Monash University Handbook 2012 Postgraduate - Units

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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.

Chief examiner(s)

Professor Mibel Aguilar

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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.

Chief examiner(s)

Professor Mibel Aguilar

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

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

Outcomes

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.

Chief examiner(s)

Professor Mibel Aguilar

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

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

Outcomes

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.

Chief examiner(s)

Professor Mibel Aguilar

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

Dietetic skills and competencies developed in this unit include nutrition assessment skills, nutrition counselling and intervention (of individuals), application of the nutrition care process, the use of food as a therapeutic tool, clinical reasoning, reflection and advanced communication and interpersonal skills required for dietetic practice. Elements covered in this unit include: counselling theory and skill development, nutrition screening and assessment, application of anthropometry, clinical chemistry and biochemical result interpretation, interpreting personal, social, clinical and dietary data, qualitative and qunatitiative dietary analysis, interpretation, nutrition interventions and exploring the Dietitian's role in health care teams, and evidence based practice. A range of simulation modes will be used in this unit.

Outcomes

At the completion of the unit students will be able to:

1. apply a range of nutrition and dietetic screening and assessment tools with consideration of the limitations of application in working with individuals
2. measure and interpret anthropometrical measures as part of nutritional assessment
3. collect, interpret and integrate relevant biochemical, clinical, dietary, personal and social data into appropriate and tailored nutritional assessment and management;
4. interpret medical terminology to support nutrition assessment and management
5. assess and analyse food intake data (qualitatively and quantitatively) in relation and comparison to nutritional standards for individuals and the broader population in a variety of contexts and settings
6. identify the aetiology, epidemiology, determinants and medical and nutritional principles of malnutrition, aged care and functional decline to dietetic practice in the simulated setting
7. integrate a comprehensive knowledge of food diversity and food composition into dietetic practice
8. incorporates nutrition counselling theory and a range of communication strategies in developing practical , relevant and targeted nutrition interventions to support dietary change for individuals and group
9. begin to translate the science of nutrition into practical food and nutrient messages for indivudal and groups
10. discuss and document the elements of effective nutrition care planning
11. effectively communicate in preparation for dietetic practice
12. be client centred and incorporate cultural competency in their approach to dietetic practice
13. be empathetic and compassionate in their approach to dietetic practice
14. reflect on learning to assist in critical thinking and problem solving skills; and apply an enquiry based approach to learning
15. critically appraise and apply an evidence based approach to dietetic practice

Assessment

Objective Structured Clinical Examination (OSCE): 40%*
Mini Portfolio: 40%
Assignment: Evidence Based Resource: 20%

Passing the OSCE is a hurdle requirement to pass this unit and all assessment tasks must be completed to a pass grade standard to complete this unit

Chief examiner(s)

Janeane Dart

Contact hours

3 days (x 6 hours per day ) over 10 weeks - a combination of lectures, workshops, practical activities and simulated learning experiences

Students will also be expected to undertake self-directed study related to the unit content and complete assessment tasks as defined

Co-requisites

BND5210 and BND4111

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

Public health nutrition addresses the prevention and management of diseases at a population level. This unit will cover the theoretical underpinnings of public health, health promotion and health education and focus on strategies that address the major nutrition related diseases and issues affecting the Australian population. The theories of program planning will be used to inform the basis of planning, implementing and evaluating public health nutrition interventions across a continuum of strategies and these strategies critiqued using the literature and policy analysis and evaluative frameworks.

Outcomes

1. Discuss opportunities for beneficial change to the Australian food supply
2. Explain how the Australian health system meets the needs of the general population and population sub-groups
3. Explain how the Australian health system is regulated by state and government agencies and discuss channels for change
4. Evaluate how public health policy may influence food consumption and nutritional status and review its relevance to chronic disease management in populations
5. Explain the prevention paradox and its application to chronic disease management at a population level
6. Discuss the socio-environmental/ecological approach to population nutrition issues
7. Define and differentiate public health and public health nutrition
8. Explain the main theoretical bases of health education and health promotion
9. Apply the social, environmental, economic and political determinants of nutrition status to a priority public health nutrition area
10. Critique and compare several scientific papers in the field of nutrition and public health findings from evidence based research to dietetic practice
11. Analyse the major disease-related morbidity and mortality issues in Australia
12. Indicate the biological and social links between diet and disease
13. Identify priority public health nutrition issues in Australia and the frameworks that support them
14. Plan, implement and evaluate a group education program.
15. Design an evaluation strategy for an intervention to improve population health
16. Demonstrate media advocacy skills around a nutrition issue

Assessment

Assignments 60%; Exam 40%

Chief examiner(s)

Dr Claire Palermo

Contact hours

1 week intensive plus 1x 3 hour classroom sessions for 10 weeks of semester

Co-requisites

BND5200 and BND4111

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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.

Chief examiner(s)

Professor Mibel Aguilar

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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.

Chief examiner(s)

Professor Mibel Aguilar

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

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

Outcomes

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.

Chief examiner(s)

Professor Mibel Aguilar

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

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

Outcomes

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.

Chief examiner(s)

Professor Mibel Aguilar

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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.

Chief examiner(s)

Professor Mibel Aguilar

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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.

Chief examiner(s)

Professor Mibel Aguilar

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

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

Outcomes

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.

Chief examiner(s)

Professor Mibel Aguilar

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

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

Outcomes

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.

Chief examiner(s)

Professor Mibel Aguilar

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.
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 described 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.

Outcomes

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%)

Chief examiner(s)

Dr Paul Ghaie

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%)

Chief examiner(s)

Dr Paul Ghaie

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%)

Chief examiner(s)

Dr Paul Ghaie

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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.

Chief examiner(s)

Dr Paul Ghaie

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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

Essay (60%)
Applied Learning Exercise (30%)
On-Campus Workshop (10%)
All assessments must be passed to pass the unit

Chief examiner(s)

Mr John Julian

Off-campus attendance requirements

One day workshop

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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

Essay (60%)
Applied Learning Exercise (30%)
On-Campus Workshop (10%)
All assessments must be passed to pass the unit

Chief examiner(s)

Ms J Gray

Off-campus attendance requirements

One day workshop

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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

Essay (60%)
Applied Learning Exercise (30%)
On-Campus Workshop/Alternative Assessment (10%)
All assessments must be passed to pass the unit

Chief examiner(s)

Mr John Julian

Off-campus attendance requirements

One day workshop

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

This unit provides an overview of the various policy contexts 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.

