were sustained.

Assessment

Assignments / Essays (20%)
Case Studies (30%)
Casebook workbook (30%)
Skills Evaluation (20%)

Leader(s): Emeritus Professor L Waller

Offered

Clayton Full year 2009 (Off-campus)

Synopsis

The unit aims to help students become familiar with the tools and vocabulary of ethical discourse in medicine. A framework for this discourse is built, based on the four basic principles of autonomy, beneficence, non-maleficence and justice. The elements which go to make up the Australian Legal System are covered as well as those particular areas of law relating to forensic medical practice, ie. consent, confidentiality and disclosure, issues at both the beginning and end of life.

Objectives

The aims of this unit are:

1. to develop the student's awareness and understanding of the ideas and issues in medical ethics so that in practice, the interests of their patients/clients are safeguarded;
2. to develop the student's knowledge and understanding of relevant areas of the law so that in practice their contribution to the justice system is optimal.

Assessment

Assignments / Essays (50%)
Presentations (25%)
Casebook Workbook (25%)

Leader(s): Dr M Odell

Offered

Clayton Full year 2009 (Off-campus)

Synopsis

The aim of this unit is to present the medical issues applicable to road trauma. The topics covered include the law and policing practices, driving skills and the impact of alcohol, other drugs and medical conditions on these skills, the principles of traffic engineering and road trauma epidemiology.

Objectives

On completion of this unit the student will be expected to:

1. display an understanding of the history of road trauma and the counter measures introduced to combat the road toll;
2. show familiarity with road safety legislation;
3. evaluate policing practices impacting on road safety;
4. demonstrate an understanding of the effects of a range of medical conditions upon driving skills with particular reference to licensing;
5. evaluate the effects of alcohol and other drugs upon driving skills;
6. display a comprehension of the procedures and practice of investigating vehicle collisions;
7. interpret common jury patterns resulting from road trauma;
8. evaluate blood drug levels with regard to the effects of drugs on driving skills;
9. display an understanding of drug toxicology.

Assessment

Assignments / Essays (80%)
Presentations (10%)
Casebook Workbook (10%)

Leader(s): A/Prof M Levy

Offered

Clayton Full year 2009 (Off-campus)

Synopsis

The aim of this unit is to present and discuss the current issues arising from the provision of a medical service in a custodial setting. The topics to be covered include penal institutions and the powers and responsibilities of custodians; ethical issues; fitness for interview; fitness for detention; deaths in custody; interpersonal violence and the assessment and management of some frequently presenting medical problems.

Objectives

On completion of this unit the student is expected to:

1. understand the responsibilities and powers of custodians;
2. display a knowledge of custodial and penal institutions;
3. show familiarity with the procedures for investigating complaints by prisoners and the issues surrounding deaths in custody;
4. comprehend the ethical issues of the doctor/patient relationship in a custodial setting;
5. conduct an assessment of an individual's fitness to be interviewed or detained in custody;
6. recognise and manage a range of medical problems presenting in the custodial setting.

Assessment

Assignments / Essays (30%)
Case Studies (40%)
Presentations (10%)
Casebook Workbook (20%)

Leader(s): Dr A Raymond

Offered

Clayton Full year 2009 (Off-campus)

Synopsis

Practitioners need to be familiar with the scope and limitations of the various branches of forensic science to know when and how they may assist in particular cases. Topics to be covered include the principles of forensic science, forensic biology, forensic botany, crime scene examination, specimen collections, toxicology, forensic anthropology, forensic odontology and forensic entomology.

Objectives

On completion of this unit the student is expected to:

1. show familiarity with the principles of forensic science generally and its scope;
2. comprehend the scope and limitations of forensic science generally and its subsections in particular;
3. understand the tests and analyses used in braches of forensic science to assist in the proper application of their results in particular cases;
4. know what specimens would be applicable for forensic science analysis in particular cases;
5. demonstrate competence in the collection storage and security of forensic specimens;
6. evaluate results of forensic scientific analysis meaningfully.

Assessment

Assignments / Essays (25%)
Case Studies (15%)
Presentations (10%)
Csebook Workbook (50%)

Leader(s): Dr A Williams

Offered

Clayton Full year 2009 (Off-campus)

Synopsis

Sexual assault is addressed in this unit as it pertains to a doctor working in a therapeutic and forensic role with victims. Theoretical and historical perspectives are considered in order to provide a thorough grounding for practical discussions on current legislation, police investigation and what is known about offenders. The medical role will be examined in detail. Forensic responsibilities are dealt with including specimen collection, laboratory liaison and injury interpretation. The unit will address the medico-legal report and the role of the expert witness in court appearances.

Objectives

On completion of the unit the student will be expected to:

1. display an understanding of historical and theoretical aspects of sexual assault;
2. demonstrate an understanding of the broad range of circumstances where sexual assault occurs;
3. provide a comprehensive medical service to a victim of sexual assault;
4. demonstrate a comprehensive knowledge of the forensic responsibilities in sexual assault;
5. be able to accurately interpret injuries resulting from sexual assault;
6. prepare medico-legal reports in cases of sexual assault.

Assessment

Assignments / Essays (35%)
Case Studies (25%)
Casebook Workbook (35%)
Skills Evaluation (5%)

Leader(s): Dr T Donald

Offered

Clayton Full year 2009 (Off-campus)

Synopsis

Paediatric Forensic Medicine encompasses the medico-legal issues arising from the provision of a medical service to children. The unit will largely focus on the medical assessment of suspected cases of child abuse. The aim of this unit is to develop student's skills in the evaluation and management of children suspected of being abused. Integral to both evaluation and management will be a knowledge of the relevant legislation, policing and protective agencies, injury patterns, specialised investigative techniques and treatment.

Objectives

On completion of this unit the student will be expected to:

1. demonstrate an understanding of the historical and sociological issues of child abuse;
2. describe the law as it applies to children with particular reference to protection of, and offences against children;
3. identify the relevant observation to make, and how to record and interpret them in cases of alleged child sexual abuse;
4. apply general medical and forensic principles in the evaluation of accidental and non accidental trauma in children.
5. describe the assessment and management of children suspected of being abused with particular reference to differential diagnosis, investigations and outcomes;
6. recognise the role of the forensic pathologist in the assessment of childhood deaths;
7. display a broad comprehension of the issues at the interface of children and the criminal justice system.

Assessment

Assignments / Essays (80%)
Skills Evaluation (20%)

Leader(s): Prof O Drummer

Offered

Clayton Full year 2009 (Off-campus)

Synopsis

Teaching in this unit aims to develop students' familiarity with the concepts of clinical and post-mortem toxicology. The unit also focuses on the basic pharmacokinetic and pharmacological properties of commonly abused drugs found in forensic medical cases. Emphasis will be on behavioural issues of these drugs and how they relate to forensic practice. Such issues include the effects on cognitive and psychomotor skills in drivers and in the workplace and other adverse reactions attributed to drug misuse.

Objectives

The objectives of the unit are:

1. To develop the students awareness and understanding of the principles and application of forensic toxicology such that the forensic practitioner has an understanding of how the science can be best applied to a case investigation;
2. To develop the students awareness of drug effects particularly in relation to drug-induced behaviours so that a forensic practitioner can appropriately respond to relevant issues in court:

1. Demonstrate a familiarity of the technical terms associated with analytical applications of forensic toxicology;
2. Demonstrate a broad understanding of the range of techniques used in forensic toxicology and their applications;
3. Comprehend the principles and procedures of chain-of-custody;
4. Demonstrate an awareness of the type of drugs used in various forensic medical cases;
5. Comprehend the main pharmacological effects of alcohol, amphetamines, cocaine, benzodiazepines, cannabis and common hallucinogens with emphasis on their effects on behaviours, psychomotor control and cognition;
6. Describe and recognize the relevant behavioural effects of common illicit drug combinations and common adverse illicit drug reactions; and
7. Apply this knowledge to forensic cases for the purpose of preparation and presentation to courts.

Assessment

Assignments / Essays (20%)
Case Studies (40%)
Presentations (20%)
Casebook Workbook (20%)

Contact hours

full-year

Leader(s): Associate Professor David Wells

Offered

Clayton First semester 2009 (Off-campus)
Clayton Second semester 2009 (Off-campus)
Clayton Full year 2009 (Off-campus)

Synopsis

This unit offers students the opportunity to apply and consolidate the knowledge and professional skills they have acquired through the course within the practical context of forensic medicine. It requires independent learning and research by the student while fostering practical knowledge and skills related to the student's field of activity. Students undertake a project with a forensic medicine focus, in the area which they choose.

Assessment

Project (12,000 words) (100%)

Leader(s): Dr Angela Williams

Offered

Clayton First semester 2009 (Off-campus)

Synopsis

Divided into key themes surrounding the theory and historical perspective of rape and sexual assault, the incidence and prevalence of sexual offences, history taking, examination findings, and understanding the complexities of victims of sexual assault, this unit provides the foundations to understanding adult sexual assault nursing and forms the basis for FOR5002. Both units give the sexual assault nurse a broad understanding of managing adult sexual assault in their community. Exploring best practice models from national and international resources the student learns to critically evaluate these and other journal articles provided.

Objectives

Upon completion of this unit the student will be able to:

1. Describe the incidence and prevalence of violence against women and sexual assault as it relates to the community;
2. Define the elements of sexual assault and the law surrounding sexual offences;
3. Describe both female and male genital anatomy;
4. Develop a clear understanding of genital physiology; e) Evaluate sexual assault services, existing models and journal reviews;
5. Develop skills in communicating with victims of sexual assault whilst understanding the complexities of history taking in these circumstances;
6. Define the process used to perform a high quality sexual assault examination;
7. Understand the importance of clear and precise record keeping, documentation and the advantages and disadvantages photography as an adjunct to written records;and
1. Identify and understand the needs of vulnerable subgroups or of victims from diverse and/or ethnic communities.

Assessment

Workbook Activities (20%)
Online Discussion (10%)
Case Presentation (20%)
Residential Participation (10%)
Case Study (40%)

Leader(s): Dr Angela Williams

Offered

Clayton Second semester 2009 (Off-campus)

Synopsis

It is intended that this unit will provide the foundations to understanding adult sexual assault nursing alongside the unit FOR5001. Together these units will give the sexual assault nurse a broad understanding of managing adult sexual assault in their community. The unit is divided into key themes surrounding examination findings, specimen collection, therapeutics medicolegal issues, interagency liaison and developing a sexual assault service. Group and student-student facilitated learning is encouraged as students engage each other, exchange opinions and offer/receive peer review. The unit explores best practice models from national and international resources and requires the student to critically evaluate these and other journal articles provided. A national and international focus is maintained throughout as the student gains skills adaptable to professional opportunities interstate and overseas.

Objectives

Upon completion of this unit the student will be able to:

1. Identify, classify and interpret both body and genital injuries sustained by a sexual assault victim;
2. Understand the incidence and prevalence of injury patterns;
3. Develop a sound knowledge basis of the science and philosophy behind collecting forensic specimens as well as being able to practise competent and proficient collection techniques;
4. Apply best practice evidence based medicine when evaluating for, preventing and treating injuries, sexually transmitted diseases and pregnancy alongside other issues in therapeutically managing a sexual assault victim;
5. Communicate effectively with other agencies involved in the management of a sexual assault case including the handling of sensitive information;
6. Identify special circumstances in which sexual assault occurs and be able to teach and responding to community attitudes surrounding these issues;
7. Critically analyse the role of the health professional in a sexual assault case and the complexities associated with this role; and
8. Apply the knowledge and skills gained from the combination of this and the prerequisite unit to aid in the establishment of a high quality 24 hour service to deal with sexual assault cases.

Assessment

Workbook Activities (20%)
Online Discussion (10%)
Case Presentations (20%)
Residential Participation (10%)
Case Study (40%)

Prerequisites

FOR5001

Leader(s): Dr Janet Towns

Offered

Clayton First semester 2009 (Off-campus)
Clayton Second semester 2009 (Off-campus)

Synopsis

The unit is divided into key themes surrounding pathophysiology, causation, classification, and documentation of injuries. Designed to give participants advanced skills in assessing injuries with specific regard to these themes and common injury patterns enabling them to interpret injuries and provide opinions as to their likely cause to the criminal justice system. The unit explores best practice models from national and international resources and requires the student to critically evaluate these and other journal articles provided. A national and international focus is maintained throughout as the student gains skills adaptable to professional opportunities interstate and overseas.

Objectives

Upon completion of this unit the student will be able to:

1. Demonstrate an understanding of the pathophysiology of injuries;
2. Describe the limitations of accurate interpretation of injuries or the absence of injuries;
3. Use forensic photography as an adjunctive method of documentation;
4. Detail the classification of injuries;
5. Critically examine the current literature surrounding injuries and injury patterns;
6. Analyse and interpret mechanism and circumstances by which the injuries were sustained;

Assessment

Workbook Activities (30%)
Case Studies (30%)
Case Presentation and Residential Participation (10%)
Assignment (30%)

Leader(s): Dr Janet Towns

Offered

Clayton First semester 2009 (Off-campus)
Clayton Second semester 2009 (Off-campus)

Synopsis

The unit covers four themes: Introduction to the Criminal Justice System and Sexual Offences; Medicolegal Documentation; Rules of Evidence; Giving Evidence and Advocacy Techniques.
Designed to give nursing students knowledge of the legal system (in particular the criminal justice system), the unit examines the hierarchy of the legal system and the courts. The importance of providing objective and informative opinion evidence to the court and an understanding of the boundaries of being an expert witness is also covered. The moot court allows students to practice skills and gain confidence in the plan of the courtroom and a site visit demonstrates and the process and procedures of a trial.

Objectives

Upon completion of this unit the student will be able to:

1. Understand the basics of the legal system and be able to locate appropriate law in relation to their professional duties;
2. Demonstrate knowledge of the general principles of the laws of evidence, in particular the rules around opinion evidence;
3. Understand the role of the expert witness;
4. Prepare a medicolegal report; and
5. Utilize techniques necessary for managing evidence in chief, cross examination and re examination.

Assessment

Workbook Activities (30%)
Case Studies (30%)
Residential participation and Moot Court (10%)
Assignment (10%)

Leader(s): Dr Matthew Lynch

Offered

Clayton First semester 2009 (Off-campus)
Clayton Second semester 2009 (Off-campus)

Synopsis

Forensic pathologists need to understand the legal system in which they are operating. This includes: Sources of law; Fundamental legal principles; Burden of proof; what constitutes an offence and issues such as Police prosecutorial practice.
It is also essential for Forensic pathologists to understand the ethical underpinnings of their work. Serious conflicts of interest can arise which may influence the independence of a forensic pathologists obligations. (i.e.: where an investigation of a death is perceived or is attributable to being perpetrated by the State). The fundamental principles of medical ethics can assist to ensure proper administration of justice in these instances.

Objectives

To develop an awareness and understanding of the ideas and issues in medical ethics as they apply to the practice of forensic pathology.
To develop the student's knowledge and understanding of relevant areas of the law so that in practice their contribution to the justice system is optimal.
Demonstrate a familiarity with the vocabulary and ideas used in discourse on medical ethics.
Comprehend the issues associated with the practice of forensic pathology.
Demonstrate an understanding of the principles of the law and the legal system in Australian and other countries.
Show familiarity with the criminal law (offences against the person), policing and prosecutorial practice (with reference to both Australia and Overseas.)
Discuss and evaluate relevant issues in medical ethics and be able to contextualize them with reference to their own place of practice.
Incorporate knowledge of the areas of law in to the types of observations and opinions made in forensic pathology practice.
As an integral part of their role, forensic pathologists are required to have an understanding of the legal system in which they are operating, including sources of law, and fundamental legal principles and concepts such as burdens of proof and what constitutes an offence. Other practical issues such as police and prosecturial practices must also be familiar to ensure the forensic pathologist's participation in the legal system is effective. It is also essential for forensic pathologists to have a thorough understanding of the ethical underpinnings for their work. These are important in establishing and maintaining a responsible and reputable forensic pathology service.

Assessment

Case book 1500 words (30%), Assignment 2000 words (40%), Oral presentation (30%).

Off-campus attendance requirements

Tutorial and workshop time practical component will be conducted at the beginning of the second year of the course when students will be on-campus at VIFM.

Prohibitions

Ethics Medicine and the Law FOR1003

Leader(s): Dr Michael Burke

Offered

Clayton First semester 2009 (Off-campus)
Clayton Second semester 2009 (Off-campus)

Synopsis

Forensic pathology brings practitioners into contact with the forensic sciences in the course of death investigation. Specimens are provided and often results are interpreted in the context of other findings by the forensic pathologist. Practitioners need to be familiar with the scope and limitations of the various branches of forensic science to know when and how they may assist in particular cases. Appropriate specimens must be collected correctly to maximise their usefulness. Some understanding of how forensic science tests are conducted will underpin comprehension of the results and their applicability to the issues in question.

