Monash University Handbook 2016 Undergraduate - Units

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

1. Outline the essential features of the Australian Healthcare System.
2. Describe the essential features of population health, contemporary public health, and primary health care, and relate them to community-based emergency health care.
3. Explain the concepts of science, knowledge and truth, scientific method, research, and evaluation.
4. Demonstrate knowledge of the core elements of a scholarly approach to investigations.
5. Develop the ability to use information technology to access resources relating to community-based emergency health care.
6. Demonstrate critical appraisal of the literature related to aspects of emergency care practice.
7. Outline the epidemiological approaches to community based emergency health using examples of contemporary emergency health issues.
8. 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.
9. Describe the importance of clinical research and the role of the paramedic in research that informs clinical practice.
10. Outline the principles of evidence-based practice in determining the evidence and transmitting theory to practice in the setting of CBEH.

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

1. Describe the physical, personal, psychological and social milestones of human development throughout the lifespan.
2. Identify the social and cultural determinants that impact upon 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.

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

1. Demonstrate a requisite level of knowledge of the Australian legal system and its principles whilst also exhibiting an understanding of the requirements of the law in professional paramedic practice.
2. Identify particularly important legislation, cases and legal concepts while applying their principles to professional paramedic practice.
3. Identify the basis and application of the fundamental rights and responsibilities of all involved in pre-hospital care while assessing principles of personal autonomy, consent and refusal of treatment by discussing and analysing difficult facts scenarios within the health care paradigm.
4. Discuss and analyse the significance of regulation and registration in paramedic practice while assessing the various ways in which registration authorities receive, consider and adjudicate on issues affecting professional health practice.
5. Identify and assess the issues associated with surrogate and end of life decision making in health care generally while analysing the unique requirements in the pre-hospital environment.
6. Assess and practically apply the requirements of accurate record keeping, confidentiality and mandatory reporting in health care generally and paramedic practice specifically.
7. Identify and discuss the essential ethical and bioethical theories while applying them to the role of the paramedic.
8. Accurately describe contemporary models of professionalism and their application to the role of the paramedic while practically applying the appropriate models in problem based scenarios.

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

1. Demonstrate and enhance the standardised clinical approach and assessment to patients in the community.
2. Demonstrate the required standard in each of the core clinical skills of a physical examination in the pre-hospital setting.
3. Demonstrate the ability to appropriately manage the unconscious patient and devise an appropriate clinical management plan for that individual.
4. Identify the need for a thorough clinical assessment and examine triage pathways for specific patient presentation in the pre-hospital setting.
5. Explore and identify the impact of evidence based practice that informs paramedic practice.
6. Identify and describe facets of the pre-hospital work environment that can impact on the delivery of care to a patient and ambulance paramedics.

Upon successful completion of this unit, students 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.

Upon successful completion of this unit, students should 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 and fluids used by paramedics for the management of injury 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.

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. Reflect on their performance in the clinical setting to identify the adequacy of their judgements and the factors influencing clinical decision making.

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

1. Describe the epidemiology, population health, pathophysiology, and clinical manifestations of acute and chronic cardiovascular conditions commonly encountered in paramedic practice across the lifespan;
2. Interpret electrocardiograms for a normal patient and those experiencing cardiovascular abnormalities including dysrhythmias and acute coronary syndromes;
3. Systematically assess a patient experiencing a cardiovascular emergency and associate the assessment with cardiovascular disease pathology;
4. Plan and implement appropriate and safe management for a patient experiencing a cardiovascular emergency and accurately document and communicate the care provided;
5. Identify drugs commonly used by advanced life support paramedics for the management of cardiovascular conditions. Discuss their actions and evaluate the appropriateness of their use in differing circumstances during a cardiovascular emergency;
6. Discuss the diagnostic reasoning, clinical problem solving and clinical decision making processes that determine the care of patients with cardiovascular conditions in order to evaluate and justify management.

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

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.

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

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.

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

1. Describe the epidemiology, population health, pathology and clinical manifestations of mental illness commonly encountered in paramedic practice.
2. Communicate effectively with people who are experiencing disturbances of thoughts, feelings and behaviour.
3. Perform a mental status assessment as applied to paramedic practice.
4. Comply with the Mental Health Act (2014) guidelines when carrying out a search and search procedure on patients with a mental health emergency.
5. Identify and apply therapeutic interventions and techniques appropriate to managing a mental health emergency in the community setting.
6. Initiate appropriate care for patients with mental health issues, family members and carers in response to correctly identifying factors contributing to the situation.

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

1. Describe the epidemiology, population health, and pathology related to acute and chronic emergency medical conditions commonly encountered in paramedic practice;
2. Describe the clinical manifestations of the selected medical conditions commonly encountered in paramedic practice;
3. 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;
4. Relate the pharmacology of drugs and fluids used by paramedics in the management of common medical conditions, including drug indications and actions.

Upon successful completion of this unit, students should 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 paramedics, 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.

Upon successful completion of this unit, students should 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;
8. Outline the process for implementing research findings into CBEH practice;
9. Generate a research proposal using contemporary research methods.

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

1. Critically evaluate the standard paramedic clinical approach to the assessment and care of patients in the community, hospital or other related health setting;
2. Analyse and appraise the communication techniques utilised to inform, instruct and empower patients to manage their care;
3. Provide appropriate care for patients at an advanced level within the simulation environment and while under supervision in a range of authentic clinical settings;
4. Demonstrate appropriate professional, inter-professional and teamwork behaviours within the community and primary health care settings;
5. Work as an effective team member with fellow paramedics and other health care professionals to provide high level evidence-based patient care;
6. Demonstrate a culturally sensitive approach to personal reactions and those of patients and their families or carers to acute or chronic illness and or injury;
7. Critically reflect on performances in the clinical setting to identify the adequacy of personal judgements and the internal and external factors influencing clinical decision making and higher order thinking;
8. Appraise the care given by peers within simulations and where possible within the authentic environments through public reflection to learn from these actions and inform future practice;
9. Evaluate the experiences gained within the simulation environment through reflection and judge the influence these may have on future practice within the workplace.

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

1. Apply the combined knowledge of all previous clinical units to the critical care and specialty situation patients.
2. At a graduate level, through scenario and simulation work, demonstrate an understanding of the presentation, assessment, and paramedic management of the selected critical care specialty conditions commonly encountered by paramedics.
3. Evaluate the drugs commonly used by paramedics and apply their use to the management of selected critical care specialty conditions.
4. Integrate the clinical approach at a graduate level, to demonstrate your high level of theoretical knowledge, and clinical skills, to assess and manage patients with selected critical care specialty conditions in 'real time' work simulation. This will involve using an extended range of skills including: clinical problem solving, clinical decision making, patient safety, communication and teamwork.
5. 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.
6. Develop clinical preparedness for transition to employment as a graduate paramedic.

