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

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.

• Examination (2 hours) (40%) (Hurdle)
• Portfolio (60%) (Hurdle)

Paramedicine

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

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.

• Written assignment (2,000 words) (25%)
• Portfolio (30%)
• Community placement portfolio (Pass / Fail)
• Examination (2 hours) (45%) (Hurdle)

To pass this unit the student must attend community placements AND successfully complete the community placement portfolio. 80% attendance at tutorials is required to pass this unit.

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

See also Unit timetable information

Paramedicine

Law, Ethics and Professionalism will provide Bachelor of Emergency Health students with a sound basis for their legal and ethical practice within a chosen profession. The unit is divided into three distinct themes which blend together to assist in their understanding of legal principles, the application of legal standards, assessment and application of ethical practices while analysing the overarching concepts of professionalism in a challenging and continually developing area of health practice.

The unit will offer a broad range of teaching and learning strategies to accommodate the variety of participants in a non-clinical setting with an emphasis in supporting students in these activities. A combination of a prescribed text written specifically for the discipline and referral articles that encompass a wider field of practice will be used in conjunction with lectures, tutorials, online discussion and research tasks. A particularly important area of activity within the unit will be applying the principles in contextualised scenarios that relate directly to paramedic practice to ensure students consider and reflect upon areas of their professional practice, beyond the purely clinical environment.

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.

• Research paper (50%) (Hurdle)
• Final examination (50%) (Hurdle)

The unit is structured around two, two-hour lectures and one one-hour tutorial each week (Weeks 2 - 11 inclusive). In addition to attending lectures and tutorials it is expected that students complete a minimum of 1 hour of personal study per one hour of contact time (approximately 10 hours per week) in order to satisfy the reading and assignment expectations.

See also Unit timetable information

Paramedicine

This unit aims to develop paramedic awareness and understanding of the cross-cultural and demographically diverse community groups they will encounter as primary health care providers, and extend their capacity to communicate, build rapport and meaningfully engage with these groups. Students will gain valuable community engagement and participation experience through structured volunteer placements within strategically selected private, public and indigenous health related settings. Students will actively participate within these facilities in all aspects of the care programs being delivered allowing them to develop communication, listening and teamwork and skills whilst acquiring an insight into community health issues. In addition students will explore the valuable role they play as health care professionals in educating the community about the paramedics' role, and contributing to patient understanding of medical emergencies and the range of health care services and options available to them. Finally, through their community participation students will be expected to identify real or perceived gaps within the community health sector and devise strategies to narrow those gaps and achieve better health outcomes.

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.

• Community health project (50%) (Hurdle)
• Volunteer community participation portfolio (50%) (Hurdle)
• Volunteer community participation (Hurdle)

Hurdle requirements: To pass the unit the student must complete 50 hours of Volunteer community participation and attend at least 80% of tutorials.

Six hours per week involving community participation, lectures and tutorials.

See also Unit timetable information

Paramedicine

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

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.

• Assignment (1,000 words) (25%)
• Group poster presentation (1,000 words) and oral presentation (30%)
• Research proposal (3,000 words) (40%) (Hurdle)
• Online participation (5%)

6 hours per week involving lectures and tutorials.

See also Unit timetable information

Paramedicine

This is the final clinical unit for the paramedic undergraduate and brings together all the previous clinical units. It consolidates all previous learning and expands student knowledge to include more advanced concepts. The lectures and practical components of the unit are designed to challenge the student with more complexity. Advanced cardiology, paediatrics and other specialty situations such as hyperbaric emergencies are included. This unit will also prepare for the transition of the undergraduate to graduate practice.

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.

• Mid-semester Exam (1 hour) (20%)
• Complex Condition Assignment (3,500 words) (40%) (hurdle)
• Final Examination (40%) (hurdle)
• Practical Exam(Pass/Fail) (hurdle)

A combination of lectures, tutorials, practicals and online activities (6 hours per week), and self-directed study (6 hours per week).

See also Unit timetable information

Paramedicine

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

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.

• Poster (30%)
• Mid-semester exam (1 hour) (20%)
• Final exam (2 hours) (50%) (Hurdle)
• OSCE (Pass / Fail) (Hurdle)

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

See also Unit timetable information

Paramedicine

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

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.

• Negotiated skills development (10%)
• Literature review (3,500 words) (70%) (Hurdle)
• Seminar presentation (20%)

Paramedicine

Together with BEH4300 Community Emergency Health Research Project, this unit aims to increase student understanding of theoretical and methodological aspects of research in community-based emergency health and to develop their analytic, research and communication skills. Students will undertake guided studies in research methodology and complete a supervised research project with the aim of developing both discipline specific and generic research skills.

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.

• Ethics application (40%) (Hurdle)
• Research proposal (2,500 words) (40%) (Hurdle)
• Seminar presentation (20%)

Paramedicine

This unit aims to increase student understanding of theoretical and methodological aspects of research in community-based emergency health and to develop their analytic, research and communication skills. Students will undertake guided studies in research methodology and complete a supervised research project with the aim of developing both discipline specific and generic research skills

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.