Objectives

On completion of this unit the student is expected to:

1. Show familiarity with the principles of forensic science generally and its scope;
2. Comprehend the scope and limitations of forensic science generally and its subsections in particular;
3. Understand the tests and analyses used in branches of forensic science to assist in the proper application of their results in particular cases;
4. Know what specimens would be applicable for forensic science analysis in particular cases;
5. Demonstrate competence in the collection, storage and security of forensic specimens;
6. Evaluate results of forensic scientific analysis meaningfully;
7. Demonstrate an understanding of the role and limitations of the various forensic sub-specialties in death investigation.

Assessment

Case studies and workshop presentations (30%), Case book (30%), Assignment (1500 words, 30%) and Oral presentations (10%).

Contact hours

Tutorials and case and practical work over a calendar year.

Prohibitions

FOR2007

Leader(s): A/Prof David Wells

Offered

Clayton First semester 2009 (Off-campus)
Clayton Second semester 2009 (Off-campus)

Synopsis

Clinical forensic medicine encompasses a variety of skills/activities at the interface of medical practice and law, specialising in issues inherent in traffic medicine and custodial medicine. Inter-personal communication and sensitivity to personal, cultural and/or religious issues are also essential to providing quality service. The range of medico-legal services overlap other medical specialty areas; paediatrics, gynaecology, clinical toxicology, emergency medicine, psychiatry, dentistry and pathology.

This unit aims to provide a practitioner with the essential elements of practice in four core areas - adult sexual assault, paediatric forensic medicine, traffic and custodial medicine.

Objectives

On completion of this unit the student is expected to be able to:

1. Demonstrate knowledge of the forensic responsibilities in cases of sexual assault, paediatric forensic medicine, custodial and traffic medicine.
2. Demonstrate an understanding of the broad range of circumstances where sexual assault and child abuse occur.
3. Be able to accurately interpret injuries resulting from sexual assault.
4. Apply general medical and forensic principles in the evaluation of accidental and non accidental trauma in children.
5. Demonstrate an understanding of the effects of a range of medical conditions on driving skills.
6. Evaluate the effects of alcohol and other drugs upon driving skills and display an understanding of drug toxicology.
7. Comprehend the ethical issues of the doctor/patient relationship in a custodial setting.
8. Recognise and manage a range of medical problems presenting in the custodial setting.
9. Conduct an assessment of an individual's fitness to be interviewed or detained in custody.

Assessment

Assignments (1000 words x 2) 30%, Case studies 20%, Case book (1500 words x 2) 30% and Oral presentations 20%

Contact hours

40 contact hours (tutorials), 50 hours case and practical work and approx 66 hours for individual study, assignments and case book preparation.

Prohibitions

FOR2001, FOR2005, FOR2006, FOR2003

Leader(s): Prof Stephen Cordner

Offered

Clayton First semester 2009 (Day)
Clayton Second semester 2009 (Day)
Clayton Full year 2009 (Day)

Synopsis

Autopsy techniques will be taught via experiential learning in the mortuary, with experience practitioners from the VIFM acting as tutors/supervisors. Over the 12 months of training, the student will be required to apply the learned techniques to different types of cases, allocated to ensure as wide a range of experience as possible is gained. Students will also be given practical instruction in techniques to forensic odontology and anthropology that are used to support forensic pathology practice, particularly in identifying unknown remains.

Objectives

Upon completion of the unit the student will be expected to:

1. Accurately assess the significance of contextual information contained in medical records and other relevant documentation and apply it to interpretation of autopsy findings.
2. Show proficiency in standard autopsy techniques, applied to routine coroners cases.
3. Show familiarity with specialised techniques applied in specialised.
4. Be able to recognize and interpret disease and injury in standard and specialised cases.
5. Be able to present and discuss autopsy findings with colleagues.
6. Accurately analyse, interpret and document autopsy findings in autopsy reports for use in the coronial system.
7. Show familiarity with specialized forensic odontology and anthropology techniques.

Assessment

Performance of autopsies and presentation of findings (25%), Oral and written examination (50%), Casebook (25%).

Contact hours

Students will attend regular pathologists meetings approx 40 hours, 200 hours in mortuary engaged in practical work and observation. Approx 72 hours individual study and case book preparation.

Leader(s): A/Prof David Ranson

Offered

Clayton First semester 2009 (Off-campus)
Clayton Second semester 2009 (Off-campus)

Synopsis

Training in the effective delivery of medical testimony will cover:

1. The rules of evidence as they apply in civil, criminal and coronial jurisdictions.
2. Design, structure and contents of the autopsy report, which is of critical importance in the work of the forensic pathologist.
3. Specialized communication skills for delivering oral evidence before a judge and jury, magistrate or tribunal chairman.
4. Techniques of advocacy, important for the potential medical witness.

Objectives

On completion of this unit the student is expected to:

1. Display an understanding of decision making processes in legal practice.
2. Demonstrate knowledge of the general principles of the laws of evidence;
3. Comprehend the special rules regarding opinion evidence.
4. Understand the role of the expert witness.
5. Be conversant with the rules governing the reception of evidence to the courts.
6. Demonstrate competency in preparing medico-legal reports.
7. Have developed the required skills for presenting evidence in court.
8. Have acquired the necessary techniques for managing examination-in-chief, cross examination and re-examination.

Assessment

Oral presentations 40%, Case book 30% and assignment 30%.

Contact hours

50 hours tutorials, 40 hours case and practical work and approximately 66 hours for individual study, assignments and case book preparation.

Prohibitions

FOR1001

Leader(s): Dr Matthew Lynch

Offered

Clayton First semester 2009 (Off-campus)
Clayton Second semester 2009 (Off-campus)

Synopsis

Injury interpretation is a fundamental component of forensic pathology practice. This unit gives students a different orientation to that of treating doctors, and the observational and analytical skills required to come to conclusions about the cause of an injury or injuries. The ability to document wounds accurately and interpret them objectively are integral to the primary purpose of an autopsy - to accurately determine the cause of death and assist in the reconstruction of the circumstances surrounding an individual's death. Wound interpretation assists in the development of opinions on issues of timing, mechanism and circumstances of causation.

Objectives

Upon completion of the unit the student will be expected to:

1. Display an understanding of the pathophysiology of injuries.
2. Show familiarity with the factors limiting accurate injury interpretation.
3. Interpret the forces producing injuries.
4. Apply the principles of forensic photography.
5. Demonstrate a detailed understanding of the classification of injuries.
6. Be able to accurately document injuries.
7. Analyse and interpret mechanisms and circumstances by which the injuries were sustained.

Assessment

Case studies (40%), Assignment 1500 words (40%), Oral presentation (20%).

Contact hours

40 contact hours (tutorials), 50 hours of case and practical work and approximately 66 hours for individual study, assignments and case book preparation

Prohibitions

Injury Interpretation FOR1002

Leader(s): A/Prof David Ranson

Offered

Clayton Full year 2009 (Off-campus)

Synopsis

Coronial and other medico-legal death investigation systems.
This topic provides a framework and wider context for the practice of forensic pathology and covers:
Actual and theoretical models for death investigation systems, using examples from Australia, other jurisdictions and recent reform proposals in the UK including issues of organisation and administration, investigation powers and inquests/formal hearings.
Relationships with forensic pathology and science services.
Management of bodies and tissues.
Interaction with next of kin.

Death Scene Investigation
This topic will provide students with theoretical knowledge and practical skills to observe and analyse evidence at death scenes, enhancing their ability to work effectively with other participants in the process and assist in answering questions about the cause and the circumstances of deaths under investigation. These skills will be applied to a range of special scenes to provide students with as varied and relevant experience as possible:
Deaths in Custody
Hospitals and other Health Institutions
Transport Related Deaths
Mass Disaster
War Crimes Death Investigation
Industrial Deaths
Fire Scenes
Explosion Scenes
Exhumations

Objectives

On completion of this unit the student is expected to:

1. Demonstrate knowledge of different models for death investigation systems.
2. Understand how issues of organisation and administration of death investigation systems and management of key processes impact on forensic pathology practice.
3. Understand the principles of death scene investigation and the roles of the relevant participants in the investigation;
4. Have acquired skills necessary for effectively observing and analyzing death scene evidence.
5. Be able to apply these skills to different types of death scenes.

Assessment

Assignments 30%, Case Study presentation 40% and Oral Examination 30%.

Contact hours

60 Contact hors (tutorials and attendance at scenes), 50 hours of case and practical work and approximately 46 hours for individual study, assignments and case book preparation.

Leader(s): Professor Ysanne Chapman (Gippsland, off-campus)

Offered

Gippsland First semester 2009 (Off-campus)
Gippsland Second semester 2009 (Off-campus)
Hong Kong First semester 2009 (Off-campus)
Macau First semester 2009 (Off-campus)
Malaysia First semester 2009 (Off-campus)
Malaysia Second semester 2009 (Off-campus)
Peninsula First semester 2009 (Day)
Peninsula First semester 2009 (Off-campus)

Synopsis

This unit is designed to provide the skills needed for the design and implementation of a research project and to acquire an understanding of the basic concepts associated with both quantitative and qualitative research. Contents of this unit include the scientific research process and nursing research; the research problem; reviewing the literature; research design; concept of measurement; reliability and validity in research; qualitative research; developing a research proposal and research ethics.

Objectives

This unit will provide opportunities for students to:

1. identify relevant and significant nursing problems for investigation;
2. describe the basic steps in the research process;
3. discuss the strengths and weaknesses of the different research methods which can be applied to nursing research;
4. select and apply an appropriate design to a research problem;
5. collect, analyse and interpret data using appropriate techniques;
6. demonstrate an understanding of the ethical considerations to be taken into account with respect to the conduct of research;
7. conduct a comprehensive and relevant literature review in your area of particular interest;
8. understand and apply such concepts as reliability and validity in the preparation for, and conduct of your individual research project.

Assessment

Essay: methodological reviews/critiques 40%
Research proposal (including literature review) 60%

Contact hours

8 hours per week

Leader(s): Professor Margaret O'Connor (on-campus)

Offered

Gippsland Second semester 2009 (Off-campus)
Hong Kong Second semester 2009 (Off-campus)
Macau Second semester 2009 (Off-campus)
Malaysia Second semester 2009 (Off-campus)
Peninsula Second semester 2009 (Day)
Peninsula Second semester 2009 (Off-campus)

Synopsis

The unit gives nursing graduates a program which combines a strong theoretical and practical focus to health services management. Topics on management and administration include: change and organisational structures; power, authority and politics, leadership; people in health service organisation, change and organisational effectiveness. Flexible delivery mode includes optional seminars, which assist the student with applied skills such as quality assurance and best practice models, managing budgets, managing programs, the preparation of business plans and quality improvement plans and program evaluation.

Objectives

On completion of this unit and with further study and practice, the student will be expected to:

1. have an appreciation of the similarities and the differences in administration and management concepts;
2. work towards effective nursing services within health care service organisations through the introduction of service delivery models that are guided by continuous improvement strategies;
3. recognise quality outcomes in health services management;
4. implement strategies in line with modern management techniques such as strategic management, organisational culture, organisational effectiveness, productivity enhancement, communication strategies, and safe environmental strategies;
5. be cognisant with the principles of human resources management when organising resources within an organisation,
6. ensure nursing executive efficiency through the analysis of systems, theories and processes that affect advanced nursing practice and advanced clinical nursing practice.

Assessment

Three assignments: 30%, 20%, 50%

Contact hours

6 hours per week

Leader(s): Associate Professor Mark Hedger

Offered

Clayton First semester 2009 (Day)

Synopsis

This unit provides students with a theoretical and practical background to the reproductive endocrinology. Information about the general organisation and regulation of the reproductive endocrine system will be taught. The hormones produces by the pituitary, hypothalamus, ovary and testis and their respective interactions will be studies, together with their regulation and mode of action. The role of growth factors also will be considered. Students also will learn basic laboratory skills and their relation to tissue culture, the statistics used to analyse data in reproductive endocrinology, and the ethical considerations requires in human and animal experimentation. The unit is important for providing understanding of scientific investigation and for students gaining the ability to critically evaluated developments in the reproductive sciences.

Objectives

On completion of this unit students will have:

1. acquired the basic theoretical background and practical knowledge about the components of the reproductive endocrine system;
2. become familiar with current concepts relating to animal and human ethics, laboratory safety, use of library facilities and critical analysis of scientific journals;
3. experience in current laboratory skills associated with research in reproductive biology;
4. gained knowledge about, and experience in, the appropriate use of statistics to analyse data in reproductive science;
5. demonstrated skills in report writing and the presentation of scientific data.

Assessment

Open-book written examination (1.5 hours): 50%
3 written practical reports: 50%

Contact hours

This unit is conducted over six weeks in the first semester. For the first five weeks, students are required to attend lectures and practical session. It is expected that all students, including part-time students, attend all the lectures and practical classes from Week 1 to Week 6 inclusive.

Leader(s): Dr Kate Loveland

Offered

Clayton First semester 2009 (Day)

Synopsis

Cellular and whole organ events involved in reproductive endocrinology and development, and the interactions between the reproductive organs are covered in this unit. The development and differentiation of the male and female reproductive systems through the examination of oocyte and follicular development; ovarian cycles including oestrous and menstrual cycles; testicular function and cell/cell interactions in the testis and fertilisation are also taught. Students will also undertake a research project to gain experience in planning projects and reporting findings.

Objectives

On completion of this unit, students will have:

1. acquired a basic theoretical background and knowledge about the cellular and whole organ events involved in reproductive endocrinology, and development, and the interactions between the reproductive organs;
2. put into practice current concepts relating to animal and human ethics, laboratory safety, use of library facilities and critical analysis of scientific journals;
3. gained experience in research laboratory practices in reproductive biology;
4. developed their skills in report writing and the presentation of scientific data.

Assessment

Open-book written examination (1.5 hours): 50%
Literature review (3000 words): 25%
Written project report in the form of a scientific paper: 15%
Oral Critical Journal Review: 10%

Contact hours

This unit will be held over 3 weeks in first semester. Students are required to attend all lectures, tutorials and journal review sessions. In addition attendance is required from 9 am to 5 pm for a one week practical laboratory project.

Prerequisites

GRS1001

Leader(s): Dr Ursula Manuelpillai

Offered

Clayton First semester 2009 (Day)

Synopsis

All aspects of human pregnancy from implantation to the puerperium. Unit taught by both basic and clinical scientists, thereby affording the student an appreciation of the close integration between the disciplines. The module will be taught in four sections: implantation and placentation, the foetus, the mother and politics of pregnancy.

Objectives

On completion of this unit students will have:

1. gained an overview and an understanding of the pathophysiology of human pregnancy in terms of both the mother and her foetus. Students will understand the processes regulating implantation and placental development and function, goetal growth and development, neonatal adaptation, maternal adaptation to pregnancy and puerperal changes and the regulation of parturition;
2. become familiar with common aberrations in normal physiology and development including foetal abnormality and prenatal diagnosis, recurrent miscarriage, pregnancy hypertension, preterm labour, puerperal disorders and neonatal care;
3. become aware of some of the key unanswered questions in perinatal research and gain an understanding of the research strategies capable of affording new developments;
4. acquired an understanding of the theory and practice of the laboratory techniques of dispersed cell culture and immunohistochemistry.

Assessment

Open-book written examination (1.5 hours): 50%
Literature review (3000 words): 25%
Written project report in the form of a scientific paper: 15%
one oral presentation of the practical project: 10%.

Contact hours

This unit will be held over 3 weeks in first semester. Students are required to attend all lectures, tutorials and journal review sessions. In addition attendance is required from 9 am to 5 pm for a one week practical laboratory project.

Leader(s): Professor Dr Kati Matthiesson

Offered

Clayton Second semester 2009 (Day)

Synopsis

Builds on earlier course work concerning the basic mechanisms in reproductive biology. Demonstrating to students how the knowledge of the basic mechanisms can be applied to key problems in reproductive health. Disorders of sexual development and the normal processes involved in puberty and the menopause plus reproductive toxicology are covered. Key elements of sexually transmitted disease and the HIV pandemic discussions will provide the student with the pathological processes involved in these disorders. Reproductive disorders covered include the common reproductive cancers, menstrual disorders, infertility and erectile dysfunction.

Objectives

On completion of this unit students will:

1. have a thorough understanding of the disorders of sexual development and the normal processes involved in puberty and the menopause;
2. understand the key elements in the transfer of sexually transmitted disease and the HIV pandemic;
3. be familiar with the mechanisms involved in reproductive cancers, menstrual disorders, erectile dysfunction and infertility, the current approaches to the management of these disorders, and the implications of these disorders for the health industry'
4. have the ability to communicate this knowledge.

