Monash University Handbook 2012 Undergraduate - 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 explores the foundation of the paramedic clinician and introduces the roles expected of paramedics as clinicians. The unit will utilise a model of paramedic clinical competence as a framework to develop the foundations and skills of clinical approach, clinical problem solving, and clinical decision-making. The essential clinical skills will be developed in the clinical laboratory and simulation settings. A satisfactory level in all these essential clinical skills will be required before students can proceed with their course. The context of paramedic clinical practice will be provided by supervised clinical experience with emergency ambulance services.

Outcomes

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

1. Demonstrate a standardised clinical approach to the assessment and care of patients in the community;
2. Develop and describe communication theories and models of relevance to paramedic practice;
3. Identify models of communication as they apply to language, interpersonal, non-verbal, intercultural and political context;
4. Recognise appropriate professional and teamwork behaviours in the health settings associated with this unit;
5. Describe the barriers to effective communication and patient assessment within paramedic practice and how emotions and culture can interfere with decision-making;
6. Reflect on their performance in the clinical setting to identify the internal and external factors influencing clinical decision making;
7. Demonstrate appropriate professional behaviours and provide peer review within simulated learning environments.

Assessment

Mid-semester test (1 hour)
Clinical portfolio (2000 words) Hurdle requirement
Written exam (2 hour)
Objective Structured Clinical Examination (Pass/Fail)

Hurdle requirements: To pass this unit the student must complete the clinical portfolio at the pass grade AND pass the written examination AND pass the Objective Structured Clinical Examination. 80% attendance at tutorials is mandatory to pass this unit.

Chief examiner(s)

Mr Brett Williams

Contact hours

6 hours per week involving lectures, tutorials, simulation, clinical laboratory and small group exercises.

Co-requisites

Must be enrolled in Bachelor of Emergency Health (Paramedic) or the Bachelor of
Nursing/Bachelor of Emergency Health (Paramedic)

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

Synopsis

Paramedics encounter an abundance of pharmaceutical agents within their practice. This unit is designed to assist students to develop foundational knowledge, skills and judgments regarding pharmacotherapy within community-based emergency health. The social, political, legal and ethical implications of drug use and abuse within the individual, family and community will also be examined. These concepts will be developed further in second and third year. Three of the course themes will be integrated throughout the unit:

• population health and illness in society;
• foundations of the paramedic clinician; and
• science knowledge and evidence

Outcomes

1. Describe the basic principles of pharmacology, drug administration and monitoring as they relate to paramedic practice;
2. Identify routes of administration, absorption rates and safe work practices as they relate to paramedic practice;
3. Demonstrate proficiency in calculation of drug dosages for administration of medications by paramedics by a variety of routes;
4. Describe the pharmacokinetics and pharmacodynamics of chemicals and substances introduced into the body;
5. Examine legal responsibilities associated with the administration and safe keeping of drugs within paramedic practice;
6. Discuss common pharmaceutical agents encountered within the pre-hospital setting;
7. Analyse the social, political, cultural, legal and ethical implications of drug abuse in relation to legal and illegal drugs ;
8. Describe the role of community pharmacists and the implications of this role for paramedic practice.

Assessment

Worksheet: (15%)
Calculations Exercise: (15%)
2000 word written report: (40%)
Examination: (30%)

Chief examiner(s)

Mr Nathan Stam

Contact hours

12 hours study per week comprising:
2 x 1 hour lectures;
2 x 1 tutorials;
2 x 1 hour guided learning activities;
6 hours self directed study and preparation of assignments
The student is expected to undertake one hour of self-directed study for each contact hour.

Prerequisites

Enrolment in the Bachelor of Emergency Health (Paramedic)

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 uses the framework of human development throughout the lifespan to identify health and, specifically, emergency health issues at various stages of the lifespan. Students will investigate the roles of paramedics and allied health professionals in assessing human development and maintaining health across the lifespan and will explore issues relating to death and grieving. Included in this unit will be clinical visits to selected agencies to provide clinical context to the theoretical background.

Outcomes

1. Describe the physical, personal, psychological and social milestones of human development throughout the lifespan.
2. Recognise the impact of ethnicity, culture and race on human development.
3. Communicate effectively with individuals across the lifespan within an appropriate developmental framework.
4. Identify common acute and chronic health issues that occur across the lifespan.
5. Apply contemporary theories of development to specific health issues across the lifespan.
6. Identify essential activities and information regarding health promotion to meet the needs of individuals across the lifespan.
7. Summarise theoretical perspectives on grieving and loss.

Assessment

Written assignment (2000 words): 35%
Examination (2 hours): 45%
Report (1000 words): 20%
Community visit portfolio: Pass/fail

Hurdle requirements: To pass this unit the student must attend the community visit AND successfully complete the community visit portfolio. 80% attendance at tutorials is mandatory to pass this unit.

Chief examiner(s)

Nathan Stam

Contact hours

6 hours per week involving lectures, tutorials, small group exercises, and field trips.

Co-requisites

Must be enrolled in the Bachelor of Emergency Health (Paramedic)

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 builds on the foundation of the paramedic clinician and expands the roles
expected of paramedics as clinicians. The unit will utilise a model of paramedic clinical competence as a framework to develop the foundations and skills of clinical approach, clinical problem solving, clinical decision-making, and scene management. The unit will develop scientific knowledge and understanding of selected concepts of disease/injury and require students to integrate this knowledge in the clinical laboratory and simulation settings. The unit uses a patient-centred safety framework as a foundation and is designed to assist students to understand the scope of practice and clinical pathways available in community based emergency healthcare.

Outcomes

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

1. demonstrate a standardised clinical approach to the assessment and care of

2. describe the clinical pathways processes used to triage individuals to appropriate

3. locate and evaluate the evidence-base that informs the paramedic management

4. apply scientific knowledge of selected pathophysiological processes to the

5. demonstrate the required standard in each of the core clinical skills of clinical

6. investigate and describe variables within the work environment, scope of

7. reflect on their performance in the clinical setting to identify the internal and

8. demonstrate appropriate professional behaviours and provide peer review within

Assessment

Mid-semester test (1 hour)
Clinical portfolio (2000 words) - Hurdle requirement
Written exam (2 hour)
Objective Structured Clinical Examination (Pass/Fail)

Hurdle requirements: To pass this unit the student must complete the clinical portfolio at the pass grade AND pass the written examination. 80% attendance at tutorials is mandatory to pass this unit.

Chief examiner(s)

Mr George Assimakopoulos

Contact hours

1 credit point = 1 hour contact and 1 hour self directed study for one academic semester

Prerequisites

BEH1011

Prohibitions

Must be enrolled in Bachelor of Emergency Health (Paramedic)

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 at an introductory level the 'professional self' and contemporary professional models including principles of ethical practice standards, legal issues and models for helping culturally and linguistically diverse populations. This unit considers the practice context examining the history, milestones and influences on Australian CBEH systems. Frameworks and attributes of effective CBEH systems will be explored together with future directions. Of specific interest will be national and international perspectives. This unit may include student visits to selected components of the emergency health systems.

Outcomes

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

1. accurately describe contemporary models of professionalism and their application to the role of the paramedic;
2. explain the essentials of ethical standards in clinical practice, and, relate these standards to the role of the paramedic;
3. recognise and explain the legal responsibilities of the paramedic;
4. explore the application of models for helping culturally and linguistically diverse populations to paramedic practice.
5. outline the history and development of emergency health systems locally, nationally, and internationally;
6. identify the goals and attributes of an effective CBEH system;
7. use a contemporary framework of emergency health systems to identify the scope and factors influencing CBEH systems, and use this model to identify the impact of change in these factors on the CBEH systems;
8. Describe the interrelated roles of the various components of the Australian emergency health system.
9. understand the role of the various components of the emergency health system through visits to selected agencies.

Assessment

Group presentation (30%)
Written assignment - 2500 words (40%)
Final Examination (30%)

Chief examiner(s)

Mr Peter Jurkovsky

Contact hours

6 hours per week involving lectures, tutorials and small group exercises.

Co-requisites

Must be enrolled in Bachelor of Emergency Health(Paramedic)or The Bachelor of Nursing and Bachelor of Emergency Health (Paramedic)

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 continues to develop the role of the paramedic as a clinician by extending clinical examination and decision making skills that were introduced in previous clinical units.
The unit covers commonly encountered chronic, acute, and life threatening respiratory-related clinical problems across the lifespan. The unit will be case based, and will include clinical skills laboratories and simulation to develop essential clinical skills, clinical problem solving and decision making competencies. The scope of the unit includes the development of skills needed to provide general health care as well as care at an advanced life support level.

Outcomes

By the completion of this unit, the student should be able to:

1. Describe the epidemiology, population health, pathology and clinical manifestations of acute and chronic respiratory conditions commonly encountered in paramedic practice across the lifespan.
2. Locate and evaluate evidence that informs paramedic clinical practice guidelines used to care for patients with respiratory conditions.
3. Demonstrate systematic patient assessment and formulation of a statement describing the individual's alteration in health status.
4. Demonstrate the planning and implementation of care and accurately document and communicate the care provided.
5. Demonstrate effective communication and collaboration with patients, families and other members of the multidisciplinary health care team.
6. Evaluate the appropriateness and efficacy of care in relation to the special needs of patients across the lifespan and the needs of patients, family and carers from Indigenous and culturally diverse backgrounds.
7. Relate the pharmacology of drugs used by paramedics for the management of respiratory conditions to drug indications and actions.
8. Reflect on the diagnostic reasoning, clinical problem solving and clinical decision making processes that influence the care of patients with respiratory conditions in order to evaluate and justify management decisions and identify threats to patient safety.
9. Describe the special features and trends in the Australian health system relating to prevention and management of respiratory conditions.
10. Demonstrate appropriate professional behaviours and provide peer review within simulated learning environments.

Assessment

Mid semester test 1 (1 hour): 20%
Clinical Portfolio: 30%
Written examination (3 hours): 50%
Case simulation (30 minutes): pass/fail (hurdle)

Hurdle requirements: To pass this unit the student must pass the written examination AND pass the case simulation. 80% attendance at paramedic skills laboratories is mandatory to pass this unit.

Chief examiner(s)

Mr Brett Williams

Contact hours

6 hours per week involving lectures, tutorials, simulation, clinical laboratory and small group exercises.

Prerequisites

BEH1011

Co-requisites

Must be enrolled in Bachelor of Emergency Health (Paramedic)or the Bachelor of
Nursing/Bachelor of Emergency Health (Paramedic)

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 introduces population health, public health and primary health care principles to the analysis of community based emergency health (CBEH). Population health principles are applied to illness prevention and health promotion.
The use of health datasets in population and public health is also discussed. The basis of science, knowledge and evidence is explored along with the principles and use of evidence-based practice in the CBEH setting.
Students are encouraged to develop their capacity for enquiry, research, critical thought, critical appraisal and analysis through the semester. Information technology is used to access and interrogate the multitude of health datasets.

Outcomes

1. Describe the various practice settings of Community Based Emergency Health.
2. Outline the essential features of the Australian Healthcare System.
3. Describe the essential features of population health, contemporary public health,

4. Describe contemporary health promotion theories in relation to rural and Indigenous health in community based emergency health care settings.
5. Explain the concepts of science, knowledge and truth, scientific method, research, and evaluation.
6. Demonstrate knowledge of the core elements of a scholarly approach to investigations.
7. Develop the ability to use information technology to access resources relating to community-based emergency health care.
8. Demonstrate critical appraisal of the literature related to aspects of emergency care practice.
9. Outline the epidemiological approaches to community based emergency health using examples of contemporary emergency health issues.
10. Develop an understanding and awareness of inequalities in the community and their impact on health status and for the provision of adequate community-based emergency health services.
11. Describe the importance of clinical research and the role of the paramedic in research that informs clinical practice.
12. Outline the principles of evidence-based practice in determining the evidence and transmitting theory to practice in the setting of CBEH.

Assessment

Examination (2 hour): 40%
Assignment (2000 words): 30%
Literature review (2000 words): 30%

Chief examiner(s)

Ms Kathryn Eastwood

Contact hours

6 hours per week involving lectures, tutorials and small group exercises.

Co-requisites

Must be enrolled in Bachelor of Emergency Health (Paramedic) or
Bachelor of Nursing/Bachelor of Emergency Health (Paramedic)

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 continues to develop the role of the paramedic as a clinician by extending
clinical examination and decision making skills that were introduced in previous clinical units.
The unit addresses injury and injury prevention across the lifespan, with specific reference to commonly encountered acute and chronic musculoskeletal conditions, injury associated with environmental exposure, and poisoning.
The unit will be case based, and will include clinical skills laboratories and simulation to develop essential clinical skills, clinical problem solving and decision making competencies. The scope of the unit includes developing the skills needed to provide general health care as well as care at an advanced life support level.

Outcomes

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

1. Describe the epidemiology, population health and pathology related to injuries and commonly encountered in paramedic practice.
2. Describe criteria used to identify major trauma and demonstrate the application of pre-hospital trauma triage guidelines.
3. Identify and evaluate evidence that informs paramedic clinical practice guidelines used to care for patients with injury.
4. Relate the pharmacology of drugs used by paramedics for the management of injury or environmental conditions to drug indications and actions.
5. Demonstrate the ability to integrate the theoretical knowledge and clinical skills to the assessment and management of patients with injury and environmental conditions in real time simulation including clinical problem solving and clinical decision taking, professionalism, safety, documentation, communication and teamwork.
6. Demonstrate the management of patients, their carers and bystanders in situations of acute injury in a sociological and culturally sensitive context.
7. Describe the special features and trends in the Australian health system relating to prevention and management of injury, and describe the benefits of community based emergency health and the related role of the Paramedic and other emergency and primary health care team members in injury prevention.

Assessment

Written examination (3 hour): 45%
Written assignment (2000 words): 40%
Mid-semester test (1 hour): 15%
Scenario-based clinical examination (30 minutes): pass/fail (hurdle)

Hurdle requirements: To pass this unit the student must pass the written examination AND pass the scenario-based clinical examination. 80% attendance at paramedic skills laboratories is mandatory to pass this unit.

Chief examiner(s)

Dr Malcolm Boyle

Contact hours

6 hours per week involving lectures, tutorials, simulation, clinical laboratory and small group exercises.

Prerequisites

BEH1011

Co-requisites

Must be enrolled in the Bachelor of Emergency Health (Paramedic) or Bachelor of Nursing/Bachelor of Emergency Health (Paramedic)

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 continues to develop the role of the paramedic as a clinician. It will build on a model of paramedic clinical competence developed in prerequisite units and will provide the context to support the implementation of knowledge and skills necessary for effective patient care. Students will have the opportunity to practice and develop their clinical skills in the management of patients with acute health conditions in the setting of clinical skills laboratories and simulation scenarios that develop core paramedic and nursing competencies, supervised clinical simulation scenarios, and clinical placements with ambulance service providers and other health agencies.

Outcomes

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

1. Evaluate their clinical knowledge and identify clinical learning opportunities that may improve their ability to communicate with and care for patients.
2. Recognise their role in the community emergency health setting and display appropriate professional and teamwork behaviours.
3. Perform appropriate paramedic clinical tasks under supervision in the community emergency health setting.
4. Apply relevant theoretical knowledge and clinical skills to the care of patients within the community emergency health setting.
5. Work as an effective team member with paramedics and health care professionals to provide appropriate patient care.
6. Demonstrate a culturally sensitive approach to their own reactions and those of patients and their families to acute illness or injury.
7. Reflect on their performance in the clinical setting to identify the adequacy of their judgements and the factors influencing clinical decision making.
8. Describe the operational setting for paramedics across a different service sectors including the interface with related other operational services as well as emergency and primary health care teams within community emergency health settings.

Assessment

Clinical skills logbook: Pass/Fail
Reflective journal (4000 words): Pass/Fail
Workplace professionalism evaluation: Pass/Fail
Each assessment task is a hurdle (must pass to complete the unit)
The passing grade for this unit will be PGO only.

Chief examiner(s)

Dr Chris Huggins

Contact hours

One week block with hospital simulation laboratory, clinical skills laboratories and simulation scenarios at the beginning of the summer semester. The equivalent of 4 weeks full time supervised clinical placement - a total of 160 hours. The unit is conducted over the `summer A' semester so that the essential professional requirement of the supervised clinical practice can be met.

Prerequisites

Must have passed on of (BEH1011, NUR1102) AND Must have passed 2 (BEH2012 and BEH2022)

Co-requisites

Must be enrolled in Bachelor of Emergency Health(Paramedic)
or
Bachelor of Nursing/Bachelor of Emergency Health(Paramedic)

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 continues to develop the role of the paramedic as a clinician by developing knowledge and skills needed to care for birthing women and neonates in the community. The unit will be case based, and will include clinical skills laboratories and simulation to develop essential clinical skills, clinical problem solving and decision making competencies.

Outcomes

1. Describe models of care associated with maternal services available to the community.
2. Identify and interpret the evidence supporting the paramedic care of pregnant and childbearing women and their babies.
3. Describe the clinical manifestations of selected health conditions in pregnant and birthing women that may be encountered by paramedics.
4. Describe the epidemiology, presentation and management of selected conditions experienced by women who are pregnant or experiencing childbirth.
5. Demonstrate the paramedic assessment and management of maternal and neonatal health care needs.
6. Demonstrate appropriate paramedic care of the birthing woman in the community.
7. Demonstrate appropriate paramedic care of the newborn in the community.
8. Investigate the care needs of the unplanned birth of a neonate in the community.
9. Investigate cultural considerations paramedics should observe when caring for pregnant women.

Assessment

Assignment (2000 words): 50%
Written examination (2 hours): 50%
Objective Structured Clinical Examinations: pass/fail (hurdle)

Chief examiner(s)

Gayle McLelland

Contact hours

6 hours per week involving lectures, tutorials, simulation and clinical laboratories.

Prerequisites

BEH1102

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 continues to develop the role of the paramedic as a clinician by extending clinical examination and decision making skills that were introduced in previous clinical units. The unit covers commonly encountered chronic, acute, and life threatening cardiovascular problems across the lifespan. The unit will be case based, and will include clinical skills laboratories and simulation to develop essential clinical skills, clinical problem solving and decision making competencies. The scope of the unit includes the development of skills needed to provide general health care as well as care at an advanced life support level.

Outcomes

By the completion of this unit, the student should be able to:

1. Describe the epidemiology, population health, pathology and clinical manifestations of acute and chronic cardiovascular conditions commonly encountered in paramedic practice across the lifespan;
2. Locate and evaluate evidence that informs paramedic care for patients with cardiovascular conditions;
3. Demonstrate systematic patient assessment and formulation of a statement describing the individual's alteration in health status;
4. Demonstrate the planning and implementation of care and accurately document and communicate the care provided;
5. Demonstrate effective communication and collaboration with patients, families and other members of the multidisciplinary health care team;
6. Evaluate the appropriateness and efficacy of care in relation to the special needs of patients across the lifespan and the needs of patients, family and carers from Indigenous and culturally diverse backgrounds;
7. Relate the pharmacology of drugs used by paramedics for the management of cardiovascular conditions to drug indications and actions;
8. Reflect on the diagnostic reasoning, clinical problem solving and clinical decision making processes that influence the care of patients with cardiovascular conditions in order to evaluate and justify management decisions and identify threats to patient safety;
9. Describe the special features and trends in the Australian health system relating to prevention and management of cardiovascular disease;
10. Demonstrate appropriate professional behaviours and provide peer review within simulated learning environments.

Assessment

Mid semester test 1 (1 hour): 20%
Clinical Portfolio: 30% - Hurdle requirement
Written examination (2 hours): 50%
Case simulation (30 minutes): pass/fail (hurdle)

Chief examiner(s)

Brett Williams

Contact hours

6 hours per week involving lectures, tutorials, simulation, clinical laboratory and small group exercises.

Prerequisites

BEH1102

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

Synopsis

The major aims of the unit are to strengthen paramedic students' community engagement and communication skills, particularly in Aboriginal and culturally and linguistically diverse communities. The unit investigates specific emergency health issues and explores how community education might increase the capacity of the community to better manage emergencies prior to an ambulance arriving. Students will be provided with theoretical perspectives of inter-professional collaborative practice in community-based emergency health and apply these to exploring a specific emergency health issue and identifying what resources are available within the local community.

Outcomes

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

1. Identify the role of the paramedic in developing community capability and awareness as a contribution to improving emergency health outcomes.
2. Investigate how community health promotion models might increase community engagement.
3. Identify how community education might increase the capacity of the community to better manage emergencies prior to an ambulance arriving.
4. Describe the diverse needs of Indigenous people in the context of community-based emergency health.
5. Describe the diverse needs of culturally and linguistically diverse communities in the context of community-based emergency health.
6. Explore the community's expectations of the ambulance services to develop strategies to improve the community's awareness of appropriate ambulance use.
7. Develop, undertake and report on a project which investigates ambulance based strategies to strengthen community relationships and promote community initiatives to improve emergency health outcomes.

Assessment

Group project report: (40%)
Group presentation: (20%)
Written assignment: (40%)

Chief examiner(s)

Caroline Spencer

Contact hours

Six hours per week involving lectures, small group exercises and community-based activities.

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 continues to develop the role of the paramedic as a clinician by extending clinical examination and decision making skills that were introduced in previous clinical units. The unit explores commonly encountered acute and chronic health emergencies, with a focus on pain management. Using a combination of case-based learning, clinical laboratory work and simulation, this unit will develop the essential clinical skills, clinical problem solving and decision-making competencies in managing common health emergencies. The unit will be supplemented by the
clinical placement unit BEH3031 where students will integrate theory with practice.

Outcomes

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

1. Locate and evaluate evidence that informs the paramedic management of acute and chronic medical conditions across the lifespan;
2. Describe the epidemiology, population health, and pathology related to acute and chronic emergency medical conditions commonly encountered in paramedic practice;
3. Describe the clinical manifestations of the selected medical conditions commonly

4. Demonstrate the ability to integrate and apply theoretical knowledge and clinical skills to the assessment and management of patients with selected acute and chronic medical emergencies across the lifespan;
5. Describe the physiology of pain and the concept of pain relief as a basic human right;
6. Select and use appropriate pain assessment tools for patients across the lifespan and those with communication difficulties or cognitive impairment;
7. Describe organisational and personal factors affecting the assessment and management of individuals experiencing pain and generate strategies to manage the influence of these factors on clinical practice;
8. Demonstrate pharmacological and non-pharmacological interventions used by paramedics to manage pain;
9. Relate the pharmacokinetics and pharmacodynamics of therapeutic agents used by paramedics for the management of common medical emergencies;
10. Predict the range of potential behaviours of self, patients, their carers and bystanders in situations of acute medical emergencies in a sociological and culturally sensitive context;
11. Describe the special features and trends in health systems relating to prevention of medical emergencies and the management of patients with medical conditions;
12. Describe the roles of paramedics and allied health professionals in providing community based emergency health care aimed at preventing and managing medical emergencies.

Assessment

Mid-semester test (1 hour): 15%
Written examination (3 hours): 45%
Written assignment (2000 words): 40%
Scenario-based clinical examination: pass/fail (hurdle)

Chief examiner(s)

Dr Bill Lord

Contact hours

6 hours per week involving lectures, tutorials, simulation, clinical laboratory and small group exercises. This unit will be taught over 9 weeks to allow for the clinical placements associated with the co-requisite unit BEH3031.

Prerequisites

BEH2012 and BEH2022

Co-requisites

Must be enrolled in the Bachelor of Emergency Health (Paramedic)

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 develops the role of the paramedic as a clinical leader in the community with the focus on major incidents and disasters. The unit reviews key leadership theories, styles and responsibilities of a leader in a community based emergency health setting. Further the unit will explore disaster planning, response and recovery, and the roles and responsibilities of the paramedic during a major health emergency or humanitarian disaster.

Outcomes

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

1. Describe approaches to disaster planning at local levels that includes the roles of emergency services and health agencies.
2. Describe the broader requirements of disaster management, in particular the management of public health issues and logistics management.
3. Discuss the importance of clinical leadership and clinical governance in community based emergency health system during a major incident or disaster.
4. Analyse the contemporary structure of a major incident control system in the Australian context, and describe the role of the paramedic in major incidents and disasters.
5. Describe the theoretical underpinnings and styles of effective leadership within complex organisations and relate this to leadership in disaster or major emergency situations.
6. Discuss the role of the paramedic in emergency management planning and preparedness in local and international settings.
7. Analyse the public health and humanitarian issues that may arise from major incidents and disasters.
8. Discuss and demonstrate principles of adult education as they apply to the implementation of public health interventions during humanitarian disasters.

Assessment

Written assignment: (3000 words): 50%
Micro teaching session: 50%
Clinical simulation: pass/fail (hurdle)

Chief examiner(s)

Alyse Miller

Contact hours

6 hours per week involving lectures, tutorials and small group exercises.