Outcomes

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

Essay (60%)
Applied Learning Exercise (30%)
On-Campus Workshop/Alternate Assessment (10%)
All assessments must be passed to pass the unit

Chief examiner(s)

Ms J Gray

Off-campus attendance requirements

One day workshop

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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

Essay (60%)
Applied Learning Exercise (30%)
On-Campus Workshop/Alternative Assessment (10%)
All assessments must be passed to pass the unit

Chief examiner(s)

Barbara Eppingstall

Off-campus attendance requirements

One day workshop

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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

Essay (60%)
Applied Learning Exercise (30%)
On-Campus Workshop/Alternative Assessment (10%)
All assessments must be passed to pass the unit

Chief examiner(s)

Professor Lenore Manderson

Off-campus attendance requirements

One day workshop

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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

Essay (60%)
Applied Learning Exercise (30%)
On-Campus Workshop (10%)
All assessments must be passed to pass the unit

Chief examiner(s)

Ms J Gray

Off-campus attendance requirements

One day workshop

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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

Essay (60%)
Applied Learning Exercise (30%)
On-Campus Workshop (10%)
All assessments must be passed to pass the unit

Chief examiner(s)

Professor Mairead Dolan

Off-campus attendance requirements

One day workshop

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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

Outcomes

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 practitioners;
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

Essay (60%)
Applied Learning Exercise (30%)
On-Campus Workshop (10%)
All assessments must be passed to pass the unit

Chief examiner(s)

Mr J Julian

Off-campus attendance requirements

One day workshop

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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 three 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

Written assignment (900 words)(15%)
Written assignment (1800 words)(30%)
Essay (2100 words)(35%)
Attendance at On-campus workshop (20%)

Chief examiner(s)

Ms Karen Wilkinson

Off-campus attendance requirements

One day workshop

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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

Written assignment 1 (20%)
Written assignment 2 (20%)
Essay (40%)
On-Campus Workshop (20%)
All assessments must be passed to pass the unit

Chief examiner(s)

Ms Carolyn Aston

Off-campus attendance requirements

One day workshop

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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

Written assignment (40%)
Journal 1 (10%)
Journal 2 (10%)
Journal 3 (20%)
On-Campus Workshop/Alternative Assessment (20%)
All assessments must be passed to pass the unit

Chief examiner(s)

Mrs Jeanette Beaufoy

Off-campus attendance requirements

One day workshop

Prerequisites

CPS5001 (DCP0001)

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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

Report A (10%)
Report B (10%)
Report C (20%)
Essay (40%)
On-Campus Workshop/Alternative Assessment (20%)
All assessments must be passed to pass the unit

Chief examiner(s)

Ms Toni Heron

Off-campus attendance requirements

One day workshop

Prerequisites

CPS5001 (DCP0001) and CPS5002 (DCP0002)

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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 and explore ways the child communicates in therapy. It will also 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: and the structure, significance and dynamics of this process.

Outcomes

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

Written assignment 1 (20%)
Written assignment 2 (20%)
Essay (40%)
On-Campus Workshop (20%)
All assessments must be passed to pass the unit

Chief examiner(s)

Ms Jacqui Adler

Off-campus attendance requirements

One day workshop

Prerequisites

CPS5001 (DCP0001) and
CPS5002 (DCP0002) and
CPS5003 (DCP0003) and
CPS5004 (DCP0004)

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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. explore specific issues and principles to consider for inpatient work with adolescents.

Assessment

Written assignment 1 (20%)
Written assignment 2 (20%)
Essay (40%)
On-Campus Workshop (20%)
All assessments must be passed to pass the unit

Chief examiner(s)

Ms Ros Webb

Off-campus attendance requirements

One day workshop

Prerequisites

CPS5001 (DCP0001) and
CPS5002 (DCP0002) and
CPS5003 (DCP0003) and
CPS5004 (DCP0004)

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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 detailed 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

Written assignment 1 (40%)
Written assignment 2 (40%)
On-Campus Workshop/Alternative Assessment (20%)
All assessments must be passed to pass the unit

Chief examiner(s)

Ms Marell Lynch

Off-campus attendance requirements

One day workshop

Prerequisites

CPS5001 (DCP0001) and
CPS5002 (DCP0002) and
CPS5003 (DCP0003) and
CPS5004 (DCP0004) and
one of either CPS5005 (DCP0005) or CPS5006 (DCP0006)

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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

Written assignment 1 (15%)
Written assignment 2 (25%)
Essay (40%)
On-Campus Workshop/Alternative Assessment (20%)
All assessments must be passed to pass the unit

Chief examiner(s)

Ms Lynne Allison

Off-campus attendance requirements

One day workshop

Prerequisites

CPS5001 (DCP0001) and
CPS5002 (DCP0002) and
CPS5003 (DCP0003) and
CPS5004 (DCP0004) and
one of CPS5005 (DCP0005) or CPS5006 (DCP0006)

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%).

Chief examiner(s)

Dr Margaret Stebbing

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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 assignment (50%)
Written assisgnment: Finding, reading and critiquing research literature (50%)

Chief examiner(s)

TBA

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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 and rural health services.

Outcomes

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%)

Chief examiner(s)

TBA

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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

Chief examiner(s)

TBA

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%).

Chief examiner(s)

TBA

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%

Chief examiner(s)

TBA

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

In this unit students will be implementing the proposal developed in CRH5016. Goals and objectives will be negotiated through individual student learning contracts.

Outcomes

Negotiated clinical project

Chief examiner(s)

TBA

Prerequisites

Must have passed unit CRH5016

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%)

Chief examiner(s)

TBA

Prerequisites

Must have passed CRH5001

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

Environmental change can have both direct and indirect effects on human health. Exploring issues such as global climate change and loss of biodiversity, this unit will examine relationships between human health and anthropogenic environmental change (environmental change accelerated by human activity). Questions underpinning students' exploration will be: What is the relationship between the health of the environment and the health of human communities? Do ecological changes affect human health and well being? What are possible solutions? How do we act in the face of lack of evidence, gaps in knowledge, uncertainty and conflicting evidence. 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. The role of health professionals and policy makers will be explored and students will reflect on their own personal viewpoints and practice as professionals and as global citizens. Students will examine local and regional issues relevant to their professional practice and place these in the larger global context. Multidisciplinary approaches to 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; vector-borne and zoonotic diseases and agricultural pollutants.

Outcomes

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%)
Group discussion activities (2000 wds)(40%)

Chief examiner(s)

Dr Rebecca Jones

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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

Two written assignments (50% each)

Chief examiner(s)

Professor Michael Abramson

Contact hours

2 contact hours per week

Prerequisites

MPH1040; MPH1041; ECX9720

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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 rates, Stata statistical software.

Outcomes

On successful completion of this unit students will have:

1. learnt regression methods as applied to epidemiological data.
2. gained an understanding of regression methods in terms of the epidemiological concepts of confounding and effect modification.
3. the skills to apply regression methods to example datasets using statistical software on a laptop computer.
4. gained an understanding and the skills to interpret regression methods in published articles on epidemiological research studies.