Assessment

Open-book written examination (1.5 hours): 60%
Literature review (5000 words): 30%
Oral presentation: 10%

Contact hours

This unit will be held over six weeks in the second semester. Students are required to attend all lectures and tutorials. Student are also required to present an oral presentation.

Leader(s): Dr Sarah Meachem & Dr Kyriakos Pratis

Offered

Clayton Second semester 2009 (Day)

Synopsis

Regulating the size of a population and the rate of population growth is a major problem for many countries. Ensuring infertile couples have the opportunity to form a family is also an important issue. The current trends in population growth and the policies introduced in countries to regulate this growth is explored as well as the extent of infertility and the legislation introduced nationally and internationally to regulate its treatment. The medical, legal and ethical aspects of present and future methods available to control fertility (contraception, contragestion and abortion) and for overcoming infertility (assisted reproductive technology) will be addressed.

Objectives

On completion of this unit, students will:

1. understand the demographic trends and policies relating to world population;
2. be informed about the methods available to women and men to regulate their fertility and the advantages and disadvantages of these methods;
3. be familiar with the new methods of contraception under development;
4. have a broad understanding of the ethical and legal issues surrounding the regulation of fertility and infertility;
5. be able to communicate this information and show an ability to critically evaluate it.

Assessment

Open-book written examination (1.5 hours): 60%
Literature review (5000 words): 30%
Journal Review presentation: 10%

Contact hours

This unit will be held over six weeks in the second semester. Students are required to attend all lectures and tutorials. Students must also present 3 journal reviews and attend a round table discussion.

Leader(s): Dr Peter Temple-Smith & Dr Michael Holland

Offered

Clayton Second semester 2009 (Day)

Synopsis

This unit will focus on the reproductive biology and breeding of animals. The lectures and tutorials will build on an understanding of basic reproductive physiology and endocrinology to explore ways in which reproduction can be manipulated to increase the reproductive efficiency and genetic gain in farm animals and animals in danger of becoming extinct. How this information can be applied to the monitoring and regulation of reproduction in pets, zoo animals, Australian native animals and vertebrate pest species will also be explored. The approaches that will be examined include hormonal and immunological manipulation of reproduction, artificial insemination (AI), in vitro fertilization (IVF), intra-cytoplasmic sperm a facility that is using these approaches will allow students to see first hand how fundamental information can be applied to achieve environmental and/or commercial outcomes.

Objectives

On completion of this unit students will:

1. possess a thorough knowledge and understanding about the reproductive biology of farm animals, animals in danger of becoming extinct, pets, zoo animals, Australian native animals and vertebrate pest species;
2. be familiar with the techniques that are available to manipulate reproduction in animals, including the hormonal and immunological manipulation of reproduction, artificial insemination (AI), in vitro fertilisation (IVF), intra-cytoplasmic sperm injection (ICSI), the cryopreservation of semen, and embryo production and transfer;
3. understand the limitations of the procedures that are applied to manipulate reproduction in animals and have gained first hand experience of ICSI in animals;
4. understand the commercial, environmental and ethical issues related to the use of reproductive technologies on animals;
5. know how to evaluate contemporary research papers and communicate a critical review of several scientific papers and appreciate how fundamental can be applied to achieve environmental and/or commercial outcomes.

Assessment

Open-book written examination (1.5 hours): 50%
Practical work and report: 30%
one mini-seminar 20%

Contact hours

This unit will be held over six weeks in second semester. In addition to attendance at lectures and tutorials students are required to attend practical demonstrations and site visits. Attendance from 9 am to 5 pm for a 3 day laboratory project is also required.

Leader(s): Dr Sally Catt

Offered

Clayton Second semester 2009 (Day)

Synopsis

The new reproductive technologies are now widely used for the treatment of human infertility and for prenatal diagnosis of familial genetic disorders. These techniques involve in vitro fertilization (IVF) and therefore require a sound knowledge of reproductive endocrinology, cell biology and specific techniques involved in the handling and maturation of human sperm and ova. Micromanipulation is an important new method required for fertilization (intracytoplasmic sperm injection - ICSI) and chromosome or genetic diagnosis (embryo biopsy for fluorescent in situ hybridisation - FISH, or polymerase chain reaction - PCR amplification of genomic DNA). This unit also involves the new and rapidly changing areas of cell and tissue cryobiology and transplantation. Specific tests are now also evolving for assessment of embryo viability, particularly now that embryos can be grown successfully to late preimplantation stages of development. These new techniques are presented in the context of laboratory quality assurance and the ethical and legal frameworks of local legislation and regulation.

Objectives

On completion of this unit students will:

1. understand the clinical and laboratory techniques required for successful IVF, the reasons for the methods used, and why quality assurance is a premium for clinical IVF services; 2. comprehend the limitations of the procedures applied in human infertility and genetic diagnosis; 3. understand and have experienced micromanipulation, the handling of embryos (animal) and their cryopreservation, and have used the FISH technique to identify chromosomes in single cells; 4. have learned about ethics and the laws governing IVF, and assessed new articles on IVF; 5. have worked together to solve a problem and presented their solution as a poster; 6. be familiar with evaluating and communicating a critical review of contemporary scientific research papers.

Assessment

Open-book written exam (1.5 hrs): 50%
Written report on quality assurance in an IVF program: 25%
Preparation of poster and oral poster presentation: 25%

Contact hours

This unit is held over 6 weeks in second semester. Students are required to attend all lectures, interactive sessions, practical sessions and a site visit to Monash IVF.

Leader(s): Professor Helen Keleher

Offered

Peninsula First semester 2009 (Off-campus)
Peninsula Second semester 2009 (Off-campus)

Synopsis

This unit provides opportunities to examine the impact of multiple factors and conditions that contribute to the health of Australia's population, known collectively as the social determinants of health. Students will examine the intended and unintended effects of health promotion and its capacity to influence the determinants of health particularly on reducing disparities and inequities experienced be identifiable groups or categories of people within populations.

Objectives

1. Define health promotion for differing perspectives and explain the principles that underpin contemporary health promotion,
2. Describe and discuss a range of theories for promoting health and how they are used in health promotion programs,
3. Discuss the social determinants of health and their relationship to economic and environmental determinants of health,
4. Demonstrate understanding of the differences between, the social-determinants of health and the social determinants of inequity,
5. Discuss frameworks for illustrating the levels of influence of the social determinants of health,
6. Critically reflect on the concepts of social equity, health disparities, social justice, citizenship and the ethical project of health promotion,
7. Critically analyse competing approaches to health promotion and their approaches to creating health and equitable communities and societies, and the challenges in taking action on the social determinants of health,
8. Explore intersectoral strategies for integrating health promotion into sectors beyond health.

Assessment

Review of literature (20%)
Case Study (20%)
Essay - Critical analysis (60%)

Leader(s): Professor Helen Keleher

Offered

Not offered in 2009

Synopsis

The unit begins with a focus on the provision of health services in Australia including the health workforce and how health care is manager under the Medicare healtyh system. Students will then examine the concepts of population health, determinants of health, equity, and health outcomes and strategies to improve the health of populations. The focus then moves to communication theory to inform effective ways of working in teams within healthcare organisations, and effective communication with patients/clients.

Objectives

On completion of this, students will be able to:

1. Describe the structure and function of the Australian health care system,
2. Explain the mechanisms used by health systems to achieve equity including resource allocation,
3. Discuss concepts of population health, community health and individual health,
4. Identify the socio-cultural, economic and environmental determinants of health and illness in individuals, communities and populations,
5. Discuss strategies used to improve population and community health and the range of health outcome measures,
6. Demonstrate an understanding of the transactional theory of communication,
7. Identify the factors that underpin effective teamwork in healthcare organisations,
8. Explain methods of therapeutic communication in the patient-client interview
9. Demonstrate skills in effective therapeutic communication, taking a patient/client history and building the relationship during an interview.

Assessment

Tutorial papers (20%)
Review of core concepts (30%)
Essay (40%)+ Simulated role-play (10%)

Off-campus attendance requirements

2-day block attendance

Leader(s): Professor Helen Keleher

Offered

Peninsula Second semester 2009 (Off-campus)

Synopsis

In this unit, participants will examine the range of strategies that can be used to achieve health promotion goals and objectives, and consider their strengths and weaknesses when applied to different needs, populations groups and settings. Case studies will be used to illustrate the application of strategies in clinical settings, schools, worksites and the wider community, and for projects with high needs and hard-to-reach groups. Techniques and implementation models that can improve the delivery and sustainability of strategies will be examined. Case studies of staged multi-faceted projects will be presented.

Objectives

1. Describe effective education strategies that can be used to promote health among individuals and groups in different settings;
2. Critically discuss the application of mass communication strategies, community development, environmental modification and policy development for different contexts;
3. Select appropriate strategies for promoting health among disadvantaged and hard-to-reach groups;
4. Describe capacity building strategies to improve the delivery and sustainability of interventions;
5. Apply theories and health promotion principles to improve strategy design and delivery;
6. Summarise evidence concerning the effectiveness of health promotion strategies to address current health priorities.

Assessment

Review of evidence concerning health promotion strategies (30%)
Presentation of strategies for a selected issue (20%)
Critical analysis of current health promotion project (50%)

Prerequisites

HSC5002 Health promotion: A determinants approach

Leader(s): Dr Ben Smith

Offered

Peninsula Second semester 2009 (Off-campus)

Synopsis

This unit will equip students with skills to evaluate health promotion programs and policies using a range of methodologies. An emphasis will be placed on the evaluation challenges posed by the complexities of health promotion and the contexts in which it is carried out, with case studies used to foster an understanding of these issues.

Objectives

1. Distinguish between levels of evaluation in health promotion and recognise how these are linked to program plans;
2. Select qualitative designs that are appropriate for different evaluation questions;
3. Identify the range of quantitative study designs that can be employed and the strengths and weaknesses of these for different strategies and contexts;
4. Describe methods to measure indicators at all levels of evaluation;
5. Develop survey questions and interview guides that demonstrate an understanding of measurement quality;
6. Describe the strengths and weaknesses of different methods of respondent sampling;
7. Develop a comprehensive evaluation plan.

Assessment

Comparison and analysis of evaluation design options (30%)
Development of impact measurement instrument (30%)
Evaluation plan (40%)

Prerequisites

HSC5002 Heath promotion: A determinants approach

Leader(s): Dr Andrew Joyce

Offered

Peninsula First semester 2009 (Off-campus)

Synopsis

This unit provides participants with the opportunity to develop their knowledge and skills in program planning for health promotion. Participants will develop skills in needs assessment, priority setting, designating targets for change, using evidence and theory to make intervention choices and establishing systems for program management. The strengths and weaknesses of alternative models that can guide health promotion planning will be explored, and the links between systematic planning and thorough evaluation will be highlighted.

Objectives

1. Describe the steps in comprehensive program planning as a basis for action to address health determinants;
2. Critically examine planning models for their capacity to incorporate concepts related to the social determinants of health and health inequalities;
3. Identify the information sources that can be used to identify health needs, assess determinants and select targets for change;
4. Demonstrate an understanding of priority setting and specification of goals, objectives and strategies based on a logic model;
5. Demonstrate the use of evidence and theory in all stages of planning, including evaluation;
6. Discuss the processes entailed in program management and the challenges associated with negotiation and development of cross-sectoral action;
7. Critically reflect on the scope for community participation and capacity building in planning.

Assessment

Comparative analysis of needs assessment strategies (40%)
Evidence review (20%)
Development of program plan (20%)

Prerequisites

HSC5002 Health promotion: A determinants approach

Co-requisites

HSC5002 Health promotion: A determinants approach

Offered

Caulfield Second semester 2009 (Off-campus)
Peninsula Second semester 2009 (Off-campus)

Synopsis

Health literacy is both a public health issue and a social determinant of health. Health literacy involves a range of skills and knowledge about health and health care and includes the sourcing and interpretation of health information, seeking of appropriate care and managing health decisions. One in five Australians do not have adequate literacy skills to participate effectively in everyday life, while health literacy is fundamental for good health and for people to successfully manage their own
health. Further about half the Australian population has the minimum level of competence needed to cope with everyday life and work. There is an enormous need for health services to become more responsive to health literacy issues and for the development of approaches to address low health literacy. In this unit students will examine health literacy concepts, measurement research and strategies, and develop practical approaches for the advancement of health communication to address
low literacy.

Objectives

On completion of this unit, students should be able to demonstrate and communicate a broad, critical conceptual and practical understanding of:

1. the theoretical approaches to understanding health and other types of literacy
2. the approaches to measurement of health literacy and their validity
3. the efficacy of strategies to address health literacy
4. the guidelines for advancing health literacy
5. project development that enables health literacy to be addressed utilizing a settings-based health promotion approach.

Off-campus attendance requirements

Off-campus with compulsory study days.

Prerequisites

HSC5001

Offered

Caulfield Second semester 2009 (Off-campus)
Peninsula Second semester 2009 (Off-campus)

Synopsis

This unit is designed around the challenges to contemporary health promotion theory
and practice presented from a rights and health equity perspectives including gender,
and the increasing interest in 'joined-up policy' and 'health-in-all-policies'. Students
will examine the influence of social policies on health, and the social underpinnings
of health inequalities. Through a focus on chronic disease, mental health,
marginalized communities and communicable diseases, students will be enabled to
identify the evidence base and evidence-informed strategies that are effective in
addressing these issues. This unit will provide opportunities for students to develop
knowledge and skills in policy analysis relevant to selected population health issues.

Objectives

On completion of this unit, students will be able to:

1. Critique the evidence base for rights and health equity approaches in relation

2. Discuss selected social health issues that affect populations from the

3. Understand the synergy between multilevel, integrated and inter-sectoral

4. Critically examine joined-up policy and health-in-all-policy approaches, for

5. Demonstrate strategic thinking to advance analysis of health priorities and effective approaches to significant health issues.

Assessment

Essay (2,500 words)(40%)
Policy analysis essay (1,000 words)(20%)
Critical appraisal (3,500 words)(40%)

Off-campus attendance requirements

Off-campus learning with compulsory study days.

Prerequisites

HSC5001

Leader(s): Associate Professor Igor Wendt

Offered

Clayton First semester 2009 (Day)
Clayton Second semester 2009 (Day)

Synopsis

This unit comprises a major research program including submission of a thesis. The thesis should embody the results of the candidate's investigation, which demonstrates independence of thought and the candidate's ability to carry out research in that discipline. Minor coursework such as a literature review and oral presentation is specified by the enrolling department.

Assessment

Major thesis
minor coursework as specified by the enrolling department.

Leader(s): Dr Adam Hart

Offered

Clayton First semester (extended) 2009 (Day)
Clayton First semester (extended) 2009 (Off-campus)

Synopsis

This unit will provide students with an overview of the basic embryological knowledge that is essential for working in animal and human IVF laboratories. Theoretical information about germ cell migration, gametogenesis, fertilization, implantation, early embryo development to gastrulation, placentation and cell-cell interaction and differentiation, from a cellular, genetic and molecular perspective, will be presented and discussed in lectures, tutorials, forums and journal reviews.

Objectives

On completion of this unit students will:

1. Understand and be able to describe in detail the processes of spermatogenesis, hormonal control of reproduction and fertilization
2. Understand and be able to describe the cellular, genetic and molecular aspects of embryonic development and differentiation to a level required by a human IVF program or a research laboratory
3. Have gained and demonstrated an ability to critically and constructively analyse research data in cellular, genetic and molecular aspects of embryology;
4. Have the ability to communicate this knowledge in a clear and effective style.

Assessment

Presentation of journal review (25%)
Essay (35%)
Written examination (40%)

Contact hours

12 hours contact per week (lectures, tutorials, forums, self-directed study).

Leader(s): Dr Sally Catt and Dr Peter Temple-Smith

Offered

Clayton First semester (extended) 2009 (Day)
Clayton First semester (extended) 2009 (Off-campus)

Synopsis

This unit will provide information about the infertile patient and the assisted reproduction technologies used to treat infertility. Students will identify the procedures performed in an IVF clinic and the roles of those involved. They will study the normal events of oocyte production in vivo and learn how these events are manipulated to increase the success of in vitro technologies. The unit also focuses on the outcomes of assisted reproductive technologies and its impact on the offspring generated. The theoretical basis of techniques such as oocyte collection and handling, oocyte maturation in vitro, preparation of oocytes for IVF, standard insemination, assessment of fertilization, and the handling, assessment, selection and transfer of embryos are presented and discussed in lectures, tutorials, and seminars. On-campus students will demonstrate knowledge of OHSE issues and aseptic techniques, and develop skills in laboratory maintenance, use of equipment, superovulation of mice and collection of embryos, embryo handling (mouse) and semen analysis (human).