• Research report (3,500 - 5,000 words) (80%) (Hurdle)
• Seminar presentation (20%)

Paramedicine

This unit is the first of two units designed to educate health science students about the anatomical structures and physiological functions of the systems of the human body that underpin the regulatory mechanisms for homeostatic control. Students will be introduced to the principles of cell biology, tissue types and their origins together with their importance in maintaining the homeostasis of the various body systems. The key anatomical features of the integumentary and musculoskeletal systems will be examined as well as their role in the control of homeostasis. The central and peripheral nervous system will be addressed in the context of its physiological characteristics and with special attention to the anatomical features of the spinal cord and brain. Students will be introduced to the various functions of the brain in the context of homeostasis and control, together with the special senses. Throughout the unit, clinical connections will be made with the systems addressed so that students will understand the relevance of the topics included in the unit to the health and human science disciplines.

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.

• Pre-learning assessment (10%)
• Group poster (1,000 words) plus presentation (10%)
• iSAP case (Clinical action plan: 1,000 words and comparative report: 500 words) (20%)
• Anatomy flag race (20%)
• End of semester exam (MCQ and short/extended answer questions) (2 hours) (40%) (Hurdle)

Hurdle requirement:

80% attendance at tutorials, workshops and practicals and completion (80%) of online pre-class activities.

5 - 6 contact hours per week (lectures, tutorials, workshops and practicals),

5 - 6 hours private study per week.

Students will be expected to complete online pre and post work in a case based learning setting that will be followed up in face-to-face classes.

See also Unit timetable information

Biomedical science

This unit is the second of the two units designed to familiarise health science students with the anatomical structures and physiological functions of the systems of the human body that underpin the regulatory mechanisms for homeostatic control. Students will be introduced to the structure and function of the cardiovascular, circulatory and respiratory systems together with their vital role in maintaining homeostasis. The key features of the lymphatic system and the properties of blood will be discussed. The unit will continue with a look at the importance of the endocrine system and its role in integrating various functions to control homeostasis. Students will be introduced to the key anatomical and physiological features of the urinary and digestive systems and the importance of maintaining pH and fluid balance within the body. Finally, students will be introduced to the reproductive systems, pregnancy and development. Throughout the unit, clinical connections will be made with the systems addressed so that students will understand the relevance of the topics included in the unit to the health and human science disciplines.

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.

• Pre-learning assessment (10%)
• Group project (1,000 words or equivalent), plus presentation) (10%)
• iSAP case (Clinical action plan: 1,000 words and comparative report: 500 words) (20%)
• Mid semester test (MCQ/SAQ) (20%)
• End of semester exam (MCQ and short/extended answer questions (2 hours) (40%) (Hurdle)

5-6 contact hours per week (lectures, tutorials, workshops and practicals).

5-6 hours private study per week.

Students will be expected to complete online pre and post work in a case based learning setting that will be followed up in face-to-face classes.

See also Unit timetable information

Biomedical science

This unit is the first in a sequence of two biomedical science units that provides foundation knowledge of human anatomy and physiology relevant for allied health professions.

This unit develops skills in the critical evaluation of evidence and promotes an awareness of the changing nature of medical knowledge.

The major themes of study are the structural levels of body organisation, communication via the nervous and endocrine systems, the reproductive system and early stages of human development. Topics include the chemical and cellular basis of human life; integration of body functions and homeostasis; the structure and function of the integumentary system; the nervous system; the endocrine system; and the reproductive system.

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

1. Identify levels of structural organisation within the body and discuss how primary tissue types cooperate to form organ systems using integumentary system as an example;
2. Describe and explain homeostatic control mechanisms and how they maintain conditions in the internal environment necessary for optimal organ system function;
3. Outline the structure and function of the nervous and endocrine systems, and explain how they facilitate the integration of organ system function and homeostasis;
4. Synthesise the processes of gametogenesis and fertilisation in the context of male and female reproductive structures;
5. Analyse and interpret data utilising an evidenced-based approach to understand patient symptoms.

• Weekly online tests (MCQ) (10%)
• Mid-semester exam (MCQ) (45 minutes) (20%)
• Laboratory test (1 hour) (25%)
• Examination (MCQ/SAQ) (2 hours) (45%) (Hurdle)

Hurdle: Students must pass the Examination to pass the unit. You are also required to attend all scheduled unit tutorials and practical sessions unless documentary evidence (such as a medical certificate, relevant death notice, etc.) is provided. Minimum attendance requirement of 80% to pass the unit.

3 hours of lectures and 1.5 hour tutorial per week and 2 hours practical per fortnight. An additional 6 hours of self-directed study is recommended.

See also Unit timetable information

Biomedical science

This unit is the second in a sequence of two health science units that provides foundation knowledge of human anatomy and physiology relevant for allied health professions and further develops skills in the critical evaluation of evidence.