Assessment

Two written assignments (50% each).

Chief examiner(s)

Associate Professor Rory Wolfe

Contact hours

2 x 2 block days.

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

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%.

Chief examiner(s)

Professor Michael Abramson

Contact hours

2 contact hours per week

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

Leadership and management principles as related to public health organisations. 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 organisations, 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 organisational problems

Outcomes

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 %

Chief examiner(s)

Professor Just Stoelwinder

Off-campus attendance requirements

15 contact hours over 2 days

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%

Chief examiner(s)

Dr Robert Hall

Prerequisites

DPH6001 and DPH6002

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

Psychopathology Part I and II are designed to impart students with a working knowledge of mental disorders. The units also aim to equip students with the clinical skills required to assess, formulate and diagnose clients presenting with a variety of clinical conditions.

Outcomes

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.
5. Effectively and appropriately contribute to case discussions regarding formulation and diagnoses and reflect upon and evaluate own and others' assessment/clinical interviewing skills

Assessment

Satisfactory Class Participation 10%
Mental Status Examination 1 (1000 words) 10%
Mental Status Examination 2 (1000 words) 10%
Psychological Report (1500 words) 30%
End of semester test 40%

Chief examiner(s)

Dr Audrey McKinlay

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

Students will be introduced to general principles of psychological assessment across the lifespan, including ethical and cultural issues, reliability and validity, sensitivity and specificity, error types and bias prevention, statistical and clinical significance, and the effect of base rates. They will learn how to apply behavioural assessment techniques. They will be exposed to a range of tests and scales assessing important aspects of cognitive and emotional functioning and they will learn the background theory of these measures, as well as how to administer, score and interpret them. They will learn how to integrate and interpret psychological assessment results and communicate this information in both written and oral form.

Outcomes

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; and
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.
Take home exercise A (5%)
Take home exercise B (15%)
WAIS-IV & WMS-IV Administration (Hurdle)
WAIS-IV Examination (20%)
Oral Presentation (20%)
Psychological report (40%)

Chief examiner(s)

Dr Rene Stolwyk

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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.

Outcomes

This unit equips students with the necessary skills they need to design research and analyse data for their thesis, placements, and employment. After completing this unit successfully, students should be able to undertake a comprehensive program evaluation as well as a single subject design, and complete their thesis, confidently, competently, and independently.

Specifically, students should be able to:

• Understand and design the main phases of the key research approaches, including program evaluations, single subject designs, experiments, quasi-experiments, and qualitative projects;
• Accommodate the considerations and complications of these approaches, such as sampling biases, spurious variables, common method variance, suppressors, non-recursive relationships, confounds, consequential validity, asymmetric transfer, mediators, moderators, stakeholder needs, economic evaluation, family wise errors, power, autocorrelation, and nonlinear dynamics;
• Apply multivariate statistics techniques to address some of these complications, such as ANCOVA, discriminant function analysis, logistic regression analysis, multiple regression analysis, canonical correlation, and factor analysis;
• Recognize the fundamental principles of more advanced concepts, which can then be explored through additional reading, including HLM, grounded theory, survival analyses, meta-analyses, catastrophe theory, signal detection theory, ARIMA, interim designs, Bayesian theory, and structural equation modelling;
• Develop creative and insightful methods to maximise the utility of research; and
• Justify and report the procedures and techniques that were utilised.

Assessment

The assessment will comprise two components: a journal (60%) and a multiple-choice examination (40%).

Chief examiner(s)

Prof Graeme Coleman

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Synopsis

A range of topics associated with the provision of psychological services, including basic counselling skills, review of relevant legislation and ethical/professional standards, and developing ethically and culturally sensitive psychological practice. This unit comprises a two day workshop, held prior to the commencement of formal course-work and seminars. Material will be presented in various formats including didactic teaching, small group exercises and role plays. The workshop and seminars will be supplemented by readings and handouts.

Outcomes

The primary aim in this unit is to:

1. Equip students with knowledge of the laws 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. Have an understanding of the intercultural and ethnic issues that impact on their practice.

Assessment

Self Assessment (Hurdle)
Examination (100%)

Chief examiner(s)

Dr Michael Daffern

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Synopsis

The aim of this unit is to ensure that students are familiar with disorders that occur during childhood and adolescence. Diagnosis and classification, aetiology of the major disorders occurring in childhood and adolescence, as well as the major forms of treatment and management based on recent research will be covered. Various disorders will be examined including autism, attention deficit hyperactivity disorder, anxiety disorders, and depression. Students will be expected to develop competence in the application of diagnostic classification systems to children but also will be encouraged to critically evaluate such systems and be aware of their limitations in paediatric populations. A component of this unit will be devoted to formal psychological, especially cognitive, assessment of children and adolescents. Although the major focus of this unit will be on the identification and assessment of disorders and assessment of cognitive abilities in children, the use of various treatment modalities with children, adolescents, and their families will also be discussed with an emphasis on cognitive behavioural approaches. The final sessions of this unit will focus on clinical developmental issues later in life.

Outcomes

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

1. Understand the diagnosis, classification, and aetiology of the major disorders occurring in childhood and adolescence;
2. Understand the principles of interviewing and assessing children and adolescents;
3. Be competent in the administration of the Wechsler Intelligence Scale for

4. Be familiar with the major forms of treatment and management based;
5. Be competent in writing a clinical case formulation for a child presenting with a clinical developmental disorder; and
6. Understand clinical developmental issues in later life using a biopsychosocial frame-work.

Assessment

WISC-IV assessment. (20%).
a brief report (1000 words) 30%
Examination 50%

Chief examiner(s)

Dr Nicole Rinehart

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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. Students will review relevant legislation and ethical/professional standards and develop ethically and culturally sensitive psychological practices. 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.

Outcomes

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 unit 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 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; and
6. Have an understanding of the intercultural and ethnic issues that impact on neuropsychological practice.

Assessment

Satisfactory attendance and participation are required to pass the unit.
Assessment tasks include:
A history-taking exercise (Hurdle Requirement);
A case report
(Hurdle Requirement);
examination (100%).

Chief examiner(s)

Dr Michael Daffern

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Synopsis

This subject reviews the neuroanatomy of the human brain and spinal cord at the level of detail required by the practicing clinical neuropsychologist. Emphasis is placed on structure-function relationships, and how different brain regions interact to regulate complex cognitive skills. Students also learn about the clinical neurological examination and neuroimaging, with an emphasis placed on what these methods allow us to infer regarding underlying neuroanatomy and lesions. In addition, students will learn about neurogenetics, and how genetic disorders link to variations in neuroanatomy that underpin behavioural manifestations of these neurogenetic disorders. Students learn: 1) to identify the major features of the brain and spinal cord, using prosected specimens, models and cross-sectional images; 2) to understand the structural and functional relationships between these features; and, 3) to be able to apply this knowledge to the clinical situation.