Co-requisites

Must be enrolled in the Bachelor of Emergency Health (Paramedic) or Bachelor of Nursing/Bachelor of Emergency Health (Paramedic)

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 continues to develop the role of the paramedic as a clinician. Foundation skills and knowledge developed in prerequisite units are employed to analyse and investigate the paramedic's role in the management of commonly encountered chronic, acute and life threatening clinical problems associated with various life stages.
This unit will be case-based and will include clinical skills laboratory and simulation scenarios to develop essential clinical skills, clinical problem solving and decision making competencies. Field visits to selected community based facilities will provide a clinical context to the theoretical concepts.

Outcomes

By the completion of this unit, the student will be able to: locate and evaluate the evidence-base that informs the paramedic management of acute health conditions at life stages; describe the epidemiology, population health, natural history, and pathophysiology related to acute and emergency health conditions at life stages commonly encountered in paramedic practice; describe the clinical highlights of selected acute health conditions at life stages commonly encountered in paramedic practice; discuss the lifespan implications of disability for individuals, their family and the community; analyse the cultural, legal and ethical issues related to death and organ donation across the lifespan; describe the changes that age and pre-existing health problems have on drug pharmacokinetics; using the model of paramedic clinical competence, demonstrate the ability to integrate and apply theoretical knowledge and clinical skills to the assessment and management of patients with selected acute and chronic health conditions at life stages; explain the range of potential behaviours of self, patients, their carers and bystanders in situations of acute health conditions at life stages in a sociological and culturally sensitive context; and demonstrate an understanding of the special features and trends in health systems relating to the prevention and management of injury and disease across the lifespan.

Assessment

Examination (2 hours): 40%
Written assignment (2000 words): 30%
Clinical education assignment: 30%

Chief examiner(s)

Dr Leanne Boyd

Contact hours

6 hours per week involving lectures, tutorials, small group exercises, and field trips.

Prerequisites

Must have passed 1 of (BEH1041, BEH2041 or NUR1102)

Co-requisites

Must be enrolled in the Bachelor of Emergency Health (Paramedic)
or
Bachelor of Nursing/Bachelor of Emergency Health (Paramedic)

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 examines the principles of quality improvement, error and risk reduction, and clinical audit specifically relevant to CBEH.
Contemporary challenges in community-based emergency health needs are discussed in the context of the Australian healthcare system. The impact of politics, funding, and changing demography on future population health needs are explored. Students will investigate alternative methods of delivering community-based emergency health and discuss the future role of paramedics in meeting the health needs of an aging population.
The students will also apply research methods to the development of a research proposal that investigates a contemporary community based emergency health challenge.

Outcomes

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

1. describe the principles of quality improvement, error and risk reduction, and clinical audit and apply these principles to the setting of community-based emergency health;
2. utilise foundational knowledge of relevant research methods, to critically analyse selected community-based emergency health issues;
3. identify and discuss contemporary challenges in community-based emergency health using local, national and international literature;
4. apply the key principles of population health and public health system integration and co-ordination in the setting of selected community-based emergency health topics;
5. outline the principle features of the Australian healthcare system and the impact of politics, funding, and changing demography on CBEH;
6. analyse emergency health research priorities and apply these to community-based emergency health needs; 7. identify alternative methods of delivering community-based emergency health and discuss emerging opportunities for health professionals; and 8. outline the process for implementing research findings into CBEH practice.
7. Generate a research proposal using contemporary research methods.

Assessment

Assignment (1000 words): 20%
Group poster presentation (1000 words) and oral presentation: 20%
Research proposal (3000 words): 60%

Chief examiner(s)

Dr Paul Jennings

Contact hours

6 hours per week involving lectures, tutorials and small group exercises.

Prerequisites

Must have passed BEH2021 or NUR2001

Co-requisites

Must be enrolled in the Bachelor of Emergency Health (Paramedic) or Bachelor of Nursing/Bachelor of Emergency Health (Paramedic)

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 continues to develop the role of the paramedic as a clinician. It will build on a model of paramedic clinical competence developed in prerequisite units and will provide the context to support the implementation of knowledge and skills necessary for effective patient care. Students will have the opportunity to practice and develop their clinical skills in the management of patients with acute and chronic health conditions during supervised clinical placements with health services providing specialist services that including obstetric, paediatric and mental health care in hospital and community settings.

Outcomes

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

1. Evaluate their clinical knowledge and identify clinical learning opportunities that may improve their ability to communicate with and care for patients across the lifespan.
2. Perform appropriate paramedic clinical tasks under supervision and display appropriate professional and teamwork behaviours in the health settings associated with this unit.
3. Apply relevant theoretical knowledge and clinical skills to the care of patients within obstetric, paediatric and mental health specialist health settings.
4. Work as an effective team member with paramedics and health care professionals to provide appropriate patient care.
5. Demonstrate a culturally sensitive approach to their own reactions and those of patients and their families to acute illness or injury.
6. Reflect on their performance in the clinical setting to identify the adequacy of their

7. Describe the operational setting for paramedics across different health services including the interface with primary health care teams within community emergency health settings.

Assessment

Clinical skills logbook: Pass/Fail
Reflective journal (4000 words): Pass/Fail
Workplace professionalism evaluation: Pass/Fail
Each assessment task is a hurdle (must pass to complete the unit)
The passing grade for this unit will be PGO only.

Chief examiner(s)

Mr Nathan Stam

Contact hours

Four hours per week of simulation and two (2) weeks of clinical placement at 5 days/week (based on an 8 hour day/40 hour week), a total time of 128 hours.

Prerequisites

BEH2032

Co-requisites

Must be enrolled in Bachelor of Emergency Health (Paramedic) or
Bachelor of Nursing/Bachelor of Emergency Health (Paramedic)

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 addresses the paramedic management of patients with critical care conditions
at the Advanced Life Support level. It will also introduce students to specialty situations, including extended care due to entrapment or environmental barriers, medical retrieval and inter-hospital transfers. The unit will include clinical skills laboratory and simulation scenarios to develop essential communication, assessment clinical problem solving, decision-making and management skills.

Outcomes

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

1. Identify and interpret the evidence-base supporting the paramedic management of critical care specialty conditions.
2. Describe the epidemiology, natural history and pathology related to selected critical care specialty conditions.
3. Describe the clinical highlights of the selected critical care specialty conditions commonly encountered by paramedics.
4. Demonstrate the required standard in each of the core practical skills expected at the basic and advanced life support level relating to the assessment and care of patients with selected critical care specialty conditions.
5. Explain the pharmacology of drugs commonly used in the management of selected critical care specialty conditions.
6. Use a model of paramedic clinical competence to demonstrate the integration of theoretical knowledge and clinical skills in order to assess and manage patients with selected critical care specialty conditions in 'real time' work simulation using clinical problem solving and clinical decision making, patient safety, communication and teamwork skills.
7. Explain the range of potential behaviour of patients, their carers and bystanders in situations of critical care specialty events.
8. Demonstrate the required skills to facilitate care of patients in situations where access or egress problems mandate extended care in the environment in which the injury or illness occurred.
9. Outline the structure of medical retrieval systems in Australia and the Asia-Pacific region and demonstrate the required clinical skills to participate in medical retrieval and/or inter-hospital transfers.

Assessment

Assignment (2000 words): 50%
Examination (2 hour): 50%
Objective Structured Clinical Examination (OSCE): pass/fail
Case simulation: pass/fail
The examination AND OSCE AND Case simulation must be passed (hurdle) to successfully complete this unit.

Chief examiner(s)

Ms Kathryn Eastwood

Contact hours

6 hours per week involving lectures, tutorials, simulation, clinical laboratory and small group exercises.

Prerequisites

Must have passed BEH3011 and BEH3021, OR Must have passed one of BEH2012 or BEH2022

Co-requisites

Must be enrolled in Bachelor of Emergency Health(Paramedic) or Bachelor of Nursing/Bachelor of Emergency Health(Paramedic)

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 continues to develop the role of the paramedic as a clinician. It will build on a model of paramedic clinical reasoning and decision-making developed in prerequisite units and will provide the context to support the implementation of knowledge and skills necessary for effective patient care. Simulation will be used to develop competencies needed to manage common health emergencies in the community. The unit also includes a supervised clinical practicum with an emergency medical service.

Outcomes

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

1. Evaluate their clinical approach to the assessment and care of patients in the community and their ability to communicate effectively with patients across the lifespan;
2. Provide appropriate care for patients at an advanced skill level within a simulation setting and while under supervision in a clinical setting;
3. Demonstrate appropriate professional and teamwork behaviours in the health settings associated with this unit;
4. Work as an effective team member with paramedics and health care professionals to provide appropriate patient care;
5. Demonstrate a culturally sensitive approach to their own reactions and those of patients and their families or carers to acute illness or injury.
6. Reflect on their performance in the clinical setting to identify the adequacy of their judgements and the internal and external factors influencing clinical decision making.

Assessment

Clinical skills logbook: Pass/Fail
Reflective journal (3000 words): Pass/Fail
Workplace professionalism evaluation: Pass/Fail
Each assessment task is a hurdle (must pass to complete the unit)
The passing grade for this unit will be PGO only.

Chief examiner(s)

Mr Nathan Stam

Contact hours

Four hours per week of simulation and 120 hours of supervised clinical placement.

Prerequisites

BEH3011, BEH3031

Co-requisites

Must be enrolled in Bachelor of Emergency Health(Paramedic)

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 continues to develop the role of the paramedic as a clinician who is able to
assess and care for patients with mental health problems in the community. The unit
addresses the epidemiology and history of mental health in Australia, and the features of care systems with particular emphasis on community based care. Acute and chronic
medical mental health problems commonly encountered by paramedics are investigated.
The special needs of Indigenous persons and those from non-English speaking backgrounds are investigated.
The unit is case-based, integrating material from the five themes and the underpinning biomedical, social and clinical sciences, and including clinical skills, laboratory and simulation scenarios to develop essential communication, assessment and management clinical skills, and clinical problem solving and decision making competencies.

Outcomes

By the completion of this unit, the student should be able to:

1. Describe the epidemiology, population health, natural history, pathology and clinical manifestations of mental illness commonly encountered in paramedic practice.
2. Discuss ethical issues associated with the care of individuals with mental illness.
3. Locate and evaluate the evidence-base that informs the paramedic management of acute and chronic mental health conditions across the lifespan.
4. Communicate effectively with people who are experiencing disturbances of thoughts, feelings and behaviour.
5. Demonstrate a mental status assessment as applied to paramedic practice.
6. Interpret and apply legislation and clinical practice guidelines relating to the management of patients with mental health emergencies.
7. Use a model of paramedic clinical competence to integrate and apply theoretical knowledge and clinical skills to the assessment and management of patients with mental health emergencies.
8. Describe the range of therapeutic interventions and techniques used to manage mental health emergencies and identify which are appropriate for use in the community based emergency health setting.
9. Identify the factors that contribute to the mental health of individuals within family units and apply this knowledge to the care of patients as well as families and

10. Describe the role of the paramedic and allied health professionals in providing community-based emergency health care aimed at managing mental health emergencies within a given cultural context.
11. Investigate the special needs of Indigenous persons and those from non-English speaking backgrounds during a mental health event.

Assessment

Written report (1000 words): 20%
Written assignment (2000 words): 40%
Examination (2 hour): 40%
Objective Structured Clinical Examination: Pass/Fail

Hurdle requirements: To pass this unit the student must pass the examination AND the objective structured clinical examination. 80% attendance at tutorials is mandatory to pass this unit.

Chief examiner(s)

Dr Jade Sheen

Contact hours

6 hours per week involving lectures, tutorials and small group exercises.

Co-requisites

Must be enrolled in the Bachelor of Emergency Health (Paramedic)

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 continues to develop the role of the paramedic as a clinician by extending clinical examination and decision making skills that were introduced in previous clinical units. The unit covers commonly encountered toxicological and environmental emergencies across the lifespan. The unit will be case based, and will include clinical skills laboratories and simulation to develop essential clinical skills, clinical problem solving and decision making competencies. The scope of the unit includes the development of skills needed to provide effective out-of-hospital care for patients experiencing health emergencies related to toxicological or environmental exposure.

Outcomes

By the completion of this unit, the student should be able to:

1. Describe the epidemiology, population health, pathology and clinical manifestations of conditions associated with toxins and environmental exposure encountered in paramedic practice across the lifespan;
2. Locate and evaluate evidence that informs paramedic clinical practice guidelines used to care for patients with toxicological and environmental conditions;
3. Demonstrate systematic patient assessment and formulation of a statement describing the individual's alteration in health status;
4. Demonstrate the planning and implementation of care and accurately document and communicate the care provided;
5. Demonstrate effective communication and collaboration with patients, families and other members of the multidisciplinary health care team;
6. Evaluate the appropriateness and efficacy of care in relation to the special needs of patients across the lifespan and the needs of patients, family and carers from Indigenous and culturally diverse backgrounds;
7. Relate the pharmacology of drugs and toxins commonly associated with overdose or accidental exposure and antidotes used by paramedics for the management of these conditions;
8. Reflect on the diagnostic reasoning, clinical problem solving and clinical decision making processes that influence the care of patients with toxicological and environmental conditions in order to evaluate and justify management decisions and identify threats to patient safety;
9. Describe the special features and trends in the Australian health system relating to prevention and management of health emergencies related to toxins or environmental exposure.

Assessment

Mid semester test 1 (1 hour): 20%
Clinical Portfolio: 30%
Written examination (3 hours): 50%
Case simulation (30 minutes): pass/fail (hurdle)

Chief examiner(s)

Dr Bill Lord

Contact hours

6 hours per week involving lectures, tutorials, simulation, clinical laboratory and small group exercises.

Prerequisites

BEH2022 and BEH2032

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 a guided advanced studies program on the development of research in CBEH and in an aspect of CBEH of interest to the student. The unit aims to develop analytical abilities, communication skills, and advanced knowledge in a specific area of CBEH. Students will undertake a self-assessment to identify a topic of interest in CBEH that they will study at an advanced level. A negotiated learning contact will describe the advanced study which may include attendance at lectures, tutorials or courses in areas relevant to the discipline; preparation of an essay; critical evaluation of a published paper, case study or research data.

Outcomes

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

1. identify areas of knowledge deficit in community-based emergency health practice and research and plan a study approach to address their learning needs;

2. demonstrate a commitment to learning by identifying resources within the university and community-based emergency health services that can be accessed to address their learning needs;

3. accurately locate and critically assess research literature, with an emphasis on community-based emergency health;

4. demonstrate suitable oral presentation skills to an audience of peers, superiors and academic staff;

5. demonstrate an advanced knowledge of an aspect of community-based emergency health; and

6. discuss the extent of the breadth and diversity of community-based emergency health.

Assessment

Negotiated skills development: 40%
Essay/written critique: 40%
Seminar presentation: 20%

Chief examiner(s)

Dr Leanne Boyd

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

Synopsis

Together with BEH4300 Community Emergency Health Research Project, this unit aims to increase student understanding of theoretical and methodological aspects of research in community-based emergency health and to develop their analytic, research and communication skills. Students will undertake guided studies in research methodology and complete a supervised research project with the aim of developing both discipline specific and generic research skills. This unit will focus on undertaking a literature review and developing a research proposal, both to be presented at the end of the semester for full-time students, or at the end of the year for part-time students.

Outcomes

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

1. discuss the different methods of knowledge acquisition and synthesis;
2. discuss the ethical, legal and cultural responsibilities of scientific investigation;
3. describe the principles of "Good clinical research" as described by the NH&MRC, with an emphasis on research in community-based emergency health;
4. describe the phases of the research process;
5. discuss basic research concepts and methodology, in both quantitative and qualitative experimental designs;
6. critically review scientific literature in community-based emergency health;
7. consult with both a statistician and a qualitative researcher to discuss the role of methodology consultants in the research process;
8. write up scientific work in a potentially publishable manner;
9. prepare and present suitable oral and written presentations for the emergency health academic, research and scientific community;
10. demonstrate a range of technical skills appropriate to community-based emergency health;
11. demonstrate the ability to pursue higher studies in community-based emergency health;
12. discuss the breadth and diversity of research in health sciences;
13. demonstrate competence in locating, assessing and storing research literature with an emphasis on community-based emergency health;
14. prepare a literature review on the selected and approved topic in community based emergency health; and
15. design an appropriate research methodology to address an identified research issue/question in consultation with the supervisor.

Assessment

Literature review (3500 words): 50%
Seminar presentation and written submission of research proposal (1500 works): 50%

Chief examiner(s)

Dr Leanne Boyd

Co-requisites

BEH4100

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

Synopsis

Together with BEH4201 Community Emergency Health Research Project - Part A, this unit aims to increase student understanding of theoretical and methodological aspects of research in community-based emergency health and to develop their analytic, research and communication skills. Students will undertake guided studies in research methodology and complete a supervised research project with the aim of developing both discipline specific and generic research skills. This unit (BEH4300) will focus on undertaking a literature review and developing a research proposal, both to be presented at the end of the semester.

Outcomes

On completion students will be able to:

1. discuss the different methods of knowledge acquisition and synthesis;
2. discuss the ethical, legal, and cultural responsibilities of scientific investigation;
3. describe the principles of "Good Clinical Research", as described by the NH&MRC, with an emphasis on research in community-based emergency health;
4. describe the phases of the research process;
5. discuss basic research concepts and methodology, in both quantitative and qualitative experimental designs;
6. critically review the scientific literature in community-based emergency health;
7. consult with both a statistician and a qualitative researcher to discuss the role of methodology consultants in the research process;
8. write up scientific work in a potentially publishable manner;
9. prepare and present suitable oral and written presentations for the emergency health academic, research and scientific community;
10. demonstrate a range of technical skills appropriate to community-based emergency health research;
11. demonstrate the ability to pursue higher studies in community based emergency health;
12. discuss the breadth and diversity of research in health sciences; and
13. plan and implement a research project and prepare the associated report.

Assessment

Either a research report (12000 to 15000 words) including literature review and methodology from Research Project Part A (BEH4200) or an article prepared for publication (3500 to 5000 words) meeting the editorial guidelines of a DEST approved, peer reviewed journal equivalent to the Journal of Emergency Primary Health Care and participation in an oral defence of the article: 80%
Seminar presentation of research findings, interpretation and conclusion: 20%

Chief examiner(s)

Dr Leanne Boyd

Prerequisites

BEH4100, BEH4200

Co-requisites

Must be enrolled in the Honours degree of Bachelor of Emergency Health (Paramedics)

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

Synopsis

The major themes of study are levels of body organisation, body support and movement, and cardiovascular physiology. The unit introduces students to the scientific methods of thought; it encourages the critical evaluation of evidence, and promotes an awareness of the changing nature of medical knowledge. Topics include the chemical and cellular basis of human life; integration of body functions and homeostasis; the structure and function of the integumentary system; an introduction to the nervous system and the endocrine system, the structure and function of the musculoskeletal system; the structure and function of the cardiovascular system and the lymphatic system and host-microbe interactions.

Outcomes

1. apply the concept of homeostasis to physiological processes;
2. describe the basic structure and function of tissues, cells, and cellular components of the human body;
3. relate the structure of the integumentary system to its function across the lifespan;
4. explain how electrochemical signals are conducted within the nervous system;
5. relate the structure of the endocrine system to the integration of body functions
6. relate the structure of the major bones and muscles to the functions of support and movement;
7. relate the structure of the heart, circulatory and lymphatic systems to the functions of transport and maintenance of homeostasis;
8. describe the major groups of microbes which interact with humans and explain the nature of these interactions
9. observe, measure and present clinical data and discuss the validity of the data; and
10. apply theoretical concepts to simulated clinical scenarios to develop a framework for the scientific understanding of clinical practice.

Assessment

Online tests: 20%
Laboratory test: 30%
Examination (2 hours): 50%

Chief examiner(s)

Dr Wayne Sturrock

Contact hours

3 hours of lectures, 1 hour tutorial and 2 hours practical or online work per week. An additional 6 hours of private study is recommended.

Co-requisites

Must be enrolled in course code 0727, 3445, 3562, 3869, 3892, 3953, 3963, 4506, 2552

Prohibitions

BMS1021 and BMS2011 and BMS2031 and PHY2021

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

Synopsis

The major themes of study are nervous control and regulation of body functions, maintenance systems of the body, and reproduction and early development. The unit develops further the critical evaluation of evidence and an awareness of the changing nature of knowledge in the health sciences. Topics include the structure and functions of the nervous system; the autonomic functions of the nervous system; the structure and function of the respiratory system the structure and function of the urinary system; the structure and function of the digestive system; the structure and function of the reproductive system; and the major changes in embryonic development in early pregnancy

Outcomes

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

1. relate the structure of the major anatomical divisions of the nervous system to the sensory, integrative, and responsive functions of nervous tissues;
2. compare the functions of the sympathetic and parasympathetic divisions of the autonomic nervous system
3. relate the structure of the respiratory system to the mechanics of ventilation and the processes of gas exchange and transport,
4. relate the structure of the urinary system to excretory functions and fluid balance;
5. relate the structure of the digestive system to digestive, absorptive, and metabolic functions;
6. relate the structure of the reproductive system to the function of gametogenesis and fertilisation;
7. describe the major changes in embryonic development in early pregnancy;
8. demonstrate an understanding of the basic principals of pharmacology;
9. observe, measure and present clinical data and discuss the validity of the data; and
10. apply theoretical concepts to simulated clinical scenarios to develop a framework for the scientific understanding of clinical practice.

Assessment

Online assessment: 20%
Laboratory test : 30%
Examination (2 hours): 50%

Chief examiner(s)

Dr
Elise Randell-Barrett

Contact hours

3 hours of lectures, 1 hour of tutorial and 2 hours practical or online work per week. An additional 6 hours per week of private study is recommended.

Prerequisites

BMA1901

Co-requisites

Must be enrolled in course code 3445, 3869

Prohibitions

BMA1912, BMS2031,BMS2011,PHY2021, PHY2032

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

Synopsis

The major themes of study are nervous control and regulation of body functions, maintenance systems of the body, and reproduction and early development, which are integrated into nursing studies. The unit develops further the critical evaluation of evidence and an awareness of the changing nature of knowledge in the health sciences. Topics include the structure and functions of the nervous system; the autonomic functions of the nervous system the structure and function of the respiratory system; the structure and function of the urinary system; the structure and function of the digestive system; the structure and function of the reproductive system; the major changes in embryonic development in early pregnancy; and an introduction to pharmacology. An integrated approach in case scenarios provides interprofessional learning opportunities.

Outcomes

1. relate the structure of the major anatomical divisions of the nervous system to the sensory, integrative, and responsive functions of nervous tissues;
2. compare the functions of the sympathetic and parasympathetic divisions of the autonomic nervous system
3. relate the structure of the respiratory system to the mechanics of ventilation and the processes of gas exchange and transport;
4. relate the structure of the urinary system to excretory functions and fluid balance;
5. relate the structure of the digestive system to digestive, absorptive, and metabolic functions;
6. relate the structure of the reproductive system to the function of gametogenesis and fertilisation;
7. describe the major changes in embryonic development in early pregnancy;
8. demonstrate an understanding of the basic principles of pharmacology;
9. observe, measure and present clinical data and discuss the validity of the data; and
10. develop skills in linking underlying physiological principles to the care of a client in a clinical scenario

Assessment

Clinical report 10%, Online tests 10%, Laboratory test 30%, End of semester exam 50%

Chief examiner(s)

Dr Natalie Bennett

Contact hours

3 hours of lectures, 1 hour of tutorial and 2 hours practical or online work per week. An additional 6 hours per week of private study is recommended.

Prerequisites

BMA1901

Co-requisites

Must be enrolled in course code 0727, 3562, 3892, 3953, 3963, 4506, 2552

Prohibitions

BMA1902, BMS2011, BMS2031, PHY2021, PHY2032

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

Synopsis

Processes of disease will be presented in the form of case studies, in which an analysis of the disease process will lead to an understanding of the presentation, and opportunities for management, of that disease. The major areas of study are: Disease at the cellular level, Cardiovascular disease, Respiratory disease, Cerebrovascular disease, Neoplastic disease, Renal disease, Disorders of the digestive tract, Liver disease, Endocrine disease, Genetic disease, and Bone and joint disorders.

Outcomes

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

• describe the major causes of cell damage and responses to such damage;
• explain how cell, organ and whole-body functions are affected by various disease processes;
• demonstrate an understanding of pathological processes in selected genetic diseases, and explain the modes of inheritance of those diseases;
• develop skills in the observation, presentation and critical evaluation of clinical data; and
• relate the above accounts of disease processes to the presentation of relevant diseases, and discuss rationales for their management.