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

1. Evaluate a range of local and international disease aetiologies and epidemiologies that impact on a community setting and the role pre-hospital professionals play in addressing these diseases.
2. Analyse and apply the practices of advanced prescribing practice, health promotion, health assessment, discharge planning and a range of treatment schedules.
3. Outline the clinical presentations, signs and symptoms and treatments associated with various ailments, diseases and conditions commonly encountered in the community practice setting.
4. Consider the purpose of pathology collection and testing, including prohibited substance testing, and the common types of pathology testing procedures that the paramedic may perform in a community setting.
5. Evaluate and apply the general principles of wound closure including the administration of local anaesthesia, assess the types of wounds that may be sealed using suturing techniques and become proficient in the correct procedure for suturing, including pre/post procedure care of the wound.
6. Assess and apply the management of a range of impact and sporting based injuries within the community care setting.
7. Assess and apply the management of a range of acute and chronic geriatric and paediatric conditions that arise in the community care setting.
8. Develop strategies targeted at leadership and education to inform change in models of paramedic practice to meet evolving community needs.

Upon successful completion of this unit, students 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.

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

1. Describe the epidemiology, presentation and management of selected health conditions experienced by women during pregnancy, birth and following childbirth and recommend appropriate paramedic paramedic strategies;
2. Describe models of care available in the maternity services;
3. Identify and interpret the evidence supporting the paramedic care of pregnant and childbearing women and their babies;
4. Outline and justify the level and type of paramedic care appropriate to the women during and immedaitely after childbirth emergencies in the community;
5. Explain the processes of paramedic assessment of the newborn immediately after childbirth in both, uncomplicated and emergency situations, and select appropriate patient management discuss how cultural diversity can influence the care for pregnant women and consider approaches to paramedic care in a variety of situations.

Upon successful completion of this unit, students should 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.

Upon successful completion of this unit, students should 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 the ability to pursue higher studies in community-based emergency health.
11. Demonstrate competence in locating, assessing and storing research literature with an emphasis on community-based emergency health.
12. Design an appropriate research methodology to address an identified research issue/question in consultation with the supervisor.

Upon successful completion of this unit, students should 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.

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

1. Explain the levels of structural organisation within the human body and apply the concept of homeostasis.
2. Describe the cellular and tissue organisation of the body and explain their importance in relation to the integumentary system.
3. Identify the structural components of the musculoskeletal system and explain how it protects, supports and moves the body.
4. Describe the major anatomical divisions of the central and peripheral nervous systems and relate the sensory, integrative and responsive functions to homeostatic imbalances.
5. Describe the key anatomical areas of the brain, the structural organisation and list the associated functions.
6. Explain the main structural components of the special sense organs, their functions and the clinical relevance of dysfunctions in these organs and associated neural pathways.

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

1. Explain the interdependence of the cardiovascular and respiratory systems and how they maintain homeostasis.
2. Discuss the components and functions of blood and the lymphatic system and how they maintain homeostasis.
3. Explain how the endocrine system integrates various body functions.
4. Outline the functions of the urinary system and explain how it contributes to maintaining pH, blood volume and the composition of body fluids.
5. Identify the structures of the digestive system and explain their role in digestion, absorption and metabolism.
6. Describe the structures of the male and female reproductive systems and explain how offspring are produced with respect to gametogenesis, fertilisation, embryonic and foetal development, maternal adaptations and patterns of inheritance.

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

1. Classify the levels of structural organisation, and give examples for homeostatic control mechanisms of them;
2. Describe the processes occurring in the structural and functional divisions of the nervous system, and explain triggers of homeostatic imbalances;
3. Distinguish the structural and functional areas of the brain, and discriminate between different causes of homeostatic imbalances;
4. Identify the components of the endocrine system, and explain how they maintain homeostasis;
5. Explain gametogenesis and fertilisation in the context of male and female reproductive structures;
6. Systematically analyse the causes of homeostatic imbalances; and interpret symptoms using evidenced-based science.

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

1. Relate the structure of the major bones, joints and muscles to the functions of support and movement;
2. Explain how the cardiovascular system facilitates transport and maintains homeostasis;
3. Describe how the structures of the respiratory system enable ventilation and gas exchange;
4. Locate the organs of the digestive system and describe the processes of digestion, absorption and metabolism;
5. Discuss how urine is formed and the role of the kidneys in maintaining fluid composition and balance;
6. Outline the body's innate and adaptive defences and how they determine the nature of interactions with microbes.

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

1. Relate the structure of the major bones, joints and muscles to the functions of support and movement;
2. Explain how the cardiovascular system facilitates transport and maintains homeostasis;
3. Describe how the structures of the respiratory system enable ventilation and gas exchange;
4. Locate the organs of the digestive system and describe the processes of digestion, absorption and metabolism;
5. Discuss how urine is formed and the role of the kidneys in maintaining fluid composition and balance;
6. Outline the body's innate and adaptive defences and how they determine the nature of interactions with microbes.

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

1. Describe the major causes of cell damage and responses to such damage;
2. Explain how cell, organ and whole-body functions are affected by various disease processes;
3. Demonstrate an understanding of pathological processes in selected genetic diseases, and explain the modes of inheritance of those diseases;
4. Develop skills in the observation, presentation and critical evaluation of clinical data; and
5. 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 should be able to:

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 determining health policy.
4. Recognise key determinants and models of health.
5. Understand the complexities of improving population health and the ways in which 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.

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

1. Contrast and compare the structure, development and function of body systems before and after birth.
2. Explain the physiological changes that occur in the fetus during its transition to life after birth.
3. Discuss and predict consequences of impaired transition at birth for postnatal survival, health and well-being.
4. Evaluate research experiments in perinatology in regard to their contribution to evidence-based medicine.
5. Synthesize and critically discuss the literature, then formulate and justify research methodology to address a knowledge gap in perinatology.

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

1. Identify the chemical and biochemical aspects of functional groups in biological molecules.
2. 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.
3. Explain the role of equilibrium and kinetic processes in biology and the describe concepts of enzyme catalysis.
4. Describe biological oxidation and the metabolic release of energy.
5. Describe the chemistry of important biological polymers and lipids and the reactions they undergo in the cell.
6. Describe the biochemistry of molecules and reactions of biomedical importance.
7. Draw relationships between these reactions and normal and disease states that occur.

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

1. Describe the properties and function of cells and explain how the primary tissue types combine to form a complete organism;
2. Describe the effects of cellular mechanisms and environmental impacts on human development, and identify how they are applied in health and biotechnology;
3. Describe the ways in which organisms regulate their internal systems and environment;
4. Explain the principles behind the development of an immune response and the role of microorganisms in health and disease;
5. Demonstrate critical thinking and written communication skills in the synthesis of an essay on an area of contemporary biomedical research;
6. Perform laboratory techniques integral to the study of biomedical sciences and analyse and interpret results in consultation with research literature.

Upon successful completion of this unit, students should 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.

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

1. Demonstrate and show application of core public health principles including epidemiology, biostatistics and ethics in health research.
2. Explain how disease is measured in populations and critically analyse the strengths and weaknesses of different epidemiological study designs which are used in public health research.
3. Critically appraise the popular and biomedical literature in public health.
4. Identify fundamental ethical considerations that underpin health research.
5. Identify and apply 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.
6. Interpret statistical results presented and identify limitations in the biomedical literature and other media and convey the interpretation in simple language.

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

1. Describe 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. Describe how the human brain and behaviour evolved;
4. Explain 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.

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

1. Have a theoretical and practical understanding of the biological molecules which make up the blueprint of life;
2. Describe the interactions of biological molecules which constitute essential processes in living cells;
3. Acquire 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. Have the skills required to use the Internet molecular biology resources to complement conventional written information.