Outcomes

At the completion of the subject, students should

1. Identify the major components of pathways associated with smell, vision, hearing, touch, balance, taste, movement, memory, emotion, and language.
2. Be familiar with the external anatomy of the brain, to be able to name and identify each part and describe its contribution to behavioural and cognitive function.
3. Be able to identify the main subcortical nuclei and their functions.
4. Be able to identify the fibre tracts in the brain and spinal cord and describe their function.
5. Be able to identify each major blood vessel in the brain and describe the functional consequences of infarction for each vessel.
6. Be fluent in the terminology used to navigate the brain and describe brain structures.
7. Be familiar with neurogenetic disorders and their manifestation in brain anatomy.
8. Be knowledgeable about the clinical neurological examination and how neurologists denote and interpret their findings.
9. Be familiar with the most common forms of imaging relevant to clinical neurology and neuropsychology.
10. Have a view of how cognition and behaviour are implemented in neural tissues from the cellular to systems levels of analysis.

Assessment

Weekly assignments 80% final assessment 20%

Chief examiner(s)

Dr Russell Conduit

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Synopsis

Psychopathology Part I and II are designed to impart students with a working knowledge of mental disorders. The units also aim to equip students with the clinical skills required to assess, formulate and diagnose clients presenting with a variety of clinical conditions

Outcomes

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.
4. Effectively and appropriately contribute to case analyses regarding formulation and diagnoses and reflect upon and evaluate own and others' assessment/clinical interviewing skills

Assessment

Class Participation 10%
Psychiatric History Report (1500 words) 20%
Clinical Case Report (3000 words) 30%
End of semester test 40%

Chief examiner(s)

Dr Audrey McKinlay

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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.

Outcomes

• To develop an understanding of the role of client assessment in applied psychology.
• To develop an understanding of the theoretical underpinnings of behavioural and personality assessment.
• To develop skills in behavioural assessment including development, implementation, and evaluation of behavioural assessments.
• To develop skills in administration, scoring, interpretation, and integration of selected personality assessment techniques.

Assessment

Examination (15%)
TAT Administration & Scoring (15%)
Psychological Assessment Report 1 (30%)
Psychological Assessment Report 2 (40%)

Chief examiner(s)

Dr J. Sabura Allen

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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.

Outcomes

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

Presentation 1 (Hurdle)
Presentation 2 (Hurdle)
Audiotape 1 (Hurdle)
Audiotape 2 (Hurdle)

Chief examiner(s)

Dr J. Sabura Allen

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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 conceptualising neuropsychological features of neurological and psychiatric conditions, and frameworks for approaching clinical assessment and rehabilitation.

Outcomes

On completion of this unit students will:

1. Have knowledge of neural bases of attention, language, visuospatial functions, memory, executive functions, emotion processing, and complex adaptive behaviours, in both in normality and pathology;
2. Understand the current theoretical models proposed to account for neuropsychological impairments.

Assessment

Students will complete weekly or biweekly assignments (100%)

Chief examiner(s)

Professor Julie Stout

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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.

Outcomes

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

Class Contribution 25%
Oral Presentation 75%

Chief examiner(s)

Professor Jennie Ponsford

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Synopsis

Students will be introduced to the scientist-practitioner model of neuropsychology incorporating the hypothesis testing approach to assessment. Students will be exposed to a number of neuropsychological tests and scales, designed to assess 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.

Outcomes

The primary aim of this unit is theoretical and practical, being to introduce students to an overarching approach to neuropsychological assessment and case formulation, as well as test selection, administration, scoring and interpretation.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

Take Home excersise 70%
Oral Presentation 30%

Chief examiner(s)

Dr Rene Stolwyk

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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.

Outcomes

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

Weekly take-home assessment (100%)

Chief examiner(s)

Professor Jennie Ponsford

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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

Placement Contract (Hurdle)
Mid-placement Review (Hurdle)
Student Diary (Hurdle)
Student Case/Logbook (Hurdle)
Supervisor Logbook (Hurdle)
Final Student Assessment Report (Hurdle)
Final Supervisor Assessment Report (Hurdle)

Chief examiner(s)

Dr Adam McKay

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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

Case Study 1 (25%)
Case Study 2 (35%)
Resource Book (40%)

Chief examiner(s)

Dr Sabura Allen

Contact hours

2 hour seminar per week

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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.

Outcomes

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. Have a broad understanding 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 issues in clinical psychopharmacology and in research concerning treatment approaches.

Assessment

Take-Home Examination (40%)
Essay (60%)

Chief examiner(s)

Dr Jillian Broadbear

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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.

Outcomes

To provide students with a fundamental understanding of a number of effective Clinical Psychology practices and to consolidate their skills in the formulation and presentation of clinical case material, using a biopsychosocial model.

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.

Chief examiner(s)

TBA

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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.

Outcomes

By the completion of this unit, it is expected that students will be able to:

1. Understand the scope of the related fields of health psychology and behavioural medicine, and their history.
2. Understand the systems of the body that underlie health and disease.
3. Comprehend the prevalence of different chronic diseases and factors that affect prevalence rates.
4. Understand how behaviour and lifestyle relates to health.
5. Understand the main models of health behaviour and behaviour change.
6. Understand the goals and methods of health promotion and the prevention of disease.
7. Understand how to develop conceptual models of patient problems, and how to plan and implement interventions based on the model and the relevant empirical literature.
8. Understand the major chronic diseases that affect morbidity and mortality, that is, cancer and cardiovascular disease, from a behavioural perspective.
9. Understand how to assess and manage, or contribute to the management, of a number of exemplar disorders/problems namely chronic headache, smoking tobacco, overweight and obesity, cancer and cardiovascular disease.
10. Understand how to increase patient adherence with advice from health professionals.
11. Understand models of stress and the stress-moderating variables of coping and social support; how to measure these constructs; and methods of stress management.
12. Understanding how patients feel when asked by psychologists to complete 'homework assignments' and self-monitoring.

Assessment

Satisfactory attendance (80%) and participation in each seminar are required to pass the unit.
Experience Summary 1 (Hurdle)
Experience Summary 2 (Hurdle)
Examination (100%)

Chief examiner(s)

Dr Michael Daffern

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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

Class Contribution 25%
Oral Presentation 75%

Chief examiner(s)

Professor Jennie Ponsford

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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

Placement Contract (Hurdle)
Mid-placement Review (Hurdle)
Student Diary (Hurdle)
Student Case/Logbook (Hurdle)
Supervisor Logbook (Hurdle)
Final Student Assessment Report (Hurdle)
Final Supervisor Assessment Report (Hurdle)

Chief examiner(s)

Dr Adam McKay

Prerequisites

DPSY5299

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Synopsis

This unit provides students with information on the roles of the neuropsychologist within the health setting, the assessment techniques commonly used by neuropsychologists, common neuropsychological syndromes, and the process of rehabilitation for those with neuropsychological impairment.