Assessment

Examination (2 hours): 60%; Online tests (3): 15%; Laboratory work (3): 25%

Chief examiner(s)

Dr Ralph Arwas

Contact hours

Examination (2 hours): 60%; Online tests (3): 15%; Laboratory work (3): 25%

Prerequisites

HSC1101 and HSC1102, or BMA1901 and one of BMA1902 or BMA1912

Prohibitions

BMS2031, BMS2011, PHY2021 or PHY2032

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 involves a study of common communicable diseases with a focus on the prevention and management of infections encountered in a diversity of health care settings. Laboratory-based case studies are used to study hospital-acquired and community-acquired infections including wound infections, common infections in the oncology, transplant and maternity wards, vaccine-preventable infections in children, outbreaks of community-acquired infections, communicable infections in indigenous populations and in developing countries. Various public health control measures including disease surveillance, immunisation, antimicrobial therapies, and infection control practices are discussed.

Outcomes

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

1. describe the distinguishing features of the major groups of pathogenic microorganisms;
2. recognize that the occurrence of infectious disease is the outcome of interactions between microbial factors, host factors, physical environmental factors and social influences;
3. explain how communicable infections are spread in health care settings and in community settings;
4. use a basic knowledge of epidemiological methods to understand the investigation of outbreaks of communicable disease in populations;
5. recognize the particular challenges in controlling communicable disease in remote areas of Australia and in developing countries;
6. assess the efficacy of infection control strategies, antimicrobial therapies, and immunization in the control and management of major communicable diseases; and
7. elaborate on the principles of infection control by using appropriate examples in acute care settings and community-based care settings.

Assessment

Written Exam (2 hours): 50%
Online quizzes (2) - 10% each - total 20%
Written case report: 30%.

Chief examiner(s)

Dr Ralph Arwas

Contact hours

4 hours on campus, 1 hour online

Prerequisites

HSC1101 and HSC1102, or BMA1901 and one of BMA1902 or BMA1912

Prohibitions

Prohibitions BMS2052, MIC2022

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 how health systems are organised, how health services are delivered, and the broader context in which disease and illness occur.
It considers the Australian health care system in detail and the global context of health systems and health inequalities. It explores two areas: health policy and service delivery systems; and illness and health in the context of social, cultural and behavioural systems.
Areas covered include: health systems, health policy, health funding, quality in health systems, models of health, population health, health and human rights.

Outcomes

Upon successful completion of this unit students will:
1) understand key principles in the organisation and funding of health systems; 2) be able to apply an understanding of health and health services in the context of the Australian health care system; 3) recognise the key elements that determine health policy; 4) recognise key determinants and models of health; 5) understand the complexities of improving population health and how this is evaluated; 6) recognise the basis of human rights in health care; and 7) develop important professional skills, including oral and written communication skills, critical analysis skills, and interpersonal skills.

Assessment

Group class presentation (20 minutes): 25%
Tutorial participation: 15%
Essay: 30%
Written exam: 30%

Chief examiner(s)

Dr Carolina Weller

Contact hours

6 hours of contact time (2 hour lecture, 2 hours interactive classes and 2 hours tutorial preparation time)

Prerequisites

BMS1042

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

Synopsis

Provides an overview of physiological processes involved in fetal and neonatal development, and the role of the placenta in pregnancy and parturition. The unit will consider the structure, development and maturation of the major organ systems in the fetus, and the means by which the fetus is able to adapt to alterations in its environment. The unit reviews the physiology of parturition (birth), the physiological changes in the fetus during the transition at birth, and the consequences of prematurity and postmaturity. The major physiological changes occurring in the mother during pregnancy are also dealt with.

Outcomes

1. describe the processes involved in fetal growth and development.
2. describe the structure and endocrine role of the placenta in pregnancy and parturition
3. describe the structure, development and function of the major body systems in the fetus
4. explain the means by which the fetus is able to adapt to alterations in its environment.
5. describe the causes of fetal stress and the response of the fetus to stress.
6. describe the physiological changes that occur in the fetus during its transition to life after birth.
7. describe the physiology of parturition and the consequences of prematurity and postmaturity.
8. describe the fetal origins of adult diseases.
9. explain the current role of stem cell biology and therapies in the perinatal period

Assessment

Semester-long Experimental Research Project 20%
Weekly Research Activity Reports 30%
End of semester theory exam 50%

Chief examiner(s)

Dr Megan Wallace

Contact hours

5 hours per week.
2 hours of lectures and 3 hours each week attending actual medical research experiments that address current clinical problems in fetal and neonatal healthcare.

Prerequisites

Any two of PHY2011, PHY2021 and PHY2032, or both BMS1052 and BMS2031 or BND2011, or permission

Prohibitions

PHY3082

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 introduces the student to the chemistry of organic molecules and the biochemistry of cells. We examine the role of functional groups in biological molecules of biomedical importance and common reactions in metabolism. We reinforce concepts of ionisation and pH. We discuss the chemistry of proteins and their physical properties in solution leading up to an examination of enzyme catalysis and kinetics. This lays the foundation for an examination of the biological oxidation of fats and carbohydrates that provides the cell with energy. We examine the way energy is stored in times of plenty and relate our understanding to normal and disease states that occur.

Outcomes

This unit is an introduction to the chemical principles of life with an emphasis on the molecular building blocks of living cells. At the conclusion of this subject, students will be able to identify the chemical and biochemical aspects of functional groups in biological molecules. Students will be able to explain the common reactions found in metabolic systems such as oxidation-reduction, bond formation, bond breaking events and a knowledge of the role of water. The students will be able to explain the role of equilibrium and kinetic processes in biology and the describe concepts of enzyme catalysis. They will also be able to describe biological oxidation and the metabolic release of energy. Students will be able to describe the chemistry of important biological polymers and lipids and the reactions they undergo in the cell. On completion of the subject, students will be able to describe the biochemistry of molecules and reactions of biomedical importance and be able to draw relationships between these reactions and normal and disease states that occur.

Assessment

End of semester exam: 60%;
Assessment during semester which can include small group session marks, self-directed learning exercises and on-line quizzes: 25%;
Mid-semester test: 15%

Chief examiner(s)

Assoc Prof Jackie Wilce

Contact hours

3 lectures and a 3-hour small group session or computer based or self-directed learning per week

Co-requisites

Must be enrolled in course code 2230; 3356; 3528; 3879, 3975, 3976 or 4417.

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

http://www.med.monash.edu.au/biochem/teaching/bms/bms1011.html

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

Synopsis

The chemical constituents of living cells and biological reactions. Cell structure and function. Animal diversity and evolution. Functional systems. The relevance of the microbial world in biomedical science. Tools for studying cells including histology, different types of microscopy, tissue culture and specialised cell staining techniques.

Outcomes

On successful completion of this unit, students will:

1. understand the structure and function of cells and their diversification into multicellular functional systems and organisms;

2. appreciate the tools and techniques used to study the structure and function of single cells, tissues and organisms;

3. know the principles behind and practical use of the microscope as a key tool in biomedical sciences;

4. be aware of safe laboratory procedures;

5. have skills to use the library facilities to critically evaluate a given topic; and

6. have basic scientific communication skills gained from problem-based projects involving independent or group activities.

1. conduct simple laboratory experiments involving safe laboratory practice, data collection and analysis;

Assessment

Written theory examination: 65%
Practical reports and laboratory presentations: 20%
Essay: 15%

Chief examiner(s)

Professor John Bertram

Contact hours

3 lectures and a 3-hour practical or equivalent per week

Co-requisites

Must be enrolled in course code: 2230; 3356, 3528, 3879, 3975; 3976, 4417

Prohibitions

BIO1011, BIO1022

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

Synopsis

The behaviour of human and biomedical systems are understood in terms of underlying physical principles. Forces involved in human movement and body systems including muscles and joints. Energy and heat flow and metabolism, pressure, osmosis, diffusion and respiration, fluid flow in the cardiovascular system. Electrical charges, current, potential and capacitance in simple circuits, EEG, ECG, cells and nerve conduction. Sound and ultrasound, human hearing, refraction and lenses, the human eye, optical and electron microscopes. X-rays and radiation, biological effects and damage, radiation therapy and medical imaging.

Outcomes

Upon successful completion of this unit students will understand and be able to apply concepts of physics and introductory physiology as they relate to biomedical sciences in the following areas

1. The laws of motion and the concepts of work, energy and power as they relate to human movement and biomechanics

2. Heat transfer and thermal properties, the behaviour of gases and fluids applied to the cardiovascular and respiratory systems

3. Principles of electricity, potential difference, current, resistance and capacitance; the basis of Nerst potential and the biological membrane potential, nerve conduction, ECG

4. Wave motion, the physics of sound and the properties of light and their relationship to auditory and visual phenomena, the function of the human eye and ear

5. Radiation physics underlying the medical use of x-rays and radiation in medicine and biomedical sciences including the effect of ionising radiation on living matter.

Assessment

Written examination: 60%
Practical work: 20%
Assignments 20%

Chief examiner(s)

Professor Kristian Helmerson

Contact hours

3 lectures and 3 hours laboratory and problem solving per week

Co-requisites

Must be enrolled in course code 2230, 3356, 3445, 3528, 3855, 3879, 3975, 3976, 4417

Prohibitions

ENG1080; PHS1031; PHS1080 or PHS1617

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

Synopsis

Applications of epidemiological and statistical concepts and methods to typical problems in population health and in the biomedical literature. This will include consideration of fundamental ethical issues pertaining to the conduct of biomedical research and population health interventions. Much emphasis is placed on a population view of health and disease, social determinants of health, epidemiological principles, research study design and statistical analyses of data.

Outcomes

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

1. Explain how health and disease are measured in populations (Descriptive Epidemiology)
2. Critically analyse the strengths and weaknesses of different epidemiological study designs which are used in population health research (Analytical Epidemiology).
3. Critically appraise the biomedical literature on population health.
4. Define the concept of the social determinants of health.
5. Discuss the impact of epidemics and outbreaks on populations.
6. Explain interventions which reduce risk exposure and/or treat diseases in populations are tested.
7. Discuss the concepts of diagnostic and screening tests, and how they are applied to populations;
8. Identify fundamental ethical considerations that underpin health research;
9. Identify the importance of statistical methods in the design, analysis and presentation of the results of research studies in health and biomedicine, and in reports of health-related matters in general;
10. Apply different types of biomedical data;
11. Explain basic statistical methods and when to apply them, and be able to perform basic statistical analyses;
12. Interpret statistical results presented in the biomedical literature and other media, and convey the interpretation in simple language.

Assessment

Written examination: 50%
Group and individual tasks on population health and biostatistics : 50%

Chief examiner(s)

Ms Basia Diug

Contact hours

Biostatistics 3 hours per week, Epidemiology/Ethics 3 Hours per week

Co-requisites

Must be enrolled in course code 2230, 2999, 3356, 3445, 3528, 3855, 3879, 3975, 3976, 4417

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

Synopsis

Introductory course on the human nervous system. Components and organization of the nervous system. Methods of studying the human brain. Neural communication and integration. Principles of sensory perception. How movement is initiated and controlled. Autonomic control of bodily functions. Learning and memory. High order functions such as consciousness, sleep and language. Practical classes involve observations on nervous system function and correlation classes deal with some common examples of nervous system dysfunction.

Outcomes

This unit consists of an introduction to human nervous system which ranges in scope from the operations of individual nerve cells at the molecular level to the generation of complex cognitive behaviours. The unit will provide students with an essential overview of the human nervous system and it will also serve as a foundation for more specialised studies in neurobiology or cognitive science.

On successful completion of the unit, students will:

1. understand the fundamental concepts of nervous system organisation and communication;

2. have gained some insight into how the brain enables us to sense our environment and to move, feel, think and communicate with others;

3. understand how the human brain and behaviour evolved;

4. understand how behaviour can be influenced by genetic makeup, environmental and social factors and drugs; and

5. acquire some basic skills in obtaining, interpreting and presenting scientific data.

Assessment

Theory examination: 75% (20% in semester assessment, 55% end of semester)
Practical work 25%

Chief examiner(s)

Dr Siew Yeen Chai

Co-requisites

Must be enrolled in course code 2230, 3356, 3528, 3879, 3975, 3976, 4417

Prohibitions

PHY2011

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

Synopsis

Gene structure and function, including the genetic code and its interpretation, the assembly of genes and chromosomal organisation, and the basics of the genetic flow of information from DNA to RNA to protein. Mechanisms of gene expression and regulation, gene replication and repair, and the causes and implications of genetic mutations. Molecular genetics and recombinant DNA technology for the manipulation of genes. Genomics and its applications in medicine and principles of gene therapy.

Outcomes

On completion of this unit students will:

1. have a theoretical and practical understanding of the biological molecules which make up the blueprint of life;

2. be able to describe the interactions of biological molecules which constitute essential processes in living cells;

3. will have acquired the basic technical skills essential for experimental molecular biology;

4. have a sound basis for advanced studies in molecular biology and recombinant DNA technology in later years of the course; and

5. will have the skills required to use the Internet molecular biology resources to complement conventional written information.

Assessment

Theory examination: 60%
Practical course: 30%
Mid semester MCQ test: 10%

Chief examiner(s)

Dr Peter Boag

Contact hours

3 lectures per week
3 hours laboratory per week

Co-requisites

Must be enrolled in course code 2230, 3356, 3528, 3879, 3975, 3976, 4417.

Prohibitions

MOL2011

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

http://www.med.monash.edu.au/biochem/teaching/bms/bms1062.html

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 is an introduction to human anatomy. It includes an overview of general principles of major body systems. This will be followed by a consideration of specific areas of regional anatomy from an evolutionary perspective. Namely, what distinguishes the human body from other primates, mammals and indeed vertebrates and how have these adaptations of anatomy contributed in a functional context to us being so successful. Practical classes will involve exposure to human cadaver prosections, skeletal material, models and a range of imaging modalities including X-rays, CT scans etc.

Outcomes

After completion of this unit students will be able to:

1. describe the structure of the human body in an evolutionary context and think about "why we are what we are".

2. describe the functional basis of human structure and how this is determined by a long evolutionary history

3. illustrate the general scientific principles of organization of the major body systems

4. understand be able to discuss features of topographical anatomy that are distinctive to humans, including adaptations to bipedalism, tool-making hands, naked skin and the senses and brain

5. evaluate the links between human anatomy, its development and its evolutionary basis

6. use anatomical terminology in oral and written communications

7. Demonstrate observational and descriptive skills in relation to dissected anatomical specimens and radiographs

8. Work effectively as a member of a learning team

Assessment

In semester tutorial participation - 10%, Mid semester (wk 6) image exam 20%, Theory examinations: 50%, final image examination, 20%

Chief examiner(s)

Dr Colin McHenry

Co-requisites

Must be enrolled in course code 2230, 3356, 3404, 3528, 3879, 3975, 3976, 4417

Prohibitions

ANT2331

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 biochemical principles of cellular metabolic regulation, metabolic interrelationship of tissues, biochemical events associated with the fed and fasted states, the generation of metabolic energy by oxidation of macronutrients. It discusses hormone action and the biochemical basis of diseases and gives an overview of tissue metabolism. It covers the biochemical mechanism of cell growth, differentiation and death. It gives an introduction to molecular medicine based on the specialised tissue metabolism of blood and brain cells.

Outcomes

On completion of this unit students should be able to:
a. discuss how energy and nutrients are supplied to mammalian cells and how metabolism is regulated and integrated.
b. discuss the mechanisms by which cells communicate to coordinate metabolism, cell growth, differentiation and cell death.
c. describe the mechanisms by which precursor cells differentiate into mature cells.
d. explain the biochemical basis of selected diseases
e. demonstrate an ability to present, analyse and interpret data from biochemical/cell biological experiments clearly and concisely in oral and written form.
f. demonstrate the ability to work in a team.

Assessment

End-of-year-exam (short answer questions only): 55%
Continuous Small Group Teaching and Learning Session performance: 30%
On-line quizzes: 15%

Chief examiner(s)

Dr Alfons Lawen

Contact hours

3 lectures per week and 3 hours practical or equivalent

Prerequisites

BMS1011

Co-requisites

Must be enrolled in course code 2230, 2341, 3356, 3528, 3879, 3975, 3976, 4417

Prohibitions

BCH2022, BND2021

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

http://www.med.monash.edu.au/biochem/teaching/bms/bms2021.html

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

Synopsis

How the body maintains a constant environment for its cells and tissues through the integrated functions of the cardiovascular, renal, respiratory, gastrointestinal and neuroendocrine systems. Adaptation to changes in the external environment and to disease states will be addressed. The unit will be presented through involvement of students in lectures, practical classes, and assignments.

Outcomes

1. To achieve an understanding of the functions and internal controls of the major body systems

2. To integrate the specific knowledge and insights gained in the pursuit of the first objective into a logical appreciation of whole body physiology and the maintenance of homeostasis, through consideration of central and peripheral control systems linking the functions of the individual body systems

3. As specific knowledge is acquired, to relate it to the content of the first year prerequisite units and the contemporaneous core units BMS2011 and BMS2021

4. To develop an appreciation of the variability inherent in biological systems through laboratory exercises

5. To develop skills in locating appropriate resource materials using contemporary technologies, critical appraisal of those materials and application of the knowledge gained to problem solving situations

6. To promote the abilities of students to organise and work in groups towards a common goal, through appropriate laboratory tasks and assignments

7. To develop skills in written and oral communication through written reports and oral presentations of research findings by small groups

Assessment

Examination: 50%
Assignment: 20%
Continuous by reports and tests: 30%

Chief examiner(s)

Dr Julia Choate

Contact hours

3 lectures per week and 3 hours practical or equivalent

Co-requisites

Must be enrolled in course code 2230, 3356, 3528, 3879, 3975, 3976, 4417

Prohibitions

BND2011, PHY2011, PHY2021 and PHY2032

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 introduces the basic genetic principles underlying modern human genetics. Topics include the identification, characterisation and mapping of human genes; the value of model organisms; the significance of the Human Genome Project; how genes function and how genetic malfunction can lead to genetic disease; how an understanding of such diseases at the molecular level may assist in diagnosis, prevention and therapy; the roles of gene regulation and mutation in cancer; genetic counselling and ways of calculating risk of recurrence of a genetic disease; ethical issues relevant to human genetics. Practicals include an introduction to molecular and cytogenetic techniques.

Outcomes

This unit will provide students with an understanding of human genetics as it relates to both biomedical research and clinical practice. On completion students will;

1. be aware of the value of model organisms in human genetic studies;

2. know how human genes and their functions are identified;

3. be able to perform gene mapping analyses and understand the interaction of clinical genetics practice with molecular biological techniques;

4. understand the relationship between cancer, gene and cell regulation, mutation and development;

5. understand the significance of the Human Genome Project and the techniques and strategies involved;

6. appreciate the ethical issues raised be modern human genetics practice; and

7. develop skills in the analysis and presentation of data and scientific ideas as well as skills in problem solving and self-directed learning.

Assessment

Examination: 50%
Continuous assessment: mini-quizzes, laboratory reports and oral presentation: 35%
Essay: 15%

Chief examiner(s)

Dr Heather Verkade

Contact hours

3 lectures and 3 hours practical (or equivalent) per week

Prerequisites

BMS1062

Co-requisites

Must be enrolled in course code 2230, 3356, 3528, 3879, 3975, 3976, 4417

Prohibitions

GEN2041 and GEN2052

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

Synopsis

The following aspects of the interactions of microbes with their hosts will be presented in lectures, tutorials, discussion groups and videos: The history of infectious diseases, medically important viruses and bacteria, pathogenic mechanisms in infectious diseases, immunity to infection, and their regulation, control of infection by vaccines and drugs, and emerging diseases.

Outcomes

The aim of this unit is to introduce students to microorganisms, their importance in the environment, their importance in human health and disease, and the methods used to study them in the laboratory and in their human hosts.

On successful completion of this unit, students will have gained an understanding of:

1. the history of infectious disease identification and research;

2. basic mechanisms of immunity to infection;

3. the immune response to infection;

4. the development and use of vaccines;

5. host and pathogen factors and how they affect the outcome of infection;

6. mechanisms of pathogenesis; emerging diseases;

7. the spread and control of infection; antimicrobial agents; and

8. a detailed knowledge of selected infectious diseases.

1. use of basic microbiological equipment such as the microscope etc;

Assessment

Written theory examination: 50%
Practical examination: 25%
Laboratory reports and quizzes: 20%
Laboratory practical skills: 5%

Chief examiner(s)

Dr Priscilla Johanesen

Contact hours

3 lectures and one 3-hour laboratory class or tutorial/discussion session per week

Prerequisites

BMS1062

Co-requisites

Must be enrolled in course code 2230, 3356, 3528, 3879, 3975, 3976, 4417

Prohibitions

MIC2022

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

Synopsis

Bioinformatics unites the major advances in biology, biochemistry and the biomedical sciences with those in computing, bioinformatics and networking. The unit covers the application of the internet to biomedical sciences; organisation and uses of scientific databases; use of computational methods in genomics and proteomics; fundamentals of molecular modelling; analysis and presentation of biomedical data; and communication of biomedical data using information technology.

Outcomes

This unit is an introduction to the principles of bioinformatics and the pivotal role that informatics plays in the biomedical sciences. On completion of the unit the students will have a basic understanding of the theoretical and practical aspects of information technology and its wider application to the medical sciences. The students will develop an understanding of the principles of database searching, using search engines, sequence alignments, molecular phylogeny, molecular modelling, protein structure and analysis and medical imaging. The student will also develop their communication and presentation skills and understand the involvement of information technology in the biomedical sciences.

Assessment

Written examinations: 50%
Projects and assignments: 50%

Chief examiner(s)

Associate Professor Martin Stone

Contact hours

2 Lectures per week, 1 three hour practical session per week.

Co-requisites

Must be enrolled in course code 2230, 3356, 3528, 3879, 3975, 3976, 4417

Prohibitions

MOL2022

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 an introduction into the molecular mechanisms that mediate human diseases and the specific biotechnologies used to facilitate diagnosis and treatment. The disease mechanisms mediated by genetic disorders resulting in abnormalities in protein folding, protein trafficking and gain or loss of protein function will be presented. State of the art developments in molecular medicine including transgenic models of human disease, gene therapy, and recent developments in transplantation will be highlighted. Specific biotechnologies to be discussed include structure-based drug design, production of recombinant proteins, vaccine technology and research commercialization.

Outcomes

1. Describe the mechanisms by which molecular defects cause human disease, including the mechanisms by which gene abnormalities may lead to various abnormalities in protein structure and function.
2. Give examples of the role of molecular techniques in contributing to the diagnosis of specific human diseases.
3. Discuss the use of current and emerging molecular biotechnology techniques to determine the molecular pathology of diseases and to design targetted therapies or specific treatments.
4. Appreciate molecular and biotechnology research methodology and understand the skills required to undertake a research project in a research laboratory.
5. Appreciate the research process as a collaborative endeavour locally and internationally, as well as understand the roles of grants, publications and ethics in biomedical scientific research.
6. Synthesise, integrate and summarise information from fundamental principles and techniques in biomedical sciences, then apply it to broader contexts.
7. Work effectively and communicate constructively within small groups in the planning, development and implementation of teamwork tasks. This will involve individual and group responsibilities and adherence to project timelines.
8. Use their acquired skills to present data and scientific ideas, both verbally and in writing, using scientific language or plain English as appropriate.

Assessment

Mid semester examination (50 minutes): 10%
Final Examination (3 hours): 54%
Small group activity modules: 36%

Chief examiner(s)

Dr Melanie Pritchard

Contact hours

3 lectures per week and 3 hours small group activities per week

Prerequisites

BMS2021 and BMS2042

Co-requisites

Must be enrolled in course code 2230, 3356, 3527, 3528, 3879, 3975, 3976, 4417

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 concentrate on the pathobiological and biomedical basis of important human disease processes. Areas examined in this unit include immune and inflammatory diseases, (eg inflammatory renal and joint disease); cancer biology (focussing on mechanisms of tumour spread and tumour immunology); cardiovascular biology, (coronary artery disease); and human reproduction. Disease pathogenesis, including lessons gained from cell/molecular biology and disease models will be the major focus. To provide context and breadth other aspects of disease will be covered with varying emphasis, including epidemiological/clinical features of disease, current treatments and future treatment prospects.

Outcomes

On completion of this unit student will be able to:

1. place understanding of biomedical processes in the context of the current understanding of the pathogenesis and, to a lesser degree, treatment of human disease;
2. comprehend relevant examples of human health and disease in the areas of immune/inflammatory injury, malignant disease, cardiovascular disease and human reproduction;
3. describe how the study of pathobiological processes relates to disease;
4. explain how experimental medical science, including cell biology, animal models of disease and human studies are important in defining the pathogenesis of disease and optimal treatment of disease;
5. appreciate how clinical features, epidemiological context, diagnosis and treatment (including pharmacological therapies) are relevant to disease;
6. discuss the impact that disease may have on the individual and society;
7. ) identify current inadequacies in knowledge and future challenges in disease pathogenesis and treatment by examining the biomedical literature;
8. develop skills in team work, communication and practical aspects of biomedical research;
9. enhance skills in assessing, summarizing and placing biomedical research in context.

