Monash University Handbook 2013 Undergraduate - Units

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 and intercultural 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.
8. Discuss and demonstrate the appropriate and safe use of manual handling practices and equipment whilst caring for patients.

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.

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.

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 presenting with an injury/illness;
2. describe the clinical pathways processes used to triage individuals to appropriate care and discuss the strengths and weaknesses of these processes;
3. locate and evaluate the evidence-base that informs the paramedic management of common health emergencies;
4. apply scientific knowledge of selected pathophysiological processes to the assessment and care if individuals with acute and chronic health problems;
5. demonstrate the required standard in each of the core clinical skills of physical examination, clinical decision-making and scene management at the standard required of a novice practitioner;
6. investigate and describe variables within the work environment, scope of practice, teamwork and community that contribute towards the successful delivery of care within emergency medical service settings;
7. reflect on their performance in the clinical setting to identify the internal and external factors influencing clinical decision making in an acute health crisis;
8. demonstrate appropriate professional behaviours and provide peer review within simulated learning environments.

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. practically apply the appropriate model of professionalism and ethical practice in particular problem based scenarios;
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.

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.

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,

and primary health care, and relate them to community-based emergency health care.

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.

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 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.

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.

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.

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.

1. Compare and contrast the unique health concerns and requirements of the diverse population that paramedics care for within the community.
2. Demonstrate an appreciation for the role interpersonal skills play in gaining patient trust and promoting better health outcomes.
3. Identify ways in which community engagement can develop the scope of practice of the paramedics and enhance community relationships.
4. Explore the role of the paramedic in developing community capability and awareness to better manage medical emergencies.
5. Investigate the diverse needs of Indigenous Australians in the context of community based emergency health and identify ways in which the ambulance professional can enhance their awareness and participation in these needs.
6. Propose and plan strategies designed to strengthen community relationships and promote initiatives to improve community health 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

encountered in paramedic practice;

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.

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

1. Describe the roles and responsibilities of paramedics, emergency services and other health agencies in relation to a multi-casualty or major incident.
2. Compare and contrast the management of major incident in a rural, remote or complex setting compared to the urban environment.
3. Describe the broader requirements of para medics, emergency services and other health agencies during disaster management, in particular the management of public health issues and logistics management.
4. Describe the importance of clinical leadership and clinical governance in community based emergency health system during a major incident or disaster and the requirement of an integrated approach to a major incident.
5. 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, particularly compared to normal operations.
6. Outline 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. Demonstrate effective logistical management , patient triage or participation in a response team during a simulated mass-casualty situation or major incident.

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.

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.

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

judgements and the factors influencing clinical decision making.

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

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.

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.

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

carers of individuals with mental health problems.

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.

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.

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.

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
15. design an appropriate research methodology to address an identified research issue/question in consultation with the supervisor.

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
13. plan and implement a research project and prepare the associated report.

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.

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.

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

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.

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.

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
7. develop important professional skills, including oral and written communication skills, critical analysis skills, and interpersonal skills.

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

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.

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.

On completion of this unit, students will have skills enabling them to:

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

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.

Students will develop basic practical skills in problem solving, experimental methods and uncertainties, analysis of data and written scientific communication.

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.

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.

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.

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

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.

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

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.

Students will have the background to undertake more advanced studies in genetics at third year level.

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.

On successful completion of this unit, students will have skills in:

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

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.

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 targeted 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.

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.

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.

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.

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.

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.

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

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 and outline 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 and explain primary, secondary and tertiary prevention paradigms
6. Explain and compare the main study designs used in population health and nutrition research and explain the 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 and the 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

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

• 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

1. Describe how nutrition has developed as a science
2. Explain the chemistry and nutritional importance of macronutrients and micronutrients in food and identify rich food sources of particular nutrients.
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 of a kitchen, and describe the principles of safe food handling for individuals
6. Compare and contrast common methods of food preparation, processing, storage and cooking, and discuss the chemical and nutrient changes that can occur due to these methods.
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 used for assessing individual nutritional status.
9. Read and analyse food labels and identify the information required on a nutrition information panel in Australia.
10. Describe common additives found in foods and investigate how their presence is recorded by food labelling.
11. Compare and contrast Australian and American food composition data including the varying methods used to analyse nutrient content of foods and apply these data to calculate the nutrient intake of healthy individuals.

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

1. Discuss and apply links between growth and development and health (including nutrition) and human behaviour across the lifespan.
2. Develop skills in integrating knowledge into practice consistent with best available evidence in nutritional needs and health education of groups
3. Discuss how psychological, cultural, personal, economic and social factors influence health behaviours
4. Discuss physical activity guidelines, evidence and recommendations across the lifespan
5. Relate the theoretical basis of health education and health promotion to practice
6. Plan, implement and evaluate a group education session
7. Present an innovative approach to nutrition education for groups
8. Apply the knowledge of health education, nutrition and human behaviour to describe, develop and evaluate education resource material
9. Extend communication skills in a safe environment considering social, physical and cultural factors
10. Practice professional attitudes and behaviours including reflection and team work
11. Apply social justice principles in practice
12. Evaluate practice of self and peers

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

• Design a simple research study relating to a nutrition issue
• Define the process of systematic review
• Develop and implement a systematic review protocol
• Apply methods of qualitative and quantitative data analysis in confined settings
• Compare and contrast different research methodologies
• Applies principles of nutrition research project management via a hypothetical model
• Synthesise and communicate findings from scientific literature in the field of nutrition
• Extend communication skills and practice in the context of nutrition research
• Extend critical appraisal and enquiry skills

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.