The major themes of study in this unit are: body support and movement, cardiovascular anatomy and physiology, the respiratory system, the urinary system and the control of body fluids; the digestive system and the processing of nutrients in the body; the lymphoid/immune system; microbes and infection; and an introduction to pharmacological principles.

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. Summarise the structures of the cardiovascular and respiratory systems and explain how their integrated functions facilitate transport and maintain homeostasis;
3. Locate the organs of the digestive system and describe the processes of digestion, absorption and metabolism;
4. Consider how urine is formed and the role of the kidneys in maintaining fluid composition and balance;
5. Outline the body's innate and adaptive defences and how they determine the nature of interactions with microbes;
6. Outline basic pharmacokinetic and pharmacodynamic principals as a foundation for understanding pharmacology;
7. Analyse and interpret data using an evidence based approach to understand patient symptoms.

• Online tests (10 x 10 minutes each) (MCQ) (10%)
• Mid-semester exam (MCQ) (35 minutes) (20%)
• Laboratory test (1 hour) (25%)
• Examination (2 hours) (MCQ/ SAQ) (45%) (Hurdle)

Hurdle Requirement: Students must pass the Examination to pass the unit.

You are also required to attend all scheduled unit tutorials and practical sessions unless documentary evidence (such as a medical certificate, relevant death notice, etc.) is provided.

Minimum attendance requirement of 80% to pass the unit.

3 hours of lectures and 1.5 hour tutorial per week and 2 hours practical per fortnight. An additional 6 hours of self-directed study is recommended.

See also Unit timetable information

Biomedical science

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

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.

• Examination (2 hours) (60%) (Hurdle)
• Online tests (5% each x 2) (10%)
• Laboratory/tutorial work x 5 (30%)

Biomedical science

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

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.

• Written exam (2 hours) (50%) (Hurdle)
• MCQ tests (2 in class) (10% each - total 20%)
• Written case report (30%)

4 hours on campus, 1 hour online.

See also Unit timetable information

Biomedical science

The aim of this unit is to enable students to develop experience and understanding in discipline-specific, non-clinical, industry-focused work environments.

The unit will provide opportunities to establish:

1. Closer links between future graduates and industry partners
2. Workplace skills in a discipline area
3. Industry expectations of graduates
4. Real-world career experiences for students

   Students will be placed with an industry-partner for a short-term work experience opportunity in a discipline-specific area.

   This opportunity will enable students to develop industry and work-based learning, allowing them to apply discipline related knowledge to authentic, real-world situations.

   This unit will further enhance 21st Century employability skills necessary for career competitiveness.

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

1. Develop, apply, integrate and generate biomedical science knowledge in professional contexts
2. Work and learn in both independent and collaborative ways with others from diverse backgrounds and abilities
3. Communicate effectively to diverse audiences and in a variety of formats
4. Analyse work-based problems to develop effective solutions
5. Exercise personal, professional and social responsibility as a global citizen

Students required to complete a minimum of 10 days of industry placement (baring exceptional circumstances).Industry placements will cater for industry-based learning activities.

• Learning contract (600 words) and professional development statement (600 words) (20%)
• Project outline (600 words) and reflective piece (600 words) (20%)
• Mentor report (1,200 words) (20%) (hurdle)
• Final presentation (2,400 words) (40%) (hurdle)

Hurdle requirements:

• Workshops 1 & 3 attendance and participation
• Mentor report
• Final presentation

Minimum of 10 - 15 days industry placement (60 - 90 hours)

3 face-to-face/online workshops (12 hours)

Self-directed learning throughout semester (42 hours)

Please note: The teaching dates for this unit vary from the standard teaching datesstandard teaching dates (http://www.monash.edu/enrolments/dates/census) for this teaching period.

Unit discontinuation and penalty dates for these units are different to other units taught in the same teaching period.

Please refer to the information available on the Faculty's non-standard teaching datesFaculty's non-standard teaching dates (http://www.med.monash.edu.au/enrolments/non-standard-dates.html) page to avoid academic and financial penaltiesacademic and financial penalties (http://www.monash.edu/enrolments/processes/change/add-or-discontinue-units#penalties).

See also Unit timetable information

Biomedical science

This unit examines the ways in which the organisation and delivery of health services is structured. The broader context in which disease and illness occur is also discussed. The unit considers the Australian health care system in detail and the global context of health systems and health inequalities. It explores two areas: health policy and service delivery systems; and illness and health in the context of social, cultural and behavioural systems. Areas covered include: health systems, health policy, health funding, quality in health systems, models of health, population health, and health and human rights.

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 those in oral and written communication, critical analysis, and interpersonal proficiencies.

• Tutorial preparation and participation (15%)
• Group presentation (15 minutes) and report (800 words) (20%)
• Research essay (2500 words) (25%)
• Written examination (MCQ/SAQ) (2 hours) (40%) (Hurdle)

6 hours per week: 2 hour seminar, 2 hour interactive tutorial and 2 hours of tutorial preparation time.

See also Unit timetable information

Biomedical science

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

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.