Assessment

Examination (3 hours): 54%
mid-semester test: 10%
Satisfactory attendance and participation in seminars: 2%
Group seminar: individual component: 11%
group written assignment: 11%
Research experience, including editorial writing: 12%

Chief examiner(s)

Associate Professor Richard Kitching

Contact hours

6 hours per week plus 6 hours private study per week

Prerequisites

BMS2011, BMS2021, BMS2031, BMS2052

Co-requisites

Must be enrolled in course code 2230, 3356, 3528, 3879, 3975, 3976, 4417

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 the opportunity for high achieving students to work with an academic supervisor and complete a substantial research project in the Biomedical Sciences. The research project may be chosen from a list of projects available at the beginning of semester from any of the Departments in the School of Biomedical Sciences. The unit convenor and supervisor must approve the project topic at the time of enrolment. Students will work in a research laboratory to obtain data, will complete a written preliminary and final report and will give a series of oral presentations on their work.

Outcomes

On completion of this unit, students will be able to demonstrate the following skills and attributes:

1. review scientific literature in the project area, including the ability to identify key information in this area;
2. access databases for provision of information;
3. present oral reports;
4. construct written reports;
5. manage workloads to meet deadlines;
6. work with a significant degree of independence;
7. plan a large project, including the ability to adjust planning as events and results dictate; conduct appropriate statistical analysis of results;
8. perform routine laboratory measurements and manipulations;
9. maintain efficient and meaningful communication with a project supervisor;
10. use technical word processing packages and graphics software.

Assessment

Two oral reports (preliminary 15 minutes, 10%, and final 15 minutes, 10%) 20%;
Two written reports (preliminary 1,500 words, 10% and final 8,000 words, 50%): 60% Assessment of laboratory work 20%

Chief examiner(s)

Dr Yvonne Hodgson

Contact hours

18-36 hours per week of laboratory work and private study

Prerequisites

24 credit points at level 2 in the BioMedical science area.
For Monash students, those enrolled in the following:
+ Bachelor of Biomedical Science
+ Bachelor of Biomedical Science (Scholar Program)
+ Bachelor of Biomedical Science Advanced with Honours
+ Honours degree of Bachelor of Biomedical Science

Co-requisites

BMS3042 or BMS3021 or by approval of course convenor

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

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

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 the opportunity for high achieving students to work with an academic supervisor and complete a research project in the Biomedical Sciences. The research project may be chosen from a list of projects available at the beginning of semester from any of the Departments in the School of Biomedical Sciences. The unit convenor and supervisor must approve the project topic at the time of enrolment. Students will work in a research laboratory to obtain data, will complete a written preliminary and final report and will give a series of oral presentations on their work.

Outcomes

On completion of this unit, students will be able to demonstrate the following skills and attributes:

1. review scientific literature in the project area, including the ability to identify key information in this area;
2. access databases for provision of information;
3. present oral reports;
4. construct written reports;
5. manage workloads to meet deadlines;
6. work with a significant degree of independence;
7. plan a large project, including the ability to adjust planning as events and results dictate; conduct appropriate statistical analysis of results;
8. perform routine laboratory measurements and manipulations;
9. maintain efficient and meaningful communication with a project supervisor;
10. use technical word processing packages and graphics software.

Assessment

Two oral reports (preliminary 15 minutes, 10%, and final 15 minutes, 10%) 20%; Two written reports (preliminary 1,500 words, 10% and final 8,000 words, 50%): 60% Assessment of laboratory work 20%

Chief examiner(s)

Dr Yvonne Hodgson

Contact hours

12 - 24 hours per week of laboratory work and private study.

Prerequisites

24 credit points at level 2 in the BioMedical science area.
For Monash students, those enrolled in the following:
+ Bachelor of Biomedical Science
+ Bachelor of Biomedical Science (Scholar Program)
+ Bachelor of Biomedical Science Advanced with Honours
+ Honours degree of Bachelor of Biomedical Science
+ Bachelor of Biomedical Science/Bachelor of Engineering
+ Bachelor of Biomedical Science/Bachelor of Laws
+ Bachelor of Biomedical Science/Bachelor of Science
+ Bachelor of Biomedical Science/Bachelor of Economics
+ Bachelor of Biomedical Science/Bachelor of Commerce

Co-requisites

BMS3042 or BMS3021 or by approval of course convenor

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

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

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

Synopsis

Students undertake a supervised research project involving research of a publishable standard which forms the basis of a thesis presented at the end of the year. As part of the unit students present seminars on their research, and are trained in advanced scientific techniques. Students take part in an oral review of the thesis report. Candidates may commence the Honours year at the beginning of either the first or second semester.

Outcomes

On completion of the Honours year of the Bachelor of Biomedical Science, students will:

1. be able to critically review the scientific literature in their discipline;

2. understand the processes involved in the design, development and implementation of a research project;

3. be able to execute and analyse an appropriate set of studies;

4. be proficient in computer-based data acquisition, analysis, presentation, and word processing;

5. be able to write up scientific work in a potentially publishable way;

6. show communication skills in both oral and written presentation to a scientific audience;

7. have acquired a range of technical skills appropriate to their discipline;

8. have the capability to perform a variety of scientific procedures and techniques that are essential to the satisfactory completion and reporting of a research project;

9. have the ability to pursue higher studies in selected disciplines of biomedical science; and

10. have gained insight into the breadth and diversity of the biomedical sciences.

Assessment

Literature review: 10%
Seminars: 10%
Research report: 80%

Chief examiner(s)

Professor Robert Widdop

Prerequisites

A distinction level average in 24 credit points at third year level, including at least 12 points in 3rd year BMS units

Co-requisites

BMS4200. Must be enrolled in the Honours Degree of Bachelor of Biomedical Science

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

http://www.med.monash.edu.au/biomed/honours

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 develop analytical abilities and communication skills, as well as provide students with advanced knowledge in specific areas of Biomedical Science. Students will undertake a module of statistics relevant to scientific hypothesis testing and provide a written critique of a scientific article. Students will also undertake a component of work within their selected discipline that is unrelated to their specific research component and involves some level of advanced theoretical training. Candidates may commence at the beginning of either first or second semester.

Outcomes

On completion of the Honours year of the Bachelor of Biomedical Science, students will be able to:

1. critically review the scientific literature in their discipline;
2. explain the processes involved in the design, development and implementation of a research project;
3. recognise the breadth of statistical tests and their applicability to common research methodologies;
4. apply simple statistical tests.

Assessment

Statistical test: 30%
Written critique: 30%
Discipline specific component: 40%

Chief examiner(s)

Professor Robert Widdop.

Prerequisites

A distinction level average in 24 points at third year level, including at least 12 points in 3rd year BMS units

Co-requisites

BMS4100 and must be enrolled in the Honours Degree of Bachelor of Biomedical Science

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

http://www.med.monash.edu.au/biomed/honours

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' transition into the tertiary setting will be supported and the roles, responsibilities and expectations of students as healthcare profession students will be outlined. They will be engaged via adult learning teaching and learning principles in this unit as they begin to develop their professional identity. This unit will commence students on the pathway to becoming experts in food (knowledge and application) and culturally competent, self aware healthcare professionals.

Food and culture will provide the core content for students to apply, integrate and develop/extend personal and professional attributes and competencies, communication and interpersonal skills. Enhanced cultural awareness for students will be a key outcome of this unit and this will be contextualized as students learn about food/food ingredients, eating patterns, why we eat what we eat and the Australian food supply system. Interprofessional learning opportunities with other healthcare profession students will help strengthen the learning in this unit. Students will be introduced to reflective practice and commence a professional portfolio.

Outcomes

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

• Identify issues that affect transition from school to university and demonstrate a range of effective tertiary level study skills (e.g. effective use of library and information technology; use of writing style and referencing guide)
• Develop self awareness, express areas for development as an adult learner and describe strategies to support health enhancement and self care
• Identify their own personal learning style and explore strategies to support their learning
• Develop practice using the principles of effective basic communication skills
• Describe the benefits and challenges associated with giving and receiving feedback and practice feedback models
• Develop skills in reflective writing and reflective dialogue
• Recognise and begin to practice the professional attitudes and behaviours required as a healthcare professional student
• Identify the diverse roles of nutrition and dietetic practice
• Collaborate in inter and intra-professional learning groups examining factors which determine effective teamwork and respecting diversity of opinion and approaches to tasks
• Identify key determinants of culture (for self and others), including cultural differences (with respect to food and eating patterns, communication, family relationships, time and space) and acknowledge own cultural assumptions and influences and the differences between cultural stereotyping and cultural generalizations
• Recognise the potential influence of culture on health behaviour, beliefs and choices
• Experiment with a range of diverse foods in relation to flavour, texture and palatability
• Investigate the foods, food ingredients and varied cultural eating patterns found in Australia
• Compare the influences on food and eating for individuals, groups and populations
• Develop a perspective on issues of social equity and justice, demonstrating an awareness of self in relation to diverse and vulnerable populations and as a healthcare professional student

Assessment

Assignments - 50%

Professional portfolio - 50%

All assessment tasks must be completed to a pass grade standard to complete this unit.

Chief examiner(s)

Janeane Dart

Contact hours

24 hours per week including contact hours and private study

Co-requisites

BND1101 and must be enrolled in Bachelor of Nutrition and Dietetics or Bachelor of Nutrition Science.

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 students to epidemiology and biostatistics as the core of population health and nutrition research and practice. This will include consideration of basic statistics, study design, quantitative and qualitative methods of inquiry and ethical issues related to research and population health interventions.
Emphasis is placed on a population view of health, nutrition and disease and the social determinants of health and the application of epidemiology and statistics in assessment of disease in population and the effects of nutrition interventions.
An introduction to the concepts and approaches to working in population health and nutrition will also be explored

Outcomes

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

1. Interpret the demographics of the Australian population including indigenous, minority and disadvantaged groups
2. Summarise the Australian health system and the political system and its operation at a national state and local level andoutline the roles of the major bodies that provide government with scientific advice relating to food and also to health
3. Identify and describe the main socio-cultural, economic, environmental and political determinants of health
4. Define public health and discuss the origins and nature of public health as a discipline
5. Compare and contrast the social versus the medical model of health andxplain primary, secondary and tertiary prevention paradigms
6. Explain and compare the main study designs used in population health and nutrition research and explainthe findings of key population health studies on the relationship between diet and chronic disease
7. Perform basic methods of qualitative and quantitative data collection and analysis
8. Search the scientific literature related to common questions on nutrition and health
9. Discuss the nutritional intake and nutritional status of the Australian population and identify groups at high nutritional risk andthe major disease-related morbidity and mortality issues in Australia
10. Explain common methods used to survey the nutrient intake and the nutritional status of populations
11. Explain the basic methods and approaches of program planning and he range of population nutrition interventions including screening, education, social marketing, community action and socio-environmental change

Assessment

Assignments 60%;
Exam 40%.
All assessment tasks must be completed to a pass grade for students to successfully complete this unit

Chief examiner(s)

Dr Claire Palermo

Contact hours

8 hours contact per week plus 16 hours self directed study

Prerequisites

BND1101 and BND1001

Co-requisites

BND1102 and must be enrolled in Bachelor of Nutrition and Dietetics or Bachelor of Nutrition Science.

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 basic concepts in human nutrition. It will describe the role and function of macro and micronutrients essential for human health, their history of discovery, and relevance for the health of populations and individuals. The unit will include the clinical signs and symptoms of specific nutrient deficiency and excess, nutrient interactions and their significance, recommended dietary intakes and global epidemiology. It will cover methods used to assess food intake and data analysis by the use of food composition tables, patterns of restricted eating, diet myths and misconceptions and population specific nutritional issues.

Outcomes

1. To develop an understanding of the role(s) of macro and micronutrients in the human body

2. To be able to identify foods which are rich sources of particular nutrients, and which foods are important sources of particular nutrients in specific diets

3. To be able to recognise the clinical signs and symptoms of particular nutrient deficiencies and excesses, and understand the reason for their development

4. To appreciate the strengths and weaknesses of different methods of assessing food intake and to critically assess the information derived from them

5. To appreciate the effects that nutrients may have on the absorption and utilization of other nutrients, and on medications

Assessment

Mid semester examination (2 hour): 20%
End of semester examination (3 hour): 50%
Assignments: 30%

Chief examiner(s)

Ms Andrea Bryce

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 developing students' fundamental scientific knowledge as the basis for nutrition and dietetics practice.
This unit takes a scientific approach to growth and development of the human body incorporating biochemistry, genetics and human growth and development with an emphasis on a case based learning approach to knowledge application.
Student centered teaching and learning methods will be used to support the delivery of the unit content. Students' participation as adult learners will be encouraged through the curricula with emphasis on the development of basic scientific communication skills.

Outcomes

• Demonstrate sound foundation knowledge of basic sciences relevant to human nutrition and dietetics
• Describe the chemical and biochemical aspects in biological molecules and the common reactions found in metabolic systems
• Describe mechanisms of genetic inheritance and the mechanisms governing the flow of formation from DNA to RNA to protein
• Describe mechanisms of gene expression and regulation, gene replication and repair and the causes and implications of genetic mutations
• Describe the structure and function of cells and their diversification into tissues and major organ systems
• Describe the general function of major organ systems
• Explain the aspects of cellular metabolism in terms of energy release and dietary input
• Briefly describe the main stages of human development and compare cellular growth, change in metabolism and nutrient requirement s across the life span
• Demonstrate basic knowledge and skill in laboratory experimentation and in the reporting and collation of experimental data

Assessment

Assignments (40%)
Exams (60%)
All assessment tasks must be completed to a pass grade for students to successfully complete this unit

Chief examiner(s)

Dr Elizabeth Manickam

Contact hours

11 hours contact per week plus 13 hours self directed study
3 x 2hr lectures, 1 x 2hr tutorial and 1 x 3hr practical

Off-campus attendance requirements

NA

Co-requisites

BND1001 and must be enrolled in Bachelor of Nutrition and Dietetics or Bachelor of Nutrition Science.

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 food and nutrition science particularly the chemistry and absorption of food components and their relevance to the nutrition of healthy individuals. It will review cooking skills and food knowledge required for preparation of healthy inexpensive meals in a domestic kitchen. Methods for the collection and nutritional analysis of food intake data will be examined. Teaching will be based on interactive lectures with explicit learning objectives. These will be supplemented by tutorials and contextualised case-based learning to support student learning and by practical sessions for the acquisition of basic skills in food selection, preparation, storage and cooking.

Outcomes

1. Describe how nutrition has developed as a science
2. Research the food sources, chemistry and nutritional importance of the main macronutrients and micronutrients found in food.
3. Effectively communicate information about specific foods and/or nutrients and their importance in the health of individuals
4. Evaluate the importance of food knowledge and cooking skills in relation to a healthy diet and discuss the importance of food cost and the role of pre-prepared ingredients
5. Discuss the optimal organization of a domestic kitchen, and describe the principles of safe food handling for individuals
6. Compare and contrast common methods of food preparation and storage, and discuss the chemical changes and changes to the nutrient values of foods that can occur
7. Design meal plans and food budgeting for healthy individuals from a range of cultural groups
8. Evaluate different methods for the collection of food intake data from individuals and a range of basic anthropometric indicators for individual nutritional status
9. Describe methods of nutrient analysis used for the Australian Food Composition Tables and for Australian food labels. Research and communicate relevant innovations in methodology.
10. Compare flavours, colours, and preservatives found in foods and investigate how their presence is recorded by food labelling
11. Compare Australian and/or American food composition data and discuss possible sources of error and apply these data to calculate the nutrient intake of healthy individuals

Assessment

Assessment in this unit will be both formative and summative.
Summative assessment:
50% Assignments
50% Exam

All assessment tasks must be completed to a pass grade standard in order to successfully complete this unit.

Chief examiner(s)

Dr Elizabeth Manickam

Contact hours

11 hours contact per week plus 13 hours self directed study
3 x 2hr lectures, 1 x 2hr tutorial and 1 x 3hr practical

Prerequisites

BND1101 and BND1001

Co-requisites

BND1002 and Must be enrolled in Bachelor of Nutrition and Dietetics or Bachelor of Nutrition Science

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 the framework for an understanding of the functioning of whole organ systems and the whole body, as distinct from the functioning of individual cells acquired in first year of the degree. The specific topics to be covered include the function of gastrointestinal, renal, cardiovascular, respiratory and endocrine systems. The unit will be presented through the involvement of students in lectures, practical classes and assignments.

Outcomes

At completion of this unit students should be able to:

1. achieve knowledge and understanding of the functions and internal controls of the major body systems;

2. integrate the specific knowledge gained through consideration of the major body systems into a logical appreciation of whole body physiology and the maintenance of homeostasis;

3. relate the specific knowledge acquired in the unit to the content of the first year core units and the contemporaneous core unit BMS2011 Structure of the human body and BND2021 Nutritional Biochemistry;

4. develop an appreciation of the variability inherent in biological systems through laboratory exercises;

5. develop skills in locating appropriate resource materials using contemporary technologies and critical appraisal of those materials;

6. demonstrate an ability to organise and work in groups towards a common goal, through appropriate laboratory tasks and assignments; and

7. develop skills in written and oral communication through written reports and oral presentations by small groups.

Assessment

Examination: 50%
Assignments: 10%
Continuous by reports and tests: 40%

Chief examiner(s)

Dr Julia Choate

Contact hours

6 hours per week (lectures and practical)

Prerequisites

BMS1021, BMS1011

Co-requisites

Must be enrolled in the Bachelor of Nutrition and Dietetics

Prohibitions

BMS2031, PHY2011, PHY2021, PHY2032

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 provide a basic understanding of the metabolism of macro and micronutrients and of the role of nutrition in influencing cell growth, cancer development, blood formation and gene function. Emphasis will be on clinical relevance, the integration of biochemical pathways and how this is modulated by dietary change, and on techniques used to assess both normal dietary requirements and nutrient deficiencies. Students will be introduced to biochemical mechanisms of energy expenditure and storage, including metabolic adaptation to periods of fasting or food intake.

Outcomes

At the completion of the unit the students will have an understanding of:

1. substrate partitioning and mechanisms of energy expenditure and storage;

2. the metabolic role of the liver;

3. substrate metabolism in the fasted and fed state;

4. metabolism of nitrogenous compounds, digestible and non-digestible carbohydrates and lipids;

5. the role of micronutrients and concepts of nutrient balance;

6. nutritional influences on cell growth, differentiation, programmed cell death and the development of the cancerous cell;

7. nutritional influences on the development of blood cells, blood coagulation and fibrinolysis;

8. introductory concepts in the nutrient modulation of gene expression;

9. in tutorials: to develop students' skills in integrating and relating new knowledge in Nutritional biochemistry to situations which they may encounter in a clinical setting; also to develop skills in research for additional information on questions arising in this process; and

10. in practical classes: to develop students' skills in scientific observation, data presentation and analysis; to introduce students to the use of food composition databases and to develop skills in dietary analysis using computer based programs.

Assessment

Examination: 40%
Mid semester test: 10%
Small group activities/ assignments: 50%

Chief examiner(s)

Dr Nirma Samarwickrema

Contact hours

6 hours per week (lectures and tutorials)

Prerequisites

Completion of year 1 Bachelor of Nutrition and Dietetics

Co-requisites

Must be enrolled in the Bachelor of Nutrition and Dietetics

Prohibitions

BMS2021

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 psychological factors affecting health and health care treatment throughout the various stages of life. Nutrition knowledge gained in other units of the course will be supplemented by introducing the broader context of how people's psychological needs may influence eating behaviour and responses to health related dietary change. A developmental framework will be used to consider establishment of normal feeding and eating behaviours and development of feeding problems and eating disorders. A major emphasis in the unit will be on psychological aspects of acute and chronic illnesses and psychological processes within the family that may affect interventions.

Outcomes

At the completion of the unit students will have an understanding of the psychological factors and cultural issues associated with:

1. feeding in infancy and development of the infant-parent relationship;

2. normal child development and presentation of eating problems in children under 5;

3. eating problems in prepubescent children;

4. adolescent eating problems;

5. eating problems in adulthood and the relationship of early eating problems to more serious eating disorders such as anorexia nervosa, bulimia and obesity;

6. chronic illness and trauma;

7. renal, gastrointestinal disease, diabetes and cardiovascular disease;

8. students will learn to apply the knowledge they have gained in direct interactions with patients from differing ages across the life span; and

9. to reinforce links between theory and practice through practical exercises and discussions of observations made at clinical settings.

Assessment

Examination (2 hours): 50%
Essay (1,500 words): 30%
Practical Behaviour Change Reports(2): 20%

Chief examiner(s)

TBA

Contact hours

3 hours per week (lectures and tutorials)

Prerequisites

Completion of Year 1 Bachelor of Nutrition and Dietetics

Co-requisites

Must be enrolled in the Bachelor of Nutrition and Dietetics

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 provide students with a basic understanding of immunology, its role in the development of human disease and the clinical interface between immune processes and nutrition. The unit will provide an overview of humoral and cellular immune responses. It will also cover cells of the immune system and the mechanisms of immune reactions followed by an examination of how these processes may be affected by nutritional deficiencies.

Outcomes

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

1. explain the basic components, structure and function of the immune system;

2. compare the various recognition and effector mechanisms involved in humoral and cellular immune responses and describe how these may be affected by the availability of nutrients;

3. indicate the rule of cytokines and chemokines in inflammatory processes and disease states;

4. explain the varied techniques used in common immunological assays;

5. compare the effects of nutrient deficiencies on immune function in infancy, old age and normal adult life;

6. Describe the nutritive value of breast milk and indicate the basis fro its protective rule against infectious disease;

7. compare food allergy with food intolerance and design, experience and discuss a restrictive diet suitable to the nutritional therapy of one of these conditions;

8. explain the concepts of self-tolerance and immune homeostasis and describe the development of type 1 diabetes and coeliac disease as two examples of autoimmune disease states;

9. examine mechanisms for immune defense against micro-organisms and viruses and describe the nutritional care of patients with trauma, sepsis and HIV/AIDS;

10. differentiate between different types of organ transplant, understand basic transplant rejection mechanisms and explain the role of nutrition in the care of transplant patients;

11. demonstrate reflective and critical thinking and problem solving skills in response to case descriptions of nutritional conditions in which immunological processes are relevant;

12. demonstrate effective teamwork and oral presentation skills to a 'competent' rather than 'beginner' level;

13. exhibit critical thinking in reviewing the scientific literature.

Assessment

Examination: 40%
Case study and practical reports: 30%
Essay: 15%
Elimination diet report: 15%

Chief examiner(s)

Dr Karen Walker

Contact hours

5 hours per week (lectures and tutorials)

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 role and context of food regulatory measures that protect public health and safety. It provides an overview of the standards setting process. The basic design of toxicological testing for food contaminants and additives and the risk assessment process will be examined. Recent controversial decisions of the regulatory bodies will be examined to illustrate the regulatory decision making process and the roles of science and politics in that process. A class project will investigate the available food supply and will allow students to become familiar with foods and their nutrient composition. This project will also provide students with research experience.

Outcomes

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

1. describe the role of the Commonwealth and State governments in Australia in formulating, implementing and enforcing modern food law;

2. make comparisons with food legislation in other countries;

3. discuss the impact of globalisation, the World Trade Organisation, trade barriers and the role of Codex Alimentarius as a 'benchmark';

4. explain the format and content of the Australian Food Standards Code including the FSANZ processes required to ensure a safe Australian food supply, free from harmful contaminants and additives, and labelled in the interests of informing the consumer, to prevent fraud and deception;

5. outline the fundamental principles of toxicology and risk assessment and their application to the setting of standards and the monitoring and surveillance of a safe food supply (particularly in relation to the Australian situation);

6. develop a hypothetical submission to provide a public health nutrition perspective on food standards development and modification; and

7. provide an overview of the packaged food supply available in a local supermarket, including;

1. categories of foods

2. types of foods within categories

3. nutritional composition and energy density of specific food types.

Assessment

Examinations (3 hours): 50%
Food Standard Assignment (Pairs): 30%
Student Food Supply Assignment: 20%

Chief examiner(s)

Ms Maxine Bonham

Contact hours

3 hours per week (lectures and tutorials)

Prerequisites

Completion of Year 2, semester 1 Bachelor of Nutrition and Dietetics

Co-requisites

Must be enrolled in the Bachelor of Nutrition and Dietetics

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 is based on the awareness that micro-organisms play an important role in food and nutrition. It addresses the current state of food microbiology in industrial and domestic applications, the risks associated with food handling practices in food borne illness control, and the regulatory systems current in Australia at the three levels of Government. Hazard Analysis and Critical Control Point (HACCP) is examined as a control mechanism for the prevention of food borne illness. The clinical outcomes of microbial contamination for selected at risk groups in the population, and methods to prevent the transmission of contamination are examined.