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

1. Demonstrate a basic anatomical literacy; i.e. describe and discuss the composition and relationships of the tissues, organs, systems, and regions that make up the human body.
2. Relate anatomical structures (tissues, organs, systems) to basic developmental processes and contexts.
3. Use comparative approaches to identify evolutionary and functional contexts of anatomical structures.
4. Describe the specific evolutionary context of human anatomy.
5. Use creative techniques (e.g. drawing, photography, body painting) to illustrate internal and external anatomy.
6. Communicate anatomical information and concepts using a range of media (visual, oral presentation, writing).
7. Relate sectional radiographic images to topological anatomy using digital 3D models.
8. Work collaboratively to collect and analyse anatomical data.

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

1. Discuss how energy and nutrients are supplied to mammalian cells and how metabolism is regulated and integrated.
2. Discuss the mechanisms by which cells communicate to coordinate metabolism, cell growth, differentiation and cell death.
3. Describe the mechanisms by which precursor cells differentiate into mature cells.
4. Explain the molecular and cellular basis of selected diseases.
5. Demonstrate an ability to present, analyse and interpret data from molecular and cell biological experiments clearly and concisely in oral and written form.
6. Demonstrate the ability to work in a team.

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

1. Explain the functions and controls of the cardiovascular, renal, respiratory, endocrine, reproductive and digestive systems in the human body;
2. Describe how the body systems integrate in order to maintain homeostasis following exercise or blood loss;
3. Plan and conduct scientific experiments and analyse and interpret the associated experimental data related to the effects of ventricular filling on cardiac contraction, the effect of exercise on cardiovascular function, the effect of a water loading on urinary excretion and the effects of autonomic nerves on gut motility;
4. Communicate experimental results in the format of scientific figures and written reports.

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

1. Explain the central role of genes in the inheritance of traits and the complex variation in inheritance patterns that arise due to interactions of genes with each other and the environment;
2. Explain how genetic variation is generated by mutation and the importance of this in phenotypic variation, evolution and disease;
3. Describe the value of model organisms in studying human gene function in development and disease;
4. Demonstrate understanding of the relevance and value of genetics to human society;
5. Demonstrate skills in independent problem-solving and experimental design, and in data collection, analysis and interpretation;
6. Demonstrate skills in written and oral communication through written reports and oral presentations of research findings by small groups.

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

1. Explain the importance of micro-organisms in health and disease;
2. Describe how host and pathogenic factors of micro-organisms affect the outcome of infection;
3. Describe basic mechanisms of immunity to infection and the development and use of vaccines;
4. Explain how infectious diseases are spread, tracked and controlled, and the susceptibility and resistance of microbial pathogens to antimicrobial agents;
5. Describe some examples of microbial pathogens including bacteria, viruses, fungi and parasites, the diseases that they cause, their mechanisms of pathogenesis, and treatment;
6. Demonstrate knowledge of microbiological methodology and laboratory skills that are used to study and diagnose microbial pathogens.

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

1. Have a basic understanding of the theoretical and practical aspects of information technology and its wider application to the medical sciences.
2. 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.
3. Develop their communication and presentation skills and understand the involvement of information technology in the biomedical sciences.

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

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. Outline molecular and biotechnology research methodologies and identify the skills required to undertake a research project in a research laboratory.
5. Identify and articulate 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 the skills acquired to communicate research data and scientific ideas, verbally and in writing using scientific and lay language as appropriate.

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

1. Integrate and apply their knowledge from previous core units in the study of specific human diseases;
2. Describe and distinguish between the pathobiological processes related to disease;
3. Recognise and cite evidence for how biomedical research, including cell biology, animal models of disease and human studies are important in defining the pathogenesis of disease and the optimal treatment of disease in a public health context;
4. Demonstrate sophisticated interpretation and application of epidemiological methods and principles and discuss critically and cite evidence for the impact of disease on the individual and society;
5. Identify and evaluate the contribution of the epidemiological studies involved in prevention, diagnosis and treatment of specific diseases and justify your reasoning;
6. Critically assess the epidemiological quality of research in a range of studies outlining the basis of your methodological approach and criteria for determining the quality of the research;
7. Synthesise and critically analyse medical literature to discover future challenges in disease pathogenesis and treatment;
8. Further develop research skills including collaborative team work, clear communication and interpersonal skills as well as critical thinking and writing skills.

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

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;
8. Conduct appropriate statistical analysis of results;
9. Perform routine laboratory measurements and manipulations;
10. Maintain efficient and meaningful communication with a project supervisor;
11. Use technical word processing packages and graphics software.

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

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;
8. Conduct appropriate statistical analysis of results;
9. Perform routine laboratory measurements and manipulations;
10. Maintain efficient and meaningful communication with a project supervisor;
11. Use technical word processing packages and graphics software.

Upon successful completion of this unit, students should:

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.

Upon successful completion of this unit, students should 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.

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. Assess the breadth of statistical tests and their applicability to common research methodologies;
4. Identify and synthesize knowledge in specific areas of Biomedical Science other than that related to the assigned research project;
5. Summarise research findings concisely, clearly and sequentially;
6. Interpret experimental data with reference to the existing literature;
7. Integrate theoretical knowledge with practice in a specific area of research;
8. Evaluate the status of research progress within a particular research field ;
9. Generate novel ideas to solve an existing problem or answer to an unknown question;
10. Assess the risks in designing experimental strategies or identify the shortcomings in justifying the results;
11. Integrate multidisciplinary components in an experimental design.

1. Validate the scientific literature to comprehend the progress within a specific research area;
2. Identify and apply the processes involved in the design, development and implementation of a research project;
3. Design, develop and implement a research project;
4. Acquire and analyse computer based data for graphical and tabular summarisation of findings;
5. Summarise research outcomes into scientific manuscripts in accordance with publication requirements;
6. Effectively and clearly communicate scientific principles and research findings in verbal and written form to a broad audience;
7. Identify and select techniques that are essential to the satisfactory completion and reporting of a research project
8. Apprehend the significance of ethics, laboratory etiquette and adherence to OHS
9. Recognize a critical problem and formulate a hypothesis to solve it; and
10. Interpret the research findings with reference to the existing literature

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

1. Extend knowledge of the role of diet and relevant non dietary factors in the aetiology, prevention, and management of disease incorporating into practice
2. Synthesise and communicate to peers key findings from the scientific literature and their relevance and application to nutrition and dietetic practice
3. Conduct nutrition assessments and formulate dietetic practice recommendations and management strategies using an evidence based approach
4. Practice individual case management in a simulated and healthcare setting
5. Practice safely and professionally as part of a healthcare team working towards the National Competency Standards for Dieticians in Australia (as defined by DAA)
6. Communicate appropriately and broadly using a range of methods extending into the healthcare environment
7. Extend teamwork skills in the academic and practice settings
8. Reflect on practice and evaluate self and peers.

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

1. Describe the role of diet in the aetiology, prevention, and management of major lifestyle related chronic disease.
2. Apply and integrate knowledge of chronic disease into nutrition assessment and management plans using case based learning, simulation and placement experience in the healthcare environment.
3. Develop and extend core dietetic practice skills - including interpretation of data, collection and analysis of dietary data, nutrition assessment and intervention strategies.
4. Develop working knowledge and experience in a healthcare setting to begin practicing safely and professionally.
5. Apply food service, food science and food system knowledge to individuals and healthcare settings.
6. Communicate appropriately and broadly using a range of methods.
7. Extend teamwork skills in the academic and practice settings.
8. Reflect on their practice and extend self-awareness, insight and cultural competency.