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.

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.

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 humeral and cellular immune responses and describe how these may be affected by the availability of nutrients;

3. indicate the rule of cytokines and chemo kines 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.

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.

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.

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

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

• Identify foods macronutrient and micronutrient composition from the main food groups and cultures found in Australia and evaluate the impact of globalisation on Australia's food supply
• Outline the basic organisation of a commercial kitchen ,the training and skills requirements for food service staff and compare food service settings used to supply food to healthy individuals within Australia
• Demonstrate a basic competence in cooking
• Explain the chemistry of food during its production, processing, cooking and storage and relate this chemistry to food taste, texture, palatability and nutritional value.
• Describe the diversity of microorganisms and discuss their relationships in the context of food,

nutrition, health and disease

• Exhibit laboratory skills required to culture and identify micro-organisms
• Compare food processing systems and design procedures to promote a safe food supply particularly for food service operations
• Design and evaluate a menu for a healthy individuals and groups which meets current dietary guidelines and nutrition recommendations
• Describe the role of the Commonwealth and State governments in Australia in formulating, implementing and enforcing modern food law, including international standards
• Explain the format and content of the Australian Food Standards Code including the FSANZ processes required to ensure a safe Australian food supply .
• 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.
• Critically evaluate regulations relating to food labelling, food composition and food-related claims in Australia and assess compliance across the food supply
• Extend communication skills in a safe environment of self and peers

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

1. Relate the structure and function of the gastrointestinal, cardiovascular, respiratory, immune, urinary, skeletal and muscular systems to nutrition, health and disease
2. Describe the organisation and function of the peripheral and central nervous systems and discuss neuroendocrine control within the body
3. Explain the anatomy of the GI system and explain the physiological and biochemical processes associated with digestion and metabolism of food
4. Discuss the role of innate and acquired immunity in health and disease states
5. Examine the protective roles of some dietary components in health and chronic disease
6. Describe the pharmacokinetics of common drugs, their distribution and metabolism in the body and their interaction with nutrients
7. Apply the main biochemical, clinical and physical measures for assessing nutritional status and the signs and symptoms of micronutrient inadequacy and/or deficiency
8. Discuss introductory concepts in the nutrient modulation of gene expression
9. Interpret and critically evaluate the scientific literature
10. Exhibit problem based learning skills and the ability to apply scientific knowledge to nutrition-related scenarios
11. Interpret data and demonstrate skills in the reporting of laboratory experiments and scientific communication.

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 attributes 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

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. appraise the operational philosophy and service delivery components of key agencies working in the areas of social action, social justice and advocacy;

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
9. relate the influence of an individuals beliefs and values to body image to their own eating behaviour.

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

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

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.

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 reasoning 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;

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.

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 their personal 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.

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
7. adopt a questioning and critical approach in all aspects of practice and evaluate practice on an ongoing basis.

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

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.

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.

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.

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.

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.

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

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.

Additional objectives involve fostering research and presentation skills that will be useful to graduates of Behavioural Neuroscience. To this end, student at the completion of the course will have:

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.

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.

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.

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 behavioural neuroscience research,

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.

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.

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.

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.

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.

Theme II: Population, Society, Health and Illness

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.

Theme III: Scientific Basis of Clinical Practice

History/examination and Differential Diagnosis:

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;

Clinical Features, Natural history, Pathogenesis and Pathology of disease

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

Recognition of Complexity in Patients' Health and Disease:

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;

Investigating Health Problems:

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;

General Principles of Management

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);

Surgical Management

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;

Pharmacotherapeutics

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;

The Role of Research in Advancing Medical Knowledge:

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

Theme IV: Clinical Skills

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.

Theme II: Population, Society, Health and Illness

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.

Theme III: Scientific Basis of Clinical Practice

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.

Theme IV: Clinical Skills

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.

Upon successful completion of this unit, students will be able to

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.

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.

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.

Theme II: Population, Society, Health and Illness

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.

Theme III: Foundations of Clinical Practice

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.

Theme IV: Clinical Skills

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.

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.

Theme II: Population, Society, Health and Illness

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.

Theme III: Foundations of Clinical Practice

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.

Theme IV: Clinical Skills

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.

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.

Theme II: Population, Society, Health and Illness

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.

Theme III: Foundations of Clinical Practice

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.

Theme IV: Clinical Skills

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.

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;

Biosciences: (Themes II and III)

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

Knowledge of health care systems: (Theme II)

8. an awareness of health care quality improvement activities;

Professional attributes and behaviour: (Theme I and IV)

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.

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;

Biosciences: (Themes II and III)

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

Knowledge of health care systems: (Theme II)

8. an awareness of health care quality improvement activities;

Professional attributes and behaviour: (Theme I and IV)

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.