Outcomes

On successful completion of the unit the student will understand:

1. food as an ideal niche for microorganisms;

2. microorganisms involved in food spoilage;

3. microorganisms as the causative agent of food borne disease due to food contamination;

4. ideal food handling practices to prevent microbial contamination and/or growth during processing, handling, storage and distribution;

5. methods of preservation of food at home and commercially;

6. traditional and industrial fermentation methods;

7. the concepts of risk assessment, management and communication for food borne disease;

8. the current regulatory system in Australia and other similar countries (US and European Union);

9. lactic acid bacteria and other starter cultures including the commercial potential of microorganisms in the food industry;

10. probiotic organisms and their applications;

11. laboratory skills required in culturing and identifying microorganisms;

12. microbiological testing of food and water supplies;

13. evaluation of food borne outbreaks reported in the popular press and in scientific publications;

14. hazard analysis critical control points; and

15. the clinical risks associated with microbial contamination in selected sub groups.

Assessment

Mid-semester test: 10%
Examinations: 60%
Practical reports and quizzes: 10%
MCQ: 5%
Assignment: 15%

Chief examiner(s)

Dr Maxine Bonham

Contact hours

4 hours per week (2 hrs lecture
2 hrs practical/tutorial)

Prerequisites

BMS1021, and either BMS1062 or BIO1022

Co-requisites

Must be enrolled in the Bachelor of Nutrition and Dietetics

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 acquisition of food preparation skills a comprehensive knowledge base about foods. Students will be expected to develop basic cooking skills and techniques and should understand basic methods of food preservation and storage. Students will gain an understanding of the use of a wide diversity of foods from different cuisines. They will also learn the impact of food chemistry on recipe modification and to modify recipes to meet specific nutritional goals. The unit is fundamental practical training for further training in food service management and providing practical dietary advice on food and eating.

Outcomes

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

1. recognise and name a wide variety of common Australian and ethnic foods and food ingredients;

2. explain basic culinary terms, methods of cooking and techniques for sensory assessment;

3. Perform basic cooking skills, choosing the appropriate equipment, working in a logical, safe and sequential manner and implementing safe work practices;

4. Identify macro and micro-nutrient composition of a widel range of foods in the Australian food supply

5. recognise the effects of recipe modification on physical properties, food quality and acceptability of the food.

6. compare nutrient content and nutrient bioavailability in processed and cooked foods

7. review methods of food preservation;

8. Perform dietary analysis and formulate recipe changes to meet nutritional goals and ensure client acceptability

9. Demonstrate effective organisational and communication skills and teamwork

Assessment

Examination (3 hours): 40%
Assignments - 60% + Skill demonstrations (Pass/Fail). Pass in the examination and in the skills demonstration is required to pass the unit overall

Chief examiner(s)

Ms Robin Ralston

Prerequisites

Completion of Year 2 semester 1 Bachelor of Nutrition and Dietetics

Co-requisites

Must be enrolled in the Bachelor of Nutrition and Dietetics.

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

Synopsis

Synopsis, Case study and simulated learning will be used in this unit to support the teaching and learning of dietetic assessment and nutrition management principles, core communication and counselling skills and strategies for working with individuals. Dietetic assessment tools covered include: food composition and analysis, biochemical result interpretation, anthropometry, interpreting clinical and dietary data, the Dietitian's role in health care teams, professional practice guidelines, counselling theory and skill development.

Outcomes

At the completion of the unit students will have an applied understanding of:

1. the use of a wide range of dietetic assessment tools with consideration of the limitations of application in working with individuals
2. anthropometry and its use in nutritional assessment in the clinical setting
3. the interpretation of biochemical, clinical, dietary, personal and social data relevant to nutritional care;
4. methods for assessing food intake data and the analysis of food intake data in relation to nutritional standards in a variety of clinical contexts and settings;
5. medical terminology and the processes for documentation in medical records;
6. the skills and atrtributes required for effective communication in the clinical setting
7. nutrition counselling theory and strategies to support dietary change
8. food diversity and food composition as it relates to nutrition counselling
9. effective nutrition care plan documentation

Assessment

Examination: 40%
Assignments 20%
Practical exam (OSCE) 40% which is a hurdle to progress with BND3052

Chief examiner(s)

Ms Janeane Dart

Contact hours

6 hours (lectures, tutorial, clinical observation and placement)

Prerequisites

Completion of Year 3 Semester 1 of Bachelor of Nutrition and Dietetics

Co-requisites

BND3052 and must be enrolled in the Bachelor of Nutrition and Dietetics

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 understanding and application of theoretical frameworks from the behavioral sciences and education to design and deliver food and nutrition education to various groups and to facilitate the adoption of healthful behaviors. Students will gain practical experience by designing, implementing and evaluating a nutrition education program. To facilitate learning in relation to vulnerable groups most likely to require nutrition education and to develop an understanding of social justice issues related to nutrition education, students will be required to undertake voluntary work with community based organisations and complete a range of tasks.

Outcomes

1. define and describe health and nutrition education and promotion and the role of education in dealing with nutrition related health problems in the community ;
2. explain and apply the theories of learning and health behaviour and illustrate how these can be applied in nutrition education;
3. plan, conduct and evaluate a group nutrition education session.
4. develop a perspective on issues of social equity and justice, particularly as they relate to the practice of dietetics and nutrition education.
5. apraise the operational philosophy and service delivery components of key agencies working in the areas of social action, social justice and advocacy;

Assessment

Written health education report 3,000 words - 30%Oral group education presentation - 30%
Resource development as part of group education program -15%
Portfolio 25%

Chief examiner(s)

Dr Claire Palermo

Contact hours

Equivalent to 4 hours per week (lectures and tutorials)

Prerequisites

Completion of Year 2 Bachelor of Nutrition and Dietetics

Co-requisites

BND3031 and Must be enrolled in Bachelor of Nutrition and Dietetics

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 gain a basic understanding of the nutritional requirements of normal healthy people over the entire lifespan incorporating the special needs of pregnancy, lactation, infancy and childhood, adolescence, adulthood, menopause and old age. The unit will develop an awareness of the range and diversity of normal food intake and eating behaviours at different life stages. Students will learn the principles of nutrition assessment for different age groups, gain an understanding of the different nutrient requirements over the life cycle and learn how the dietary recommendations for nutrient intakes are derived and applied to different populations.

Outcomes

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

1. recall the nutritional requirements of pregnant and lactating women, infants, children, adolescents, adults and older persons; 2. discuss the rationale for the application of different dietary intake recommendations at different life stages; 3. identify the nutritional issues of particular relevance and particular risk behaviours of each age group; 4. describe how lifestyle differences, physical activity, beliefs, values of individuals and variability of food intake influence food behaviour and nutritional risk; 5. apply dietary assessment techniques to the nutritional analysis of individual diets and relate this analysis to the recommended dietary guidelines for the client; 6. explain specific nutritional needs of subgroups of the adult population and the nutritional impact of cultural beliefs, socio-economic status, disability, and food beliefs on their nutritional intake; 7. formulate dietary modifications of individuals in relation to normal requirements taking into consideration cultural and social backgrounds and individual food practices; 8. reflect on the value of teamwork to their own learning; and 9. relate the influence of an individuals beliefs and values to body image to their own eating behaviour.

Assessment

Examination: 60%
Practical reports (x3): 40%

Chief examiner(s)

Ms Simone Gibson

Contact hours

4 hours per week (lectures and tutorials)

Prerequisites

Completion of Year 2 Bachelor of Nutrition and Dietetics

Co-requisites

Must be enrolled in the Bachelor of Nutrition and Dietetics

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 is a core requirement in developing a graduate with clinical, personal, professional and scientific skills, specific to practicing nutrition care in both well and nutritionally compromised populations, and covers the clinical domains required by the national accreditation body for knowledge and skill development to practise as an entry level dietitian in clinical practice.
The unit will focus on the epidemiology, aetiology, prevention and medical and nutritional management of diet-related diseases in the clinical or community setting. Experience in the dietetic management of common nutrition related diseases in age related groups selected for their specific characteristics such as: the elderly with conditions such as movement disorders, dementia and frailty, the special needs of children and adolescents, disability and eating disorders, obstetrics and the management of specific conditions such as hyperemesis and gestational diabetes and infants with special needs. The nutritional impact of alcohol abuse in adults and in pregnancy will also be explored.
Practical application of the assessment, treatment plan, monitoring and outcome reporting of the outlined conditions will be undertaken in a 4 week clinical placement. Students will learn how to thoroughly assess each new client and develop management plans for nutritional care.
A problem based learning module will support and extend the learning in this unit.

Outcomes

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

1. Apply the epidemiology, medical and nutritional principles in the dietetic management of the following chronic lifestyle related diseases/conditions:
• Malnutrition
• Aged care and functional decline
• Cardiovascular disease (CHD, dyslipidaemia, hypertension and stroke)
• Diabetes
• Overweight and obesity
• Eating disorders
• Disability
• Gastrointestinal disorders (constipation, GORD, diverticular disease)
• Osteoporosis, PCOS

2. Examine the role of diet in the aetiology, primary and secondary prevention, and management of major lifestyle related chronic disease.

3. Evaluate the evidence for the mechanisms underlying the diet-disease relationships, the non dietary factors which may impact on the process and the strengths and limitations of diet in the prevention and management of conditions.

4. Demonstrate skills required by a practicing clinical dietitian in screening, assessment, planning, case management, discharge planning and follow up care of patients to a level of 50% of a base level graduate dietitian.

5. Communicate both orally and in written form information arising from medical and nutritional assessment and the dietetic process of case management.

6. Research and communicate nutritional information appropriately to peers and other members of the healthcare team.

7. Apply the skills of research and evidence based practice to formulate and deliver care according to best practice guidelines within the institution and the profession.

8. Reflect on learning to assist in critical thinking and problem solving skills.

9. Reflect on practice to assist with professional development and life long learning in the area of Nutrition and Dietetics

Assessment

Examinations: 40%
Assignment: 45%
Clinical portfolio: 15%
Assessment of clinical and professional competencies: Ungraded pass. All students must pass the examinations and clinical and professional competency assessment components in order to gain a pass in this unit.

Chief examiner(s)

Ms Janeane Dart

Contact hours

There will be 6-weeks of classroom based learning at the commencement of semester 2 followed by 8 weeks of practical skill development (4 weeks on this will be in the clinical placement setting).

Prerequisites

Successful completion of Year 2 Semester 1 of the Bachelor of Nutrition and Dietetics

Co-requisites

BND3021 and must be enrolled in the Bachelor of Nutrition and Dietetics

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 introduces students to the organization of the Australian healthcare system. Topics include: professional responsibilities of the Dietitian and their role in the healthcare team in differing institutional, community and rural settings. Issues of health policy, will be examined in relation to preventative healthcare. Ethical issues surrounding confidentiality, patients' rights and professional standards in nutrition issues will be covered. Critical pathways of referral will be examined and the monitoring of patient care with respect to medical records will be described. Statistical management benchmarks of hospital data will be examined.

Outcomes

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

1. describe the key elements of the Australian Healthcare system including the organization, funding and delivery of health care in all settings;

2. critically describe the role and responsibility of the health professional in relation to professional and ethical conduct and the legal framework for practice;

3. demonstrate critical reflection about your own professional practice and attitudes to the provision of equitable, high quality health care for all;

4. assess the impact of the political and social context in which health care is provided and the impact of each on equitable access to and experience of care;

5. evaluate the continuum of health care delivery with emphasis on the role of the dietetic professional within each element of the health care system;

6. describe health policy impacting on vulnerable groups (including Aboriginal and Torres Strait Islanders, elderly, disabled and paediatric populations) and their access to health care;

7. adopt reflective and critical thinking and problem solving skills to a range of contemporary nutritional issues in the Australian health care system; and

8. define and demonstrate effective teamwork with peers

Assessment

Written assignments and Case studies: 80%
Oral assignments: 20%

Chief examiner(s)

Ms Andrea Bryce

Contact hours

2 hours per week lectures and 2 hours per week tutorials

Prerequisites

Completion of Year 2 Semester 2, Bachelor of Nutrition and Dietetics

Co-requisites

Must be enrolled in the Bachelor of Nutrition and Dietetics

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 address prevention of disease at the population level. It will examine epidemiological indicators of nutrition related disease, the value of monitoring and surveillance in evaluating health indices over time, the role of targeted health promotion and health education strategies, and the use of upstream public health approaches to address nutrition related disorders like childhood obesity. The links between sectors like economics, advertising, and regulation will be examined for sociological and epidemiological impact as well as the social determinants of nutritional health.

Outcomes

On completion of this unit students will be able to:

1. describe the impact of diet on disease at a population level;
2. critically appraise the use of epidemiology in the development and prioritisation of public health priorities;
3. analyse population nutrition data and apply to the nutritional status of populations and the development of public health nutrition priorities;
4. describe the history and development of public health and public health nutrition and outline the current key public health nutrition issues in Australia and the policy frameworks that support these;
5. outline the goals of public health and the key concepts of public health practice, including, capacity building, prevention and health promotion;
6. explain public health advocacy and apply the advocacy framework to a current public health nutrition issue;
7. identify determinants of population nutrition issues and employ the program planning cycle to these issues in the development of nutrition interventions; and
8. evaluate the effectiveness of public health nutrition approaches to nutrition related disease and issues compared to clinical approaches.

Assessment

Examination: 50%
Assignments: 50%
Tutorial activities: ungraded.

Chief examiner(s)

Ms Claire Palermo

Contact hours

4 hours per week (interactive classes and tutorials), 8 hours self-directed study.

Prerequisites

BMS1042, BND1032 or equivalent

Co-requisites

BND3031 and must be enrolled in the Bachelor of Nutrition and Dietetics

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

Synopsis

The knowledge areas of the medical treatment domains of clinical dietetics as required by the Dietitians Association of Australia will be taught and practised under supervision in the healthcare setting for acute and chronic conditions.

The practical experience of nutrition assessment, including anthropometric, biochemical, clinical, dietary, appetite and gastrointestinal function will be placed in the context of underlying medical conditions, and a nutrition care plan formulated, implemented and evaluated for outcomes.

The acute and ambulatory aspects of nutrition care will be studied, and the aspects of team management (nursing, allied health, medicine, social work) are placed in context with the development of communication skills. The student spends most time in the clinical placement setting with clinical education support and supervision. Case based learning will be used in class, co-morbidities examined for prioritisation of nutrition interventions in a problem solving context, and the student incrementally takes more responsibility over the semester for patient care including charting in the medical histories, co-signed by the supervisor.

The domains covered in this unit will be the management and dietetic treatment of gastrointestinal and pancreatic disease, liver disease, oncology, renal disease, pulmonary disease, allergy; neurosciences, nutrition support methodologies, intensive care nutrition, surgery, trauma, burns, infectious diseases and acute paediatrics.

Outcomes

The knowledge areas of the medical treatment domains of clinical dietetics as required by the Dietitians Association of Australia will be taught and practised under supervision in the healthcare setting for acute and chronic conditions.

The practical experience of nutrition assessment, including anthropometric, biochemical, clinical, dietary, appetite and gastrointestinal function will be placed in the context of underlying medical conditions, and a nutrition care plan formulated, implemented and evaluated for outcomes.

The acute and ambulatory aspects of nutrition care will be studied, and the aspects of team management (nursing, allied health, medicine, social work) are placed in context with the development of communication skills. The student spends most time in the clinical placement setting with clinical education support and supervision. Case based learning will be used in class, co-morbidities examined for prioritisation of nutrition interventions in a problem solving context, and the student incrementally takes more responsibility over the semester for patient care including charting in the medical histories, co-signed by the supervisor.

The domains covered in this unit will be the management and dietetic treatment of gastrointestinal and pancreatic disease, liver disease, oncology, renal disease, pulmonary disease, allergy; neurosciences, nutrition support methodologies, intensive care nutrition, surgery, trauma, burns, infectious diseases and acute paediatrics.



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

1. Integrate and apply medical and nutritional knowledge and principles in the dietetic management of the following conditions: gastrointestinal disease; cancer and the support of patients throughout the disease and its treatment; chronic and acute renal failure; pulmonary disease; allergy; specialised paediatric acute care; surgery; intensive care nutrition; burns; trauma and infectious disease;
2. Demonstrate proficiency in skills required by a practicing clinical dietitian in screening, assessment, planning, counselling/education, case management, discharge planning and follow up care in the acute, ambulatory, rehabilitative and extended care areas;
3. Synthesise information and apply to the dietetic process;
4. Research and communicate nutritional information appropriately to patients, peers and other members of the healthcare team;
5. Apply skills of research and evidence based practice to formulate and deliver care according to best practice guidelines within the institution and the profession;
6. Reflect on learning to assist with critical thinking and clinical reasononing and problem solving skills; and
7. Reflect on practice to assist with professional development and life long learning
8. Synthesise information and apply to the dietetic process;
9. Research and communicate nutritional information appropriately to patients, peers and other members of the healthcare team;

Assessment

Examination: 40%
Major case study: 35%
Assignments : 10%
Professional competency assessment of skills and competencies observed on clinical placement: Ungraded Pass
Clinical portfolio (including reflective and experiential learning): 15%.
Students must pass the examination, and the clinical placement competencies in order to achieve a pass in this unit.

Chief examiner(s)

Ms Janeane Dart

Prerequisites

Completion of Year 3 of the Bachelor of Nutrition and Dietetics or its equivalent

Co-requisites

BND4021 and must be enrolled in the Bachelor of Nutrition and Dietetics

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

Synopsis

This units focuses on the role and management of food service systems, and uses the food service setting as a context for a study of general management principles. The student will gain an understanding of food service systems, and the provision of food services in institutional settings, including purchase of contracted services. The relationship between clinical dietetics and food services, and meeting client needs will be considered. Topics will include human resource management, institutional food and nutritional policy, menu design and assessment, regulatory and accreditation requirements, industrial relations, recruitment and staff management, budgeting and quality management.

Outcomes

1. Compare various systems available for provision of food services in healthcare settings
2. recognise opportunities to improve nutrition and food standards within a food service;
3. explain the operation of food service system from ordering to consumption;
4. advise clients how to provide safe and nutritious foods in a food service operation.
5. implement activities to support delivery of quality nutrition and food standards within food service;
6. evaluate and disseminate results of food service activities;
7. describe the key regulatory and accreditation systems relevant to food service management.

Assessment

Assignments: 75%
E-learning activities 25%
An overall pass mark in the practice placement assignment, is required to pass the unit.

Chief examiner(s)

Ms Andrea Bryce

Prerequisites

Completion of Years 1, 2 and 3 of the Bachelor of Nutrition and Dietetics or its equivalent

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 encourages students to discuss and explore personal and professional issues in contemporary dietetic practice. It aims to draw together theoretical foundations of nutrition and dietetics and practical experiences and extend students in entry level competent practice. The unit will challenge students to think critically about their own practice and placement experiences. It will also support them to evaluate and integrate knowledge, skills and attitudes in preparation for entry into the workforce.

Outcomes

On completion of this unit students will be able to:

1. Evaluate their professional duty of care in accordance with the DAA code of professional conduct and organisations guidelines or protocols
2. Accept responsibility for and manage, implement and evaluate theirpersonal and professional development.
3. Demonstrate consistent reflective practice in collaboration with peers and mentors.
4. Evaluate nutrition and dietetic practice and apply valid and relevant conclusions and recommendations for practice.
5. Use negotiation, teamwork and conflict resolution skills to promote best practice.
6. Advocate for the role of nutrition and dietetics.
7. Apply evidence and judgement to food and nutrition issues.

Assessment

Debate: 20%
Personal and Professional Development Plan including reflection: 30%
Assignments: 50%

Chief examiner(s)

Ms Simone Gibson

Prerequisites

Completion of Year 3, and semester one of Year 4 in the Bachelor of Nutrition and Dietetics

Co-requisites

Must be enrolled in the Bachelor of Nutrition and Dietetics

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

Synopsis

This fieldwork will challenge the student to integrate their academic training and to synthesise knowledge into a practical community or public health nutrition project. The unit requires students to participate in the program planning cycle towards addressing a public health or community nutrition issue for the workplace setting. Students will gain confidence by participating in a work environment and provide tangible benefit to their participating setting. Students will gain entry level knowledge in all areas of nutrition and dietetic practice. Principles of information evaluation, workload management, communication, teamwork and responsibility for project management will be developed.

Outcomes

By the end of this unit students will be able to:

1. utilise nutrition and health related data and scientific literature in identifying nutrition problems in the community;
2. illustrate the integration of public health and health promotion theory and epidemiology into practice in community or public health nutrition settings;
3. employ the program planning cycle and determine goals, objectives and plans for dealing with nutrition issues in the community;
4. adopt effective project management, team work and communication skills and work effectively within the placement organisation;
5. collect and evaluate the literature related to a community or public health nutrition issues and apply research and evaluation findings to practice;
6. organise, establish and document data, process and communication on a community or public health nutrition issue into written reports and oral presentations; and
7. adopt a questioning and critical approach in all aspects of practice and evaluate practice on an ongoing basis.

Assessment

Project proposal: 20%
Project report: 40%
Poster presentation: 20%
Portfolio: 20%

Chief examiner(s)

Ms Claire Palermo

Contact hours

8 weeks full-time (5 days per week) plus 20 hours self directed study.

Prerequisites

BND3082 or equivalent

Co-requisites

Must be enrolled in the Bachelor of Nutrition and Dietetics.

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

Synopsis

A weekly course over 12 weeks on research skills including: study design, use of relevant databases, spreadsheets, statistical analysis software, how to search and summarise the scientific literature, best practice in data presentation, qualitative and quantitative statistical analysis and skills in evidenced based review and critical analysis of scientific writing.

Outcomes

On completion of the unit, students will:

• be able to explain different study designs and interpret data drawn from the scientific literature relating to nutrition
• have developed skills in conducting a literature search and in undertaking an evidenced based review
• to be able to explain major methodologies used for qualitative research
• display competency in the use of relevant databases, spreadsheets and statistical analysis software
• explain the issues covered in making a submission to an Ethics committee for approval of projects
• exhibit a high level of competence in oral presentation to their peers
• have experience in participating in scientific discussions

Assessment

100% for assignments providing a critique of a scientific paper in a selected area of interest and a reflective commentary on seminars given by nutrition scientists. Assessment from BND4111 will contribute 15% to the final mark for BND3865 Bachelor of Nutrition Honours

Chief examiner(s)

Dr Karen Walker

Contact hours

Lecture/tutorials: 2 hours per week; assignments and self-directed learning: 8 hours per week

Co-requisites

BND4121

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

Synopsis

Each student will undertake a research project under the supervision of an approved member of the academic or research staff of Monash University. The choice of project and supervisor will be the responsibility of the student, in consultation with an academic advisor for the Nutrition and Dietetics unit. The research project will constitute the major portion of the students' work and will be conducted over a full year. For the purpose of unitisation, this unit will include the components of literature review and description of methods. Students will present their research proposal in a seminar format.

Outcomes

On completion of the unit, students will:

• gain experience in undertaking an evidenced-based review of the scientific literature in their discipline;
• discuss the strengths and weaknesses of the proposed study design for their research project
• describe the methodology required for their research project and summarise the logistical process involved in data collection
• outline the main statistical methods that will be used in the research project and demonstrate competency in using the software programs required for these analyses
• demonstrate a high level of competency in oral communication skills to a specialist scientific audience.

Assessment

Formative assessment of an oral presentation of the research proposal to academic staff members.
An evidence-based literature review and draft methods chapter which will be judged satisfactory/unsatisfactory. A satisfactory score will be required before progress to BND4122

Chief examiner(s)

Dr Karen Walker

Contact hours

Research project related work: 36 hours per week

Co-requisites

BND4111

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

Synopsis

Each student will undertake a research project under the supervision of an approved member of the academic or research staff of Monash University. The choice of project and supervisor will be the responsibility of the student, in consultation with an academic advisor from the Nutrition and Dietetic unit. The research project will constitute the major portion of the students' work and will be conducted over a full year. This unit will include the components of results, discussion and development of manuscript. Students will present their research results in a seminar format.

Outcomes

On completion of the unit, students will:

1. be able to execute and analyse a research project, or set of studies;
2. be proficient in computer based data manipulation, analysis, presentation and word processing;
3. be able to write up scientific work in a report suitable for publication;
4. demonstrate communication skills in both oral and written presentation to specialist scientific audience;
5. have refined or acquired a range of technical skills appropriate for their project; and
6. have gained insight into the research process in an area relating to the health sciences.

Assessment

A presentation of the research results: 7% of final assessment of honours year
A written thesis of not more than 20,000 words supplemented by an oral thesis review: 78% of final assessment for the honours year.