Outcomes

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.
3. have a understanding of key neuropsychological syndromes that are regularly encountered in clinical practice
4. have a greater understanding of how to interpret neuropsychological reports and apply recommendations

Assessment

Class Participation (Hurdle)
Case report Series (100%)

Chief examiner(s)

Dr Rene Stolwyk

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Synopsis

Students will become familiar with the use of appropriate paediatric 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.

Outcomes

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; and
6. Feel confident working with children, parents, teachers and professional childcare workers.

Assessment

Assessment will be based on three components, each of which will be graded.
Test administration: 35%
Essay/Report: 35%
Class Presentations: 30%

Chief examiner(s)

Dr Renee Testa

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%)

Chief examiner(s)

Professor Jennie Ponsford

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%)

Chief examiner(s)

Professor Jennie Ponsford

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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

Placement Contract (Hurdle)
Mid-placement Review (Hurdle)
Student Diary (Hurdle)
Student Case/Logbook (Hurdle)
Supervisor Logbook (Hurdle)
Final Student Assessment Report (Hurdle)
Final Supervisor Assessment Report (Hurdle)

Chief examiner(s)

Dr Nadia Boscaglia

Prerequisites

DPSY5299 and DPSY6199

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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

Class Participation (Hurdle)
Log Book (Hurdle)
2 clinical reports (100%)

Chief examiner(s)

Professor James Ogloff

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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

Class Participation (10%)
Log Book (Hurdle)
Report (3000 words) (90%)

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.

Chief examiner(s)

Dr Michael Daffern

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

This unit covers the application of and development of students' skills in the application of clinical psychology training to mental health and health settings. The field of clinical psychology will be extended to include advanced theoretical frameworks and treatments that include linking psychological and physical aspects of health and illness to specialised areas of clinical psychology, such as serious mental health illness and disorders and in the context of clinical health issues and disorders. The focus will include appropriate assessment skills for various health and mental health contexts.

Outcomes

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

1. have an awareness of clinical psychology related theoretical frameworks;
2. be familiar with common mental health and health conditions and their 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

Class Participation (Hurdle)
2 Written Assessments (100%)

Chief examiner(s)

Dr J Sabura Allen

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

The focus of this unit is on clinical assessment and intervention/management in the field of child and adolescent clinical psychology. Commensurate with the advanced training context of this unit, the content will include a sequence of topics which extend the topics included in the Introductory unit which all students complete in Year 1 (see Clinical Developmental Psychology DSY5105). This Unit will include complex child and adolescent case presentations by senior clinicians in the field. Students will also be required to present cases which relate to their clinical training in the Doctorate program. In addition some specific topics such as: trauma, critical incidents, the use of projective assessment techniques, and group therapy, are included in the seminar topics. Students are expected to demonstrate their knowledge of these areas in their clinical case discussions and written assessment tasks.

Outcomes

On completion of this unit, students will have:

1. Demonstrated and advanced knowledge of clinical assessment and management of children and adolescence.
2. Increased their theoretical knowledge of a variety of assessment and therapeutic approaches for children, adolescents and families;Developed more advanced management / therapy skills in a child and family context.
3. An ability to write comprehensive clinical assessment reports in the field of child and adolescent clinical psychology.

Assessment

Class Participation (Hurdle)

Chief examiner(s)

Assoc Prof Nicole Rinehart

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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

Placement Contract (Hurdle)
Mid-placement Review (Hurdle)
Student Diary (Hurdle)
Student Case/Logbook (Hurdle)
Supervisor Logbook (Hurdle)
Final Student Assessment Report (Hurdle)
Final Supervisor Assessment Report (Hurdle)

Chief examiner(s)

Dr Adam McKay

Prerequisites

DPSY5299, DPSY6199, DPSY6299

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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

Class Participation (Hurdle Requirement)
Written Assignment (100%)

Chief examiner(s)

Dr Michael Daffern

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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).

Outcomes

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

2 Reports (Hurdle)
Class Participation (Hurdle)
Log Book (Hurdle)

Chief examiner(s)

Professor James Ogloff

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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

Log Book (Hurdle)
Report (3500-4500 words) (55%)
Evaluation (35%)
Class Participation (10%)

Chief examiner(s)

Assoc Prof Nicole Rinehart

Contact hours

Two hour seminar and 2 hours of private study per week for 12 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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%

Chief examiner(s)

Professor Flavia Cicuttini

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

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%)

Chief examiner(s)

Professor Andrew Forbes

Co-requisites

MPH1040

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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 (100%)

Chief examiner(s)

Professor Andrew Forbes

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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.

Chief examiner(s)

Professor Andrew Forbes

Prerequisites

EPM5002, EPM5014

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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

Chief examiner(s)

Professor Andrew Forbes

Prerequisites

MPH1040, EPM5002 and EPM5003, EPM5014

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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 data management, assessment of data quality and handling and linking of large volumes of data.

Outcomes

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 data retrieval methods ;
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 confidentiality issues, 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 (100%)

Chief examiner(s)

Professor Andrew Forbes

Co-requisites

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%).

Chief examiner(s)

Professor Andrew Forbes

Prerequisites

MPH1040, EPM5002 and EPM5014

Co-requisites

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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

Written Assignments (100%)

Chief examiner(s)

Professor Andrew Forbes

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 and MPH1040

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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.

Chief examiner(s)

Professor Andrew Forbes

Prerequisites

MPH1040, EPM5002, EPM5003, EPM5004, EPM5009 & EPM5014

Co-requisites

EPM5004

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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

Chief examiner(s)

Professor Andrew Forbes

Prerequisites

Must have passed 4 (I/W) units in {EPM5002, EPM5003, EPM5004, MPH5040}

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%.

Chief examiner(s)

Professor Andrew Forbes

Prerequisites

MPH1040, EPM5002, EPM5003, EPM5004, EPM5014

Co-requisites

Must be enrolled in course version {3420, 3421, 3422}

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%

Chief examiner(s)

Professor Andrew Forbes

Contact hours

20 hours per week

Prerequisites

Must have passed 7 (I/W) units in {EPM5002, EPM5003, EPM5004, EPM5005, EPM5009, EPM5014, MPH5040}

Co-requisites

Must be enrolled in course version {3420, 3421, 3422}

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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.