• Semester-long experimental research project (20%)
• Practical Reports (30%)
• End of semester theory exam (50%) (2 hours) (Hurdle)

5 hours per week.

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

See also Unit timetable information

Biomedical science

Nursing and midwifery

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

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 apply these to the concepts of enzyme catalysis.
4. Predict the thermodynamics of metabolic reactions.
5. Describe how energy is generated and utilised from carbohydrates and lipids and integrate and translate this to different situations.
6. Investigate and communicate, reactions of biomedical importance in normal and disease states

• End of semester exam (60%)
• Assessment during semester which can include small group session marks, directed learning exercises and on-line quizzes (25%) (online quizzes are less than 10%)
• Mid-semester test (15%)

A pass in the final examination must be obtained to pass the unit.

6 hours of directed learning (lectures, workshops, pre- and post-class activities, practicals and tutorials) per week.

See also Unit timetable information

Biomedical science

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

This unit introduces the student to the fundamental units of life (the cells) and explores how cells come together to form primary tissues which subsequently combine to form the organ systems and ultimately the living organism.

Cellular structure and metabolism is studied including the chemical constituents of living cells and the biological reactions that take place in them. Basic developmental biology concepts associated with the patterning of the body plan and embryological origins of cells and tissues are introduced.

The unit also introduces students to the microbial world and explores the structure and function of the immune system and how the body develops an immune response.

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. Critically evaluate the relevant literature in the synthesis of a written assessment on an area contemporary biomedical research.
6. Perform laboratory techniques integral to the study of biomedical sciences and analyse and interpret results in consultation with research literature.

• Written assessment (1,000 words) (15%)
• Practical class reports (25%)
• Mid-semester summative test (1 hour) (10%)
• Final exam (2 hours) (50%) (hurdle)

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

See also Unit timetable information

Biomedical science

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

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.

• Written examination (3 hours) (50%) (Hurdle)
• Practical work (25%)
• Assignments (3 items consisting of set questions, online quizzes and a fact sheet A4 poster) (25%)

A pass in the final examination must be obtained to pass the unit.

The workload to achieve the learning outcomes for this unit is 144 hours spread across the semester (roughly 12 hours per week) - approximately an even mixture of attendance at scheduled activities and self-scheduled study time. Learning activities comprise a mixture of instructor directed, peer directed and self-directed learning, which includes face-to-face and online engagement.

See also Unit timetable information

Biomedical science

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

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.

• 2 x Online quizzes 10%
• Public health critical review and oral presentation (20%)
• Public health data analysis (20%)
• Written examination (50%) (hurdle)
• A pass in the final exam must be obtained to pass the unit

Hurdle Requirement: A pass in the final exam must be obtained to pass the unit.

Biostatistics: 3 hours per week, Epidemiology/Ethics: 3 hours per week.

See also Unit timetable information

Biomedical science

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

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.

• Theory examination (60%) (20% in semester assessment, 40% end of semester (3 hours)) (Hurdle)
• Practical work (4 worksheets and quizzes) (40%) (Hurdle)

A pass in the final examination must be obtained to pass the unit.

Biomedical science

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

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

1. Explain the "Central Dogma", the genetic flow of information from DNA to RNA to protein.
2. Integrate the mechanisms controlling gene expression and regulation, gene replication and repair.
3. Describe and explain the impact of genetic mutation in health and disease.
4. Work individually and in teams to investigate recombinant DNA technologies and their applications in medicine and gene therapy.
5. Navigate databases to extract information on genetic material and protein structure.
6. Communicate in writing on concepts and theories in molecular biology.

• Theory examination (3 hours) (60%)
• Practical course (30%)
• Mid semester MCQ test (1 hour) (10%)

A pass in the final examination must be obtained to pass the unit.

3 lectures per week and 3 hours laboratory per week.

See also Unit timetable information

Biomedical science

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

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

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

1. Describe and contrast the structures and spatial 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 use comparative approaches to identify evolutionary and functional contexts.
3. Interpret and extrapolate sectional anatomical images to topographic anatomy using various methods and techniques such as medical imaging, measurement, drawing, and 3D printing
4. Integrate discrete anatomical knowledge into a comprehensive framework of body structures and systems
5. Work collaboratively to collect and analyse anatomical data.
6. Investigate and communicate, verbally and through writing, the developmental, evolutionary and functional aspects of human anatomy

• In-semester test (1 hour) (25%) (hurdle)
• Practical Class Activities (25%)
• Group Research project (10%)
• End-of-semester exam (2 hours) (40%) (hurdle)

2 hours of lectures each week, 2 hours of practical content (face to face) each week and group project completion between Weeks 3-10. An additional 7 hours of private study is recommended per week.

See also Unit timetable information

Biomedical science

This unit covers the molecular principles of cellular metabolic regulation, metabolic interrelationship of tissues, molecular events associated with the fed and fasted states, and the generation of metabolic energy by oxidation of macronutrients.

It discusses hormone action and the molecular and cellular basis of diseases, and gives an overview of tissue metabolism.

The autonomic control of energy, exercise and metabolism, and how drugs can modulate these processes will be considered and discussed.