Chief examiner(s)

Dr Karen Walker

Contact hours

Research project related work: 42 hours per week

Prerequisites

BND4111, BND4121

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 use a case-based approach to cover the fundamental principles of physics, biochemistry and genetics. The material covered will describe the relationship between heritable metabolic/biochemical disturbances and behaviour. It will also introduce the basic concepts of human genetics including modes of inheritance and genetic mutations in the context of describing case studies of heritable/genetically-determined disorders (eg. Down's Syndrome, Friedreich's ataxia, etc.). Students will also be introduced to several generic skills that will be useful throughout their degree (eg. writing Neuropsychological case report) and perhaps also their future careers

Outcomes

1. Have developed a good understanding of the broad research-based discipline 'behavioural neuroscience' and its many sub-disciplines or components.
2. Have a good understanding of how our genes interact with the environment to affect the structure and function of the brain and/or our biochemical systems, and in turn, human behaviour.
3. Be familiar with modes of inheritance, gene mutations and abnormalities.
4. Be familiar with the details of several heritable disorders that affect certain aspects of behaviour through neuropharmacological, histological, biochemical and other neurological alterations.
5. Have had the opportunity to develop their group-work and oral presentation skills.
6. Have acquired new skills (eg. locating and extracting relevant and valid information from databases via the web; writing up a basic clinical case history) that will be useful throughout their undergraduate and postgraduate careers.
7. Understand and be able to build on important concepts underlying neuroimaging procedures (including the principles of electromagnetism, simple nuclear physics, etc).
8. To be exposed to the ethical issues surrounding the use of gene testing, as well as gene therapy as a treatment for disease.

Assessment

Discussion topic quizzes 12.5%
Behavioural Neuroscience Assignment: 15%
Clinical Neuropsychology assignment: 10%
Biophysics for Neuroscientists short-answer exercise: 7.5%
MCQ Exam: 55%

Chief examiner(s)

Glenda Bishop

Contact hours

4 contact hours
8 additional hours per week

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

http://www.monash.edu.au/pubs/handbooks/units/BNS1072.html

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

Notes

Synopsis

This unit reviews the gross and cellular structure of the brain and spinal cord and the structures that enclose the nervous system. The majority of the course examines the structural and functional organisation of the spinal cord, brainstem, cerebellum, thalamus, basal ganglia, hypothalamus, cerebral cortex, vasculature and ventricular systems. Emphasis will be placed on how these various parts of the brain mediate behaviour and the neurological consequences that result from their dysfunction.

Outcomes

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

1. Identify from pictures and brain specimens structures of the peripheral nervous system, spinal cord, brainstem, cranial nerves and vasculature and ventricular systems of the spinal cord and brainstem.
2. Describe in their own words and interpret the organisational, structural and functional aspects of the peripheral nervous system, spinal cord, brainstem, cranial nerves and vasculature and ventricular systems of the spinal cord and brainstem.
3. Deduce basic functional consequences related to damage to the above specific neurological structures and deduce the functional effects of occlusion to specific blood vessels of the vascular system.
4. Compare and contrast normal neural function to specific deficits outlined in 3.
5. From case studies with complex and/or unique neural damage, be able to predict and/or infer what functional consequences could result.
6. From case studies with complex and/or unique neural damage, be able to suggest assessment methods and possible treatment approaches that might be adopted.

Assessment

2 x 2 hour written theory examination (mid and end of semester): 2 x 25%
1 hour laboratory spot test (end of semester): 30%
Weekly Tutorial assessment: 20%

Chief examiner(s)

Dr Russell Conduit

Contact hours

6 contact hours
6 additional hours per week

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

http://www.monash.edu.au/pubs/handbooks/units/BNS2011.html

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 reviews the gross and cellular structure of the brain and higher structures that encapsulate the nervous system. The majority of the course examines the structural and functional organisation of the cerebellum, thalamus, basal ganglia, limbic system, cerebral cortex, vasculature and ventricular systems. Emphasis will be placed on how these various parts of the brain mediate behaviour and the neurological consequences that result from their dysfunction.

Outcomes

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

1. Identify from pictures and brain specimens structures of the cerebellum, thalamus, hippocampus, basal ganglia, limbic system, cerebral cortex, vasculature and ventricular systems;
2. Describe in their own words and interpret the organisational, structural and functional aspects of the cerebellum, thalamus, hippocampus, basal ganglia, limbic system, cerebral cortex, vasculature and ventricular systems;
3. Deduce basic functional consequences related to damage to the above specific neurological structures and deduce the functional effects of occlusion to specific blood vessels of the vascular system;
4. Compare and contrast normal neural function to specific deficits outlined in 3;
5. From case studies with complex and/or unique neural damage, be able to predict and/or infer what functional consequences could result;
6. From case studies with complex and/or unique neural damage, be able to suggest assessment methods and possible treatment approaches that might be adopted.

Assessment

2 x Written theory examinations (mid-semester, end of semester: short answer and/or multiple choice questions, 2-hours): 2 x 25%
1-hour laboratory spot test: 30%
Weekly Tutorial assessment: 20%

Chief examiner(s)

Associate Professor Stephen Robinson

Contact hours

6 contact hours
6 additional hours per week.

Prerequisites

BNS2011

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

http://www.monash.edu.au/pubs/handbooks/units/BNS2012.html

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 how the chemistry of the nervous system influences behaviour, building on prior knowledge of nervous system function. It addresses the nature of neuronal communication and how neurotransmitters interact with receptors to send signals to other brain cells. Emphasis will be placed on the regulation of homeostasis and behaviour by neurochemicals and hormones. The role of glial cells in controlling key metabolic pathways in the brain will also be reviewed. Lastly, this unit will examine how synaptic plasticity and biochemical changes underpin memory formation.

Outcomes

1. Explain the methods used by the nervous system to exchange information by releasing neurotransmitters and the interaction of these neurochemicals with specific receptors;
2. Describe how the nervous system regulates the homeostasis of the body and behaviour via neural connections and the release of neurochemicals and hormones from the brain and other organs;
3. Recognise the role that glial cells have in controlling the biochemical balance of the nervous system and how they protect neurones from stressors and pathogens;
4. Identify and describe how synaptic function and plasticity are altered through physiological and environmental influences, and how synaptic plasticity and biochemical changes promote memory formation;
5. Discuss key features of experimental design and methodology that are used in the study of behavioural neuroscience;
6. Demonstrate skills in the use of data analysis software to accurately analyse and report experimental data.
7. Demonstrate careful observation and documentation in experimental work;
8. Evaluate the importance of scientific findings and interpret and discuss these findings in written presentations

Assessment

Mid-semester examination (2-hours): 30%
End-semester examination (2 hours): 30%
Practical reports (3 reports of 1000 words): 30%
Blackboard Quiz on research design and ethics: 10%

Chief examiner(s)

Dr Russell Conduit

Contact hours

3 hours lectures
2 hours practical or equivalent
7 additional hours per week

Prohibitions

BNS3031, BNS3041

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

http://www.monash.edu.au/pubs/handbooks/units/BNS3021.html

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

Synopsis

Following a brief examination of philosophical views of awareness and consciousness, the neurobiological mechanisms that underlie changes in awareness are examined. The modes of action, brain regions targeted and effects on cognition and behaviour of clinical, prescribed and recreational drugs are discussed. They are compared with other altered states of awareness, in particular circadian rhythms and sleep. The notion that awareness results from the integration of cellular activity in the brain and that subtle changes in this pattern of activity can dramatically alter awareness, cognition and behaviour, is emphasised.

Outcomes

On successful completion of this unit, students will:

1. understand the neurobiological modes of action of the major classes of drugs, and their different effects on awareness, cognition and behaviour;
2. understand that awareness results from the integration of cellular activity in the brain, and that subtle changes in this pattern of activity can dramatically alter awareness, cognition and behaviour; and
3. appreciate that addictive behaviour has a strong neurobiological basis, and the ethical and social implications of drug use and abuse.

4. acquired experience in a variety of laboratory-based research paradigms and demonstrated a satisfactory level of competence in obtaining and interpreting scientific data and its presentation in written reports;
5. acquired skills and experience in electronic data acquisition and the presentation of reports using modern techniques of information technology; and
6. developed experience in self-directed group work and the instruction of others.

Assessment

Mid-semester written theory examination (short answer and/or MCQ, 2 hour): 35%
End of semester written theory examination (short answer and/or MCQ, 2 hour): 35%
Short practical report (maximum 500 words): 5%
Laboratory report (2,000 words) 25%

Chief examiner(s)

Associate Professor Shantha Rajaratnam

Contact hours

5 contact hours
7 additional hours per week (or 3 contact hours
9 additional hours on alternate weeks)

Prohibitions

PSY3102

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

http://www.monash.edu.au/pubs/handbooks/units/BNS3052.html

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 common neurological conditions that result in behavioural dysfunction, and imaging techniques that can assist their diagnosis. The first five weeks examine the applications, limitations and theoretical bases of X-ray imaging, CT, angiography, PET, MRI, FMRI, SPECT, EEG and MEG. The remainder investigates the neurobiological correlates of traumatic brain injury, brain tumours, epilepsies, cerebrovascular disorders, Alzheimer's disease, Huntington's disease, multiple sclerosis and Fragile X Tremor Ataxia Syndrome (FXTAS). Emphasis will be placed on the impact of these disorders on behaviour and cognition, their diagnosis and treatment, and on aspects of patient care.

Outcomes

On successful completion of this unit, students will:

1. be familiar with the variety of neuroimaging techniques that are available, and understand the theoretical basis for these technologies and their practical limitations;

2. understand how imaging techniques can assist the diagnosis of some neurological disorders, and be able to interpret some of the features revealed by these images;

3. understand the neurobiological correlates of some common neurological disorders and how they are diagnosed and treated;

4. understand the behavioural and cognitive deficits that accompany some neurological disorders;

5. appreciate the impact of disorders and their treatment from the point of view of patients and their carers;

6. have developed confidence in communicating effectively with clinicians, patients and their carers; and

7. have acquired the ability of writing case reports based on clinical evaluation and interview with patients.

Assessment

Mid-semester written theory examination (short answer and/or MCQ, 2 hour): 30%
End of semester written theory examination (MCQ, 2 hours): 40%
Multi-disciplinary neuroimaging assignment: 15%
Patient Case Reports: 15%

Chief examiner(s)

Associate Professor Nellie Georgiou-Karistianis

Contact hours

3 hours of lectures per week (1 x 2 hour; 1 x 1 hour), plus one 2 hour laboratory fortnightly. 6 additional hours per week of study

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

http://www.monash.edu.au/pubs/handbooks/units/BNS3062.html

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

Synopsis

The Honours year in behavioural neuroscience aims to increase students understanding of theoretical and methodological aspects of research, develop their analytic, research and communication skills, as well as provide students with advanced knowledge in specific areas of the discipline including laboratory techniques and other research-related skills. The unit is also designed to prepare students for higher degree studies. The relatively high weighting of this unit reflects the intensity of taking on a major research project in this field. In this unit students undertake two separate, though typically closely-related, research projects in an area within behavioural neuroscience that aim to provide training in both discipline specific and generic research skills. Their research projects form the basis of a literature review and research paper(s) and oral poster presentation submitted at the end of the year.

Outcomes

On completion of BNS4100 Behavioural Neuroscience Honours Research Project students will:

1. be able to critically review the scientific literature in their domain of behavioural neuroscience research,

2. have acquired sound knowledge of the processes involved in research design, development and implementation through the completion of a research project,

3. be able to execute and analyse the outcomes of a laboratory-based and/or field-based study,

4. be proficient in the use of computer-based analysis, data-base, presentation, word processing and data-base/internet search engine software,

5. be able to prepare a report of a research project in a potentially publishable way,

6. show communication skills in both oral and written presentations to both audiences who are specialists in the student's field of study of research and non-specialist scientific audience,

7. have acquired a range of technical skills appropriate to their research area,

8. have the capability to perform a variety of scientific procedures and techniques that are essential to the satisfactory completion and reporting of a research project.

Assessment

Oral presentation of research (hurdle)
Literature review (4000 - 5000 words): 20%
Oral poster presentation: 10%
Two separate research papers (5000 - 7000 words each) or one combined research paper (8000-10000 words): 70%

Chief examiner(s)

Dr Jillian Broadbear

Contact hours

42 hours/week on their research project. Six 2-3 hour seminars/workshops

Prerequisites

BNS4200 - Must be enrolled in the Honours degree of Bachelor of Behavioural Neuroscience.

Co-requisites

BNS4200

Must be enrolled in the Honours degree of Bachelor of Behavioural Neuroscience.

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

http://www.monash.edu.au/pubs/handbooks/units/BNS4100.html

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

Synopsis

The Honours year in behavioural neuroscience aims to increase students' understanding of theoretical and methodological aspects of research, develop their analytic, research and communication skills, as well as providing students with advanced knowledge in specific areas of the discipline including laboratory techniques and other research-related skills. In this unit students completed the Research Design and Analysis coursework component. It involves attending a lecture series and associated workshops that are designed to expand the students' knowledge of univariate and multivariate statistical procedures used by neuroscientists and psychologists in research.

Outcomes

On completion of BNS4200 Behavioural Neuroscience Honours Research Design and Analysis unit, students will:

1. understand the processes involved in the design, development and implementation of research project,

2. be proficient in the use of advanced univariate and multivariate statistical procedures relevant to psychology,

3. be proficient in the use of the SPSS software package for statistical analysis and data-base storage and manipulation

4. have the capability to pursue research-related postgraduate studies in behavioural neuroscience.

Assessment

1 x 2 hr end of semester MCQ and short answer examination (open book, 70%)
2 (out of 6) practical assessment tasks (1,500 words; 15% each)

Chief examiner(s)

Dr Jillian Broadbear

Contact hours

2 hours per week of lectures and 1 hour per week of tutorials and SPSSx training per fortnight.

Co-requisites

BNS4100

Must be enrolled in the Honours degree of Bachelor of Behavioural Neuroscience

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

BNS4100.html">http://www.monash.edu.au/pubs/handbooks/units/BNS4100.html

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 reflects an introduction to the four themes of the MBBS curriculum: Theme I (Personal and Professional Development), Theme II (Society, Population, Health and Illness), Theme III (Scientific Basis of Clinical Practice) and Theme IV (Clinical Skills). Students begin to develop the knowledge, skills and attributes required by a medical student. Knowledge in the basic medical and behavioural sciences is developed within inter-disciplinary units related to clinical and other problems through problem based learning clinical case studies. Clinical skills development introduces history-taking, physical examination and clinical reasoning through clinical skills tutorials and clinical placement activities. Community partnership placements are commenced.

Outcomes

Students will be expected to achieve the learning objectives in all four Themes for this Unit. Theme I Personal and Professional Development, Theme II Population, Society, Health and Illness, Theme III Scientific Basis of Clinical Practice and Theme IV Clinical Skills.

Assessment

Two written assignments: 5%
5%, written mid-semester exam: 5%, written end-of-semester exam: 10% and practical exam (OSCE): 10% during GMA1011 account for 35% of the end of Year A mark.

Chief examiner(s)

Associate Professor Shane Bullock

Contact hours

18 weeks based upon 27 contact hours of predominately small group teaching and learning activities which will include some lectures, tutorials, practical sessions, fortnightly clinical placements (9 days in all), fortnightly GP placements (4 days in all) and Community Based Program placements (8 days) including an Indigenous Health Placement (1 day).

Prerequisites

Must be enrolled in course code 3952

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

Synopsis

GMA2000 provides an overall result for Year A Graduate entry MBBS based upon achievement in GMA1011, GMA2022 and includes the Vertically Integrated Assessment examination undertaken at the end of Year A. Teaching and learning activities for GMA1011 and GMA2022 have been outlined in the relevant unit approvals and student results for each of these units will contribute to the result for GMA2000.

Outcomes

GMA2000 is a hurdle requirement for successful completion of the Graduate entry MBBS course. On successful completion of the unit students will have demonstrated the necessary integration of knowledge and skills developed during Year A of the medicine course.

Assessment

Weightings: GMA1011: 35%
GMA2022: 45% +VIA examination: 20%

Chief examiner(s)

Associate Professor Shane Bullock

Prerequisites

Must be enrolled in course code 3952

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 reflects the four themes of the MBBS curriculum: Theme I (Personal and Professional Development), Theme II (Society, Population, Health and Illness), Theme III (Scientific Basis of Clinical Practice) and Theme IV (Clinical Skills).

Outcomes

Students will be expected to achieve the learning objectives in all four Themes for this Unit. Theme I Personal and Professional Development, Theme II Population, Society, Health and Illness, Theme III Scientific Basis of Clinical Practice and Theme IV Clinical Skills.

Assessment

Three written assignments: 5%+5%
5%, written mid-semester exam: 5%, written end-of-semester exam: 10%, practical exam (OSCE): 15%, Vertically Integrated Assessment (VIA) exam: 20%

Chief examiner(s)

Associate Professor Shane Bullock

Contact hours

Workload requirement: 18 weeks based upon 27 contact hours of predominately small group teaching and learning activities which will include some lectures, tutorials, practical sessions, fortnightly clinical placements (9 days in all), fortnightly GP placements.

Prerequisites

Must be enrolled in course code 3952

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

Synopsis

GMB3031 is an integrated medicine/surgery curriculum based on the four themes of the medical curriculum: personal and professional development; population, society, health and illness; foundations of medicine; and, clinical skills. Evidence-based educational approaches support students in acquiring appropriate knowledge, attitudes and skills in medicine, surgery, clinical skills, evidence-based clinical practice, occupational and environmental medicine, pathophysiology, pharmacology, ethics and law. Previous learning in Year A will be extended in a vertically integrated manner.

Outcomes

By the end of Year B, students are expected to be able to:

Theme I: Personal and Professional Development

1. Describe ethical and legal issues pertinent to clinical contexts;
2. Articulate professional rights and responsibilities including advocacy for patients and their families;
3. Demonstrate ability to work as part of multi-professional teams;
4. Identify, develop and use strategies to meet professional and personal challenges and needs.

5. Correctly apply principles and key steps in evidence based clinical practice;
6. Demonstrate application of the principles of evidence-based medicine to the diagnosis, management and prevention of occupational and environmental disease;
7. Elicit an accurate occupational and environmental history;
8. Describe how to certify a patient's fitness for work;
9. Effectively advise patients on the cause and prevention of the better-known occupational and environmental diseases;
10. Recognise human and institutional factors relevant to risk management in health care settings.

11. Identify and apply the scientific bases that underpin the rational approach to eliciting a history and examining a patient in common diseases;
12. Formulate a differential diagnosis and problem list relevant to the patient;

13. Describe the natural history, pathogenesis and morphology of pathological processes related to specific diseases and conditions. Relate these to their clinical manifestations;

14. Recognize that patients can present with problems due to multiple causes and contributing factors, including psychosocial factors, which impact upon their management, care and outcomes;

15. Determine and describe the scientific rationale that underpins the selection of appropriate investigations to confirm the diagnosis and guide the management of the patient;
16. Interpret the results of investigations and relate these to the diagnosis and/or management of the patient's condition;

17. Outline the scientific basis for the range of therapeutic approaches available to manage a patient's problem;
18. Analyse the scientific rationale that underpins medical and surgical therapies (the scientific basis of therapies and their implementation);
19. Select appropriate management options for patients, medical (including pharmacological) and interventional (particularly surgical);

20. Explain the key features of processes undertaken to provide surgical care for a patient, including preoperative assessment, operating room processes, anaesthetic management and postoperative care;
21. Describe the key principles of common operations and procedures important to the effective surgical management of patients' problems;

22. Use a rational approach, incorporating knowledge about safety, to select appropriate therapeutic drugs. Describe the basis of their mechanism of action, important aspects of their pharmacokinetics, adverse effects and drug interactions;

23. Identify and criticise how research contributes to the body of scientific knowledge available to medical practitioners;

Assessment

Assessments are continuous and will be both formative and summative. Formative assessments will include written instruments such as EMQs and short answer questions linked with PBLs together with observation of clinical skills and completion of a clinical skills logbook.
Students must demonstrate satisfactory participation and performance in clinical skills activities during clinical attachments. Portfolio components must be completed as required. Pass grade only (PGO).

Chief examiner(s)

Associate Professor Shane Bullock

Contact hours

Weekly there will be approximately 13 hours of structured teaching and
learning, 10 hours of unstructured learning in clinical settings and 25 hours of unstructured individual learning (private study).

Prerequisites

GMA1011, GMA2022. Must be enrolled in course code 3952.

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

Synopsis

GMB 3042 is an integrated medicine/surgery curriculum based on the four themes of the medical curriculum: personal and professional development; population, society, health and illness; foundations of medicine; and, clinical skills. Evidence-based educational approaches support students in acquiring appropriate knowledge, attitudes and skills in medicine, surgery, clinical skills, evidence-based clinical practice, occupational and environmental medicine, pathophysiology, pharmacology, ethics and law. Previous learning in Year A will be extended in a vertically integrated manner.

Outcomes

By the end of Year B, students are expected to be able to:

Theme I: Personal and Professional Development

1. Describe ethical and legal issues pertinent to clinical contexts;
2. Articulate professional rights and responsibilities including advocacy for patients and their families;
3. Demonstrate ability to work as part of multi-professional teams;
4. Identify, develop and use strategies to meet professional and personal challenges and needs.

5. Correctly apply principles and key steps in evidence based clinical practice;
6. Demonstrate application of the principles of evidence-based medicine to the diagnosis, management and prevention of occupational and environmental disease;
7. Elicit an accurate occupational and environmental history;
8. Describe how to certify a patient's fitness for work;
9. Effectively advise patients on the cause and prevention of the better-known occupational and environmental diseases;
10. Recognise human and institutional factors relevant to risk management in health care settings.

11. Describe the diagnosis, management and therapy of common diseases in general internal medicine and surgery;
12. Describe the pathogenesis, morphological and clinical manifestations of basic pathological processes and specific diseases at the molecular, cellular, tissue, organ and whole body levels;
13. Interpret clinical manifestations of disease and disease progression in terms of the underlying pathology;
14. Describe commonly used diagnostic testing (clinical, laboratory and imaging) including underlying rationale for use;
15. Observe, describe and interpret diseased tissue at cellular, tissue and organ levels and explain the underlying pathology;
16. Describe pre-operative assessment including anaesthetics;
17. Describe and demonstrate relevant operating theatre procedures;
18. Describe post-operative care;
19. Formulate and work through a differential diagnosis to arrive at a preferred or definitive diagnosis;
20. Select and interpret laboratory and other relevant investigations and relate the results to underlying pathology;
21. Describe request procedures for laboratory and other relevant investigations;
22. Describe and use methods for collection of common laboratory specimens;
23. Outline the contribution of the pathologist to diagnosis and patient management;
24. Describe the autopsy procedure and recognise the role of the autopsy in understanding human disease;
25. Describe the rational use of therapeutic drugs in general medical and surgical conditions, including mechanism of action, pharmacokinetics, indications, adverse effects and adverse interactions and adverse events for specified groups of drugs;
26. Describe the pharmacological principles underlying adverse drug reactions.

27. Communicate clearly, considerately and sensitively with peers, patients, relatives, doctors, nurses, other health care professionals and the general public;
28. Conduct a patient-centered interview that is tactful, accurate, organized and problem-focused;
29. Describe principles for giving information to patients (e.g. applied to procedural information, patient education skills);
30. Conduct relevant and appropriate physical and clinical examinations.
31. Describe and use clinical reasoning skills;
32. Frame appropriate diagnoses/differential diagnoses in commonly presenting complaints;
33. Correctly perform specified practical techniques, tasks and procedures;
34. Describe normal and abnormal reactions to illness, disability and loss.

Assessment

Assessments are continuous and will be both formative and summative. Formative assessments will include written instruments such as EMQs and short answer questions linked with PBLs together with observation of clinical skills and completion of a clinical skills logbook.
Students must demonstrate satisfactory participation and performance in clinical skills activities during clinical attachments. Portfolio components must be completed as required. Pass grade only (PGO).

Chief examiner(s)

Associate Professor Shane Bullock

Contact hours

Weekly there will be approximately 13 hours of structured teaching and
learning, 10 hours of unstructured learning in clinical settings and 25 hours of unstructured individual learning (private study).

Prerequisites

GMA1011, GMA2022, GMB3031. Must be enrolled in course code 3952.

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

Synopsis

GMC4000 provides an overall result for Year C MBBS based upon achievement in GMB3031, GMB 3042, GMC4151, GMC4162 and the Vertically Integrated Assessment (VIA) examination.
Students will need to successfully complete GMB 3031, GMB3042, GMC4151, GMC4162 and the VIA examination.
A grade will be awarded for GMC4000 based on student achievement in GMB3031,GMB3042, GMC4151, GMC4162 and the VIA examination.

Outcomes

GMC4000 is a hurdle requirement for successful completion of the MBBS course. On completion of the unit students will have demonstrated the necessary integration of knowledge and skills developed during Years A to C of the graduate-entry medicine course.