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

1. Integrate food composition and practical food knowledge to a range of therapeutic applications to support dietetic practice
2. Compare and contrast food service systems across healthcare settings including key regulatory and accreditation systems relevant to food service management.
3. Develop and communicate plans to provide safe and nutritious food in food service settings
4. Implement, evaluate and disseminate results of activities that support delivery of quality nutrition and food standards within a food service
5. Apply research practice skills and innovative problem solving to food service management challenges
6. Apply the principles of management in food service including organisational management, human resource management and production management
7. Utilise reflection, professional and personal communication and teamwork skills.

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

1. Examine the role of diet in the aetiology, prevention, and management of a range of clinical conditions and diseases in preparation for clinical case management
2. Apply and integrate knowledge of science and disease into nutrition assessment and management of clinical cases including consideration of broader issues regarding healthcare systems and provision, management, ethics and quality improvement
3. Progress core skills in the clinical dietetic process towards case management including prioritisation and discharge planning
4. Integrate personal, social, clinical, cultural, physiological, ethical, environmental and economic factors into clinical reasoning and decision making in case management
5. Apply an evidence based approach to clinical case management
6. Identify and critically review evidence in clinical dietetics communicating practice applications
7. Incorporate theories of behaviour change and learning theory in counselling and education skills to support effective dietetic case management
8. Communicate appropriately and broadly using a range of methods both written and oral
9. Reflect on practice extending self-awareness, insight and cultural competency linking to professionalism.

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

1. Describe the key health and nutrition issues affecting the Australian population and the political, environmental, social and economic determinants of these.
2. Apply the key steps in the public health nutrition intervention cycle and explain the importance of integrating capacity building within this framework.
3. Evaluate the role of public health policy in shaping public health nutrition practice.
4. Analyse the continuum of population based approaches for addressing nutrition issues and evaluate the level of evidence of effectiveness in improving health.
5. Evaluate a socio-ecological, systems based, approach to understanding and managing population nutrition issues.
6. Differentiate between effective and non-effective public health advocacy approaches.

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

1. Apply the social, environmental, economic and political determinants of nutrition status to a priority public health nutrition area.
2. Plan, implement and evaluate systems based, population health approaches and solutions to priority nutrition issues.
3. Apply the research process using appropriate methods of collection and analysis for both qualitative and quantitative data.
4. Contribute to an evidence-based, population approach to improve population nutrition health in a community setting.
5. Advocate for policy change to benefit health and nutrition outcomes for populations.
6. Employ critical and scientific writing and communication skills to document and report findings to professional and scientific audiences.
7. Practice professional leadership to promote the role of nutrition.
8. Establish effective working partnerships, networks, collaborations with a range of team members and stakeholders.
9. Adopt a questioning and critical approach in all aspects of practice and evaluate practice on an on-going basis.
10. Achieve entry level competencies to support community and public health nutrition practice.

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

1. Critically review nutrition and dietetic practice, identifying gaps in knowledge and apply valid and relevant conclusions and recommendations for practice improvement.
2. Utilise research, leadership, communication (including negotiation, advocacy and conflict resolution) and management principles and skills in approaching solutions to practice problems.
3. Work effectively as a member of a team creating innovative solutions to nutrition and dietetics practice problems.
4. Apply the principles of human resource management, budgeting and risk management to project management and research.
5. Synthesise and analyse information/data collected from practice and communicate scientifically.
6. Plan and evaluate own personal and professional development in preparation for entry into the profession.

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

1. Apply knowledge of science, nutrition, diet and disease into assessment, education, and management of clinical cases in a healthcare environment
2. Integrate personal, social, clinical, cultural, dietary, economic, environmental, ethical, medical and physiological factors into clinical reasoning and decision making in client centred case management in the healthcare environment
3. Achieve entry level competencies to support individual case management across a range of clients
4. Apply an evidence based approach to clinical case management
5. Integrate knowledge of food service systems and processes into case management
6. Exhibit excellent oral and written communication skills in all professional interactions with peers, colleagues, clients and other stakeholders in the healthcare and academic environments.
7. Work effectively as a member of the dietetic and broader healthcare team
8. Practice safely, effectively and professionally
9. Reflect on practice extending self-awareness, insight and cultural competency.

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

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.

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

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.

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

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.

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

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.

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

1. Describe a range of methodological and philosophical principles in research design, analysis and interpretation.
2. Describe, apply and evaluate research designs and analyses used by psychologists.
3. Apply scientific research principles to data in practice.
4. Critique data with a view to preparation, analysis and interpretation.
5. Operate SPSS and AMOS packages to analyse data for analysis.
6. Critique and record decisions made in the process of research examples distinguishing between fact and inference in sets of analyses.

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

1. Identify and use professional language and behaviours appropriate for a paramedic in the pre-hospital setting.
2. Describe legal, ethical and professional issues as they relate to paramedic practice.
3. Explain the barriers to effective communication within paramedic practice and how these can impact on patient care.
4. Identify models of communication and apply these to patient-centred interviews.
5. Contrast the diverse pre-hospital needs of different community groups.
6. Recognise the importance of wellbeing and self care for paramedics.

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

1. Demonstrate a standardised clinical approach to the assessment and care of patients;
2. Recognise the concept of patient acuity and how this relates to time criticality and referral pathways;
3. Demonstrate the clinical skill necessary to complete a physical patient examination;
4. Describe and demonstrate an effective approach to manual handling to ensure safety of yourself and the patient ;
5. Discuss and demonstrate effective communication strategies for interaction with patients, bystanders and other health care professionals;
6. Establish reflective skills to evaluate and enhance interactions in the clinical setting.