Objectives

On completion of this unit students will:

1. Recognise and explain the cause and impact of infertility and infertility treatment on patient couples and offspring
2. Identify and describe the roles of ART clinic staff: clinicians, scientific directors, embryologists, nurse coordinators, day surgery nurses, counsellors
3. Be able to describe, trouble-shoot and audit the clinical processes in human assisted reproduction, including techniques for manipulating follicular growth, retrieving oocytes, analysing and preparing semen for insemination, assessing embryo development and embryo transfer
4. Identify causes of human male infertility and explain the treatment options, using hormonal and IVF based therapies
5. Demonstrate a comprehensive knowledge of OHSE regulations
6. Apply basic laboratory skills, such as performing dilutions, calculating the concentration of a solution, determining the molarity of a solution, testing pH and osmolarity, preparing media for in vitro culture and correct use and maintenance of equipment such as incubators, centrifuges and microscopes
7. Show competence in super ovulating and mating mice, harvesting gametes and creating embryos using in vitro fertilization techniques, collecting and culturing embryos and assessing their stage of development and development potential
8. Show competence in analysing human semen.

Assessment

Written examination (40%)
Essay (27%)
Practical assessment: hands on skills (on campus only) and quizzes (33%)

Contact hours

24h contact per week (lectures, tutorials, forums, self-directed study, practical skills
training (on-campus)

Leader(s): Dr Sally Catt and Dr Mulyoto Pangestu

Offered

Clayton First semester (extended) 2009 (Day)
Clayton First semester (extended) 2009 (Off-campus)

Synopsis

This unit provides students with the skills and opportunity to design and optimise embryo culture systems to ensure the best pregnancy outcomes for couples undertaking infertility treatment. This is achieved through a detailed understanding of critical cellular processes, with an aim to maximize normal embryo growth potential while minimizing stress. Students will learn the methods needed to accurately evaluate embryo quality and develop the ability to micro-manage IVF processes. This theoretical knowledge is enhanced by practical training in mouse and ovine in vitro production (IVP) assessing embryo development in vitro using fresh and fixed and stained embryos. Approaches to toxicity testing will be discussed and demonstrated in the laboratory. This unit enables students to develop embryo handling skills, perform small trials, collate, analyse and report data.

Objectives

On completion of this unit students will:

1. Understand and be able to explain how to control and optimise the environment of gametes/embryos in the laboratory.
2. Have a broad theoretical knowledge about the components of culture systems competently demonstrate skills in preparing media suites for in vitro culture of embryos
3. Show competence in handling mouse oocytes and embryos and be able to perform mouse IVF using epididymal sperm
4. Develop practical skills in the techniques of oocyte maturation, sperm preparation by gradient and swim up, and insemination and IVF using frozen thawed ejaculated sperm using ovine gametes
5. Understand the various quality control tests that are used routinely in an IVF laboratory, such as mouse bioassays, sperm survival tests, etc
6. Identify and interpret scoring systems for the selection of good from bad quality embryos from the 2-cell stage through to hatching blastocysts
7. Be able to classify maturation and fertilization status of oocytes and early stage embryos and identify cell numbers in fixed and stained embryos
8. Be able to analyse and report data from lab books (on-campus) or clinical data (off-campus) in abstract form

Assessment

Written examination (2 hours)(30%)
Preparation and presentation of poster from given or collected clinical data (20%)
Practical assessment: hands on skills (on-campus only) and writing up research data in abstract form, using appropriate statistical analysis (50%)

Contact hours

24h contact per week (lectures, tutorials, forums, self-directed study, practical skills
training (on-campus)

Leader(s): Dr Sally Catt and Dr Mulyoto Pangestu

Offered

Clayton First semester (extended) 2009 (Day)
Clayton First semester (extended) 2009 (Off-campus)

Synopsis

This unit provides students with a detailed understanding of cryopreservation techniques and the ability to critically discuss and evaluate these techniques and cryo-banking systems for oocytes, sperm, ovarian and testicular tissue and embryos in human IVF programs. The physico-chemical properties of permeant and non permeant cryoprotectants will be discussed in context with the slow cooling and vitrification methods. The theoretical aspects of cryopreservation will be reinforced by extensive practical training in slow cooling and vitrification techniques. Students will freeze, thaw and analyse sperm samples, oocytes and embryos (mouse), and may be selected to join mnor research projects with staff to collect data for abstracts and publication. Students will learn to critically analyse research papers on cryopreservation.

Objectives

On completion of this unit students will:

1. Be able to critically assess the techniques of gamete and embryo cryopreservation as used in clinical human in vitro fertilization programs
2. Understand and be able to explain the physico-chemical changes in cells during cryopreservation
3. Be able to demonstrate practical competence in the techniques of vitrification and slow cooling of embryos and gametes and to plan experiments to compare different freezing methods
4. Have the skills to critically analyze research papers in cryopreservation related to human reproduction

Assessment

Written examination (30%)
Journal review (20%)
Practical assessment: practical skills (on-campus only) and quizzes, (50%)

Contact hours

24h contact per week (lectures, tutorials, forums, self-directed study, practical skills
training (on- campus)

Leader(s): Dr Sally Catt

Offered

Clayton Second semester (extended) 2009 (Day)
Clayton Second semester (extended) 2009 (Off-campus)

Synopsis

This unit provides students with a detailed understanding of how to establish and equip an IVF laboratory and the quality control and quality assurance practises required to run an effective IVF service. New insights into the quality management framework for an embryology laboratory will allow students to understand and develop techniques for continuous quality improvement in their future workplaces, and to achieve ambitious goals. Knowledge gained in this unit is readily transferable into other areas of laboratory and research activities. Students will have the opportunity to visit IVF laboratories during a designated 'work experience' week and observe how they operate, what techniques are used and which services are offered. A report and an informal presentation (not assessed) on their site visit will enable students to share their experiences and compare the differences in techniques and practices between clinics.

Objectives

On completion of this unit students will:

1. Understand and be able to explain the principals of total quality management and apply the concepts in a laboratory setting in order to achieve continuous quality improvement
2. Identify the equipment required to run an effective IVF laboratory and justify equipment needs
3. Simulate the design of an IVF laboratory and its location within an IVF clinic
4. Review national and international guidelines for establishing a quality ART facility
5. Predict, measure and solve problems that may arise in an IVF laboratory.

Assessment

Written reports: IVF lab visit (33%)
Quality control, lab design (33%)
Essay 34%

Contact hours

6h contact per week (lectures, tutorials, forums, self-directed study, mock audits)
2-5 days IVF lab visits (on site)

Leader(s): Dr Andrew Laslett and Dr Peter Temple-Smith

Offered

Clayton Second semester (extended) 2009 (Day)
Clayton Second semester (extended) 2009 (Off-campus)

Synopsis

This unit will provide students with an understanding of cellular and molecular aspects of fertilisation, epigenetics, genomic imprinting and X-chromosome inactivation. It also provides information and training in the preparation of sperm for intracytoplasmic sperm injection (ICSI), the identification of spermatids, spermatocytes and other cell types recovered from testicular biopsies, and the assessment of fertilization. This unit will also focus on the production and use of human embryonic stem cells and examine the potential use of other embryonic manipulations, such as assisted hatching, mitochondrial transfer and therapeutic cloning. Students will have the opportunity to visit stem cell laboratories, and will also be given practical training in ICSI using mouse and sheep gametes using a variety of micromanipulation tools (hand-made and commercial) and instruments (manual and automated). Students are expected to spend as much time as possible in the laboratory outside formal teaching hours.
On completion of this unit students will have a sound theoretical understanding of, and training in, ICSI and other micro manipulative techniques associated with IVF treatment and also be familiar with the effects of such treatments at the molecular level.

Objectives

On completion of this unit students will be able to:

1. Identify applications of, and be skilled in the preparation of, micromanipulation instruments
2. Perform ICSI
3. Identify methods used for the preparation of sperm from ejaculates and testicular biopsies
4. Understand the applications of embryonic stem cell lines in research
5. Discuss other embryonic manipulations and explain the potential effects of epigenetics on the development of an embryo and subsequent offspring
6. Understand and discuss stem cell therapies, and be aware of the differences between adult and embryonic stem cells and their therapeutic potential
7. Communicate their knowledge clearly and effectively

Assessment

Written examination (27%)
Presentation of journal review (20%)
Essay (3000 words) (20%)
Practical assessment: hands on skills (on campus only) and quizzes (33%)

Contact hours

24h contact per week (lectures, tutorials, forums, self-directed study, practical skills
training (on-campus)

Leader(s): Dr Sally Catt and Dr Elissa Osborne

Offered

Clayton Second semester (extended) 2009 (Day)
Clayton Second semester (extended) 2009 (Off-campus)

Synopsis

This unit will provide a detailed understanding of the molecular biology and genetic techniques essential in a clinical human IVF program. Students will be taught the theoretical basis of current techniques in genetic diagnosis, polymerase chain eaction (PCR), fluorescent in situ hybridisation (FISH) and micro-array analysis. This knowledge is enhanced with practical training in embryo biopsy and analysis of esultant blastomeres by FISH and PCR techniques. On completion, students will possess a sound theoretical knowledge and understanding of the molecular and genetic techniques used in a clinical human genetics laboratory, and also become familiar with the different practical applications of these techniques.

Objectives

On completion of this unit students will:

1. Possess a sound theoretical knowledge and understanding of the techniques essential to chromosomal and molecular genetic analysis in a clinical human IVF program
2. Understand the technical aspects and applications of polymerase chain reaction (PCR) and fluorescent in situ hybridisation (FISH)
3. Understand the applications of micro array technology and karyotyping
4. Have the ability to perform biopsies on mouse and sheep embryos and prepare isolated blastomeres for FISH analysis
5. Demonstrate the extraction of DNA from cells and the skills required for carrying out PCR and genetic analysis
6. Have the skills to critically and constructively analyse research papers in molecular biology and reproduction
7. Be able to communicate this knowledge

Assessment

Written examination (20%)
Presentation of journal review (20%)
Essay (27%)
Practical assessment: hands on skills (on-campus only) and quizzes (33%)

Contact hours

16h contact per week (lectures, tutorials, forums, self-directed study, practical skills
training (on-campus)

Leader(s): Ms Giuliana Fuscaldo, Dr Sally Catt and Dr Peter Temple-Smith

Offered

Clayton Second semester (extended) 2009 (Day)
Clayton Second semester (extended) 2009 (Off-campus)

Synopsis

This unit examines the current legislation and regulations governing the clinical practice of Assisted Reproductive Technologies (ART) and related research, nationally and internationally. It describes the role of ethical frameworks and
principles in health decision-making and analyses regulation in ART with respect to underlying moral and ethical principles. An introduction to ethical problem solving is presented. The major ethical issues raised by assisted reproductive technologies are examined and critically evaluated.

Objectives

On completion of this unit students will:

1. Understand the current major legislative and non-legislative schemes for regulating IVF in Australia and have some knowledge of how the Australian situation compares with other countries
2. Be aware of the relevant regulatory bodies and their requirements for licensing, accrediting and approving clinical and ART related research
3. Have a broad understanding of the legal and ethical issues surrounding IVF, gamete and embryo donation, embryo experimentation, surrogacy, cloning, stem cell research and genetic selection and manipulation
4. Understand the role of ethics in health care and legal decision-making and be familiar with the main ethical frameworks and principles used in analysing conflicts and solving problems
5. Have developed the confidence to evaluate critically the ethical concerns raised by current ART practices and the future prospects for this technology in Australia and around the world
6. Be aware of their social and ethical responsibilities as a health care professional and with regard to patient care

Assessment

Written examination (50%)
Essay (25%)
Debate (25%)

Contact hours

16h contact per week (lectures, tutorials, debates, self-directed study)

Leader(s): Professor J Murtagh

Offered

Clayton Second semester 2009 (Off-campus)

Synopsis

This course aims to provide a range of skills that will enhance the GP's role in whole person care of patients with musculoskeletal pain. It places considerable emphasis on management techniques and treatment modalities such as physical, chemical and behavioural. It deals with the epidemiology of musculoskeletal disease, diagnostic processes and developing a framework for rational diagnosis. It also covers practical issues of diagnosis and management and addresses problems both holistically and regionally.

Objectives

On completion of this unit students should be able to:

1. Describe the epidemiology and cost of musculoskeletal disease from population and general practice perspectives, as well as appreciating the epidemiology within your own practice.
2. Appraise the diagnostic processes used to accurately define musculoskeletal syndromes, and a rational plan of management for these syndromes.
3. Outline the pathophysiological basis of pain and the rational basis for treating a variety of pain syndromes.
4. Apply knowledge and skills in a variety of therapeutic modalities routinely used in the treatment of musculoskeletal disorders, including physical, pharmacological and behavioural.
5. Acquire a range of skills used in the physical treatment of musculoskeletal disorders with particular emphasis on the cervical and lumbar spine.
6. Incorporate the information gained in this unit to review your current management of musculoskeletal disorders with a view of introducing changes to your practice in this area.

Assessment

Clinical Audit (50%)
Journal activities (50%)

Prohibitions

MFM1014

Leader(s): Dr C Hassed

Offered

Clayton First semester 2009 (Off-campus)
Clayton Second semester 2009 (Off-campus)

Synopsis

While the art of medicine is often dominated by physical and technical considerations, doctors will also recognise that there are more subtle issues which make the way in which we use that technology meaningful. This area has to do with ethics, morality and law. In this unit the emphasis will be on the ethical decisions confronting doctors in daily practice. Topics covered include: the role of ethics in medical practice, philosophical ethics and principles in practice, ethical principles, critical perspectives, resource allocation, confidentiality and consent, life and death issues.

Objectives

By the completion of this unit students should be able to:

1. Develop a critical understanding of the scope of ethical issues and attitudes.
2. Explain the language and concepts which form the basis of ethical debate.
3. Reflect philosophically about the basis of beliefs and attitudes.
4. Recognise the delineation between what is an ethical and what is a legal argument.
5. Explain the overlap between what is an ethical and what is a legal argument.
6. Critique the role that cultural influences have on ethical decisions.
7. Articulate your awareness as a decision maker and the influences that personal factors can have on decisions.
8. Evaluate the interactions between the doctor and the health care system.

Assessment

Journal (60%)
Essay (20%)
Case commentary (20%)

Prohibitions

MFM1017, MCM5117, MFM4017

Leader(s): Dr M Favilla

Offered

Clayton First semester 2009 (Off-campus)
Clayton Second semester 2009 (Off-campus)

Synopsis

Ophthalmology is often poorly understood by general practitioners, yet it forms an important component of the problems which patients present to doctors. The aim of this unit is not to make ophthalmologists out of general practitioners, rather, it aims to educate the GP as coordinator of health care, to know what needs to be referred and its urgency, and yet be able to manage with competence and confidence many of the common conditions which afflict the eye. As well, the unit also aims to enhance the linkage between the GP and allied health professionals like optometrists, and support groups for the visually disabled.

Objectives

On completion of this unit students should be able to:

1. Recognise the prevalence of ocular problems in their own practice and in the community at large, including the burden of illness and suffering they cause.
2. Recognise and diagnose a range of common ocular problems.
3. Apply skills in managing most ocular problems, including appropriate referral as a management strategy.
4. Recognise the importance of referral as a learning process.
5. Integrate ophthalmological assessment in the management of patients with a range of chronic conditions.
6. Explain the importance of optometrical problems like refractive errors in the day to day management of ocular problems, and understand the important role played by optometrists.
7. Recognise recent developments occurring in ophthalmology, such as in photo refractive keratectomy for refractive errors, new laser techniques, and improved surgical techniques in cataract surgery, leading to the development of day-case cataract surgery.
8. Incorporate optimal care to the visually impaired by evaluating the impact of visual loss and facilitating access to local services available for the visually impaired.

Assessment

Clinical Audit (30%)
Journal (70%)

Prohibitions

MFM1019

Leader(s): Professor L Piterman

Offered

Clayton First semester 2009 (Off-campus)
Clayton Second semester 2009 (Off-campus)

Synopsis

Mental illness is one of the most common afflictions of developed communities with morbidity and mortality increasing each year. Australian data indicates that large segments of our population are at risk for mental illness, that a large component of mental illness is first seen in primary care settings where it is often unrecognised or inadequately managed. General practitioners intimate knowledge of patients, families and communities mean that they are ideally placed to provide effective primary care in depression and anxiety. This unit will explore issues such as the management and treatment of depression and anxiety disorders.