The unit will also cover the molecular mechanism of cell growth, differentiation and death, and introduces the basic principles of developmental biology covering cell fate, pattern formation and tissue morphogenesis during embryonic life.

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 and stem cells differentiate into mature cells.
4. Explain the molecular and cellular basis of selected diseases and how they can be modulated by drugs.
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.

• Exam (3 hours) (55%)
• Small group learning sessions (35%)
• Online quizzes (10%)

A pass in the final exam must be obtained to pass the unit.

6 hr directed learning (lectures, workshops and pre- and post- class learning activities)

See also Unit timetable information

Biomedical science

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

Physiology is the study of how living organisms work. It involves the functions of cells, tissues, organs and the whole organism. This unit will provide you with an overview of how the body maintains a constant environment for its cells and tissues through the integrated functions of the following physiological systems: cardiovascular, renal, endocrine, respiratory, reproductive and gastrointestinal. You will also consider how the body adapts to changes in the external environment and to disease states.

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.

• Examination (2 hours) (50%) (hurdle)
• Assignments (20%)
• Tests (30%)

A pass in the final exam must be obtained to pass the unit.

2 hours of lectures, 2 hour tutorial, 3 hours of practical classes per week

See also Unit timetable information

Biomedical science

This unit introduces the basic genetic principles underlying modern human genetics. Topics include: 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; the identification, characterisation and mapping of human genes; the value of model organisms in genetics; chromosome variation and its role in both evolution and human disease; how genes function and how genetic malfunction can lead to genetic disease; how an understanding of such diseases at the genetic level may assist in diagnosis, prevention and therapy; the genetic control of development; genetic counselling and calculating risk for genetic diseases; human evolutionary genetics.

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.

• Weekly practicals (30%)
• Short answer practical test (15%)
• Independent project (10%)
• Examination (2 hours) (45%) (hurdle)

The workload to achieve the learning outcomes for this unit is 144 hours spread across the semester (roughly 12 hours per week) - approximately an even mixture of attendance at scheduled activities and self-scheduled study time. Learning activities comprise a mixture of instructor directed, peer directed and self-directed learning, which includes face-to-face and online engagement.

See also Unit timetable information

Biomedical science

This unit focuses on microorganisms that are relevant to health and disease in humans and animals.

Aspects of a variety of infectious organisms will be studied including, epidemiology, aetiology, pathogenesis, immunity, regulation and control of infection by drugs and vaccines and mechanisms of resistance.

Knowledge and skills will be gained and developed in lectures and practicals.

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.

• In-semester laboratory and tutorial components (approximately 3,000 words) (50%) (hurdle)
• Mid-semester examination (45 minutes) (10%)
• Written theory examination (2 hours) (40%) (hurdle)

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

See also Unit timetable information

Biomedical science

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

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

1. Analyse DNA and RNA sequences and predict gene products
2. Identify conserved features in sequences and structures that define the function of macromolecules
3. Navigate databases to identify sequences and data on mutations associated with disease.
4. Construct and analyse sequence alignments, molecular phylogeny and molecular models of proteins and design strategies to assess gene function by reverse genetics.
5. Interpret structural and functional effects of mutations and predict/state molecular mechanisms underlying the resulting disease.
6. Investigate and communicate, verbally and through writing, the applications of bioinformatics to areas of biomedical science including the development of drugs and therapeutics

• In-semester theory tests (13%)
• Final exam (40%) (Hurdle)
• Projects and assignments (47%) (Hurdle)

Hurdle requirements: a pass grade in the final exam must be obtained to pass the unit. A pass in the projects and assignments must also be obtained to pass the unit.

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

See also Unit timetable information

Biomedical science

This unit will provide insights into the molecular mechanisms that mediate human diseases and the specific biotechnologies used to facilitate diagnosis and treatment.

Relevant areas studied in this unit may change from year to year but will generally include a number of topics related to pharmacology, cancer, cardiovascular disease, development and stem cells, infection and immunity, metabolic disease and obesity, and neuroscience.

The small group work in the unit is designed to build employability skills for graduates.

Emphasis is placed on critical thinking, research skills and on communication skills in the context of biomedical research.

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

1. Integrate, apply and build upon knowledge from previous core units in the study of the molecular mechanisms and defects that cause human disease, including how developmental errors and gene abnormalities may lead to abnormalities in protein structure and function.
2. Discuss and evaluate the role of molecular techniques in the diagnosis of human diseases and the design of targeted therapies or specific treatments.
3. Explain and predict the principles of pharmacokinetics and how these can influence the therapeutic use of drugs.
4. Explore and analyse how patient factors (including genetics) can lead to interindividual variation in responses to drugs.
5. Describe and apply skills required to undertake biomedical research activities and apply this to develop a career plan.
6. Synthesise, integrate and summarise information from fundamental principles and techniques in biomedical sciences, then apply it to broader contexts.
7. Work effectively and collaboratively in small teams and evaluate peer and self-performance.
8. Present data and scientific ideas, in oral, written and visual forms using scientific language or plain English as appropriate.