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

1. Identify and develop strategies for their own health enhancement.
2. Examine the similarities and differences between ethical issues in personal and professional life.
3. Appreciate the legal framework within which medical practice operates and the legal basis of the doctor-patient relationship.
4. Differentiate ethical debates about the following: doctor-patient relation; health and illness; ideas of personhood and body.
5. Apply concepts of professional responsibility and public accountability with reference to the role of the courts and common law statutes and professional self-regulation.
6. Develop a perspective on issues of social equity, welfare, advocacy and justice, particularly as they relate to the practice of medicine.
7. Demonstrate that from their position of responsibility within the community they have knowledge and skills that can contribute to the well-being of those people who are disadvantaged.
8. Develop the concept of the 'whole person' and in particular, the social and economic context of health and illness.
9. Discuss different perspectives on health, illness and medical practice through application of the 'sociological imagination'.
10. Describe associations between health and illness and social influences such as culture, disability, place, rurality, social position, gender, ethnicity, ecology and access to healthcare.
11. Consider appropriate adaptations of healthcare practice to suit particular cultural and social circumstances.
12. Demonstrate basic skills in accessing and critiquing research materials from personal, print and electronic sources.
13. Discuss the basic concepts and methods of biostatistics in medical research and epidemiology.
14. Evaluate the strengths and weaknesses of different epidemiological study designs.
15. Explain how rural diversity can impact on rural health, illness and health service delivery.
16. Articulate the relationship between data, information, evidence, knowledge and informed care.
17. Demonstrate in applied situations the following:
• Enhanced information technology skills (searching and medical database identification skills, including computer presentation skills);
• Application of critical skills to clinical and research questions;
• Application of a range of knowledge based systems in clinical practice (bibliographic software, decision support systems).
18. Discuss the theories and approaches to health promotion.
19. Participate in the basic health promotion process of program development, planning, implementation and evaluation.
20. Identify appropriate strategies for health promotion interventions including targeting high risk and population-based strategies.
21. Recognise the conceptual and practical implications of a Community Based Practice program.
22. Describe and discuss the health, illness and community services and facilities available in a rural, regional and outer urban location.
23. Describe normal cell and tissue structure and formation.
24. Identify the role of genes in health and disease.
25. Describe the immune system and immune responses in health and disease.
26. Discuss the pathophysiology and management of conditions caused by microbes.
27. Describe the pathophysiology of neoplasia.
28. Discuss the general principles, concepts and language of neuroscience that will provide a basis for understanding the neural control of body systems and neurology.
29. Outline the structure and functions of neurons, signalling mechanisms, drug actions and receptors, and the organisation, inter relationship and general function of all divisions of the nervous system.
30. Describe the function of peripheral sensory systems, the sensory pathways, the motor pathways and the importance of sensory feedback.
31. Explain the general and detailed organisation and function of the musculoskeletal system.
32. Discuss the theories associated with human psychology and describe the neurobiological basis of human behaviour.
33. Describe the structure and function of the healthy cardiovascular, respiratory, renal, endocrine, gastrointestinal and reproductive systems and the formation and function of blood.
34. Describe the general pharmacological principles and the mechanisms of action of therapeutic agents commonly prescribed to combat disorders of the musculoskeletal, nervous, cardiovascular, respiratory, renal, gastrointestinal, endocrine, reproductive systems.
35. Describe the mechanisms and effects of selected common pathologies affecting the musculoskeletal, nervous, cardiovascular, respiratory, renal, gastrointestinal, endocrine, reproductive system.
36. Describe the basic processes of reproduction and early development, comprehend infertility and strategies to manage reproduction and contraception.
37. Discuss how fetal conditions can determine adult disease, recognising how specific anomalies can be diagnosed prenatally and how some of them may be corrected or managed.
38. Describe the trajectory of human development and explain the normal growth pattern and the attendant nutritional requirements of individuals from birth to adulthood.
39. Demonstrate clear and appropriate communication skills and active learning with clarity, consideration and sensitivity to patients and other health professionals.
40. Describe the framework for taking a comprehensive medical history.
41. Demonstrate an awareness of basic ethical and legal issues when communicating with patients.
42. Describe the principles of clinical reasoning.
43. Describe the elements of a Mental State Examination and perform a Mini Mental State examination.
44. Recognise the importance of context in medical history taking and the development of health conditions.
45. Apply a framework for taking a focused medical history in the cardiovascular, respiratory, gastrointestinal, renal, reproductive, haematological and endocrine systems.
46. Apply a framework for taking a sexual history using a patient centred, non-judgemental approach.
47. Perform a basic examination of the musculoskeletal, neurological, cardiovascular, respiratory, gastrointestinal, renal, haematological and endocrine system using a systematic patient-centred approach.
48. Perform a systematic patient-centred examination of the breast recognising the importance of communication during intimate examinations.
49. Demonstrate a structured approach to describing the features of normal basic investigations including Chest X-ray, Abdominal X-ray and 12 lead electrocardiograph.
50. Describe the elements of the patient safety framework including hand hygiene, teamwork and communication.
51. Demonstrate a structured and empathic approach to dealing with emotion in the patient encounter in a simulated environment.
52. Perform a series of procedural skills in a simulated environment using patient centred communication.
53. Recognise the social and health needs of Indigenous communities in urban, rural and remote locations.
54. Discuss traditional Indigenous culture and the complexities of contemporary Indigenous societies in urban, rural and remote locations.

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

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

1. Describe different sources of evidence and their roles in health practice.
2. Construct and implement effective strategies for searching the health literature.
3. Describe quantitative and qualitative techniques for data collection and basic analysis for reporting data.
4. Assess risk of bias across quantitative research designs.
5. Recognise issues of cultural context and ethical principles in data collection and interpretation.
6. Demonstrate the ability to summarise and communicate evidence for professional audiences.

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

1. Explain the place of health and its social determinants in a globalising world;
2. Compare and contrast initiatives to address global health challenges;
3. Identify opportunities for action using relevant approaches to global health challenges;
4. Identify future global health challenges and their determinants;
5. Analyse the social determinants of global health; and
6. Critically reflect on contemporary debates regarding globalization and health.

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

1. Describe the principles underpinning public health practice.
2. Identify a range of public health interventions and compare their strengths and limitations.
3. Discuss how behavioural, social and cultural, environmental and political determinants contribute to health outcomes.
4. Explain the causes and consequences of health inequalities.
5. Summarise information from relevant high quality public health sources.

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

1. Explain the biological basis of selected human health and disease.
2. Describe the pathophysiology and course of disease for selected human diseases.
3. Identify the social and individual factors contributing to selected human disease.
4. Explain the consequences of selected human diseases for health systems, society and epidemiology.
5. Critically appraise a current topic in human health and disease using relevant, high quality sources.
6. Develop organisational and communication skills in a small team environment.

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

1. Describe the components and organisation of the Australian healthcare system.
2. Discriminate between polices which inform, and the arrangements which fund, the Australian healthcare system.
3. Distinguish between the current policy debates and service models relevant to the current Australian healthcare system.
4. Identify the inter-sectorial and multi-disciplinary components of the Australian healthcare system.
5. Outline healthcare practices.
6. Articulate a reflective understanding of their experience and assumptions with respect to health and the practice of care.

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

1. Apply key principles of sociological and anthropological thought to the lived experience of individuals and populations
2. Apply the themes associated with the sociological imagination to examine the social production, construction and organisation of health locally and globally
3. Apply sociological theories as analytical tools to critically examine cultural, social, political and economic factors influencing health
4. Critically examine and evaluate aspects of culture and society with which they are familiar (as well as historical representations) in order to extend their understanding of the socio-cultural structures, institutions and processes relevant to health globally.

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

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

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

1. Discuss and critically reflect on theoretical models of communication, social change and marketing in relation to health and their application in medical, behavioural and socio-environmental approaches to health promotion;
2. Critically analyse the role of the media in the construction of health issues;
3. Describe, compare and contrast different approaches to health communication and explain their strengths and limitations;
4. Critically review a range of local and international health communication campaigns as well as a range of health communication materials (print-based, electronic and web-based);
5. Identify key stages in designing a communication campaign and apply them to a selected health issue;
6. Demonstrate oral and written presentation skills for a range of professional and lay audiences including low literate audiences; and
7. Develop an understanding of the role and principles of public health advocacy in the strategic use of the media and community action to influence decision makers and public opinion.

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

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

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

1. Analyse the behavioural, social and cultural, environmental and political determinants that contribute to selected emerging challenges in health.
2. Explain and apply the basic principles of a systems thinking approach to emerging health challenges.
3. Identify and appraise public health principles and approaches to control, prevent or otherwise address selected emerging challenges.
4. Analyse the implications of selected emerging challenges for the delivery of health care and structure and functions of health systems.
5. Describe and explain basic risk and emergency management principles.