Assessment

GMB3031: 17.5%
GMB3042: 17.5%
GMC4151: 5.0%
GMC4162: 5.0%
VIA Exam: 30.0%
MED4200 (OSCE & EMQ):25.0%

Chief examiner(s)

Associate Professor Shane Bullock

Prerequisites

Must have passed GMB3031, GMB3042, GMC4051, GMC4062, GMC4151, GMC4162, GMC4200

Co-requisites

One of GMC4151, GMC4162, GMC4200 and must be enrolled in course 3952

Prohibitions

Nil

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

Synopsis

Specialty Clinical Practices I provides clinical teaching in Children's Health, General Practice, Psychiatry and Women's Health. Students will undertake clinical placements in at least 2 specialty areas across the semester.
Learning activities, tailored to the specific placement, may include lectures, tutorials, case-based learning, bedside tutorials, practical skills sessions, and specialty teaching clinics and directed learning activities. Students are expected to attend clinical settings, undertake independent learning activities and consolidate knowledge and skills from previous learning. EBCP and Health Systems Management components will be integrated with placement activities.

Outcomes

On successful completion, for the disciplines relevant to each of the clinical
placements undertaken, students are expected to be able to:
Theme I: Personal and Professional Development

1. Demonstrate appropriate communication, and interpersonal and professional skills for hospital and community clinical settings
2. Recognise legal and ethical issues relevant to the practice of medicine.
3. Recognise the principles of team-work, and the role of doctors in clinical teams.

4. Explain the economic perspective on health issues and health care.
5. Critique evaluations of a health intervention.
6. Identify organisational factors which impact on patient care and participate in quality improvement processes.
7. Identify the impact of public health policy on the delivery of health care to the individual.
8. Identify relevant programs and community resources available to patients and their families.
9. Identify relevant approaches to health education, illness prevention and rehabilitation.

10. Apply the knowledge and concepts of basic biological, psychological and social science to common and important clinical conditions.
11. Identify biological, psychological and social factors pertinent to understanding the illness and its management.
12. Identify common and important illnesses, conditions and disorders.

13. Elicit and record an accurate clinical history appropriate for the patients and the clinical context.
14. Perform and accurately record an appropriate physical examination.
15. Develop differential diagnoses and formulate problems.
16. Competently perform selected clinical practices, techniques and procedures.
17. Formulate appropriate patient-centred management plans and discuss management issues.
18. Identify appropriate and cost-effective investigation strategies.

Assessment

Summative in-semester assessment tasks (written and practical tasks) specific for the discipline area of the clinical attachments (ie Children's Health, General Practice Women's Health, and Psychiatry). Weighting 100%

Hurdle requirements for each area of clinical attachment (ie Children's Health, General Practice Women's Health) such as completion of specified clinical tasks and completion of logbooks. Successful completion of webbased Evidence-Based Clinical Practice and Health Systems Management components.

80% minimum attendance hurdle requirement

Chief examiner(s)

Associate Professor Shane Bullock

Contact hours

This is a 12 point unit over 18 weeks in continuous rotations through clinical attachments.

Prerequisites

GMB3031, GMB3042

Co-requisites

GMC4200

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

Synopsis

Specialty Clinical Practices II provides clinical teaching in Children's Health, General Practice, Psychiatry and Women's Health. Students will undertake clinical placements in at least 2 specialty areas across the semester.
Learning activities, tailored to the specific placement, may include lectures, tutorials, case-based learning, bedside tutorials, practical skills sessions, and specialty teaching clinics and directed learning activities.
Students are expected to attend clinical settings, undertake independent learning activities and consolidate knowledge and skills from previous learning. EBCP and Health Economics components will be integrated with placement activities.

Outcomes

On successful completion, for the disciplines relevant to each of the clinical
placements undertaken, students are expected to be able to:
Theme I: Personal and Professional Development

1. Demonstrate appropriate communication, and interpersonal and professional skills for hospital and community clinical settings
2. Recognise legal and ethical issues relevant to the practice of medicine.
3. Recognise the principles of team-work, and the role of doctors in clinical teams.

4. Explain the economic perspective on health issues and health care.
5. Critique evaluations of a health intervention.
6. Identify organisational factors which impact on patient care and participate in quality improvement processes.
7. Identify the impact of public health policy on the delivery of health care to the individual.
8. Identify relevant programs and community resources available to patients and their families.
9. Identify relevant approaches to health education, illness prevention and rehabilitation.

10. Apply the knowledge and concepts of basic biological, psychological and social science to common and important clinical conditions.
11. Identify biological, psychological and social factors pertinent to understanding the illness and its management.
12. Identify common and important illnesses, conditions and disorders.

13. Elicit and record an accurate clinical history appropriate for the patients and the clinical context.
14. Perform and accurately record an appropriate physical examination.
15. Develop differential diagnoses and formulate problems.
16. Competently perform selected clinical practices, techniques and procedures.
17. Formulate appropriate patient-centred management plans and discuss management issues.
18. Identify appropriate and cost-effective investigation strategies.

Assessment

Summative assessment tasks (written and practical) specific for the discipline area of the clinical attachments (ie Children's Health, General Practice Women's Health, Psychiatry) with a total of 12 assessment workload points for in-semester assessment. Weighting 100%

Hurdle requirements for each area of clinical attachment (ie Children's Health, General Practice Women's Health) such as specified clinical tasks and completion of logbooks. Successful completion of web-based Evidence-Based Clinical Practice and Health Economics components.

80% minimum attendance hurdle requirement

Chief examiner(s)

Associate Professor Shane Bullock

Contact hours

This is a 12 point unit over 18 weeks in continuous rotations through clinical attachments.

Prerequisites

GMB3031, GMB3042

Co-requisites

GMC4200

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

Synopsis

Integrated Clinical Studies builds upon learning in the specialty clinical areas of Children's Health, General Practice, Psychiatry and Women's Health.
Students will undertake clinical placements in each specialty clinical areas across the year. Learning activities specific to each specialty area will be linked to the specific clinical placement and may include lectures, tutorials, case-based learning, bedside tutorials, practical skills sessions, and specialty teaching clinics and directed learning activities. Students are expected to consolidate knowledge and skills through both experiential learning in clinical settings and self directed study.

Outcomes

On successful completion, for the disciplines relevant to each of the clinical placements undertaken, students are expected to be able to:
Theme I: Personal and Professional Development

1. Demonstrate appropriate communication, and interpersonal and professional skills for hospital and community clinical settings
2. Recognise legal and ethical issues relevant to the practice of medicine.
3. Recognise the principles of team-work, and the role of doctors in clinical teams.

4. Explain the economic perspective on health issues and health care.
5. Critique evaluations of a health intervention.
6. Identify organisational factors which impact on patient care and participate in quality improvement processes.
7. Identify the impact of public health policy on the delivery of health care to the individual.
8. Identify relevant programs and community resources available to patients and their families.
9. Identify relevant approaches to health education, illness prevention and rehabilitation.

10. Apply the knowledge and concepts of basic biological, psychological and social science to common and important clinical conditions.
11. Identify biological, psychological and social factors pertinent to understanding the illness and its management.
12. Identify common and important illnesses, conditions and disorders.

Assessment

Summative assessment tasks:

OSCEs 40%, Written examinations 40%, Written VIA 20 %

Contact hours

This is a 24 point unit over 2 x18 week semesters in continuous rotations through clinical attachments.
80% minimum attendance hurdle requirement

Prerequisites

GMB3031, GMB3042

Co-requisites

GMC4151 or GMC4162

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

Synopsis

GMD5071 is focused on facilitating the transition of students into the medical workplace as beginning interns. Students will participate in a range of learning experiences which are designed to substantially enhance their clinical reasoning, diagnostic and case management skills. Students will participate in supervised clinical practice and related learning activities (modules). Further, students will have the opportunity to broaden their knowledge and skills in self selected areas of clinical practice which may include electing a remote community, health or medicine related field.

Outcomes

At the completion of GMD5071, the student will demonstrate:
Clinical sciences: (Themes III & IV)

1. appropriate clinical history and physical/mental state examination skills required of an intern;
2. the clinical skills necessary to competently assess emergency and non-emergency conditions;
3. an ability to identify and assimilate presenting problems in the development of appropriate therapeutic treatments and a management plan;
4. an understanding of the acute, chronic, ambulatory and psycho-social contexts of illness and how these influence the clinical presentation and management;
5. an understanding of the 'continuum of care' in patient management across diverse settings including rural health;
6. competence in relevant clinical procedures;

7. an understanding of the causative factors and pathophysiological basis of health and disease;

8. an awareness of health care quality improvement activities;

9. an ability to work as an effective member of a multidisciplinary health care team;
10. effective communication skills, advocacy skills and social understanding with patients of all ages and their families within diverse and multicultural contexts;
11. appropriate written and verbal communication skills with members of the health care team;
12. appropriate professional, ethical and gender competent behaviour with patients and members of the health care team;
13. familiarity with the medico-legal responsibilities of being an intern;
14. a comprehension of the broad diversity of career options.

Assessment

There will be multiple approaches to assessment in GMD5071 as follows:
Students will not be individually graded, but all assessments will be a "hurdle" requirement. Each assessment item will need to be successfully completed to pass the unit.
1. Formative assessment
2. Moderated online discussion group
3. Case presentations
4. Clinical Knowledge Test
5. Pre-Intern Appraisal
6. Portfolio

Chief examiner(s)

Associate Professor Shane Bullock

Contact hours

Completion of clinical orientated learning modules together with other negotiated, self directed clinical activities, will form the basis of the pre-intern experience for the student which constitutes a total workload of 30 hours per week.

Prerequisites

2012 pre-reqs: GMC4051, GMC4062
2013 pre-reqs: GMC4151, GMC4162, GMC4200, GMC4000

Co-requisites

GMD5102

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

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

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

Synopsis

GMD5082 is one of three units in the final year of the 4-year graduate-entry MBBS course. In this unit, the theme related integrated approach that has characterized the student's previous three years of study is continued. Students will consolidate and enhance their knowledge, clinical skills and professional behaviours in three of the following clinically orientated rotations: Aged Care, Emergency Medicine, Medical, Surgical, Specialty and a Student Elective in a clinical area of personal interest subject to Faculty approval.

GMD5082 is focused on facilitating the transition of students into the medical workplace as beginning interns. Students will participate in a range of learning experiences which are designed to substantially enhance their clinical reasoning, diagnostic and case management skills. Students will participate in supervised clinical practice and related learning activities (modules). Further, students will have the opportunity to broaden their knowledge and skills in self selected areas of clinical practice which may include electing a remote community, health or medicine related field.

Outcomes

At the completion of GMD5082, the student will demonstrate:
Clinical sciences: (Themes III & IV)

1. appropriate clinical history and physical/mental state examination skills required of an intern;
2. the clinical skills necessary to competently assess emergency and non-emergency conditions;
3. an ability to identify and assimilate presenting problems in the development of appropriate therapeutic treatments and a management plan;
4. an understanding of the acute, chronic, ambulatory and psycho-social contexts of illness and how these influence the clinical presentation and management;
5. an understanding of the 'continuum of care' in patient management across diverse settings including rural health;
6. competence in relevant clinical procedures;

7. an understanding of the causative factors and pathophysiological basis of health and disease;

8. an awareness of health care quality improvement activities;

9. an ability to work as an effective member of a multidisciplinary health care team;
10. effective communication skills, advocacy skills and social understanding with patients of all ages and their families within diverse and multicultural contexts;
11. appropriate written and verbal communication skills with members of the health care team;
12. appropriate professional, ethical and gender competent behaviour with patients and members of the health care team;
13. familiarity with the medico-legal responsibilities of being an intern;
14. a comprehension of the broad diversity of career options.

Assessment

There will be multiple approaches to assessment in GMD5082 as follows:
Students will not be individually graded, but all assessments will be a "hurdle" requirement. Each assessment item will need to be successfully completed to pass the unit.
1. Formative assessment
2. Moderated online discussion group
3. Case presentations
4. Clinical Knowledge Test
5. Pre-Intern Appraisal
6. Portfolio

Chief examiner(s)

Associate Professor Shane Bullock

Contact hours

Workload requirementCompletion of clinical orientated learning modules together with other negotiated, self directed clinical activities will form the basis of the pre-intern experience for the student which constitutes a total workload of 30 hours per week.

Prerequisites

2012 pre-reqs: GMC4051, GMC4062; GMD5091
2013 pre-reqs: GMC4151, GMC4162, GMC4200, GMC4000

Co-requisites

GMD5102

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

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

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 indicates the honours grade obtained by a student on completion of the four years of the graduate entry MB BS degree. Students are not eligible for honours if they take more than four years (not including deferred years) to complete the course. The grade is derived from a formula approved by faculty board as outlined below.

Assessment

Year A: 30%
Year B: 30%
Year C: 30%
Year D: 10%

Prerequisites

2012 pre-reqs: GMA1011, GMA2000, GMA2022, GMB3031, GMB3042, GMC4000, GMC4051, GMC4062
2013 pre-reqs: GMC4151, GMC4162, GMC4200, GMC4000

Co-requisites

Must be enrolled in course 3952 and GMD5071, GMD5082, GMD5102

Prohibitions

MED5100, MED6005

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

Synopsis

Medical practitioners are frequently required to respond to emerging and consolidating innovations and policies related to clinical practice. GMD5102 further develops the concept of 'fitness to practice' and focuses upon the development of students' understanding of the principles of Patient Safety and the related clinical competencies. The unit will provide students with an understanding of the role of research in Patient Safety and the application of these principles and practices in diverse contexts. The unit will have the capacity to respond to other issues / innovations / policy changes as they arise in medical practice

Outcomes

At the completion of GMD5102 students will be able to:

1. identify and describe the principles of Patient Safety;
2. recognise individual practitioner, patient and institutional methods and strategies used to ensure Patient Safety principles are upheld;
3. demonstrate competence in Patient Safety practices in simulated settings;
4. contribute actively to the development and implementation of Patient Safety practices;
5. critique and apply current scientific and medical research related to Patient Safety.

Assessment

Students will not be individually graded, but all assessments will be a "hurdle" requirement. Each assessment item will need to be successfully completed to pass the unit.
1. Observed Patient Safety Skills Assessments
2. 'Fitness to practice' written examination:
3. Student group presentations

Chief examiner(s)

Associate Professor Shane Bullock

Contact hours

Students will undertake a combination of lectures; tutorials, workshops, clinical activities and individual study. An estimated workload of 3 hours per week over the course of the year will be divided between on-campus and off-campus activities. Total 144 hours.

Prerequisites

2012 pre-reqs: GMC4051, GMC4062
2013 pre-reqs: GMC4151, GMC4162, GMC4200, GMC4000

Co-requisites

GMD5071 and GMD5082

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

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

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 demonstrates that 'health' is a contested concept with multiple definitions and meanings. ICF and 'socio-ecological' models of health are used to explore individual, socio-cultural, economic and environmental determinants of health for individuals, families and communities. Principles of social equity are used to explore patterns of ill-health, risk and resource distribution within social groups, communities and broader society. Differences between individual and population health are examined. Critical perspectives explore political and ideological dimensions of health including individual and collective responsibility, and roles for governments, private enterprise and volunteers.

Outcomes

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

1. reflect on their own values and assumptions regarding health and wellbeing
2. discuss health and wellbeing in terms of the diversity of definitions, concepts and meanings
3. define, compare and contrast biomedical and ecological models of health
4. explain the ICF framework and its applications in health and social care practice
5. identify the socio-cultural, environmental, economic and political determinants of health for individuals, families and communities
6. apply the principles of the 'determinants of health' approach to selected health issues from the National Health Priority Areas across a range of population groups and settings within urban and rural Australia
7. describe and discuss inequalities in health and utilisation of services, and the underlying reasons
8. critically reflect on contemporary debates regarding individual and collective responsibility for health and the role for governments and private enterprise
9. critically reflect on the philosophical and ideological underpinnings of various professional and lay perspectives on health and examine their implications for health and social care practice.

Assessment

Community interview and report: 25%
Written assignment: 45%
Examination: 30%
Hurdle requirement: attendance at 80% of tutorials, unless medical or other certification provided.

Contact hours

On campus students: 12 hours per week including contact time (1 hour lecture, 2 hour tutorial), fieldwork and self-directed learning.

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

Synopsis

Working with People provides students with knowledge and practical skills for future workforce participation in the healthcare and allied health industry. The unit aims to develop basic communication skills including theories of communication, verbal and non-verbal, barriers and facilitators, building relationships and problem-solving. The unit introduces basic theories relevant to managing people and organisations. Individual differences will be examined in relation to workplace structure, culture and practice. Students will gain an appreciation of theory and practical application of motivation, team building, team work, leadership, conflict, sharing power and decision-making.

Outcomes

On completion of the unit students will be able to:

1. describe models of communication and the theories that underpin them;
2. explain the role of individual behaviour, values and attributes in communication between individuals, groups and organisations;
3. discuss theories and practical application of group behaviours, individual motivation, team building and group processes;
4. demonstrate understanding of basic skills in managing conflict and power relations;
5. compare and contrast different models of leadership and examine their implications for practice;
6. consult effectively with a range of people in a range of contexts; and
7. demonstrate basic ability to lead and participate in a manner which respects diverse opinions and perspectives.

Assessment

Communication Assignment (2000 words) 30%
Group Presentation 20%
Individual Paper (1500 words) 20%
Exam (short answer questions plus long answer responses) 30%
Hurdle requirement: attendance at 80% of tutorials, unless medical or other certification provided.

Chief examiner(s)

Nerida Joss

Contact hours

3 hours class contact time per week
On campus students: 12 hours per week including contact time (1 hour lecture, 2 hour tutorial) and self directed learning.

Prohibitions

MGW1010, MGW2230

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

Synopsis

HSC1052 provides an introduction to health care systems (local and global), including their relations to policy, politics and the interaction of the system with the health needs and outcomes of populations and individuals. The unit also utilizes relevant current events to generate discussion and debate around policy approaches to specific issues and the politics of health and social care.

Outcomes

1. Explain aspects of health and social care systems within specific communities (local and global).
2. Analyse health systems comparatively, including their political underpinnings, and the role of politics and policy in determining the architecture of health and social care systems.
3. Explain the role of health and social care systems in addressing equity and inequity in health and wellbeing.
4. Relate political and social systems to the existing structure, functions and funding of health and social care systems
5. Critique the role of health and social care systems in addressing broader socio-economic inequity, at local, national and global levels.

Assessment

1. Written assignment (1,000 words) presenting socio-demographic and health systems data for a specific local area (20%)
2. Group presentation (20 minutes) addressing the circumstances, options and accessibility to services of case study 'families' (20%)
3. Written assignment (2,500 words) on health and social care systems and their relationship to equity and inequity in health outcomes (45%)
4. Weekly Quiz (15%)

Hurdle requirements: 80% attendance at tutorials unless medical or other certification provided and completion of in-class activities.

Chief examiner(s)

Dr Charles Livingstone

Contact hours

12 hours per week including contact time (1 hour lecture, 2 hour tutorial) and self directed learning.

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 introduces students to the skills necessary to locate, critique the usefulness and quality of, and summarise evidence to provide them with a solid foundation for an evidence-based approach to optimising health and well-being at a population level. Students are guided through skills in searching for and locating evidence. They are introduced to different research methodologies and ways of analysing data to understand various research paradigms. This information is used to critique the available literature. Students will be introduced to both qualitative and quantitative methods of data collection and analysis; basic descriptive statistics;, measurement concepts; and synthesis and reporting of data.

Outcomes

1. Describe different sources of evidence in health (e.g. newspaper articles, internet sites, journal publications, etc)
2. Retrieve and evaluate health information from diverse sources in order to inform and improve the practice of public health
3. Describe quantitative and qualitative techniques for data collection and basic analysis for reporting data
4. Recognise issues of cultural context and ethical principles in data collection and interpretation
5. Summarise and interpret health information
6. Demonstrate the ability to summarise and communicate evidence for professional audiences

Assessment

Tutorial attendance: Hurdle requirement of 80% attendance - Throughout semester
Workshop attendance: Hurdle requirement of 80% attendance - Throughout semester
1. Evidence ranking and summary: 15% - Week 4
2a. Quantitative data test: 5% - Week 6
2b. Qualitative data test: 5% - Week 9
2c: Quantitative & Qualitative analysis test: 5% - Week 11
3: Project proposal (2,000 word limit): 30% - Week 12
4: Written examination (2 hours): 40% - End of semester (TBA)

Chief examiner(s)

Dr Dragan Ilic

Contact hours

4 hours per week - 1 hour lecture, 2.0 hour tutorial, 1.0 hour workshop

Off-campus attendance requirements

Off campus students: 12 hours of study per week which includes working though study materials, essentials readings, activities (including online), completing assessment tasks and self directed learning.

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 introduces students to the key principles and frameworks that guide health promotion and disease prevention in Australia and internationally. Students will examine concepts and theories that underpin health promotion and the primary care, behavioural and socio-environmental approaches used in this field. Important dimensions of practice, including partnerships, participation, multi-level action, capacity building and evidence-based practice will be explored. The areas of health promotion action that will be examined will encompass policy development for health, creating supportive environments, health education strategies, health communication techniques at the group and population level, and advocacy. The application of these to health challenges in diverse cultural and economic contexts will be explored. By the completion of the Unit, students will be expected to demonstrate an understanding of health promotion's key concepts, values and methods, and the criteria by which the quality of practice can be judged.

Outcomes

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

1. discuss and critically reflect on principles, concepts and frameworks that underpin health promotion;
2. compare primary care, behavioural, and socio-environmental approaches to health promotion and discuss their strengths and limitations;
3. describe the role of empowerment in health improvement and the scope for community participation in health promotion;
4. identify the attributes of effective partnerships for health promotion;
5. identify the different types of evidence that can guide health and sources of evidence that can assist in strategy selection;
6. critically reflect on the uses of health education, community organisation, communication and social marketing strategies to achieve individual, social, and policy changes;
7. demonstrate an understanding of the contribution of policy development to health promotion;
8. describe the key domains of capacity building and the use of capacity building in health promotion, and;
9. discuss ethical challenges that are presented by health promotion.

Assessment

Class test 10%; research report 30%, in-class presentation 20%; examination 40%. Hurdle requirement: 80% attendance at tutorials.

Chief examiner(s)

Associate Professor Ben Smith

Contact hours

1 hour lecture and 2 hours tutorial per week.

Prerequisites

Must have passed one of HSC1081, HSC1082 or HSC1112

Co-requisites

Must be enrolled in course code: 3870, 3882, 4504, 4505, 4506

Prohibitions

ATS2717 Sociology of health and medicine,
HSC2101

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 foundation knowledge in public health that begins with its historical underpinnings and leads to examination of the principles, practices and values of contemporary public health. Case studies will be used to illustrate the importance of intersectoral, interdisciplinary, systems thinking for the success of public health programs and policy. You will learn to critically analyse the determinants and burdens of disparate rates of illness and disease from the perspectives of health inequalities and vulnerable populations to understand public health priorities, and the core roles and functions of public health systems and programs. While the focus of this unit is on Australia, the learnings from this unit can be applied to public health issues and systems in any country.

Outcomes

1. discuss the principles underpinning public health and examine public health values from different paradigms;
2. describe the history and evolution of public health and discuss how they have impacted on the health of the populations;
3. discuss a range of behavioural, social and cultural, environmental and political determinants that create health and cause ill-health and inequalities;
4. identify a range of public health interventions and appraise their strengths and limitations;
5. understand the critical relationship between human rights and public health and discuss critical ethical considerations for public health practice;
6. examine the intersectoral and interdisciplinary systems that comprise good public health and implications for the workforce.

Assessment

Report on public health history (Objectives 1-2) - 30%
Essay on determinants of population health and approaches to address them (objectives 1, 3 & 4) - 30%
Examination comprising multiple choice and short answer questions (Objectives 1-6) - 40%

Chief examiner(s)

Professor Helen Keleher

Contact hours

Lecture 1.0 hour and Tutorial 2.0 hours per week plus 9 hours per week

Prerequisites

Nil

Co-requisites

Nil

Prohibitions

HSC1031

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 introduces students to a population view of health. The primary purpose is to provide students with a solid foundation for optimising health and well-being at a community or population level. Discussions are based on what data is available and is collected and how this is used to determine what the major health issues are, who is at risk of ill-health, what the determinants or influences on human health and disease are, and what is the potential for prevention. This unit focuses on Australia's health, and covers the environmental, economic, social and political determinants of health during different aspects of the lifespan and in particular population groups

Outcomes

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

1. Define public health and population health and distinguish between features of population health and individual health,
2. Identify sources of data to determine the magnitude of population health issues and groups at risk,
3. Identify the social, environment, economical and political influences on health at a population level,
4. Describe different approached to prevent or manage population health issues including legislative, environmental and economic approached,
5. Demonstrate an understanding of the role in population health in informing public health practice,
6. Demonstrate skills in the observation, collection, presentation and critical evaluation of population health data.