• Small group learning (5,000 words equivalent) 40% - hurdle
• Lecture workshops (1,000 words equivalent) 10%
• Mid-semester test (50 min) 10%
• End of semester exam (3 hours) 40% - hurdle

Hurdle Requirement: Small group learning and end of semester exam as per Faculty policy for assessment worth 40% or more of the unit.

12 hours per week of directed learning including lectures (5hr), workshops (1hr), small group learning (3hr) and group and online activities (3hr), plus 12 hours of self-directed learning including private study and independent research

See also Unit timetable information

Biomedical science

This unit will have a combined approach and examine the biomedical and epidemiological impacts of human disease on society. It will concentrate on the pathobiological and biomedical basis of prevalent human disease processes. Relevant areas examined in this unit may change from year to year but will generally include immune and inflammatory diseases, (e.g. inflammatory renal and joint disease); cancer biology (focussing on mechanisms of tumour spread); cardiovascular biology, (coronary heart disease/cerebrovascular disease); diabetes, obesity and neurological diseases. Disease pathogenesis, including lessons gained from cell/molecular biology and disease models will be the major focus. Concurrently, the epidemiological/clinical features of each disease, current treatments, challenges and future treatment prospects, including clinical trials will be covered highlighting the importance of an evidence-based approach to health care. This will discuss the complexities behind treatment based decision making by reviewing the evidence- base and understanding the criteria for deciding on what is best evidence. This unit will consider the biomedical basis and epidemiology in the context of the Australian health care system, including the Pharmaceutical Benefits Scheme (PBS), health policy and service delivery systems, putting illness and health in the context of social, cultural and behavioural systems.

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.

• Written exam (3 hours) (45%) (Hurdle)
• In-semester activities (Online quiz) (10%)
• Small group activities (Tutorial based activities) (15%)
• Systematic review (Oral and written presentation) (4,000 words) (30%)

4 hours per week (lectures) plus 4 hours per week for small group work. There is a total of 8 hours per week in contact time and 16 hours of private study.

See also Unit timetable information

Biomedical science

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

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.

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

Hurdle requirement:

Requirement of a pass grade on the theory component (literature review worth 10% and final report worth 50%).

Approximately 36 hours per week of laboratory work and private study.

See also Unit timetable information

Biomedical science

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

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

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.

• Two oral reports (preliminary 15 minutes: 10% and final 15 minutes: 10%) (total 20%)
• Written report (preliminary 1,000 words) (10%)
• Written report (final 5,000 words) (50%) (hurdle)
• Assessment of laboratory work (20%)

Approximately 12 hours per week of laboratory work and private study.

See also Unit timetable information

Biomedical science

https://sites.google.com/monash.edu/researchinactionunits/start-here

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

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.

• Literature review (10%)
• Seminars (10%)
• Research report (80%) (Hurdle)

Biomedical science

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

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

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.

• Statistical test (30%)
• Written critique (30%)
• Discipline specific component (40%) (Hurdle)

Biomedical science

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

The unit aims to develop analytical abilities and communication skills, as well as provide students with advanced knowledge in specific areas of Biomedical Science.

Students will undertake a module of statistics relevant to scientific hypothesis testing and provide a written critique of a scientific article.

Students will also undertake a component of work within their selected discipline that is unrelated to their specific research component and involves some level of advanced theoretical training.

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

1. Critically review the scientific literature in their discipline;
2. Explain the processes involved in the design, development and implementation of a research project;
3. 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.

• Statistical test (2 x 1000 words) - 35%
• Critical review of a journal paper (2,000 words) - 25%
• Discipline specific component - 3 assignments (1,000 words each) & two tutorials (2 hour) - 40% (Hurdle)

The total number of contact hours involving tutorials, presentation, private study and assignment preparationper week will equal 24 hours.

See also Unit timetable information

Biomedical science

Students undertake a supervised research project involving research of a publishable standard which forms the basis of a thesis presented at the end of the year.

As part of the unit, students present seminars on their research, and are trained in advanced scientific techniques. Students take part in an oral defense of the thesis report

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

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

• Literature review (3,000 words) - 10%
• Seminars - 1 Oral presentation & discussion (2 hours) - 10%
• Research report (10,000-15,000 words) - 80% (Hurdle)

The total number of contact hours involving discussion with supervisors, presentations, and research activities, and of private study hours per week will equal 72 hours. The self-directed study which will be required for preparation of an assignment (literature review), oral presentation of research findings and understanding of other literatures relevant to one's specific area of research, will approximately constitute one-third of the 72 hr.

See also Unit timetable information

Biomedical science

This unit uses chronic disease as the foundation and basis for dietetic students to develop and extend their core dietetic practice skills.

Students are able to apply their skills within the academic setting in a case based learning approach and via experience in the healthcare setting which includes a 3 week individual case management placement. Students will also extend their foundation skills in evaluating evidence and applied research methods applying to nutrition and dietetic practice.