Chief examiner(s)

Professor Andrew Forbes

Prerequisites

Must have passed 5 (I/W) units in {EPM5002, EPM5003, EPM5004, EPM5014, MPH1040}

Co-requisites

Must be enrolled in course version {3420, 3421, 3422}

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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 (80%)
Practical exercises (20%).

Chief examiner(s)

Professor Andrew Forbes

Prerequisites

Must have passed 6 (I/W) units in {EPM5002, EPM5003, EPM5004, EPM5009, EPM5014, MPH5040}

Co-requisites

Must be enrolled in course version {3420, 3421, 3422}

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

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

Outcomes

At the completion of this unit the student willbe able to:

1. Demonstrate an understanding of the meaning and laws of probability;
2. Recognise common probability distributions and their properties;
3. Apply calculus-based tools to derive key features of a probability distribution, such as mean and variance;
4. Manipulate multivariate probability distributions to obtain marginal and conditional distributions;
5. Obtain mean, variance and the probability distribution of transformations of random variables;
6. Understand properties of parameter estimators and the usefulness of large sample approximations in statistics;
7. Appreciate the role of simulation in demonstrating and explaining statistical concepts.

Assessment

Written assignments (100%)

Chief examiner(s)

Associate Professor Rory Wolfe

Prerequisites

EPM5002

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%

Chief examiner(s)

Professor Andrew Forbes

Prerequisites

Must have passed 7 (I/W) units in {EPM5002, EPM5003, EPM5004, EPM5005, EPM5009, EPM5014, MPH1040}

Co-requisites

Must be enrolled in course version {3420, 3421, 3422}

Prohibitions

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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)
contribution to online discussion (20%).

Chief examiner(s)

Dr Guy Petterson

Off-campus attendance requirements

Weekly reading as required and contribution to online discussion forum - off campus students

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

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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?

Outcomes

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

Written assignments (60%)
Contributions to online discussion (40%)

Chief examiner(s)

Dr Liz Bishop

Off-campus attendance requirements

Weekly contribution to online discussion forum and reading as required.

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

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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

Written assignments (60%)
contribution to online discussion forum (40%)

Chief examiner(s)

Dr Liz Bishop

Off-campus attendance requirements

Reading as required and contribution to weekly online discussion forum

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

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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

Written assignments (60%)
Contribution to online discussion forum (40%)

Chief examiner(s)

Dr Liz Bishop

Off-campus attendance requirements

Weekly reading as required and contribution to online discussion forum

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

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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 assignments (60%)
Contribution to online discussion forum (40%)

Chief examiner(s)

Dr Liz Bishop

Off-campus attendance requirements

Weekly reading as required and contribution to online discussion forum.

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

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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'.

Outcomes

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

Workshop presentation/Alternative Assessment - 10%
Applied Learning Exercise - 30%
Essay - 60%

Chief examiner(s)

Dr Stuart Thomas

Off-campus attendance requirements

One day workshop

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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 use) associated with offending are considered and explanatory models which incorporate the role of symptoms, cognitions, biological and sociological factors are discussed.

Outcomes

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

Workshop presentation - 10%
Applied Learning Exercise - 30%
Essay - 60%

Chief examiner(s)

Dr Andrew Carroll

Off-campus attendance requirements

One Day workshop

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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

Workshop presentation/Alternative Assessment - 10%
Applied Learning Exercise - 30%
Essay - 60%

Chief examiner(s)

Clare McInerney

Off-campus attendance requirements

One-day on campus workshop

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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

Workshop presentation - 10%
Structured Learning Task - 30%
Essay - 60%

Chief examiner(s)

Stefan Luebbers

Off-campus attendance requirements

One-day workshop on campus.

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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

Workshop presentation - 10%
Applied Learning Exercise - 30%
Essay - 60%

Chief examiner(s)

Troy McEwan

Off-campus attendance requirements

One-day workshop on campus

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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

Workshop presentation/Alternative Assessment - 10%
Applied Learning Exercise - 30%
Essay - 60%

Chief examiner(s)

Dr Andrew Carroll

Off-campus attendance requirements

One-day on campus workshop.

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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 practitioners to assess and care for mentally disordered offenders will be developed.

Outcomes

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 issues (including knowledge, skills, policy, practice, contextual) in forensic psychiatry;
3. Demonstrate the knowledge and skills required by forensic mental health practitioners in the assessment and care of mentally disordered offenders.

Assessment

Workshop/Alternative Assessment 10%
one case study (1500 words) 15%
one assignment (1500 words) 15%+ Essay (3500 - 4000 wds) 60%

Chief examiner(s)

Adjunct Associate Professor Trish Martin

Off-campus attendance requirements

One day on-campus workshop.

Prerequisites

Must be a registered nurse with a qualification in psychiatric nursing.

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

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

To perform satisfactorily in this field a forensic medical practitioner's communication skills must be of a high order and they need to understand the legal principles that govern the admissibility of their evidence.

This unit will enable students to gain practical skills in the delivery of medical evidence in courts and tribunals, in the preparation of medico legal 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 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 a moot court will be used to develop practical skills in presenting evidence and developing strategies to deal with the medico legal and advocacy issues that arise during the examination and cross-examination of witnesses including expert witnesses.

Outcomes

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;
8. have acquired the techniques necessary for managing examination-in-chief, cross examination and re-examination.

Assessment

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

Chief examiner(s)

Associate Professor David Ranson

Off-campus attendance requirements

Compulsory 2 day workshop

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%)

Chief examiner(s)

Associate Professor David Wells

Off-campus attendance requirements

Compulsory 2 day workshop

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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, i.e. consent, confidentiality and disclosure, issues at both the beginning and end of life.

Outcomes

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%)

Chief examiner(s)

Emeritus Professor Louis Waller

Off-campus attendance requirements

Compulsory 2 day workshop

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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, forensic anthropology, forensic odontology and forensic entomology.

Outcomes

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%)
Casebook Workbook (50%)

Chief examiner(s)

Mrs Anna Davey

Off-campus attendance requirements

Compulsory 2 day workshop

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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 cases of suspected child sexual abuse.

The aim of this unit is to develop student's skills in the evaluation and management of children and adolescents suspected of being sexually 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.