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

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

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

1. Critically appraise evidence relating to the causation, diagnosis, natural history, treatment and prognosis of disease.
2. Develop and select appropriate measures for use in clinical research.
3. Design and conduct epidemiological research in clinical settings.
4. Describe the application of clinical research findings to clinical practice.
5. Critically appraise ethical and practical considerations in clinical research.

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

1. Describe the processes by which drugs act on, and are handled by, the human body.
2. Explain the role of drugs in prevention and treatment of specific diseases.
3. Explain the role of other therapeutic (non-drug) interventions in prevention and treatment of specific diseases.
4. Describe how drugs and other treatments are developed, evaluated and regulated.
5. Discuss the social context of drug use and abuse.
6. Discuss the relationship between drug therapy and public health in local and global contexts.

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

1. Critically analyse the strengths and weaknesses of different epidemiological study designs.
2. Critically appraise the popular and biomedical literature on population health.
3. Identify fundamental ethical considerations that underpin health research.
4. Identify the importance of statistical methods in the design, analysis and presentation of the results of research studies in health and biomedicine, and in reports of health related matters in general.
5. Explain basic statistical methods and when to apply them.
6. Interpret statistical results presented in the biomedical literature and other media, and convey the interpretation in simple language.
7. Identify different approaches to the nature of 'evidence' in public health and the implications of such approaches for the measurement of health and well-being of indigenous and other population groups.

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

1. Develop researchable questions by completing a literature review to determine gaps in current knowledge.
2. Develop and prepare a viable research protocol (which includes detailing the chosen research design, sampling and recruitment procedures, data collection and analysis strategies and a rationale for choices made in each of these arenas).
3. Explain different types of research design and how to choose the most appropriate design to answer explanatory and exploratory research questions.
4. Design effective research instruments (questionnaires, interview schedules, focus group schedules).
5. Recognise and outline ethical dilemmas associated with planning and executing morally responsible, culturally sensitive research.

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

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

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

1. Identify frameworks and ethical principles that guide disease prevention and health promotion.
2. Contrast primary, secondary and tertiary prevention methods and discuss examples of their applications.
3. Discuss models of chronic disease self-management and behaviour change and discuss examples of their application.
4. Identify guidelines and methods used in health screening, vaccination and clinical preventive services.
5. Distinguish the role of policy, community mobilisation, social marketing and education in health promotion.
6. Describe the role that partnerships and capacity building play in strengthening disease prevention and health promotion initiatives.

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

1. Demonstrate knowledge of the legal framework pertinent to healthcare practice
2. Explain why the study of health law is an essential aspect of professional practice
3. Discuss issues related to justice in the healthcare system
4. Describe medical and professional ethics and different ethical perspectives as related to healthcare
5. Discuss the importance of confidentiality and informed consent.

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

1. Critically analyse the relationships between various actors and agencies in global health.
2. Explain, using evidence from secondary sources, the positive and negative aspects of different approaches to global health programs in terms of equity and inequity.
3. Analyse programs for health issues at national and international levels for their capacity to address health inequities.
4. Apply principles of health-for-all to a project proposal designed to address global health challenges.
5. Critique models of ethical and culturally appropriate development and aid delivery.
6. Explain the current and future threats to global health with reference to various social, economic, environmental and political causes.

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

1. Discuss in depth some key contemporary health challenges demonstrating awareness of multiple perspectives, including the ways in which different health professions approach the issues and exploring how integrated approaches to addressing the issues may be mounted across disciplines;
2. Demonstrate understanding of key global determinants of health;
3. Consider the common and specific factors involved in the construction of various contemporary health challenges as being of 'high priority', particularly in the context of the role that evidence and other factors, including the media, play in this process;
4. Demonstrate understanding of the complex interplay of political, economic, legal and socio-cultural frameworks in shaping contemporary health challenges and how they are responded to;
5. Identify and discuss the implications of ideology, values and power bases in determining our understanding (and prioritising) of contemporary public health challenges;
6. Explore specific case studies of contemporary health challenges (global or local) and critically reflect on current strategies and approaches to responding to them.

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

1. Identify the distinguishing epidemiological features of infectious diseases.
2. Explain how communicable infections are spread.
3. Interpret epidemiological data on disease surveillance and disease outbreaks.
4. Apply principles of communicable disease prevention to a range of scenarios, and identify which public health prevention and control strategies are appropriate for different diseases.
5. Design and evaluate disease surveillance and control programs.
6. Describe the role of social and political factors in disease prevention and control.
7. Explore similarities and differences in prevention and control strategies for non communicable diseases and communicable diseases.

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

1. Define settings approaches and distinguish key features of the settings approach to health promotion;
2. Identify sources of data to inform evidence-based approaches to health promotion in different settings;
3. Describe different approaches to health promotion in settings including organisational change and policy development;
4. Demonstrate skills in planning and implementation for health promotion in different settings;
5. Identify systems level changes in settings that will support the use of health promotion strategies;
6. Describe capacity building approaches to improve the quality and sustainability of health promotion in these settings.

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

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

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

1. Develop an understanding of health policy as a key dynamic element of the determinants of health, with effects on the health of populations and societies.
2. Identify the structures, systems and institutions that contribute to the South African or any country's health policy environment with emphasis on health promotion and public health policy.
3. Critically engage with a range of public policy issues and policy processes.
4. Discuss types of health policy within the context of jurisdictions which hold responsibility for them.
5. Explain the role of government and their agencies, NGOs and the community in the development and implementation of health policy.
6. Distinguish types of power and how they are used by interest groups and individuals in policy development.
7. Use policy analysis skills to critique existing policy using a case study approach.

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

1. Apply knowledge and skills gained in health promotion units, in the practice of community-based health promotion.
2. Demonstrate skills and knowledge in learning about career development.
3. Demonstrate knowledge of health promotion theories in program design and/or delivery.
4. Reflect on the professional attitudes and skills required of health professionals working in community settings.
5. Critically assess a workplace environment.
6. Critically reflect on personal strengths and weaknesses as a health professional, and skills and capacities necessary for graduate employment.

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

1. Describe the essential principles of hazard identification, risk assessment, risk management and risk communication.
2. Demonstrate fluency with the basic concepts and terms used to describe chemical, physical and biological hazards.
3. Describe basic principles of identifying common hazards and nominate ways to assess the risks presented.
4. Nominate common interventions used to control environmental risks and the key personal, social and economic factors which may reduce the effectiveness or prevent control measures being successful.
5. Critically evaluate environmental health research evidence and explain the limitations, relevance and application of the evidence to specific situations.

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

1. Develop an answerable research question that is appropriate for the gap in research.
2. Perform a literature review around the topic and research question.
3. Choose the appropriate study design and identify the strengths and limitations.
4. Design a research project/protocol including project timeline.
5. Define a study population and sampling strategies to answer the research question posed.
6. Develop a specific approach to data collection and data collection method.
7. Develop an approach to data analysis that is suitable to their research.
8. Further cultivate skills in conducting ethical and culturally sensitive research.
9. Present a written research protocol.

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

1. Apply knowledge and skills of research design, methodology and data analysis in the practice of public health/epidemiological research
2. Demonstrate an in-depth understanding of the practical and methodological issues in conducting public health/epidemiological research
3. Critically reflect on the skills required for good research practice, including professional, ethical and practical issues
4. Present oral and written reports of research processes and research outcomes.