Objectives

By the completion of this unit students should be able to:

1. Recognize common presentations of mood disorders particularly depression, anxiety and mania
2. Identify the risk factors and underlying causes of mood disorders particularly depression, anxiety and mania
3. Apply a systematic approach to assess the severity of different types of mood disorders
4. Describe the effects of mood disorders, including issues of morbidity and mortality.
5. Develop a rationale for choice of treatment(s).
6. Outline the current classification of mood disorders, particularly depression and anxiety disorders.

Assessment

Journal activities (Pass/fail)
2 Case reports (50% each)

Prohibitions

CGP1002, CGP1003

Leader(s): Ms I Nyulasi

Offered

Clayton Second semester 2009 (Off-campus)

Synopsis

This unit will equip the general practitioner with the skills and confidence in diagnosing and managing clinical nutrition issues arising in their practice. GPs are often faced with medical problems or situations that have a nutritional and/or dietary dimension, and this unit aims to assist the GP in developing skills in clinical nutrition that can be integrated with the rest of their medical skills to benefit their patients. Topics include: nutritional assessment and diagnosis, diet and macrovascular disease, obesity, nutritional management of diabetes and osteoporosis.

Objectives

By the completion of this unit students should be able to:

1. Establish a nutritional diagnosis and develop a management plan in appropriate clinical circumstances.
2. Apply increased knowledge about food composition to patient management.
3. Interpret and address questions from and counsel patients about changes in food choices, cooking styles and food/lifestyle habits.
4. Develop a preventive and management approach to many of the common diseases prevalent in our community.
5. Identify and discuss recent advances in nutrition knowledge.
6. Acknowledge and appreciate the skills of a dietitian in helping to implement your management plan.

Assessment

Essay 10%
3 Case studies 15%
Journal activities 75%

Prohibitions

MFM1002

Leader(s): Dr I Jakubowicz

Offered

Clayton First semester 2009 (Off-campus)
Clayton Second semester 2009 (Off-campus)

Synopsis

This unit introduces the student to broad range of common dermatological problems encountered in the general practice setting, providing them with clinically relevant and up-to-date information on topics such as patterns and diagnosis of skin disease, erythematopapulosquamous diseases, dermal and subcutaneous problems, skin tumours and pigmented lesions, cutaneous manifestations of systematic diseases, skin infections, paediatric dermatology, cosmetic dermatology, Industrial dermatology and regional dermatology, amongst others. Topics are written by content specialists practicing in these areas, and are customised specifically for the general practitioner.

Objectives

By the completion of this unit students should be able to:

1. Apply knowledge of the structure and function of the skin to assist in accurate diagnosis.
2. Develop a systematic approach to diagnosis which involves - assimilating sufficient knowledge to reduce the spectrum of clinical possibilities in any particular setting to a meaningful and rational diagnostic list, and -further refining this list based on an understanding of the background of each of the diagnostic possibilities.
3. Apply knowledge of available lists or investigations to further aid diagnosis.
4. Recognise the scope of dermatological problems seen in general practice and the potential that exists for GPs to adequately manage a considerable number of these conditions.
5. Develop a systematic approach to treatment which incorporates 'holistic' methods involving the use of several agents in any particular condition, rather than a single agent (i.e. orchestra vs single instrument approach).
6. Acquire the practical skills which might enhance the range of dermatological procedures carried out in general practice. Effectively use appropriate dermatological procedures for the general practice setting.
7. Discuss future developments in dermatological diagnosis and treatment, and the refinements of sub-specialities within the field of dermatology.

Assessment

Mid-term examination 15%
End of term examination 15%
Pictorial case studies (Sessions 1-5) 40%
Logbook (prospective audit) 30%
Journal (formative assessment)

Prohibitions

MFM1004

Leader(s): Dr J Smith

Offered

Clayton First semester 2009 (Off-campus)
Clayton Second semester 2009 (Off-campus)

Synopsis

Paediatrics is an enormous field covering the whole range of clinical practice in the younger age group. This unit explores areas that are of practical relevance, interest and importance to the work of family practitioners, exploring child health problems as experienced in everyday practice. The aim for this unit is to increase skills and confidence to make treating that age group an even more interesting and satisfying part of general practice.

Assessment

Clinical audit (35%)
Essay (15%)
Journal (50%)

Prohibitions

MFM1007

Leader(s): Dr I Chenoweth

Offered

Clayton First semester 2009 (Off-campus)

Synopsis

This unit provides students with the important skills and information necessary to manage a general practice effectively. It covers the following topics: managing and marketing a service, managing patients, managing staff, managing information, financial management and managing risk.

Objectives

By the completion of this unit students should be able to:

1. Explain and evaluate the key management concepts for a general practice
2. Describe the key elements of service provision
3. Indicate in broad terms the marketing of a service
4. Describe the sequential steps in the handling of patient contacts in general practice
5. Analyse the telephone and appointment system of the practice
6. Describe the important aspects of handling difficult situations and complaints
7. Outline the key elements and main uses of a health record
8. Assess and understand the issues pertinent to information management in the practice.
9. Evaluate the most useful conceptual frameworks for managing people
10. Recognise the legal obligations of employers
11. Describe the cycle of human resource management (and its associated skills) from recruitment and selection to termination or resignation
12. Describe the main elements of an accounting system and financial reports, including the basic accounts and their linkages, payroll, billing and accounts payable
13. Describe the most common legal structures utilised by general practices
14. Outline the main elements of a contract of employment
15. Describe the overall framework and understand the main areas of risk management

Assessment

Practice Manual 70%
Strategic Plan 30%

Prohibitions

MFM1008, MFM6008

Leader(s): Dr I Chenoweth

Offered

Clayton First semester 2009 (Off-campus)
Clayton Second semester 2009 (Off-campus)

Synopsis

Many GPs practicing today have little or no formal undergraduate training in health care issues that are relevant to older people. This elective unit covers the following: social aspects of ageing, clinical aspects of ageing, functional independence, rehabilitation and promoting independence, psychogeriatrics, bladder and bowel problems, tiredness, anorexia and weight loss, breathlessness, turns, tumbles and tremors, painful conditions, hypertension, leg ulcers and pressure ulcers, institutional and nursing home care, latrogenesis, healthy ageing - health promotion and disease prevention and ethical issues.

Objectives

By the completion of this unit students should be able to:

1. Promote the practice of geriatric medicine among GPs.
2. Improve the knowledge, skills and confidence of GPs in the care of the elderly.
3. Explain the aspects of care that are different for older people.
4. Interpret and assess information on the medical care of older people that is practical, concise and relevant to general practice.
5. Appreciate and acknowledge the interdisciplinary nature of gerontology and geriatric medicine and rehabilitation.
6. Describe the focus on community care, i.e. assessment of older people in their normal community environment, and the use of community resources as an integral part of their care.
7. Emphasise the importance of prevention and health maintenance in older people.
8. Present a positive model of geriatric practice.

Assessment

Journal activities (40%)
Audit 1 (20%)
Essay (20%)
Audit 2 (20%)

Prohibitions

MFM1012

Leader(s): A/Professor D Mazza

Offered

Clayton First semester 2009 (Off-campus)
Clayton Second semester 2009 (Off-campus)

Synopsis

This unit addresses aspects of women's sexual and reproductive health commonly encountered in the general practice setting. It will consider the particular way that women's sexual and reproductive health issues present in the general practice context, current controversies in women's sexual and reproductive health, current evidence and guidelines pertinent to investigation and management of womens sexual and reproductive health issues and consideration of the women's medical issues in a psychosocial context.

Objectives

On completion of this course you should:

1. Demonstrate improved knowledge and insight into womens health;
2. Respond sensitively and competently to womens sexual and reproductive health issues in the general practice context;
3. Critically appraise the controversial issues related to sexual and reproductive health;
4. Have an appreciation of the psychosocial context of women's sexual and reproductive health;
5. Be aware of current evidence and guidelines in relation to womens sexual and reproductive health;
6. Describe normal pubertal development and appropriately manage primary amenorrhoea and dysfunctional uterine bleeding in adolescence
7. Have a good working knowledge of the advantages and disadvantages of different forms of contraception, as well as know the indications, adverse effects and contraindications of their use;
8. Recognise the issues involved in women deliberating over proceeding with a termination of pregnancy and know how to counsel them in a non judgemental way;
9. Diagnose and manage sexually transmitted diseases and effectively counsel patients regarding sage sex, recognising and addressing barriers to safe sex practice;
10. Proactively provide preconception care and be able to manage early pregnancy loss and couples attending your practice with subfertility;
11. Understand the principles behind cervical and beast cancer screening and know how to manage abnormal smears;
12. Describe the research base relevant to hormone replacement therapy and be confident managing common menopausal symptoms and osteoporosis;
13. Have an appreciation of issues involved in sexuality and be able to counsel women about commonly encountered sexual problems;
14. Appreciate the prevalence of violence against women, understand the physical and psychological consequences of it and be able to counsel women appropriately when these issues are disclosed.

Assessment

Journal (50%)
Audit of current practice (25%)
Case Study (25%)

Leader(s): Dr C Hassed

Offered

Clayton First semester 2009 (Off-campus)
Clayton Second semester 2009 (Off-campus)

Synopsis

This unit examines the body of scientific evidence linking stress with mental and physical illness and with a range of abnormal lifestyle behaviours. It teaches practical skills in the form of relaxation and meditation techniques which students learn and practice themselves and can then teach their patients to carry out. The unit identifies the circumstances and conditions in which these techniques are most useful. The theory and practice are run in parallel throughout the unit.

Objectives

By the end of this unit students should be able to:

1. Recognise that there is now a significant body of research linking psychological states like stress with many illnesses.
2. Recognise that there is also a large body of research demonstrating the benefits of psychological interventions like stress management and mindfulness.
3. Describe the ways in which stress affects physical health and lifestyle.
4. Practice the mindfulness exercises in its various forms.
5. Understand the principles and applications of the mindfulness-based cognitive strategies.
6. Assess and improve your professional skills as a counsellor in stress management, thereby being of greater benefit to your patients.
7. Reflect on your own experience of stress and ways in which you manage it, thereby deriving personal benefit from the course.

Assessment

Scientific stream:
Assignment (25%)
Essay (25%)
Practical stream:
Journal (50%)

Prohibitions

DFM3002

Leader(s): Dr G Wallace

Offered

Clayton First semester 2009 (Off-campus)
Clayton Second semester 2009 (Off-campus)

Synopsis

Pain is a common presenting problem in general practice, stimulating shared doctor and patient expectations of diagnosis and effective treatment. This unit attempts to improve the process of pain management by giving students clinically relevant and up to date information on topics including basic definition, anatomy, physiology of pain, psychological aspects of pain, evaluation of the patient with pain, role of the GP in pain management, role of pain clinics, specific disorders; migraine, neck and facial pain, TMJ, thoracic and lumbar pain, musculoskeletal pain including fibromyalgia, cancer pain and pain management in palliative care.

Objectives

By the end of this unit students should be able to:

1. Apply a better understanding of pain physiology and assessment in your practice.
2. Describe the pain experience and its ramifications, recognising that whole person care is essential.
3. Use a range of practical pain management strategies and techniques in dealing safely and effectively with patients pain.
4. Assess the complex issue of spinal pain with a logical diagnostic and management approach.
5. Recognise the concept of soft tissue rheumatism (localised inflammatory soft tissue disorders).
6. Recognise the wide range of causes of headache and develop a framework for a diagnostic approach.
7. Use the fibromyalgia syndrome model in your approach to a number of other painful chronic musculoskeletal diseases and conditions.
8. Identify the particular needs of patients suffering cancer pain, and use a range of strategies, both pharmacological and non pharmacological, in alleviating the pain.

Assessment

Preliminary audit 15%
Post course audit 15%
Assessment tasks 70%

Prohibitions

DFM3003

Leader(s): Dr M Gold

Offered

Clayton First semester 2009 (Off-campus)
Clayton Second semester 2009 (Off-campus)

Synopsis

This unit gives the general practitioner practical skills and information in how to care for terminally ill patients, with support from health care teams, hospices and palliative care units. Topics are written by content specialists, and cover the following areas: palliative care and the GP, the illness experience, quality of life, symptom management, pain management and review.

Objectives

On completion of this unit students should be able to:

1. Integrate the knowledge and skills covered in this unit to become more comfortable in caring for dying patients.
2. Recognise the need for total care in the discipline of palliative medicine.
3. Identify the extra resources available in caring for dying patients.
4. Be proactive in the guidance of palliative care patients and their family carers.
5. Develop a philosophy of 'true team care with the sharing and application of the skills of each member of the team.
6. Identify their strengths in the area of palliative care.

Assessment

Journal (50%)
Case studies (50%)

Prohibitions

MFM1001, DFM3004

Leader(s): Dr I Chenoweth

Offered

Clayton First semester 2009 (Off-campus)
Clayton Second semester 2009 (Off-campus)

Synopsis

This unit explores topics such as the history and scope of preventive care, the role of the GP, practice organization for preventive care, risk assessment and evaluation of preventive strategies, prevention of cardiovascular disease and principles of behaviour change. As prevention is a dynamic and changing area of practice, this unit will emphasise the processes involved in practicing prevention and the implications of these in the general practice setting.

Objectives

One completion of this unit students should be able to:

1. Outline the history and scope of preventive medicine.
2. Discuss the role of public health organizations in providing health education and health promotion.
3. Distinguish and assess the differences between the population approach and the individual approach to preventive care.
4. Critically appraise health promotion strategies, both within a general practice, and within a community.
5. Outline the principles of behaviour change and how to apply these in the consulting room.
6. Utilise clinical audit as a tool for assessing, improving and monitoring the provision of preventive care by a general practice.
7. Apply principles of good preventive care in the clinical area of cardiovascular disease.
8. Determine how to organize a general practice so that comprehensive preventive care can be integrated with the practices other, daily activities.

Assessment

Journal activities (25%)
Clinical audit (50%)
Essay (25%)

Prohibitions

DFM3005, MFM1005

Leader(s): Dr A Beveridge

Offered

Clayton First semester 2009 (Off-campus)
Clayton Second semester 2009 (Off-campus)

Synopsis

In order to prescribe in the most appropriate manner, the general practitioner needs a broad perspective. Rational prescribing needs an understanding of: the pressures affecting a practitioner which may influence his or her prescribing patterns, the consumer and factors which impinge upon optimal use of medication, and of the subtle and not so subtle influences and constraints of manufacturers and government which determine the milieu within which practitioners prescribe. This unit aims to have such a perspective, covering topics from the practical philosophy of rational prescribing to the future of clinical pharmacology.

Objectives

Upon completion of this unit students should be able to:

1. Recognise the context of therapeutics today, with regard to its historical development and its relationship to government and industry.
2. Recognise the psychosocial issues involved in the prescription of medication.
3. Analyse and select the most appropriate therapy for any particular diagnostic situation, using specific criteria.
4. Apply the principles of pharmacokinetics and pharmacodynamics to clinical situations.
5. Discuss the factors involved in patient compliance.
6. Critically appraise different forms of drug information, including promotional items.
7. Conduct a patient medication review.
8. Conduct an audit of prescribing.
9. Implement changes in their practice based upon knowledge and skills gained in this unit.

Assessment

Assignment 1 (25%)
Assignment 2 (25%)
Assignment 3 (20%)
Assignment 4 (30%)

Prohibitions

DFM3006

Leader(s): Dr C Hassed

Offered

Clayton First semester 2009 (Off-campus)
Clayton Second semester 2009 (Off-campus)

Synopsis

Diabetes is a common disease of increasing prevalence in Australia and the rest of the world and is major source of preventable morbidity and mortality. Much of the diagnosis, treatment and monitoring of diabetic patients falls on the shoulders of General Practitioners. This unit will enhance the skills and knowledge of General Practitioners on all aspects of diabetes mellitus diagnosis and management and lifestyle modification and will include utilisation of medical specialists and diabetes support services.

Objectives

By the completion of this unit students should be able to:

1. Describe the aetiology, prevalence and pathophysiology of diabetes.
2. Improve skills in diabetic screening and diagnosis
3. Manage both type 1 and type 2 diabetes effectively and with a holistic perspective.
4. Manage diabetic emergencies.
5. Develop and implement a care plan including attention to relevant lifestyle factors.
6. Monitor diabetic patients effectively.
7. Identify, treat and/or refer diabetic complications early and effectively.
8. Describe special areas of diabetic management.
9. Utilise diabetic support services and networks effectively.