Outcomes

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

1. Display a detailed understanding of the roles of health practitioners in assessing cases of suspected child sexual abuse.
2. Demonstrate an understanding of sexual development and behaviour in children.
3. Demonstrate an awareness of the ethical and legal issues relevant to cases of suspected child sexual abuse.
4. Describe normal genital anatomy and physiology, and be able to interpret pathological conditions.
5. Apply medical and forensic principles to the evaluation of cases of suspected child sexual abuse.
6. Display a broad comprehension of the consequences, treatment and prevention of child sexual abuse.
7. Recognise the role of the other disciplines involved in investigations; protective workers, police, lawyers.
8. Recognise the medical and legal implications of a sexually transmitted infection in a child.
9. Display a detailed understanding of the roles of health practitioners in assessing cases of suspected child sexual abuse.
10. Demonstrate an understanding of sexual development and behaviour in children.
11. Demonstrate an awareness of the ethical and legal issues relevant to cases of suspected child sexual abuse.
12. Describe normal genital anatomy and physiology, and be able to interpret pathological conditions.
13. Apply medical and forensic principles to the evaluation of cases of suspected child sexual abuse.
14. Display a broad comprehension of the consequences, treatment and prevention of child sexual abuse.
15. Recognise the role of the other disciplines involved in investigations; protective workers, police, lawyers.
16. Recognise the medical and legal implications of a sexually transmitted infection in a child.

Assessment

Assignment 1 - Workbook questions 2,3,4, and 9: 15%
Assignment 2 - Case critique: 20%
Assignment 3 - Workbook questions 12, 13, 14, 15: 20%
Face to face teaching & case presentation: 15%
Essay: 30%

Chief examiner(s)

Dr Anne Smith

Contact hours

12 hours of study per week over the semester. This will include contact time (25 hours), private study (text and readings), assessment tasks (case studies, assignments), and involvement in case work, plus a compulsory 2 day workshop

Off-campus attendance requirements

Off-campus (distance education) with a two-three day attendance block during the semester.

Prerequisites

A registered medical practitioner who is involved in assessing (or may be required to assess) children/adolescents when child/adolescent sexual abuse is suspected.

Prohibitions

FOR2006 Paediatric Forensic Medicine

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

http://www.med.monash.edu.au/vifm/

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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 developing practitioners' skills required for the medical assessment of cases of suspected non-accidental injury in children.
Such assessments require knowledge of the relevant legislation, injury patterns, specialised investigative techniques, documentation and interpretation. Teaching will focus on trauma and forensic principles, childhood development, injury patterns (both accidental and non-accidental), medical conditions that may mimic injurious events presentation of findings and opinions to the courts.

Outcomes

1. Demonstrate an understanding of the principles of injury assessment;
2. Develop the skills required for accurate documentation - notes, diagrams and photography;
3. Have a comprehensive knowledge of common injury patterns at the different stages of a child's development;
4. Demonstrate a comprehensive knowledge of non-accidental injury as it applies to bones, intra-abdominal and intra-thoracic trauma;
5. Discuss features of injuries of childhood both accidental and non-accidental;
6. Understand the process of assessing children when there are concerns of neglect

Assessment

Assignment 1 - Questions: 20%
Assignment 2 - Case critique: 20%
Face to face teaching & case presentation: 10%
Essay: 50%

Chief examiner(s)

Dr Anne Smith

Contact hours

12 hours of study per week over the Semester. This will include contact time (25 hours), private study (text and readings), assessment tasks (case studies, assignments), and involvement in case work, plus a compulsory 2 day workshop.

Off-campus attendance requirements

Off-campus (distance education) with a two-three day attendance block during the semester.

This unit applies to the following area(s) of study

+ Forensic principles of injury assessment.
+ Mechanisms of injury and healing.
+ Documentation - notes, diagrams, photography
+ Soft tissue injuries
+ Fractures
+ Intra-abdominal injuries
+ Intra-thoracic injuries
+ Thermal injuries
+ Childhood neglect.

Prerequisites

A registered medical practitioner who is involved in assessing (or may be required to assess) children where there are concerns of non-accidental injury.

Co-requisites

Nil

Prohibitions

FOR2006 (Paediatric Forensic Medicine).

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

http://www.med.monash.edu.au/vifm/

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

Forensic Odontology encompasses the intersection between dentistry and the law. Practitioners in this field require a solid understanding of all aspects of dental practice as it relates to medico-legal investigation.
The aim of this unit is to provide students with knowledge and practical skills that will enable them to apply their dental knowledge to questions of legal/coronial import, especially in the field of human identification.
Forensic Odontology practitioners require expert knowledge in areas including; injury interpretation, evidence interpretation, dental anthropology, forensic anthropology, imaging technology, mortuary practice, and medico-legal report writing.

Outcomes

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

1. Demonstrate an understanding of the core elements of Forensic Odontology which underlie Forensic Odontological investigation;
2. To introduce students to the fundamentals of mortuary practice and protocol, including ethical treatment of the deceased, dental examination and imaging procedures.
3. To develop a working understanding of human skeletal and dental development and the changes which occur with increasing age, including an introduction to forensic age estimation methods.
4. To acquire an understanding of the structure of the human skeleton, and to develop the ability to distinguish human from non-human skeletal and dental elements,
5. To introduce students to Disaster Victim identification, including mass grave exhumation techniques and an awareness of the role of the Forensic Odontologist in war crimes investigations;
6. To develop skills in the application of CT technology and software systems in post-mortem examinations.
7. To develop an understanding of the principles of medico-legal report writing as applied to the discipline of forensic odontology.

Assessment

Assignment -25%
Case report 25%
Oral presentation - 25%
Case book - 25%

Off-campus attendance requirements

2 day workshop

Prerequisites

+ Graduate with the degree of Bachelor of Medicine/Surgery or Bachelor of Dentistry in an Australian University; or
+ Have qualifications which, in the opinion of the Faculty Board, are equivalent to or are a satisfactory substitute for the qualifications described above; and
+ Have at least 3 years experience in clinical or dental practice.
+ Provide proof of Medical or Dental Board registration

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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 and police investigation. 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.

Outcomes

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

1. Provide a comprehensive medical service for a victim of sexual assault.
2. Demonstrate a comprehensive knowledge of the forensic responsibilities in sexual assault cases.
3. Display ability to collect forensic evidence based on theory.
4. Understand an overview of the laboratory treatment of forensic evidence.
5. Write a medico-legal report and appear in court under subpoena to assist the court.
6. Comprehend historical, theorectical and cultural aspects of sexual assault.
7. Discuss epidemiology and the broad range of circumstances in which sexual assault occurs.

Assessment

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

Chief examiner(s)

Dr Vanita Parekh

Off-campus attendance requirements

Compulsory 2 day workshop

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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 effects of ageing on fitness to drive, interpretation of traffic injuries, the principles of traffic engineering and road trauma epidemiology.