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

1. Demonstrate a good understanding of the research process and skills needed to produce a research report to meet the standard required at honours level by developing an outline and plan of a research process suitable for their research project;
2. Critique their outline and plan for their research project;
3. Explain the formulation of research questions and formulate a research question relevant to their research project;
4. Demonstrate a good understanding of the range of quantitative and qualitative research frameworks utilised in public health and health science research by:
• Identifying the research frameworks used in a range of research projects;
• Selecting the most suitable research framework/methodology for given examples of research projects; and,
• Justifying the research framework/methodology chosen for their research project;
5. Link research paradigms or methods to research questions;
6. Demonstrate a good understanding of data analysis methods associated with the various research frameworks by:
• Identifying the most appropriate data analysis methods for different research frameworks;
• Selecting the most suitable data analysis methods for their research project; and
• Justifying the data analysis methods chosen for their research project;
7. Demonstrate a good understanding of potential further research available to them by identifying future research activities in which they could participate and are of specific interest to them.

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

1. Demonstrate the ability to develop a research topic to investigate that is feasible within a two-semester time frame by submitting a 15,000 word thesis;
2. Identify key research questions that are suitable for an honours level project;
3. Select and review relevant theory and literature;
4. Design a study and choose appropriate methods to investigate research questions;
5. Select appropriate modes of analysis;
6. Demonstrate an understanding of and discuss the ethical issues involved in their research project;
7. Implement, critically appraise or apply research in a particular field;
8. Prepare a comprehensive written report that is professionally presented and contains all elements required for an academic/scientific journal publication; and
9. Present and lead a discussion on their project as part of the weekly colloquium series.

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

1. Discuss contemporary global approaches to research in health sciences and public health;
2. Critically assess what is known and not known in the literature, about global public health science in relation to selected topics covered during the seminars as well as to students' research topics;
3. Develop a systematic search strategy on a specific topic based on a research question, encompassing the development of inclusion-exclusion criteria, a search strategy and table summaries of selected studies;
4. Critically review the scientific literature relative to a defined research question; and,
5. Prepare a literature review of a health issue using critical analysis.

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

1. Reflect on their own values and assumptions regarding health and well-being.
2. Explain the influence of diverse definitions, concepts and interpretations of health and well-being on health care.
3. Compare and contrast various models and frameworks of health and describe the value of these.
4. Identify the various determinants of health and describe how these affect health care provision and create inequalities in health.
5. Apply the principles of the 'determinants of health' approach in discussing selected health issues.
6. Discuss critical perspectives used to explore health and examine their implications for health and social care practice.

Theme I:

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

1. Recognise the legal requirements and protocols in clinical practice including documentation, patient care and safety
2. Respect and maintain privacy and confidentiality (peers, university & health care staff, external stakeholders, patients, clients)
3. Discuss issues related to justice, the importance and role of advocacy within the health system
4. Practice principles of ethical decision making and consultation with peers and teachers
5. Describe characteristics of a respectful, non-judgemental and empathic approach to others
6. Maintain an appropriate standard of behaviour including demeanour, appearance and meeting commitments.
7. Communicate clearly, effectively and appropriately in oral, written and electronic formats
8. Identify the types of risks and errors in health care settings and the role of health care professionals in ensuring the quality of patient care
9. Recognise the importance of research and quality improvement
10. Recognise the need to evaluate and critically reflect upon judgements and health care practices relating to patient outcomes
11. Recognise peers experiencing difficulty and identify available support services
12. Describe appropriate environments and use strategies for sensitive and effective communication and interaction with others (simulated patients, peers, teaching staff)
13. Identify the roles and responsibilities health care team members and their professions and show the ability to work collaboratively within a team
14. Engage in learning opportunities and participate in peer learning, leadership and teaching activities.
15. Recognise own strengths and limitations, including personal factors which impact upon performance, and seek support for improvement
16. Take responsibility for own self-care and health issues.

Theme II:

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

17. Describe the concept of primary healthcare and the interrelated themes of social justice and human rights in the context of population health.
18. Describe the effects of the key social determinants of health on health status and outcomes in marginalised groups, including the Indigenous population.
19. Explain the effects of cultural, geographic and economic factors on access to healthcare and health status.
20. Discuss the components, organisation and goals of health systems, and the relationship between health system quality and health outcomes.
21. Define levels of disease prevention.
22. Explain key concepts in medical screening and diagnostic programs including validity and reliability of these programs.
23. Describe the relationship between exposure, causation and risk factors for disease and morbidity in populations.
24. Describe the purpose of health promotion programs.
25. Describe key concepts in population health, epidemiology and measurement of health and disease in populations.
26. Describe key concepts in biostatistics and interpret biostatistical information in medical research publications.
27. Describe the characteristics of different study designs used in population health and clinical research.
28. Describe the role of health care services in maintaining health and in monitoring, managing and preventing disease.
29. Describe the interaction between health care consumers and health care services
30. Identify sources of information used to support clinical decision making and management in health care.
31. Identify human and organisational factors that may impact upon patient care.
32. Outline the principles involved in efficient allocation of health care funding.
33. Outline the structure of medical literature and the roles of the different academic styles of writing.
34. Search for medical research information and data from personal, print and electronic sources.
35. Organise and manage information sourced from medical research publications and popular information sources.
36. Critique information on health and health care provided to the public.

Theme III:

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

37. Discuss normal cell and tissue structure and formation;
38. Describe and compare genes in health and disease;
39. Describe the immune system in health and disease;
40. Explain the interaction between microbial organisms and the human host and the role of parasites and fungi in infectious disease;
41. Describe injury and the host response;
42. Discuss the nature of neoplasia and genetic and environment factors leading its progression and spread.
43. Explain the key concepts of human psychology and the neurobiological basis of human behaviour
44. Outline and explain the general principles, concepts and language of neuroscience that will provide a basis for the study of neural control of body systems and neurology in later semesters;

Theme IV:

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

45. Conduct a structured patient centred interview in simulated environments
46. Elicit a structured, comprehensive and logical history in simulated environments
47. Perform an appropriate examination for specified systems in simulated environments.
48. Perform specified clinical procedures and tasks in simulated environments
49. For specified conditions, identify relevant investigations for the patient's presenting problems or conditions
50. Identify the required information for completion of requests for investigations.
51. Provide a basic interpretation of results for specified investigations
52. Outline the reasons for prioritising patient care
53. Generate a problem list
54. Formulate a differential diagnosis (list)
55. Identify the function of management plans in patient care
56. For specified conditions identify clinically appropriate medications
57. Explain the importance of monitoring patients
58. Explain the importance of fluid and electrolyte management
59. Identify the importance of procedures and documentation for continuity of care
60. Provide structured and effective case presentations
61. Recognise the basic elements of patient case files.

Theme I:

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

1. Recognise the legal requirements and protocols in clinical practice including documentation, patient care and safety
2. Respect and maintain privacy and confidentiality (peers, university & health care staff, external stakeholders, patients, clients)
3. Discuss issues related to justice, the importance and role of advocacy within the health system
4. Practice principles of ethical decision making and consultation with peers and teachers
5. Describe characteristics of a respectful, non-judgemental and empathic approach to others
6. Maintain an appropriate standard of behaviour including demeanour, appearance and meeting commitments.
7. Communicate clearly, effectively and appropriately in oral, written and electronic formats
8. Identify the types of risks and errors in health care settings and the role of health care professionals in ensuring the quality of patient care
9. Recognise the importance of research and quality improvement
10. Recognise the need to evaluate and critically reflect upon judgements and health care practices relating to patient outcomes
11. Recognise peers experiencing difficulty and identify available support services
12. Describe appropriate environments and use strategies for sensitive and effective communication and interaction with others (simulated patients, peers, teaching staff)
13. Identify the roles and responsibilities health care team members and their professions and show the ability to work collaboratively within a team
14. Engage in learning opportunities and participate in peer learning, leadership and teaching activities
15. Recognise own strengths and limitations, including personal factors which impact upon performance, and seek support for improvement
16. Take responsibility for own self-care and health issues.