Assessment

Case study (40%)
Pre course and post course audit (60%)

Prohibitions

DFM3007

Leader(s): Dr S Wijesinha

Offered

Clayton First semester 2009 (Off-campus)
Clayton Second semester 2009 (Off-campus)

Synopsis

This unit aims to acquaint family physicians with the latest information about andrological topics - and to make them confident and comfortable in dealing with patients who suffer from the many disorders of the male reproductive organs. The content of the unit will cover: androgens; male infertility; erectile dysfunction; benign prostate disease, prostate cancer, testicular tumours and sexually transmitted infections. The Department of General Practice acknowledges Andrology Australia, an initiative of the Australian Government Department of Health and Ageing, for its financial commitment to the initial development of this module.

Objectives

By the end of this unit students should be able to:

1. Appreciate the major issues in male reproductive health today.
2. Explain in detail the physiology of the male reproductive system,
3. Demonstrate confidence in dealing with issues of infertility and erectile dysfunction.
4. Discuss recent advances in diagnosing and managing prostate disease.
5. Explain the issues of diagnosis, management and prevention of testicular tumors.
6. Develop skills in conducting a clinical audit. Conduct a clinical audit.
7. Recognise the potential of audits to improve clinical practice.

Assessment

Journal activities (25%)
Essay (25%)
Audit part 1 and Audit part 2 (50%)

Prohibitions

DFM3008

Leader(s): Dr S Wijesinha

Offered

Clayton First semester 2009 (Off-campus)
Clayton Second semester 2009 (Off-campus)

Synopsis

General practitioners are in the best position to identify individuals who are at risk of heart disease, and so implement primary prevention. This unit focuses on the modern assessment and management of cardiovascular problems encountered by the general practitioner. Topics covered include: hypertension, chest pain, atrial fibrillation, heart failure and syncope.

Objectives

By the completion of this unit students should be able to:

1. Appreciate the major issues in cardiovascular health today.
2. Assess and advise patients from the viewpoint of preventive cardiology.
3. Manage patients with hypertension, chest pain, atrial fibrillation, heart failure and syncope effectively.
4. Assess the currently available investigations for diagnosis and management of cardiovascular disease. Evaluate current evidence and research for diagnosis and management of cardiovascular disease?
5. Be familiar with modern methods of interventional cardiology
6. Conduct a clinical audit - either in screening for risk factors or in the management of cardiac failure.
7. Recognise the potential of audits to improve clinical practice.

Assessment

Journal activities (pass/fail)
Essay (25%)
Essay (25%)
Audit part 1 and Audit part 2 (50%)

Leader(s): Mrs J Beaufoy

Offered

Clayton First semester 2009 (Day)

Synopsis

Seminars on: introduction to psychoanalytic theories of development including developmental perspectives of Sigmund Freud, Anna Freud, Margaret Mahler, John Bowlby and Donald Winnicott. Psychiatric assessment, assessment for psychotherapy, infant-parent work, child psychotherapy, adolescent psychotherapy, parent therapy and psychodynamic understanding of the family. Clinical Supervision: individual psychotherapy supervision, 2 hours per week. Parent Therapy Supervision, 1 hour per week. Developmental Observation Seminar, 1 hour per week.

Objectives

The objectives of this unit are:

1. To begin an exploration in seminars of the psychoanalytic and developmental theories that are the foundation of this work.
2. To explore the application of these theories to various aspects of clinical work both in seminars and clinical supervision.
3. To observe the ongoing development of non-clinical children in three developmental phases from birth to early childhood and to integrate these observations with other aspects of the unit.
4. To submit reports for assessment on each of these three developmental phases.
5. To undertake a clinical assessment and assessment for psychotherapy of patients viz. a child, an adolescent and a set of parents.

Assessment

Trainees' performance on seminars
Written reports trainees submit of assessments and each series of observations
Written report submitted by clinical supervisors for each trainee detailing progress made
An integration of the various aspects of the unit are to be demonstrated in the students' clinical work

Leader(s): Mrs J Beaufoy

Offered

Clayton Second semester 2009 (Day)

Synopsis

Seminars include an introduction to psychoanalytic theories of development including developmental perspectives of Sigmund Freud, Anna Freud, Margaret Mahler, John Bowlby and Donald Winnicott. Psychiatric assessment, assessment for psychotherapy, infant-parent work, child psychotherapy, adolescent psychotherapy, parent therapy and psychodynamic understanding of the family. Clinical Supervision: individual psychotherapy supervision, 2 hours per week. Parent Therapy Supervision, 1 hour per week. Developmental Observation Seminar, 1 hour per week.

Objectives

The objectives of this unit are:

1. To continue an exploration in seminars of the psychoanalytic and developmental theories that are the foundation of this work.
2. To explore the application of these theories to various aspects of clinical work both in seminars and clinical supervision.
3. To observe the ongoing development of non-clinical children in three developmental phases from early childhood to late adolescence, and integrate these observations with other aspects of the unit.
4. To submit reports for assessment on each of these three developmental phases.
5. To complete a clinical assessment and assessment for psychotherapy of patients viz. a child, an adolescent and a set of parents.
6. To undertake psychotherapy with patients viz. children, adolescents and parents, and to present this work to the clinical supervisors.

Assessment

Trainees' performance on seminars
Written reports trainees submit of assessments and each series of observations
Written report submitted by clinical supervisors for each trainee detailing progress made
An integration of the various aspects of the unit are to be demonstrated in the students' clinical work

Leader(s): Mrs J Beaufoy

Offered

Clayton First semester 2009 (Day)

Synopsis

Seminars include psychoanalytic theories and psychopathology including an in-depth study of the work of Sigmund Freud and Melanie Klein. The applied seminars continue and include consultation, ethics and research. Clinical Supervision: individual psychotherapy supervision, 2 hours per week. Parent Therapy Supervision, 1 hour per week. Infant Observation Seminar, 2 hours per week.

Objectives

The objectives of this unit are:

1. To continue an exploration in seminars of the fundamental psychoanalytic and developmental theories.
2. To explore the application of these theories to various aspects of clinical work both in seminars and clinical supervision.
3. To acquire knowledge of the application of ethical issues, consulation to, and research in the area.
4. To observe the ongoing development of a non-clinical infant for one hour per week, from birth until at least six months of age.
5. To undertake psychotherapy with children, adolescents and parents, to present this work to the clinical supervisors; to be able to demonstrate a beginning competence with the various techniques in the work.

Assessment

Trainees' performance on seminars
Written account of the year's infant observations to be submitted
Written report submitted by clinical supervisors for each trainee detailing progress made
An integration of the various aspects of the unit are to be demonstrated in the students' clinical work

Leader(s): Mrs J Beaufoy

Offered

Clayton Second semester 2009 (Day)

Synopsis

Seminars include psychoanalytic theories and psychopathology including an in-depth study of the work of Sigmund Freud and Melanie Klein. The applied seminars continue and include consultation, ethics and research. Clinical Supervision: individual psychotherapy supervision, 2 hours per week. Parent Therapy Supervision, 1 hour per week. Infant Observation Seminar, 2 hours per week.

Objectives

The objectives of this unit are:

1. To continue an exploration in seminars of the fundamental psychoanalytic and developmental theories.
2. To explore the application of these theories to various aspects of clinical work both in seminars and clinical supervision.
3. To extend knowledge of the application of ethical issues, consulation to and research in the area .
4. To continue the observation of the ongoing development of a non-clinical infant for one hour per week, from six months of age to until at least twelve months of age.
5. To submit on completion a written account of this twelve-month infant observation.
6. To undertake psychotherapy with patients viz. children, adolescents and parents, and to present this work to the clinical supervisors; to be able to demonstrate a developing competence with the various techniques in the work.

Assessment

Trainees' performance on seminars
Written account of the year's infant observations to be submitted
Written report submitted by clinical supervisors for each trainee detailing progress made
An integration of the various aspects of the unit are to be demonstrated in the students' clinical work

Leader(s): Mrs J Beaufoy

Offered

Clayton First semester 2009 (Day)

Synopsis

Seminars include psychoanalytic theories and psychopathology including the work of Sigmund Freud, Melanie Klein and Wilfred Bion. Clinical and Research seminars continue. Clinical Supervision: individual psychotherapy supervision, 2 hours per week. Parent Therapy Supervision, 1 hour per week. Work Study Seminar, 2 hours per week.

Objectives

The objectives of this unit are:

1. To continue in seminars an exploration of the fundamental psychoanalytic and developmental theories.
2. To explore the application of these theories to various aspects of clinical work both in seminars and clinical supervision.
3. To examine the psychodynamic functioning of groups and organisations; to examine research and thesis writing as relevant to the area.
4. To participate in a weekly work-study seminar where detailed accounts of an aspect of the workplace are discussed in a psychoanalytic framework.
5. To undertake psychotherapy with patients viz. children, adolescents and parents and to present this work to the clinical supervisors; to be able to demonstrate competence with the various techniques in the work.

Assessment

Trainees' performance on seminars
Written report of the work study seminar to be submitted
Written report submitted by clinical supervisors for each trainee detailing progress made
An integration of the various aspects of the unit are to be demonstrated in the students' clinical work

Leader(s): Mrs J Beaufoy

Offered

Clayton Second semester 2009 (Day)

Synopsis

Seminars include psychoanalytic theories and psychopathology including the work of Sigmund Freud, Melanie Klein and Wilfred Bion. Clinical and Research seminars continue. Clinical Supervision: individual psychotherapy supervision, 2 hours per week. Parent Therapy Supervision, 1 hour per week. Work Study Seminar, 2 hours per week.

Objectives

The objectives of this unit are:

1. To continue an exploration in seminars of the fundamental psychoanalytic and developmental theories of this work.
2. To explore the application of these theories to various aspects of clinical work both in seminars and clinical supervision.
3. To further examine the psychodynamic functioning of groups and organisations, research and thesis writing as relevant to the area.
4. To participate in a weekly work-study seminar where detailed accounts of an aspect of the workplace are discussed in a psychoanalytic framework.
5. To submit a report on the experience of the work-study seminars for assessment.
6. To undertake psychotherapy with patients viz. children, adolescents and parents and to present this work to the clinical supervisors, to be able to demonstrate clinical competence with the various techniques in the work and to demonstrate the capacity to function independently as a clinical child psychoanalytic psychotherapist.
7. To participate in regular research workshops and to develop a proposal for a thesis.

Assessment

Trainees' performance on seminars
Written report of the work study seminar to be submitted
Written report submitted by clinical supervisors for each trainee detailing progress made
An integration of the various aspects of the unit are to be demonstrated in the students' clinical work

Leader(s): Prof Frank Archer

Offered

Peninsula First semester 2009 (On-campus block of classes)
Peninsula First semester 2009 (Off-campus)
Peninsula Summer semester A 2009 (On-campus block of classes)

Synopsis

This unit provides an introduction to the field of study. The unit includes international disaster epidemiology, the disaster cycle, the science and contemporary models of emergency preparedness and disaster medicine. The unit will introduce national and international organisations, academic resources and an introduction to the multi-disciplinary approach and the social and political concepts of disasters and disaster health.

Objectives

By the completion of this unit, the student will be able to:

1. Enhance their ability to perform in their role as community-based emergency health professionals.
2. Describe the international classification and scope of disasters.
3. Describe the international trends in disaster epidemiology, with a specific focus on Australia, Oceania and Asia.
4. Explain the phases in the natural history of disasters.
5. Explain the phases of the emergency management cycle.
6. Outline contemporary models relating to the science of disaster medicine.
7. Outline the academic resources available in this field.
8. Outline the national infrastructure, and international relations, relating to Emergency Preparedness and Disaster Medicine.
9. Describe the multi-disciplinary approach required in managing disasters.
10. Outline the impact of political and social contexts of disasters.

Assessment

3 part assignment (2,500 words)(45%)
Assignment (2,500 - 3,000 words)(55%)

Contact hours

On-campus students:
156 hours including 5 day full-time block release, supported by online tutorials using MUSO.

Off-campus students:
Students are required to spend 12 hours per week on this unit working through self-directed learning materials, participating in tutorials through MUSO and in preparation of unit assessment tasks (156 hours total).

Leader(s): Ms Erin Smith

Offered

Peninsula First semester 2009 (On-campus block of classes)
Peninsula First semester 2009 (Off-campus)

Synopsis

This is a core unit in the Graduate Certificate of Emergency Preparedness and Disaster Medicine. The unit begins by outlining the classification and scope of major events that actually, or potentially, threaten the health status of a community. Through the principles of risk assessment and vulnerability reduction the unit will apply these principles to a sample of recent major events in Australia, Oceania and/or Asia to develop the principles of emergency preparedness and capacity building. A major consideration will be exploring effective communication with the community in times of emergency preparedness or major events.

Objectives

On completion of this unit, students will be able to:

1. Outline the concepts required for Risk-based Planning and Vulnerability Reduction in Disasters.
2. Discss the application of risk assessment and vulnerability reduction in potential hazards in their local environments, Australia, Oceania and Asian major events.
3. Identify the range of issues in establishing effective community communication in times of Emergency Preparedness of Major Events.

Assessment

3 part assignment (2,500 words)(45%)
Assignment (2,500 - 3,000 words)(55%)

Contact hours

On-campus students:
156 hours including 3 day full-time block release, supported by online tutorials using MUSO.

Off-campus students:
Students are required to spend 12 hours per week on this unit working through self-directed learning materials, participating in tutorials through MUSO and in preparation of unit assessment tasks (156 hours total).

Leader(s): Prof Frank Archer

Offered

Peninsula Second semester 2009 (On-campus block of classes)
Peninsula Second semester 2009 (Off-campus)

Synopsis

This is a core unit of the Graduate Certificate in Emergency Preparedness and Disaster Medicine. The unit introduces the principles of emergency management and the management of multiple casualties, including incidents involving hazardous materials. These principles will be applied in a case-based approach to a sample of recent major events, in Australia, Oceania and/or Asia. The unit will use the Bradt model as a framework and include the use of table-top exercises to demonstrate and apply the principles of Major Incident Management. An overview of issues in international responses will be involved.

Objectives

On completion of this unit, the student will be able to:

1. Describe the variety of responses to major incidents from both the emergency and health care sectors and how these sectors collaborate to manage major events.
2. Examine the process of managing the health service response to major events or disasters.
3. Outline the spectrum of medical, public health, psychological and behavioural problems which may be encountered during common major events, locally in Australia, Oceania and Asia.

Assessment

3 Part Assignment (2,500 words)(45%)
Assignment (2,500 - 3,000 words)(55%)

Contact hours

On-campus students:
156 hours including 3 day full-time block release, supported by online tutorials using MUSO.

Off-campus students:
Students are required to spend 12 hours per week on this unit working through self-directed learning materials, participating in tutorials through MUSO and in preparation of unit assessment tasks (156 hours total).

Students must complete the one day attendance hurdle requirement to participate in the table-top (emergotrain) exercise.

Off-campus attendance requirements

Students must complete the one day attendance hurdle requirement to participate in the table-top (emergotrain) exercise.

Leader(s): Ms Erin Smith

Offered

Peninsula Second semester 2009 (On-campus block of classes)
Peninsula Second semester 2009 (Off-campus)

Synopsis

This is a core unit of the Graduate Certificate in Emergency Preparedness and Disaster Medicine. The unit will outline general principles of recovery following major events using a sample of recent major events from Australia, Oceania and/or Asia. The unit will explore the ongoing community health support that may be required, the psychosocial issues of recovery, and the restoration of health infrastructure following major events.

Objectives

By the completion of this unit the student will be able to:

1. Describe disaster recovery planning and the medical public health psychological and behavioural issues which may need to be managed.
2. Describe attitudes and skills to continue to develop and further enhance their personal and professional development as emergency care providers.
3. Critically review the strategies to care for self as an emergency care provider.
4. Explore the knowledge, understanding, skills and attitudes necessary to practice as an emergency care provider within an appropriate ethical and professional construct.

Assessment

3 Part Assignemnt (2,500 words)(45%)
Assignment (2,500 - 3,000 words)(55%)

Contact hours

On-campus students:
3 day full-time block, supported by online tutorials using MUSO.

Off-campus students:
Students are required to spend 12 hours per week on this unit working through self-directed learning materials, participating in tutorials through MUSO and in preparation of unit assessment tasks (156 hours total).

Leader(s): Professor Frank Archer

Offered

Alfred Hospital First semester 2009 (Flexible)

Synopsis

This is a key unit within the Emergency Preparedness and Disaster Health stream of the Graduate Certificate/Graduate Diploma/Master of Emergency Health designed to promote the development of a broad and critical conceptual and practical understanding of CBRNE events. The unit will define, classify, and explore the epidemiology and historical trends and influences of these common and
complex events from both national and international perspectives. For each of the main categories of chemical, biological, radiological/nuclear and explosive, the unit will explore the fundamental principles of physical, biological and social sciences to develop an understanding of these events in both accidental and deliberate settings. Their associated impact on the environment, forensics, and 8 the community will be explored. The unit will then focus on developing general principles for preparedness, including surveillance, prevention and mitigation, and for response/management and
recovery of CBRNE events in the Primary Health Care setting. The unit will conclude by examining the implications of these principles for both community and responder education and identifying research opportunities in the field of CBRNE health care.