Assessment

Two in-class tests: 20%
Written report (2000 words): 20%
Tutorial participation: 10%
Written examination: 50%
Hurdle requirement of 80% tutorial participation

Chief examiner(s)

Darshini Ayton

Contact hours

12 Hours per week including 3 hours of contact time and 9 hours of private study

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 examines the biological determinants of the major non-communicable diseases that are common global causes of death and disability. Students will be encouraged to integrate knowledge of physiological factors, genetic factors and lifestyle choices to explain health and disease across the life span; and to appreciate that knowledge of the biological determinants of disease can be applied to the prevention and control of disease. Case studies will provide the opportunity to develop critical reasoning skills, self-learning and literacy skills necessary for understanding the biological bases of health and disease.

Outcomes

1. Discuss ways in which under-nutrition and over-nutrition contribute to the global burden of disease;
2. Explain the basics of human genetics with reference to examples of human diseases that are caused by chromosomal, single gene or polygenic defects;
3. Describe the structure of human cells and their functions in adaptive and non-adaptive responses to harmful environmental stimuli;
4. Explain the biological basis of cardiovascular disease and its important risk factors that contribute to the high global prevalence of heart attack and stroke;
5. Apply knowledge of the digestive tract, genetics, and dietary factors to explain the nature and occurrence of colorectal cancer;
6. Explain how the function of gas exchange can be disrupted in obstructive respiratory disease and the health consequences in chronic conditions; and
7. Explain the biological bases of selected global health problems and discuss possible approaches towards their prevention and control.

Assessment

Hurdle requirement:
Attendance at 80% of tutorials
Online quizzes (4) 20%
Oral case presentation 30%

Written examination (2 hours) 50%

Chief examiner(s)

Basia Diug

Contact hours

3 contact hours per week (1 Lecture hour and 2 tutorial/workshop hours)
9 hours per week of private study

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

Synopsis

The fundamental concepts introduced previously in 'Biological Bases of Health and Disease 1' will be developed further with a particular focus on health and disease across the life span and communicable disease.
The unit covers the biological and microbial determinants of diseases that are common global causes of death and disability.
Students will be encouraged to integrate knowledge of physiological factors, genetic factors and lifestyle choices to explain health and disease across the life span and to appreciate that knowledge of the biological determinants of disease can be applied to the prevention and control of disease.
Case studies will provide the opportunity for students to develop critical reasoning skills, self-learning and literacy skills necessary for understanding the biological bases of health and disease.

Outcomes

1. Demonstrate understanding of the biological factors that determine maternal and child health outcomes;
2. Apply knowledge of the immune system to evaluate national and world immunisation programs;
3. Discuss the changing demographics in world population and the increased global burden of disease caused by mental health problems;
4. Compare the methods of transmission of communicable disease using appropriate examples of infections of global importance;
5. Discuss the role of environmental factors in the spread on communicable disease;
6. Discuss newly emerging and re-emerging communicable diseases and the challenges in controlling communicable disease in remote areas of Australia and in developing countries;
7. Explain the biological bases of selected global health problems and possible approaches towards their prevention and control.

Assessment

Hurdle requirement:
Attendance at 80% of tutorialsWritten examination (2 hours) 50%.
Online quizzes (4) 20%
Oral case presentation 30%

Chief examiner(s)

Ms Basia Diug

Contact hours

3 contact hours per week (1 Lecture hour and 2 tutorial/workshop hours) and 9 hours per week of private study.

Prerequisites

HSC1101

Co-requisites

Nil

Prohibitions

Nil

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, we ask you to think about the vast and growing inequities in health that exist across the world and the challenges for people living in developing countries. We explore their underlying causes including: globalisation, transnational trade, tourism, rapid development, social and political transitions, climate change, violence and insecurity.
Using research reports and field experience from practical projects, we examine the wider context for working in international settings as well as the issues faced by Indigenous peoples, migrants and refugees.
We explore our responsibilities as 'global citizens' and we challenge you to think about ways you could make a difference.

Outcomes

1. Articulate their own values regarding health in the context of a globalizing world;
2. Compare and contrast initiatives to address global health challenges;
3. Identify opportunities for action and design relevant approaches to global health challenges;
4. Identify future global health challenges and their determinants;
5. Analyse the social determinants of global health; and
6. Critically reflect on contemporary debates regarding globalization and health.

Assessment

1. Hurdle requirement: Students are required to attend 80% of tutorials, unless they are able to provide medical or other certification.
2. Formative assessments (not graded) include:
Tutorial participation (Objectives 1 - 8)
Students will participate in small group and self-directed activities across the whole semester (mid and end semester)
Weekly reflective writing pieces (Objectives 1, 3, 5, 6)
Students will submit a reflective piece during each tutorial (500 words each). This will cover the weekly topic and encourage students to actively engage with the lecture and reading material.
3. Summative assessments include:
Reflective writing pieces (35%) (Objectives 1, 3, 5, 6)
Students to submit their 5 best weekly reflective posts (see formative assessment) on the weekly readings and lecture content (totalling 3,500 words)
Class tests (25%) (Objectives 2, 3, 4, 5)
2 x tests to be held during tutorials (weeks 6 & 12)
Assignment (40%) (Objectives 1 - 8)
Analysis of a global health issue using a 'social determinants' approach (2,500 words due mid-late semester)

Chief examiner(s)

Professor Brian Oldenburg

Contact hours

12 hours per week including contact time (1 hour lecture, 2hour tutorial), fieldwork and self-directed learning

Prerequisites

Nil

Co-requisites

Nil

Prohibitions

Nil

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 how individual and population experiences of health are shaped by culture and society. The unit draws on key sociological and anthropological theories and concepts to reveal explanations for health in respect of larger socio-cultural realities and political processes. Students will be encouraged to foster skills in critical deconstruction of Western representations of culture to arrive at an appreciation of various 'ways of knowing', including Indigenous scholarship. There will be a focus on global health and in particular, Indigenous people, place, culture and health.

Outcomes

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

1. Apply key principles of sociological and anthropological thought to the lived experience of individuals and populations
2. Demonstrate a sound understanding of the themes associated with the sociological imagination
3. Demonstrate an understanding of colonialism and its impact on health
4. Demonstrate an understanding of the politics of health
5. Critically examine and evaluate aspects of culture and society with which they are familiar (as well as historical representations) in order to extend their understanding of the socio-cultural structures, institutions and processes relevant to health globally

Assessment

Formative: Individual journal
Summative: Sociological analysis (20%); Social profile (30%); Group presentation (10%); Theoretical essay (40%)

Chief examiner(s)

Dr Charles Livingstone

Contact hours

12 hours per week including contact time (1x1 hour lecture 1x2 hour tutorial / workshop) and private study (9 hours), averaged over the 12 week semester - a total of 156 hours

Prerequisites

Must have passed one of HSC1081, HSC1082 or HSC1112

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 develop knowledge and skills for public health and health promotion program design and implementation. These are core competencies for health promotion practice. Students will develop skills in community needs assessment, determining priorities and defining target populations, and selecting an appropriate mix of strategies based on evidence and theory. Strategies that take into account social and health inequalities will be examined. Students will consider key steps in implementation management and methods for building program sustainability. The planning and evaluation cycle will be examined to assist students to develop a comprehensive evaluation plan. Case studies, group work, planning tools and evaluations of health promotion programs will be used to develop practical problem-solving skills.

Outcomes

1. describe the steps in planning a preventive health program;
2. identify data sources for needs assessment and community profiles;
3. develop a needs assessment incorporating elements of community profiling as the basis of an evidence-based program plan;
4. use published literature and formative research to identify determinants of population health needs that can be changed by health promotion action;
5. write SMART project goals and objectives that are clearly linked to health determinants;
6. apply a range of theories and evidence to select strategies that will meet project objectives;
7. identify administrative and management issues that need to be addressed for successful program implementation;
8. select approaches that maximise the potential for program sustainability, and.
9. describe the links between project planning and evaluation and the key steps in evaluation planning.

Assessment

Seminar presentation: 10%
Health profile: 30%
Intervention map: 40%
Project implementation plan: 20%

Chief examiner(s)

Associate Professor Ben Smith

Contact hours

1 hour lecture, 2 hours of tutorials and self-directed learning plus per week plus one 3-hour site visit per semester.

Prerequisites

Must have passed HSC1081 or HSC1082 and must have passed HSC1072 or HSC2101

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 an overview of the multiple layers that make up community-focused and/or based health and social care services. The systems, polices and resources inherent in community-focused and/or based health and social care services are reviewed; and, differing perspectives that can used to understand the challenges and opportunities facing such services are explored. The self-management and project management skills needed to maintain effective community based/focussed teams, partnerships and organisations are also explored. Finally, students will gain an appreciation of health care management, which they will be able to explore further through electives in third year.

Outcomes

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

1. Explain the multiple layers of community-focused and/or based health and social care services, as well as their roles and functions; from direct and preventative health services to social and welfare-related services.

2. Discuss the systems necessary for effective integrated community-focussed and/or based health services, and the current and future challenges and opportunities inherent in such systems.

3. Critically examine the various resource challenges for community-focussed and based services, and their relationship to current local, national and international policy.

4. Describe and apply the principles of self-management and project management necessary for effective teams, partnerships and collaborations within community-focussed and/or based health services.

5. Engage with the range of professional disciplines involved in the systems that support the effective integrated community-focussed and/or based health services.

Assessment

Exam (short answer) - 40%
Essay (3,000 words) - 40%
Presentation - 20%
Personal development plan - Hurdle
80% attendance - Hurdle

Chief examiner(s)

Dr Charles Livingstone

Prerequisites

HSC1052

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 critically analyse the structure, politics and role of the mass media (public relations, news, advertising, advocacy, popular culture) in constructing public health issues. Throughout the unit, students will critically review a range of recent communication campaigns and case studies of contemporary issues. The unit will cover health communication skills for a range of audiences and purposes, including presentation and report writing, developing health communications materials, social marketing, working with the mass media, e-health and the internet, and advocacy for policies, programs and resources. Various applications in rural and minority communities will be explored.

Outcomes

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

1. discuss and critically reflect on theoretical models of communication, social change and marketing in relation to health and their application in medical, behavioural and socio-environmental approaches to health promotion;
2. critically analyse the role of the media in the construction of health issues;
3. describe, compare and contrast different approaches to health communication and explain their strengths and limitations;
4. critically review a range of local and international health communication campaigns as well as a range of health communication materials (print-based, electronic and web-based);
5. identify key stages in designing a communication campaign and apply them to a selected health issue;
6. demonstrate practical skills for working with the media (obtaining media coverage, writing press releases, conducting interviews, using the internet);
7. demonstrate oral and written presentation skills for a range of professional and lay audiences including low literate audiences; and
8. develop an understanding of the role and principles of public health advocacy in the strategic use of the media and community action to influence decision makers and public opinion.

Assessment

Press release: 10%
Written assignment: 40%
Group project individual report: 30%
Group presentation: 20%
Hurdle requirement: 80% attendance at tutorials

Chief examiner(s)

Dr Belinda Crockett

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 gain understanding of the processes involved in community development and building partnerships to improve health, and the theories that underpin them. The unit examines the importance of participation and collective efforts in the social, economic and political life of the community and the contribution this makes to health development. Students will reflect critically on community development theory, concepts of social equity, empowerment, participation and the role of health professionals in community-based practice. Frameworks for community development and partnership building will be examined using a range of Australian and international case studies and current issues.

Outcomes

1. define community development and explain the principles which underpin it;
2. describe and discuss a range of theories for promoting change in communities and organizations - including their strengths and limitations;
3. critically appraise the concepts of social equity, empowerment, participation and engagement, as well as the role of health professionals in community-based practice;
4. demonstrate an understanding of the role and principles of advocacy in achieving individual and community empowerment;
5. explain key stages in developing a community response to a health-related issue;
6. identify roles and skills for working collaboratively with community members and a range of stakeholders to create change;
7. analyse contemporary issues and debates regarding evaluation of community development approaches

Assessment

Tutorial attendance hurdle requirement of 80%
Essay: 1500 words, 30%
Case study: 1500 words, 30%
Written report: 2000 words, 40 %

Chief examiner(s)

Ms Nerida Joss

Prerequisites

HSC2101 or HSC1072.

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 introduces students to the key principles and frameworks that guide health promotion and disease prevention in Australia and internationally. Students will examine concepts and theories that underpin health promotion and the primary care, behavioural and socio-environmental approaches used in this field. Important dimensions of practice, including partnerships, participation, multi-level action, capacity building and evidence-based practice will be explored. The areas of health promotion action that will be examined will encompass policy development for health, creating supportive environments, health education strategies, health communication techniques at the group and population level, and advocacy. The application of these to health challenges in diverse cultural and economic contexts will be explored. By the completion of the Unit, students will be expected to demonstrate an understanding of health promotion's key concepts, values and methods, and the criteria by which the quality of practice can be judged.

Outcomes

By the completion of this unit, it is expected that the student will be able to: 1.discuss and critically reflect on principles, concepts and frameworks that underpin health promotion;
2.compare primary care, behavioural, and socio-environmental approaches to health promotion and discuss their strengths and limitations;
3. describe the role of empowerment in health improvement and the scope for community participation in health promotion;
4. identify the attributes of effective partnerships for health promotion;
5.identify the different types of evidence that can guide health and sources of evidence that can assist in strategy selection;
6.critically reflect on the uses of health education, community organisation, communication and social marketing strategies to achieve individual, social, and policy changes;
7.demonstrate an understanding of the contribution of policy development to health promotion;
8.describe the key domains of capacity building and the use of capacity building in health promotion, and;
9.discuss ethical challenges that are presented by health promotion.

Assessment

Class test 10%; research report 30%, in-class presentation 20%; examination 40%. Hurdle requirement: 80% attendance at tutorials.

Chief examiner(s)

Associate Professor Ben Smith

Contact hours

1 hour lecture and 2 hours tutorial per week.

Prerequisites

Must have passed one of HSC1081, HSC1082 or HSC1112

Prohibitions

Prohabition on students enrolling in HSC1072 at any stage

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 look at how epidemiological techniques are applied in clinical research. It will explore how clinical trials and other types of studies are conducted in clinical settings. It will cover measurement of signs and symptoms (including normal and abnormal) and other clinical measurements, conduct and design of clinical research, interpretation of clinical research findings, and practical and ethical issues in clinical research.

Outcomes

On successful completion of the unit, students will be able to:

1. Critically appraise evidence relating to the causation, diagnosis, natural history, treatment and prognosis of disease.
2. Develop and select appropriate measures for use in clinical research
3. Design and conduct epidemiological research in clinical settings
4. Describe the application of clinical research findings to clinical practice
5. Critically appraise ethical and practical considerations in clinical research

Assessment

Online assessment tasks - 15%
Written assignment - 30%
Group presentation - 15%
Written examination - 40%

Chief examiner(s)

Dr Dragan Ilich

Contact hours

3 contact hours per week plus 9 hours per week private study

Prerequisites

HSC2141 or BMS1042

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

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

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 explores the options for treatment and management of established health conditions at the individual level. It provides an introduction to pharmacology and an overview of other interventions commonly employed to manage illness and improve health. A case study approach will be used which looks at treatment options for key diseases (e.g., cancer).

Outcomes

On successful completion of the unit, students will be able to:

1. Describe the processes by which drugs act on, and are handled by, the human body.
2. Explain the place of drugs in prevention and treatment of specific diseases.
3. Explain the role of other therapeutic (non-drug) interventions in prevention and treatment of key diseases.
4. Describe how drugs and other treatments are developed, evaluated and regulated.
5. Discuss the social context of drug use and abuse
6. Discuss the relationship between drug therapy and public health in local and global contexts.

Assessment

Hurdle requirement: attendance at 80% of tutorials
Four multiple choice question quizzes on Blackboard (total 20%)
Oral presentation (10%)
Written assignment (20%)
Exam, 2 hours (50%)

Chief examiner(s)

Dr Kathlyn Ronaldson

Contact hours

3 contact hours per week plus 9 hours per week private study

Prerequisites

Must have passed HSC1101 and HSC1102 OR Must have passed BMS1011 and BMS1021

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

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

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 introduction to epidemiological and statistical concepts necessary for understanding patterns of health and disease in populations. It extends the overview provided in HSC1061, reviews how health and disease are measured, and covers how patterns of health and disease in populations are investigated, including study designs and basic statistical methods for analyzing health data. Students are introduced to different study designs and to the concepts of bias and confounding. Case studies include local, national and global examples of epidemiological research, including Australian Indigenous health issues and global health inequalities.

Outcomes

On successful completion of the unit, students will be able to:

1. Critically analyse the strengths and weaknesses of different epidemiological study designs
2. Critically appraise the popular and biomedical literature on population health
3. Identify fundamental ethical considerations that underpin health research
4. Identify the importance of statistical methods in the design, analysis and presentation of the results of research studies in health and biomedicine, and in reports of health related matters in general
5. Explain basic statistical methods and when to apply them
6. Interpret statistical results presented in the biomedical literature and other media, and convey the interpretation in simple language.
7. Identify different approaches to the nature of 'evidence' in public health and the implications of such approaches for measurement of health and well being of

Assessment

Hurdle requirement: At least 80% attendance at tutorial/computer laboratory classes
Written assignments (2) 35%
Group presentation 15%
In-class biostatistics tests (2) 20%
Exam 30%

Chief examiner(s)

Dr Catherine Joyce

Contact hours

3 contact hours per week plus 9 hours per week private study

Prerequisites

HSC1061

Prohibitions

BMS1042

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

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

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 builds on the introduction to research methods provided in HSC1061 and HSC2141. In those units students learning was focused on appraising evidence produced by other researchers, and on describing and comparing study designs.
In this unit we extend this learning by enabling students to develop skills in designing and conducting their own research projects. The unit will cover: developing answerable research questions, matching research questions with study designs, collecting and analysing study data, managing research projects, and applications of quantitative, qualitative and combined approaches. The cultural, ethical and political contexts within which research takes place will also be discussed.

Outcomes

On successful completion of the unit, students will be able to:

1. Develop researchable questions
2. Develop a viable study design
3. Demonstrate critical awareness of the options and constraints of different types of

4. Select appropriate sampling strategies
5. Identify appropriate methods for conducting research across a range of contexts
6. Design data collection instruments (e.g. questionnaires and interview schedules)
7. Use a suite of data collection methods appropriately
8. Choose and use the appropriate tools for analysis of data
9. Work collaboratively in a research team
10. Appreciate the importance of conducting ethical and culturally

Assessment

Written assignments 55%
Exam 30%
Tutorial participation 15%

Chief examiner(s)

Professor Helen Keleher

Contact hours

3 contact hours per week plus 9 hours per week private study

Prerequisites

HSC1061 or HSC1082

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 deals with two primary aspects of professional practice in the health and social care system, namely the legal and ethical principles that govern the operation of the system and the behaviour of individuals within it. The unit commences with an introduction to the legal framework, covering common law, statute law and the legal responsibilities of health and social care professionals. Students are then introduced to the ethical framework, through an examination of ethical theory, professional ethics, confidentiality, informed consent and relationships with patients. The complex interrelationship between legal and ethical aspects of healthcare practice is explored.

Outcomes

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

1. demonstrate knowledge of the legal framework pertinent to healthcare practice;
2. explain why the study of health law is an essential aspect of professional practice;
3. discuss issues related to justice in the healthcare system;
4. develop an understanding of the nature of professional ethics and different ethical perspectives as related to healthcare; and
5. understand the importance of confidentiality and informed consent.

Assessment

Written assignments (2 x 2500 words): 100%

Hurdle requirement: 80% attendance at tutorials

Chief examiner(s)

Dr Liz Bishop

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 build on students' previous learning about global health, through examination of the 'health for all' agenda and associated approaches to meeting the challenges of health inequities.
The intent of this unit is not only to further students' awareness of global health issues, but also to encourage critical thinking about the efficacy of global health programs and the ethics of delivering aid. Central to the unit will be the question of why there is often a failure to provide a total community approach to health issues.

The unit comprises four modules of study.
During the first, students will look at global health from a broad perspective, examining the global health architecture and the roles played by major actors. They will critically appraise social and economic approaches to global health problems and examine the positive and negative outcomes for health.

The second module will cover major principles of effective and successful project management and will highlight past failures to demonstrate the complexity of health improvement in low- and middle-income countries.

The role of Australia in giving aid and addressing health issues in developing nations will be explored in the third module, with students being required to engage in examining and commenting upon the ethical aspects of donor activity. T
his module also includes a session with individuals from the global health workforce, demonstrating the various careers available to students with a health sciences background.

The final module will draw together the key themes of the unit and look at how these can be applied to continuing and future global health challenges.

Outcomes

1. Critically analyse the relationships between various actors and agencies in global health.
2. Explain, using evidence from secondary sources, the positive and negative aspects of different approaches to global health programs in terms of equity and inequity.
3. Apply principles of health-for-all and its expression in project design to address global health challenges.
4. Analyse programs for health issues at national and international levels for their capacity to address health inequities.
5. Critically analyse Australia's position and activity within global health architecture
6. Critique models of ethical and culturally appropriate development and aid delivery.
7. Explain the current and future threats to global health with reference to various social, economic, environmental and political causes.

Assessment

Essay: critical analysis of a donor program, 2000 words (30%)
Project plan: program plan for a given health issue, including the rationale for the proposal, 1000 words (20%)
Project proposal: students will submit a detail project proposal, including an evaluation framework, 3000 words (50%).
The project plan and proposal will be about different aspects of the same health issue (for instance analyzing the same issues using different methodological approaches and tools).

Chief examiner(s)

Professor Brian Oldenburg

Contact hours

3 contact hours per week plus 9 hours per week private study

Prerequisites

HSC1112 or HSC1081

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 explores global and local health challenges that are at the forefront of Australia's health sector. Students will critically examine the construction of contemporary health challenges including: the implications of global inequalities in health and health problems arising from war and terrorism and political violence such as the refugee crisis.

Outcomes

1. discuss in depth some key contemporary health challenges, such as HIV/AIDS, demonstrating awareness of multiple perspectives, including the ways in which different health professions approach the issues (and the strengths and weaknesses of these varied approaches) and exploring how integrated approaches to addressing the issues may be mounted across disciplines;
2. demonstrate an in-depth understanding of global determinants of health;
3. consider the common and specific factors involved in the construction of various contemporary health challenges as being of 'high priority' with an understanding of the role that evidence and other factors, including the media, play in this process;
4. demonstrate the complex interplay of political, economic, legal and socio-cultural frameworks in shaping contemporary health challenges and how they are responded to;
5. identify and discuss the implications of ideology, values and power bases in determining our understanding (and prioritising) of contemporary public health challenges;
6. explore specific case studies of contemporary health challenges (global or local) and critically reflect on current strategies and approaches to responding to them.

Assessment

Individual journal: 25%
Group presentation: 25%
Individual research essay: 50%
Hurdle requirement: 80% attendance at tutorials.

Chief examiner(s)

Dr Charles Livingstone

Contact hours

One 3 hour seminar/workshop

Prerequisites

Must have passed one of BMS1042, HSC1031, HSC1041, HSC1081, HSC1082, HSC2022 or HSC2042

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

Synopsis

Australia faces many population and public health challenges including emerging and existing communicable diseases and alarming increases in many chronic diseases. Research to address the determinants of these health problems is of paramount importance to maintaining healthy populations. This unit provides opportunities for students to work on a project to develop real-world experience in research design, data collection and analysis. Research projects may include investigations into the social, cultural or economic determinants that promote and protect public and population health or that cause or mitigate illness and disease.

Outcomes

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

1. Demonstrate knowledge of public and population research design and methodologies;
2. Develop research questions and conduct a comprehensive literature review;
3. Apply knowledge and skills in research methods to real-world problems in communities and/or specific populations;
4. Work collaboratively in a research team;
5. Discuss the ethical dimensions of research methodologies;
6. Reflect on the professional attitudes and skills required of health professionals undertaking public and population health research;
7. Produce a research report.

Assessment

Individual literature review (2500 words) 30%; Individual research proposal (2000 words) 30%; Team presentation 10%; Group research report (3000 words) 30%.

Chief examiner(s)

Professor Helen Keleher

Contact hours

12 hours per week including contact time of 3 seminar hours plus 10 hours of fieldwork over the semester and 8 hours of private study per week.

Prerequisites

Must have passed HSC2141 and one of HSC1072 or HSC2101

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 prevention and control of communicable diseases. Topics include principles of infection, outbreaks, public health control measures, and current issues in disease prevention and control.
Public health control measures discussed may include surveillance, modelling, immunisation, antimicrobial therapies, infection control, vector control, screening and risk factor management.
These topics are illustrated using relevant examples of communicable diseases such as vaccine-preventable diseases (e.g. influenza); vector-borne diseases (e.g., malaria), food-borne diseases (e.g., salmonella) and sexually transmitted infections (e.g., HIV). Epidemiological, social, and political perspectives are considered.

Outcomes