Outcomes

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 injury 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%)

Chief examiner(s)

Dr Morris Odell

Off-campus attendance requirements

Compulsory 2 day workshop

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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

1. demonstrate a familiarity of the technical terms associated with analytical toxicology;
2. demonstrate a broad understanding of the range of techniques used in forensic toxicology;
3. demonstrate an awareness of the type of drugs seen in forensic medical cases;
4. comprehend the main pharmacological effects of alcohol, amphetamines, cocaine, benzodiazepines, and cannabis with the emphasis on their effects on behaviours, psychomotor control and cognition;
5. describe and recognise the relevant behavioural effects of common illicit drug combinations and common adverse illicit drug reactions; and
6. apply this knowledge to forensic cases for the purpose of preparation and presentation to courts..

Assessment

Case study 1: 20%
Case study 2: 30%
Presentation: 25%
Workbook: 25%

Chief examiner(s)

Prof Olaf Drummer

Off-campus attendance requirements

Compulsory 2 day workshop

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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 covered provide insights into the health impacts of 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 (specifically mental illness and addiction).

Outcomes

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%)

Chief examiner(s)

Professor Michael Levy

Off-campus attendance requirements

Compulsory 2 day workshop

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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%)

Chief examiner(s)

Associate Professor David Wells

Prerequisites

Completion of core units for the Masters of Forensic Medicine - Honours level

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%

Chief examiner(s)

Associate Professor Pamela Wood

Contact hours

8 hours per week

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%

Chief examiner(s)

Dr Ian Mosley

Contact hours

6 hours per week

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

This unit provides students with a theoretical and practical background to reproductive endocrinology. Information about the general organisation and regulation of the reproductive endocrine system will be taught including hormones produced by the pituitary, hypothalamus, ovary and testis and their respective interactions, regulation and mode of action. The role of growth factors will also be considered. Students will also learn about the ethical considerations required in human and animal experimentation, acquire basic laboratory and tissue culture skills and complete a biostatistics series to learn how to interpret and analyse biomedical research data.

Outcomes

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%

Chief examiner(s)

A/Prof Peter Temple-Smith

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.

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%

Chief examiner(s)

Associate Professor Peter Temple-Smith

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.

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%.

Chief examiner(s)

Associate Professor Peter Temple-Smith

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.

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%

Chief examiner(s)

Associate Professor Peter Temple-Smith

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.

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%

Chief examiner(s)

A/Prof Peter Temple-Smith

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.

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%

Chief examiner(s)

Associate Professor Peter Temple-Smith

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.

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%

Chief examiner(s)

Dr Sally Catt

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.

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

This unit provides opportunities to examine the impact of multiple factors that contribute to the health of Australia's population, known collectively as the social determinants of health as well as the opportunity to develop knowledge and skills in program planning for health promotion. 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 between identifiable groups or categories of people within populations. They will also 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.

Outcomes

1. Define health promotion from 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. Explain frameworks for the social determinants of health and critically reflect on their relationship to social equity, health inequities, social justice and the ethical project of health promotion;
4. Describe the steps in comprehensive program planning as a basis for action to address health determinants;
5. Identify the information sources that can be used to identify health needs, assess determinants and select targets for change;
6. Demonstrate an understanding of priority setting and specification of goals, objectives and strategies based on a logic model;
7. Demonstrate the use of evidence and theory in all stages of planning, including evaluation;

Assessment

Review of literature (30%)
Case Study (20%)
Development of Program Plan (50%)

Chief examiner(s)

Associate Professor Ben Smith

Contact hours

Students are required to attend a number of compulsory on-campus/on-site study blocks

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

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

Outcomes

1. Distinguish between levels of evaluation 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%)

Chief examiner(s)

Associate Professor Ben Smith

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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.

Chief examiner(s)

Professor Helen Keleher

Off-campus attendance requirements

Off-campus with compulsory study days.

Prerequisites

HSC5002 Foundations of health promotion and program planning

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%)

Chief examiner(s)

Professor Helen Keleher

Off-campus attendance requirements

Off-campus learning with compulsory study days.

Prerequisites

HSC5002 Foundations of health promotion and program planning

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Chief examiner(s)

Professor Mibel Aguilar

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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 hormonal control of reproduction, folliculogenesis, gametogenesis, fertilisation, implantation, early embryo development to gastrulation, germ and somatic cell lineages and also epigenetics from a cellular, genetic and molecular perspective will be presented and discussed in lectures, and tutorials. Also an overview on potential stem cell therapies discussing the production and use of human embryonic stem cells, comparing with stem cells from adult and foetal origin will be given.

Outcomes

On completion of this unit students will:

1. Understand and describe in detail the processes of spermatogenesis, hormonal control of reproduction and fertilisation;
2. Understand and 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. Define epigenetics and, using cell differentiation as an example, explain its importance in causing phenotypic and gene expression changes without change in nuclear DNA sequence;
4. Describe in detail the events involved in the transformation of an embryo from the 2-cell stage to hatching of the late blastocyst:
5. Explain how the trophoblast forms and the process of implantation:
6. Understand and clearly explain the process of embryonic development from the inner cell mass to gastrulation and formation of the trilaminar embryo:
7. Understand and discuss stem cell therapies, and be aware of the differences between adult, foetal and embryonic stem cells;
8. Demonstrate an ability to critically and constructively analyse research data in various aspects of embryology;
9. Communicate their knowledge clearly and effectively.

Assessment

Unit exam (60%)
Journal review comparison (30%)
Peerwise assignment (10%)

Chief examiner(s)

Dr Sally Catt

Contact hours

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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).

Outcomes

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%)

Chief examiner(s)

Associate Professor Peter Temple-Smith

Contact hours

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%)

Chief examiner(s)

Dr Sally Catt

Contact hours

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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 minor research projects with staff to collect data for abstracts and publication. Students will learn to critically analyse research papers on cryopreservation.

Outcomes

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 analyse 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%)

Chief examiner(s)

Dr Sally Catt

Contact hours

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%

Chief examiner(s)

Dr Sally Catt

Contact hours

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%)

Chief examiner(s)

Associate Professor Peter Temple-Smith

Contact hours

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

Synopsis

This unit will provide a detailed understanding of the molecular biology and genetic techniques essential in a clinical human IVF programs. Students will be taught the theoretical basis of current techniques in genetic diagnosis, polymerase chain reaction (PCR), fluorescent in situ hybridisation (FISH) and micro-array analysis. This knowledge is enhanced with practical training in embryo biopsy and analysis of resultant 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.

Outcomes

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%)

Chief examiner(s)

Dr Sally Catt

Contact hours

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%)

Chief examiner(s)

Dr Sally Catt

Contact hours

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

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%)

Chief examiner(s)

Dr. Steve Jensen

Prohibitions

MFM1014

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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%)

Chief examiner(s)

Dr Craig Hassed

Prohibitions

MFM1017, MCM5117, MFM4017

Refer to the specific census and withdrawal dates for the semester(s) in which this unit is offered, or view unit timetables.

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.

Outcomes

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.