Objectives

By the completion of this unit, the student will be able to:

1. Examine the historical trends and influences and contemporary theories of terrorism, with a focus on associated socio-political-cultural factors to the epidemiology of CBRNE events;
2. Evaluate the literature with respect to primary health care of CBRNE events, and apply it to the development of evidence-based practice for CBRNE health care;
3. For each of CBRNE mechanisms, identify: the range of agents commonly or likely to be encountered, their mechanisms and natural history; surveillance strategies; detection, protection and decontamination; and, principles of initial management including forensic requirements;
4. Using an emergency preparedness and disaster health framework, a risk assessment and management approach, and a multi-disciplinary perspective, ie. emergency management, clinical and psycho-social, and public health, list the general principles of preparedness (preevent), response/management (event) and recovery (post event) for CBRNE incidents, highlighting additional specific measures for specific agents;
5. Describe environmental issues from both causative, aggravation, and consequence

6. Justify the use of potential community responses to CBRNE events with reference to

7. Identify education requirements and research opportunities for the field of community-based primary health care of CBRNE.

Assessment

3 part assignment (2,500 words)(45%)
Assignment (2,500- 3,000 words)(55%)

Contact hours

Students are required to spend, on average, 12 hours per week on this unit across the
semester (156 hours in total) working through self-directed learning materials, participating in tutorials through MUSO and in preparation of unit assessment tasks. Within this total, students are also required to attend a 5 day (40 hours) on-campus intensive.

Off-campus students:

Students are required to spend, on average, 12 hours per week on this unit across the
semester (156 hours in total) working through self-directed learning materials, participating in tutorials through MUSO and in preparation of unit assessment tasks.

Prerequisites

MDM4010

Leader(s): Professor Frank Archer

Offered

Alfred Hospital First semester 2009 (Flexible)

Synopsis

This is a key unit within the Emergency Preparedness and Disaster Health stream of the Graduate Certificate/Graduate Diploma/Master of Emergency Health which will promote the development of a broad and critical conceptual and practical understanding of mass gatherings health care. The unit will define mass gatherings and explore historical trends and influences of these common and complex events from both national and international perspectives. These influences, combined with an exploration of the literature, will be used to identify relevant standards and guidelines, which have evolved in recent years to guide policy and practice for mass gatherings health care. The unit will explore the infrastructure and inter-agency involvement and use a disaster health framework with a risk management approach, to develop the principles for planning, management/response and recovery from mass gatherings events. These principles will then be applied to a selected range of representative settings, with an emphasis on the interests of students within the unit, to develop their knowledge, skills and attitudes in improving their capacity in planning and managing mass gatherings health care. The unit will conclude with examining the implication of these principles for both community and responder education and identifying research opportunities in the field of mass gatherings health care.

Objectives

By the completion of this unit, the student will be able to:

1. Define mass gatherings;
2. Outline the historical trends and influences leading to the introduction of standards and guidelines for mass gatherings health care in Australia, UK and USA;
3. Evaluate the current literature with respect to mass gatherings health care and apply to the development of evidence-based policy and practice for mass gatherings health care;
4. Describe the general epidemiology of mass gatherings health care, with a focus on the profile in students geographic region;
5. Using an emergency preparedness and disaster health framework, a risk assessment and management approach, and a multi-disciplinary perspective, list the principles of preparedness (pre-event), response/management (event) and recovery (post event) for mass gatherings incidents;
6. Evaluate the State Health Emergency Response Plan, and associated emergency

7. Identify education requirements and research opportunities for the field of mass gatherings health care.

Assessment

3 part assignment (2,500 words)(45%)
Assignment (2,500- 3,000 words)(55%)

Contact hours

On-campus students:
Students are required to spend, on average, 12 hours per week on this unit
across the semester (156 hours in total) working through self-directed learning materials, participating in tutorials through MUSO and in preparation of unit assessment tasks. Within this total, students are also required to attend a 3 day (24 hours) on-campus intensive.

Off-campus students:
Students are required to spend, on average, 12 hours per week on this unit
across the semester (156 hours in total) working through self-directed learning materials, participating in tutorials through MUSO and in preparation of unit assessment tasks.

Prerequisites

MDM4010

Leader(s): Professor Frank Archer

Offered

Alfred Hospital Second semester 2009 (Flexible)

Synopsis

This unit aims to promote the development of a broad and critical conceptual and practical understanding of international disasters and humanitarian crises. It will bridge the response from "domestic" to "the international" and also between "disasters" and "humanitarian crises" and provide an introduction to other international health electives. The unit will define the elements and interrelationships
of the international disaster and humanitarian crises response system and examine
contemporary perspectives of humanitarian principles. The unit will outline the definitions, classification and epidemiology of disasters and humanitarian crises with an emphasis on the Oceania and South East Asian regions. This background, combined with an exploration of the literature of recent disaster and humanitarian crises, will be used to interpret relevant international standards and guidelines, which have evolved in recent years to guide policy and practice for international disaster and humanitarian response. The unit will introduce the application of guidelines for assessment, planning, and monitoring to plan for appropriate health action in disasters
and humanitarian crises, identify key issues relating to vulnerable groups, and the socio-political and cultural contexts. These principles will then be applied to examine the key elements in preparing for an international response as a team member, and the expectations of appropriate professional behavior whilst on field deployment. The unit will conclude with examining the implications of these principles for both community and responder education and identifying research opportunities
in the field of international disasters and humanitarian crises.

Objectives

By the completion of this unit, the student will be able to:

1. Describe the elements, inter-relationships, coordination and minimal standards of the international disaster and humanitarian crises response system;
2. Identify a contemporary perspective of the following humanitarian principles: health and human rights; international humanitarian law; protection of internally displaced persons and refugees in crises; and minimum standards, codes of conduct, and guidelines for disaster and humanitarian crises responses;
3. Outline the definitions, classification, epidemiology and natural history of disasters and humanitarian crises from both the global and students' regional perspectives;
4. Apply international standards and guidelines for assessment, planning, and monitoring in disasters and humanitarian crises to plan appropriate short term health action;
5. Identify key issues relating to disasters and humanitarian crises, specifically relating to vulnerable groups in such settings;
6. Describe the socio-political-cultural context of international disasters and humanitarian crises and demonstrate the essentials of cultural competency in planning appropriate health action;
7. Describe the key elements in preparing for an international response as a team member and the expectations of appropriate professional behavior whilst on field deployment in an humanitarian relief environment;
8. Identify education requirements and research opportunities for the domain of international disasters and humanitarian crises.

Assessment

3 part assignment (2,500 words)(45%)
Assignment (2,500- 3,000 words)(55%)

Contact hours

On campus students:
Students are required to spend, on average, 12 hours per week on this unit across the semester (156 hours in total) working through self-directed learning materials, participating in tutorials through MUSO and in preparation of unit assessment tasks. Within this total, students are also required to attend a 3 day (24 hours) on-campus intensive.

Off campus students:
Students are required to spend, on average, 12 hours per week on this unit across the semester (156 hours in total) working through self-directed learning materials, participating in tutorials through MUSO and in preparation of unit assessment tasks.

Prerequisites

MDM4010

Leader(s): Professor Frank Archer

Offered

Alfred Hospital Second semester 2009 (Flexible)

Synopsis

This unit aims to promote the development of a broad and critical conceptual and practical understanding of clinical care in mass casualty situations. It will bridge the principles of clinical practice from "normal practice" to "the mass casualty situations" and also of clinical leadership in managing "the incident" and "normal business". The unit will identify the epidemiology of mass casualty incidents with an emphasis on the students' regional perspective and identify the scope of health issues which may result. An emergency preparedness and disaster health framework will be
used to identify the principles of preparedness, response and recovery from mass casualty incidents from the clinical perspective. Using this framework, and the literature and recent case studies, the unit will explore the requirements of clinicians participating in DMAT response teams and the elements expected of clinical leaders in the state health emergency response team. These principles will then be applied to developing competency in key clinical performance expected in mass casualty situations, including recognising differences in clinical care from normal practice. The unit will identify the clinical interface with the community and psycho-social issues in times of major events that threaten the health status of a community and will conclude with examining the implications of these principles for both community and responder education and identifying research opportunities in this field.

Objectives

By the completion of this unit, the student will be able to:

1. Outline the epidemiology of mass casualty incidents, from both the global and students' regional perspectives;
2. Identify the scope of health issues which may result from mass casualty incidents,

3. Using an emergency preparedness and disaster health framework, a risk assessment and management approach, and a multi-disciplinary perspective, list the principles of preparedness (pre-event), response/management (event) and recovery (post event) for mass casualty incidents, from the clinical perspective;
4. State the requirements expected of clinicians participating in DMAT response teams;
5. Using the State Health Emergency Response Plan, and the Incident Command System, review the structured approach to major incidents and examine clinical leadership within that plan, including maintenance of normal business during a major event;
6. Describe the principles of and adaptations to clinical practice required to for: triage; initial incident assessment; PPE and decontamination; forensic management, and care of the dead; and resource allocation, including patient disposition from the scene;
7. Identify differences in clinical care and the modification of clinical practice for effective management in mass casualty situations;
8. Recognise and identify the principles in addressing community and psycho-social issues associated with mass casualty incidents;

Assessment

Assignment (2,500 words)(45%)
Assignment (2,500 words)(55%)

Contact hours

On campus students:
Students are required to spend, on average, 12 hours per week on this unit across the semester (156 hours in total) working through self-directed learning materials, participating in tutorials through MUSO and in preparation of unit assessment tasks. Within this total, students are also required to attend a 3 day (24 hours) on-campus intensive.

Off campus students:
Students are required to spend, on average, 12 hours per week on this unit across the
semester (156 hours in total) working through self-directed learning materials, participating in tutorials through MUSO and in preparation of unit assessment tasks.

Prerequisites

MDM4010

Leader(s): Professor Frank Archer

Offered

Peninsula First semester 2009 (Off-campus)
Peninsula Second semester 2009 (Off-campus)

Synopsis

Professionals working in emergency medical services do not operate in isolation but
as an integral part of a co-ordinated health care system. This unit aims therefore to
develop the clinician's understanding of the structure of the system in which they
work, the roles and responsibilities of co-workers, and the importance of adopting
effective communication, and operational strategies. Currently, emergency medical
services are changing rapidly with increasing sophistication and integration. This
unit will explore the international, national and local trends and drivers in this field.

Objectives

On completion of this unit students will be able to:

1. describe the emerging models of emergency health services;
2. analyse international trends in emergency health services and identify particular

3. identify contemporary issues in emergency health services, eg. restructuring and

4. identify potential new roles in emergency care.

Assessment

Position statements (3,000 word)(45%)
Assignment (2,000-2,500 words)(45%)
Participation in on-line and telephone tutorials (10%)

Contact hours

Off-campus students:
Students are required to spend 12 hours per week on this unit working through the
requirements of their learning contract. Total expected workload for the semester is 156 hours

Prerequisites

Students are expected to meet the entrance requirements for the post-graduate
coursework programs offered through DCEHPP as a prerequisite to enrolling in
this unit.

Leader(s): Ms Ingrid Bielajs

Offered

Peninsula First semester 2009 (Off-campus)
Peninsula Second semester 2009 (Off-campus)

Synopsis

This unit is designed to provide an opportunity for paramedics and other health
professionals in the emergency medical system, to upgrade their clinical practice. This
unit will use a negotiated learning contract based on the student's self assessment of
learning needs which will be supervised by the unit convenor.

Objectives

On completion of this unit students will be able to:

1. Critically review their clinical practice against current best practice evidence

2. Identify gaps in their clinical experience, knowledge and professional development

3. Demonstrate improvement in their clinical, professional and leadership capabilities.

Assessment

Learning contract (including clinical simulation, reflective case study,
evidence-based assignment and workplace evaluation) 100%.

Contact hours

Off-campus students:
Students are required to spend 12 hours per week on this unit working through the
requirements of their learning contract. Total expected workload for the semester is 156 hours.

Prerequisites

Students are expected to meet the entrance requirements for the post-graduate
coursework programs offered through DCEHPP as a prerequisite to enrolling in
this unit.

Leader(s): A/Prof Frank Archer

Offered

Peninsula First semester 2009 (Off-campus)
Peninsula Second semester 2009 (Off-campus)

Synopsis

This unit provides the student with enhanced understanding of the concepts related to clinical research in emergency health though the examination of the principles of good clinical research practice. Relevant clinical studies undertaken in emergency health will be used as exemplars to promote contextual relevance to the topics covered in the unit. This unit will build on previous studies in introduction to research and evidence based practice.

Objectives

On completion of this unit, the student will be able to:

1. critically analyse the strengths and weaknesses of the range of qualitative and quantitative research methods;
2. explore the application of the principles of collaborative/team focused/multiprofessional good clinical research practice in paramedic practice, through consideration of potential barriers and possible solution to the implementation of good clinical research practice in the emergency health environment;
3. identify ethical and privacy issues associated with clinical research in emergency health;
4. critique research articles with respect to the strengths and limitations of design, methodology, use of statistical methods, data sources, relevance of the findings, and appropriateness of conclusions, and suggest modifications that would have improved the study;
5. source suitable avenues for research funding, collaboration and for the distribution of outcomes of emergency health research;
6. implement change in clinical practice on the basis of good evidence.

Assessment

Critical appraisal assignment (45%), Research framework assignment (45%), Discussion participation (10%).

Prerequisites

Completion of the Graduate Diploma in Emergency Health (MICA Paramedic) or equivalent.

Leader(s): Ms Ingrid Bielajs

Offered

Peninsula First semester 2009 (Off-campus)
Peninsula Second semester 2009 (Off-campus)

Synopsis

This unit provides the student with enhanced understanding of the concepts related to clinical improvement in community based emergency health services by examining current quality management approaches, certification standards, management issues in quality; and managerial responsibilities in managing for quality. Students will be required to examine team-working, empowerment and organisational culture change from the perspective of improving clinical practice and service delivery.

Objectives

On completion of this unit, students will be able to:

1. Critically review the strengths and weaknesses of their ambulance service's quality management system with reference to contemporary thinking on clinical improvement methods.
2. Review their service's key performance indicators to identify meaningful measures of service and quality, evaluate performance trends and identify areas and suggestions for improvement.
3. Explore the service's clinical improvement implementation methods from the perspectives of culture, communication strategies, teams and employee empowerment.
4. Implement changes to clinical practice based on sound clinical improvement principles.

Assessment

Assignment 1 (2,500 words) 40%, Assignment 2 (2,500 words) 40%, On-line tutorial participation 20%.

Prerequisites

MEH4306,MEH4308, MEH5010

Leader(s): Ms Andrea Wyatt

Offered

Peninsula First semester 2009 (Off-campus)
Peninsula Second semester 2009 (Off-campus)

Synopsis

This unit explores and critiques learning theories and pedagogical and curriculum practices relevant to the community based emergency health context. Concepts, models and theories in educational planning and management of change will be addressed, with a focus on changes in education in the workplace. Students will develop a coherent theory of workplace-based learning relevant to their own professional context and be able to critically appraise competing education approaches. Students are expected to reflect on professional practices in their own workplaces, and critically review how knowledge, skills and attitudes are selected, developed and organised within their own professional context.

Objectives

On completion of this unit, students will:

1. Critically identify and analyse contemporary learning theories and curriculum practices relevant to the community based emergency health context.
2. Critically review their organisation's approach to workplace-based learning based on an exploration of current trends.
3. Evaluate changes in workplace education in light of contemporary social, cultural and political issues.
4. Critically reflect on educational practices from a national and international community based emergency health context.

Assessment

Assignment 1 (3,000 words) 45%, Assignment 2 (2,000 words) 35%, On-line tutorial participation 20%.

Prerequisites

MEH4306, MEH4308, MEH5010

Leader(s): Ms Andrea Wyatt

Offered

Peninsula First semester 2009 (Off-campus)
Peninsula Second semester 2009 (Off-campus)

Synopsis

This unit reviews key leadership theories and styles and promotes the student to develop a personal model of leadership. Key requirements to enable successful implementation of practice change including organisational readiness, an understanding of organisational systems, influencing people, team building and leading changes are explored and applied to the community based emergency health context.

Objectives

On completion of this unit, the student will be able to:

1. Develop a personal model of leadership based on a review and critique of contemporary leadership theories and styles.
2. Critically examine their competence in critical leadership skills including team building, conflict management and influencing.
3. Examine their organisation using a systems model to identify structures and processes that support or inhibit change.
4. Examine approaches to organisational change to identify effective change management strategies suitable for their organisation.