The key themes explored in this unit are: Theme 1: Personal Development and Professional Practice, Theme 3: Fundamentals of Health and Disease coupled with partial integration of content and application from Theme 4: Food from Science to Systems.

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.

Students are required to complete an Individual Case Management placement experience to successfully fulfil the requirements for this unit. The placement is for a total of 3 weeks in Weeks 11-13.

• Assignments (35%)
• Exam (3 hours) (35%)
• Evidence based cases (1 formative, 2 summative) (30%)

This unit will run over Weeks 1-4 and 11-13 of semester with an average of 48 hours per week allocated including contact and private study hours.

The majority of time allocated will be contact hours/placement hours with remaining time for private study.

See also Unit timetable information

Nutrition

This unit uses chronic disease as the foundation and basis for dietetic students to develop their core dietetic practice assessment skills whilst learning and applying core knowledge of chronic disease related to nutrition and dietetic practice.

There is an emphasis and focus on person centred care and simulation provides a key platform for learning in this unit. A formative and summative Objective Structured Clinical Examination (OSCE) sits within this unit to assess students readiness for placement. Students are introduced to the healthcare system and a range of health care settings via two one day placements. Food service competencies (Operating Systems and Menu standards) are introduced and integrated practical experiences in the healthcare environment supports learning across this domain.

The key themes explored in this unit are Theme 1: Personal Development and Professional Practice, Theme 3: Fundamentals of Health and Disease, Theme 4: Food from Science to Systems coupled with partial integration of content and application from Theme 2: Determinants and Influences on Population Health and Nutrition

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.

Students will undertake an embedded placement experience within a healthcare setting of one of the key placement providers for Monash University Department of Nutrition and Dietetics. This will be a total of 2 days in Weeks 6 -10 of the semester, which includes 1 day specifically related to food service experience. The aim of this embedded placement is to orientate and familiarise students to the healthcare environment including medical history documentation, following patient journeys, observing healthcare teams, practice linked to chronic disease and food service operating systems.

• Summative OSCE (25%)
• Written exam (35%)
• Assignments (40%) (Hurdle)

This unit will run over Weeks 6 - 10 of semester with an average of 48 hours per week allocated including contact and private study hours. The majority of time allocated will be contact hours with remaining time for private study.

See also Unit timetable information

Nutrition

This unit is focussed on extending students' food composition, food therapeutic and food systems knowledge to support dietetic practice with integration and application in the practical and placement setting. There is extension of students' research and problem solving skills in managing placement based food service challenges. Students' personal and professional competencies are further developed. This unit supports fulfilment of prescribed competencies as outlined by the Dieticians Association of Australia.

The teaching and learning strategies will encompass lectures, group teaching, tutorials, practical sessions, self-directed learning and a placement based project.

The key themes explored in this unit are Theme 4: Food from Science to Systems and Theme 3: Fundamentals of Health and Disease, coupled with partial integration of content and application from Theme 1: Personal Development and Professional Practice and Theme 2: Determinants and Influences on Population Health and Nutrition.

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.

Clinical placement: 15 days.

• Written Project report (4,500 words) & Presentation pair (10 minutes) (45%) (Hurdle)
• Practical manual (5000 words) (40%) (Hurdle)
• Training module for food service/health care staff (individual oral presentation) (20 minutes) (15%)
• Professional Behaviour Appraisal Form (Hurdle)

12 hours/week plus 15 day placement for project and 5 day project write up/presentation = additional 20 days at 8 hours/day. Average over semester = 22.3 hours/week plus self study.

Please note: The teaching dates for this unit vary from the standard teaching datesstandard teaching dates (http://www.monash.edu/enrolments/dates/census) for this teaching period.

Unit discontinuation and penalty dates for these units are different to other units taught in the same teaching period.

Please refer to the information available on the Faculty's non-standard teaching datesFaculty's non-standard teaching dates (http://www.med.monash.edu.au/enrolments/non-standard-dates.html) page to avoid academic and financial penaltiesacademic and financial penalties (http://www.monash.edu/enrolments/processes/change/add-or-discontinue-units#penalties).

See also Unit timetable information

Nutrition

This unit uses a range of clinical conditions and diseases as the foundation and basis for dietetic students to:

• further develop their core dietetic practice skills and
• develop skills in dietetic education and case management in the academic setting in preparation for placement.

There is an emphasis and focus on person centred care and using simulation and case based learning to provide a key platform for learning in this unit. Preparing students for individual case management clinical placement is a key focus of this unit.

Broader issues regarding healthcare systems and healthcare provision, management, ethics in healthcare and quality improvement are covered in this unit. Students' professional competencies are further developed and this unit supports fulfilment of prescribed competencies as outlined by the Dieticians Association of Australia.

The key themes explored in this unit are Theme 1: Personal Development and Professional Practice and Theme 3: Fundamentals of Health and Disease, coupled with partial integration of content and application from Theme 4: Food from Science to Systems.

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.