Theme II:

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

17. Describe the concept of primary healthcare and the interrelated themes of social justice and human rights in the context of population health
18. Describe the effects of the key social determinants of health on health status and outcomes in marginalised groups, including the Indigenous population
19. Explain the effects of cultural, geographic and economic factors on access to healthcare and health status
20. Discuss the components, organisation and goals of health systems, and the relationship between health system quality and health outcomes
21. Define levels of disease prevention
22. Explain key concepts in medical screening and diagnostic programs including validity and reliability of these programs.
23. Describe the relationship between exposure, causation and risk factors for disease and morbidity in populations
24. Describe the purpose of health promotion programs
25. Describe key concepts in population health, epidemiology and measurement of health and disease in populations
26. Describe key concepts in biostatistics and interpret biostatistical information in medical research publications
27. Describe the characteristics of different study designs used in population health and clinical research
28. Describe the role of health care services in maintaining health and in monitoring, managing and preventing disease
29. Describe the interaction between health care consumers and health care services
30. Identify sources of information used to support clinical decision making and management in health care
31. Identify human and organisational factors that may impact upon patient care
32. Outline the principles involved in efficient allocation of health care funding
33. Outline the structure of medical literature and the roles of the different academic styles of writing
34. Search for medical research information and data from personal, print and electronic sources
35. Organise and manage information sourced from medical research publications and popular information sources
36. Critique information on health and health care provided to the public.

Theme III:

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

37. Explain the function of peripheral sensory systems, sensory pathways, motor pathways and the importance of sensory feedback
38. Describe the general and detailed organization of the limbs and back
39. Identify and test the muscle groups acting on the joints of the upper and lower limb, the cranio-vertebral and the intervertebral joints, and their normal range of movement
40. Identify the surface markings of the major joints, nerves, blood vessels, ligaments and bony features of the upper and lower limbs and vertebral column and understand the application of imaging technologies to the musculoskeletal systems
41. Discuss the detailed structure and function of the tissues of the musculoskeletal system, including bone, muscle, tendon, articular cartilage, ligaments and connective tissue
42. Explain key concepts of human psychology and the neurobiological basis of human behaviour
43. Discuss the pathogenesis of diseases caused by bacteria and microbes
44. Outline the pharmacological agents used in the treatment of infectious disease
45. Describe the trajectory of development, and its importance to an understanding of the individual as a complete human being within a social setting
46. Describe the structure and function of the healthy cardiovascular system
47. Discuss the mechanisms and effects of selected common pathologies affecting the cardiovascular system
48. Outline therapeutic agents commonly used to deal with disorders of the cardiovascular system
49. Give an account of the interactions of the cardiovascular system in the maintenance of homeostasis
50. Discuss the structure and function of neurons, signaling mechanisms, drug actions and receptors mechanisms, and the organization, inter relationship and general function of all divisions of the nervous system.

Theme IV:

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

51. Conduct a structured patient centred interview in simulated environments
52. Elicit a structured, comprehensive and logical history in simulated environments
53. Perform an appropriate examination for specified systems in simulated environments.
54. Perform specified clinical procedures and tasks in simulated environments
55. For specified conditions, identify relevant investigations for the patient's presenting problems or conditions
56. Identify the required information for completion of requests for investigations.
57. Provide a basic interpretation of results for specified investigations
58. Outline the reasons for prioritising patient care
59. Generate a problem list
60. Formulate a differential diagnosis (list)
61. Identify the function of management plans in patient care
62. For specified conditions identify clinically appropriate medications
63. Explain the importance of monitoring patients
64. Explain the importance of fluid and electrolyte management
65. Identify the importance of procedures and documentation for continuity of care
66. Provide structured and effective case presentations
67. Recognise the basic elements of patient files

Rural Attachment:

Upon completion of this Rural Attachment, students should be able to:

68. Recognise the importance of place to health, illness, injury and health service delivery
69. Describe the health, illness, community services and facilities available in a rural location
70. Recognise how rural health differs across gender, age, race and sexual orientation
71. Compare and contrast medicine in a rural context with their metropolitan experiences to date.

MED2000 is a hurdle requirement for successful completion of the MBBS course. Upon completion of this unit, students should have demonstrated the necessary integration of knowledge and skills developed during Years 1 - 2 of the medicine course.

Theme I:

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

1. Recognise the legal requirements and protocols in clinical practice including documentation, patient care and safety
2. Respect and maintain privacy and confidentiality (peers, university & health care staff, external stakeholders, patients, clients)
3. Discuss issues related to justice, the importance and role of advocacy within the health system
4. Practice principles of ethical decision making and consultation with peers and teachers
5. Describe characteristics of a respectful, non-judgemental and empathic approach to others
6. Maintain an appropriate standard of behaviour including demeanour, appearance and meeting commitments
7. Communicate clearly, effectively and appropriately in oral, written and electronic formats
8. Identify the types of risks and errors in health care settings and the role of health care professionals in ensuring the quality of patient care
9. Recognise the importance of research and quality improvement
10. Recognise the need to evaluate and critically reflect upon judgements and health care practices relating to patient outcomes
11. Recognise peers experiencing difficulty and identify available support services
12. Describe appropriate environments and use strategies for sensitive and effective communication and interaction with others (simulated patients, peers, teaching staff)
13. Identify the roles and responsibilities health care team members and their professions and show the ability to work collaboratively within a team
14. Engage in learning opportunities and participate in peer learning, leadership and teaching activities
15. Recognise own strengths and limitations, including personal factors which impact upon performance, and seek support for improvement
16. Take responsibility for own self-care and health issues.

Theme II:

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

17. Discuss the interplay of medical, scientific, social, cultural, political, economic and ethical factors in health promotion
18. Describe and compare medical, behavioural and socio-environmental approaches to health promotion
19. Explain key concepts in medical screening and diagnostic programs including validity and reliability of these programs
20. Describe the relationship between exposure, causation and risk factors for disease and morbidity in populations
21. Appraise a health promotion program
22. Source and interpret biostatistical information relevant to health and disease in populations across a range of contexts (e.g. rural, indigenous, refugee vulnerable/'at-risk' populations)
23. Describe the characteristics of different study designs used in population health and clinical research
24. Describe the role of health care services and the essential roles of systems in maintaining health and in monitoring, managing and preventing disease across a range of contexts (e.g. rural, indigenous, vulnerable/'at-risk' populations)
25. Describe sources of information used to support clinical decision making and management in health care
26. Describe human and organisational factors that may impact upon patient care
27. Outline the structure of medical literature and the roles of the different academic styles of writing
28. Search effectively and efficiently medical research information and data from personal, print and electronic sources
29. Organise and manage information sourced from medical research publications and popular information sources
30. Critically appraise articles in medical and health care literature.