Assessment

Leadership skills assignment (2,000 words) 35%, Organisational change assignment (3,000 words), 45%, On-line tutorial participation 20%.

Prerequisites

MEH4306, MEH4308, MEH5010

Leader(s): Ms Andrea Wyatt

Offered

Peninsula First semester 2009 (Off-campus)
Peninsula Second semester 2009 (Off-campus)

Synopsis

The student will currently be taking or about to commence a work-based project. The student will gain their employer's support and prepare a project brief in the form of a learning contract which will then be discussed with the unit coordinator and signed off by both the student and the unit coordinator. An appropriately qualified and experienced industry leader and/or academic will be appointed as co-supervisor with the unit coordinator. The unit will require the student to define the problem/question/task, identify an appropriate theoretical model/methodology, collect the necessary data, undertake the analysis and prepare the report.

Objectives

On completion of this unit, the student will be able to:

1. Critically review and analyse the literature on a current issue in community based emergency health.
2. Design, develop and implement a work-based project.
3. Demonstrate skill in accessing information, critical appraisal, reflective practice and independent scholarship.
4. Demonstrate communication skills in both oral and written presentations to an audience of community based emergency health professionals.
5. Write up a work-based project that is suitable for publication.
6. Contribute to enhancing an aspect of community based emergency health.

Assessment

Preparation of project brief and learning contract (1,000 words) 10%, Participation in regular meetings with supervisor and contribution to monthly WebCT discussions 15%, Verbal presentation of final report 25%, Written report (5,000 - 6,000 words) 50%.

Prerequisites

MEH4306, MEH4308, MEH5010 and either MEH5020 or MEH5030 or MEH5040

Leader(s): Ms Ingrid Bielajs

Offered

Alfred Hospital First semester 2009 (Flexible)
Alfred Hospital Second semester 2009 (Flexible)

Synopsis

This unit will explore the national and international trends in extended
care practice for paramedics as a foundation to the preparation of advanced clinical practice skills required for solo MICA paramedic practitioners. Models of clinical decision making, risk assessment and patient safety will be applied to the solo practitioner setting and practice in advanced clinical skills will be provided. Strategies for the management of clinical emergencies as a solo practitioner will be explored. The unit will also prepare the MICA paramedic for the important role of health commander in multicasualty incidents.

Objectives

By the completion of this unit, the student will be able to:

1. discuss the national and international trends in health care delivery driving extended paramedic practice models of care;
2. critically review national and international models of extended paramedic practice;
3. demonstrate effective clinical decision making and patient safety applied to the clinical expectations of senior MICA Paramedic clinicians as solo responders, including arranging alternative patient dispositions;
4. demonstrate competency in MICA Paramedic advanced clinical practices, eg. rapid sequence induction;
5. undertake the initial function as health commanders in multi-casualty incidents;
6. demonstrate competency in the management of emergency incidents as a solo practitioner;
7. demonstrate appropriate ethical, safe and effective practice in the role of solo practitioner;

Assessment

Assignment (2,000 - 2,500 words)(25%)
Advanced Clinical Skills Assessment (Pass/Fail)
Health Commander Multicasualty Simulation (25%)
Clinical Portfolio (50%)

Contact hours

Students are required to spend, on average, 12 hours per week on this unit across the semester (156 hours in total) working through self-directed learning materials, participating in tutorials through MUSO and in preparation of unit assessment tasks. Within this total, students are also required to attend 4 days (32 hours) on-campus distributed across the semester.

Prerequisites

This unit is only available to students sponsored by Ambulance Victoria.

Leader(s): Tangerine Holt

Offered

Clayton Second semester 2009 (Day)
Clayton Second semester 2009 (Off-campus)

Synopsis

In this unit, participants will develop the skills needed to critique research in health professional education and consider the role of evidence-based decision making in this context. They will have the opportunity to discuss and develop change management plans and to develop skills in designing evaluations that lead to improvements in courses and educational programmes.

Objectives

On completion of this unit participants will be able to:

1. Critically appraise educational literature and recognize the significance of an evidence-based approach to educational interventions including the strengths and weaknesses of various research designs in educational setting;
2. Identify gaps and limitations in the available health professional education literature to guide future research directions;
3. Outline effective educational change management processes including the drivers, barriers and catalysts to implementation;
4. Identify an educational need related to their teaching roles and conceptualize the need in terms of theory and context information;
5. Design an effective change management plan to facilitate a change in educational practice that will address the perceived need;
6. Develop and critically appraise evaluation procedures that are relevant to individual teaching programmes;
7. Compare and contrast own perceptions of teaching and learning with those expressed at the commencement of the course and in the literature;
8. Identify a personal plan for ongoing teaching improvement.

Assessment

Change management or evaluation proposal and plan (40%)
Analytical paper (40%)
Teaching portfolio (20%).

Leader(s): Ms Claire Palermo

Offered

Clayton First semester 2009 (Day)
Clayton First semester 2009 (Off-campus)
Clayton Second semester 2009 (Day)
Clayton Second semester 2009 (Off-campus)

Synopsis

This unit will enable participants to analyse trends in health professional education and identify drivers and barriers to change (e.g. theoretical, political, social and historical). Participants will critically evaluate innovations in their own disciplines but will also be expected to distil best practice from other health professional groups and examine its appropriateness for their own teaching context.

Objectives

On completion of this unit participants will be able to:

1. identify major trends in health professional education in their own and other related disciplines;
2. examine barriers and drivers to change and educational innovation;
3. analyse the implications of a selected innovation for their own practices and/or workplaces;
4. select one area of contemporary health professional education and explore its impact in depth in at least two disciplinary groups;

Assessment

Preparation and presentation of an innovative report appropriate to each participant's workplace (1,000 - 1,500 words equivalent): 30%
Written assignment (2,500-3,000 words) 40%
Individual negotiated task 30%.

Leader(s): Dr Geoff White

Offered

Clayton First semester 2009 (Day)
Clayton First semester 2009 (Off-campus)
Clayton Second semester 2009 (Day)
Clayton Second semester 2009 (Off-campus)
Clayton Full year 2009 (Day)
Clayton Second semester to First semester 2009 (Day)
Clayton Second semester to First semester 2009 (Off-campus)

Synopsis

This unit will give participants the opportunity to integrate their knowledge of educational theory, assessment and evaluation while developing, with constructive feedback, educational initiatives that individuals can justify as most appropriate in their own educational role, e.g. new ways of bedside-teaching, lecture delivery, initiating small group work, redeveloping an examination or assessment package.

Objectives

On completion of this unit participants will be able to:

1. complete a reflective analysis of their educational practice in a specific context.
2. review own practice in light of the educational literature in the field.
3. identify and describe an educational initiative related to the participant's own practice, through critical analysis of course documentation, course evaluation, or through student feedback or assessment data.
4. design and evaluate a new, or modify an existing course or educational programme based on current educational theory.
5. critique and frame appropriate feedback on educational innovations and proposals for change.
6. create a report based on the initiative to address all elements of the curriculum innovation and its evaluation in relation to the literature.

Assessment

Course/programme design (2500 - 3000 wds) 40%
Written report (3000-3500 wds) 40%
Teaching portfolio 20%

Off-campus attendance requirements

Regular meetings with supervisor

Leader(s): Dr Geoff White

Offered

Clayton First semester 2009 (Off-campus)
Clayton Summer semester A 2009 (Off-campus)

Synopsis

This unit will involve participants in the development of their teaching skills, including the theoretical aspects of teaching and learning in a variety of settings.

Objectives

On completion of this unit, participants will be able to:

1. Plan teaching and learning for a variety of contexts demonstrating participant-centred principles including preparation of learning objectives, teaching resources, aligned objectives, instructional methods and participant outcomes;
2. Demonstrate competence as a teacher and the ability to reflect constructively on own skill and that of others;
3. Compare and contrast individual perspectives on teaching and learning with a range of theoretical models;
4. Analyse a range of contemporary practices in health professional education with

5. Compare different educational approaches across a variety of health professions and consider strengths and weaknesses in relation to own teaching practice.

Assessment

Teaching practical and plan (30%)
Teaching sequence plan (40%)
Analytical refelction on the teaching sequence plan (10%)
Teaching portfolio (20%).

Off-campus attendance requirements

Off-campus with compulsory study days

Leader(s): Ms Debbie Kiegaldie

Offered

Clayton First semester 2009 (Day)
Clayton First semester 2009 (Off-campus)
Clayton Second semester 2009 (Off-campus)
Clayton Summer semester A 2009 (Off-campus)

Synopsis

This unit will provide participants with the opportunity to develop their knowledge and skillsin the area of clinical teaching. Participants will explore the theories that have been developed to classify, explain and describe different approaches to clinical teaching and learning. In doing so, participants will be expected to draw upon experience from their own teaching evidence, from the approach of their own professional group and also information from other health professions.

Objectives

On completion of this unit, participants will be able to:

1. Describe recent and current trends in clinical teaching within health professional

2. Identify roles, responsibilities and attributes of the clinical teacher, exploring the notion of the 'good clinical teacher' and the evidence available of what 'good' might signify;
3. Identify theories and models of psychomotor skills development and critically appraise their use in health care teaching and learning environments;
4. Demonstrate effective planning, preparation and delivery of clinically focused teaching activities including effective communication and feedback to students and colleagues;
5. Critically evaluate contemporary teaching methods used to bridge the theory to practice gap in clinical education;
6. Explore the impact that gender and cultural diversity has on clinical teaching and learning experiences in the health professions;
7. Examine professional boundaries in clinical education and develop a framework of

8. Identify and describe factors that influence 'fitness to practice' and develop strategies to deal with the underperforming student

Assessment

Teaching plan and practical (30%)
Written assignment Analytical paper (2500-3000 words)(30%)
Critical incident analysis (30%)
Teaching portfolio (10%)

Off-campus attendance requirements

Off-campus with compulsory study days

Leader(s): Professor Brian Jolly

Offered

Clayton First semester 2009 (Off-campus)
Clayton Second semester 2009 (Off-campus)
Clayton Summer semester A 2009 (Off-campus)

Synopsis

This unit is designed to provide participants with the opportunity to develop their knowledge about assessment and to extend and refine their use of assessment techniques. One of the unit's aims is to develop participants' expertise both as an examiner and as a member of teams considering assessment data. It has been designed to utilize participants' existing expertise in assessment and to begin to integrate their studies in the Graduate Certificate in Health Professional Education.

Objectives

On completion of this unit participants will be able to:

1. Describe the role of assessment in influencing student learning behaviour and the

2. Identify and apply the principles of educational assessment in professional healthcare teaching;
3. Critique the range of assessment tools that can be used in the effective delivery of

4. Design a number of assessment tools appropriate to clinical and scientific teaching

5. Implement standard setting procedures for assessment;
6. Describe and distinguish between the uses of formative and summative assessment procedures;
7. Describe and distinguish between the uses of formative and summative assessment procedures;
8. Describe and distinguish between assessment and performance in health professions and the implication this has for assessment;
9. Outline the interface between Continuing Professional Development, assessment and reaccreditation in health professions.

Assessment

Assessment practical and plan (30%)
Assessment critique (30%)
Written assignment/analytical paper (2500-3000 words)(30%)
Teaching portfolio (10%)

Off-campus attendance requirements

Off-campus with compulsory study days

Leader(s): Dr Geoff White

Offered

Clayton First semester 2009 (Off-campus)
Clayton Second semester 2009 (Off-campus)
Clayton Summer semester A 2009 (Off-campus)

Synopsis

MEU9004 will introduce participants to the concepts, terminology and development
processes of curriculum design. The unit will focus upon the basic principles of curriculum development as they apply to the variety of organisational settings represented by the course participants. The unit is designed to be practical in its focus and will build upon the perspectives introduced in MEU9001-9003.

Objectives

On completion of this unit participants will be able to:

1. differentiate between the curriculum perspectives currently evident within health

2. identify the main curriculum traditions in the education of health professionals;
3. describe the influence on curriculum development of learning theories, the

4. design a curriculum that specifies intended outcomes, evaluates actual outcomes, is consistent with regulatory requirements, specifies learner and teacher activities and is logically organised.

Assessment

Curriculum development project (90%)
Teaching portfolio (10%)

Off-campus attendance requirements

Off-campus with compulsory study days.

Leader(s): Dr Tangerine Holt

Offered

Clayton First semester 2009 (Off-campus)
Clayton Second semester 2009 (Off-campus)
Clayton Summer semester A 2009 (Off-campus)

Synopsis

MEU9005 will develop the participant's understanding of the factors influencing the
introduction and implementation of change, models of change management and their
relationship to educational leadership. The unit requires the application of basic theoretical perspectives to the participant's unique educational setting.

Objectives

On completion of this unit students will be able to:

1. Describe effective educational change management processes including the drivers, barriers and catalysts to implementation;
2. Design an effective change management plan to facilitate a change in educational practice that is relevant to the individual student's educational context;
3. Describe the key attributes of effective educational leadership;
4. Apply the key educational leadership attributes to their change management plans.

Assessment

Change management and leadership plan (90%)
Teaching portfolio (10%)

Contact hours

Off-campus students:
Six (6) hours per week.

Off-campus attendance requirements

Off-campus with compulsory study days.

Leader(s): Dr Margaret Bearman

Offered

Clayton First semester 2009 (Off-campus)
Clayton Second semester 2009 (Off-campus)
Clayton Summer semester A 2009 (Off-campus)

Synopsis

Educational evaluation is essential in developing quality teaching and learning as it provides the opportunity to assess the value of a particular activity, program or process; generally with a view to improvement. MEU9006 will develop participants' understanding of educational evaluation principles as well as their capacity to conduct evaluation within their unique educational settings. It will introduce theoretical perspectives as well as the practical skills necessary to implement a basic
evaluation.

Objectives

On completion of this unit participants will be able to:

1. Differentiate between various models of educational evaluation.
2. Identify the educational evaluation theoretical perspectives relevant to their own teaching environment.
3. Perform basic evaluation skills such as adaptation of instruments and conducting of interviews.
4. Plan an evaluation of their own teaching.
5. Identify how evaluation outcomes might impact upon their future teaching and learning activities.

Assessment

Evaluation plan or evaluation report (90%)
Teaching portfolio (10%)

Contact hours

Off-campus students:
Six (6) hours per week

Leader(s): Ms Claire Palermo

Offered

Clayton First semester 2009 (Off-campus)
Clayton Second semester 2009 (Off-campus)
Clayton Summer semester A 2009 (Off-campus)

Synopsis

This unit will develop the participant's understanding of supervisory models that exist
within health professional education, namely clinical supervision, preceptorship and mentoring. It will explore innovations and best practice in this area within different health professional groups. Participants will evaluate supervisory models in their own disciplines and compare and contrast to other health professional groups as it applies to their own teaching context.

Objectives

On completion of this unit participants will be able to:

1. Define clinical supervision, preceptorship and mentoring and compare and contrast these different supervisory within health professional education.
2. Examine barriers and drivers to change in educational innovation in supervision;
3. Analyse the implications of the implementation of a review or change to the supervisory model used within their current teaching or workplace setting;

Assessment

Supervision model analysis (40%)
Supervision model change implementation plan (50%)
Teaching portfolio (10%)

Contact hours

Off-campus students:
Six (6) hours per week

Leader(s): Dr Robyn Benson

Offered

Clayton First semester 2009 (Off-campus)
Clayton Second semester 2009 (Off-campus)
Clayton Summer semester A 2009 (Off-campus)

Synopsis

This unit will develop the participant's ability to identify and apply principles of
good e-learning design, drawing on relevant aspects of contemporary learning theories. Participants will design and implement an e-learning environment based on a specific learning and teaching context, the characteristics of the students, and the resources available. The design will include appropriate strategies for communication, learning activities, content development, assessment and evaluation. Participants will implement an evaluation of an elearning environment, reflecting on the design and identifying further action.

Objectives

On completion of this unit participants will be able to:

1. identify and apply principles of good e-learning design;
2. identify appropriate steps for planning, designing, developing and evaluating an e-learning environment for students;
3. implement an e-learning design, based on a specific learning and teaching context, and the characteristics of the participants;
4. accommodate development issues such as time, cost, accessibility, usability and compliance with copyright law in the preparation of learning materials;
5. plan electronic formative and summative assessment items which focus on the improvement of student learning;
6. select and implement appropriate strategies for evaluating innovations in an e-learning design.

Assessment

E-learning environment plan and justification (20%)
E-learning environment development (50%)
E-learning environment evaluation (20%)
Teaching portfolio (10%)
Online discussion activity (hurdle)

Contact hours

Off-campus students:
Six (6) hours per week