• Exam (3 hours) (50%) (Hurdle)
• Case based workbook (Individual) (6,000 words) (30%)
• Evidence based education resource (2 x double sided A4 equivalents) (10%)
• Self-developed placement handbook (10%)
• Professional behaviour appraisal form (Ungraded) (Hurdle)

24 hours/week contact time for week 1-9 plus self study.

See also Unit timetable information

Nutrition

This unit will be classroom based and develop student's knowledge of the foundations of public health and public health nutrition as a discipline. Students will explore the role of population nutritional intake and its relationship to health and the strategies and approaches at a population level that are effective in improving health, including legislation, policy, social marketing, community development, health education and screening. The focus of content will be on the practical application of the principles, theories and processes used to develop population based approaches to improving health through nutrition, with a focus on capacity building. This unit will prepare students for a practical placement in public health nutrition (BND4092).

The key theme explored in this unit is Theme 2: Determinants and influences on population health and nutrition coupled with partial integration of content from Theme 4: Food: from science to systems.

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.

• Group project proposal (2,000 words equivalent) (30%)
• Group oral presentation (20%)
• Individual discussion paper (3,000 words equivalent) (50%) (Hurdle)

Week 1: 3 workshops x 4 hours per day = 12 hours

Week 2-12: 3 hours per week face to face teaching and learning sessions supported by group work and self-directed learning and an additional 12 hours per week of self-study.

See also Unit timetable information

Nutrition

This unit is predominantly a fieldwork experience that will challenge students to integrate their academic training and to synthesise knowledge into a practical public health nutrition project based in a community setting. The unit requires students to manage a project that addresses a public health nutrition issue. Students will participate in program planning within a work environment and provide tangible benefit to their participating organisation. Students will be responsible for designing a project, collection and analysis of data and synthesis of findings into a report. Principles of information evaluation, workload management, communication, teamwork and responsibility for project management will also be developed.

The key theme explored in this unit is Theme 2: Determinants and Influences on Population Health and Nutrition coupled with partial integration of content and application from Theme 1: Personal Development and Professional Practice and Theme 4: Food from Science to Systems.

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.

30 hours per week for 7 weeks plus an additional 2 days site/project orientation.

• Project report (Group) (50% which includes 10% weighing from Individual Peer Assessment and formative peer assessment) (Hurdle)
• Poster presentation (Individual) (20%)
• Objective structured oral exam (30%) (Hurdle)
• Practical competency (300 hours work-based learning) must complete to pass standard to pass the unit
• Professional Behaviour Appraisal based on 300 hours placement (Ungraded) (Hurdle)

30 hours practicum per week for 9 weeks.

See also Unit timetable information

Nutrition

This unit extends students' integrated knowledge and skills with application to strategic practice problems and scenarios. This unit prepares students to enter the profession and the workforce and completes the final stage of students' research skill development.

The key theme in this unit is Theme 1: Personal Development and Professional Practice. As this unit is pulling together many of the final dietetic competencies, there is partial integration of content and application from the other themes, Theme 2: Determinants and Influences on Population Health and Nutrition, Theme 3: Fundamentals of Health and Disease and Theme 4: Food from Science to systems with research underpinning all of these themes.

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.

• Scientific paper (Quantitative project 4000 words / Qualitative project 5000 words) (50%) (Hurdle)
• Peer review (1,000 words) (5%)
• Small grant proposal (2,000 words) (20%)
• Group oral presentation (20 mins) & questions (10%)
• Group Report (2,500 words) (15%)
• Attendance and participation (Hurdle)
• Professional practice (Ungraded hurdle)

This 12 credit point unit requires an equivalent of 24 hours per week of study including contact and private study hours. This unit will be front loaded at the beginning of the semester and towards the end of semester Week 10-12 with an intensive teaching block. The remaining time during semester is allocated for self-directed learning and private study to progress learning in the unit during the clinical placement. A significant amount of learning is self-directed and autonomous in this unit.

Please note: The teaching dates for this unit vary from the standard teaching datesstandard teaching dates (http://www.monash.edu/enrolments/dates/census) for this teaching period.

Unit discontinuation and penalty dates for these units are different to other units taught in the same teaching period.

Please refer to the information available on the Faculty's non-standard teaching datesFaculty's non-standard teaching dates (http://www.med.monash.edu.au/enrolments/non-standard-dates.html) page to avoid academic and financial penaltiesacademic and financial penalties (http://www.monash.edu/enrolments/processes/change/add-or-discontinue-units#penalties).

See also Unit timetable information

Nutrition

This unit is predominantly a placement based unit to support students' progression and entry level competencies in individual case management in a healthcare setting.

The key themes explored in this unit are Theme 3: Fundamentals of Health and Disease, Theme 1: Personal Development and Professional Practice and Theme 4: Food from Science to Systems as students' progress and integrate their dietetic practice skills and competencies working in the healthcare environment. There is partial integration of content and application from Theme 2: Determinants and Influences on Population Health and Nutrition.

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.

Each student will be allocated to a healthcare site of a placement partner of Monash University and the Department of Nutrition and Dietetics for a total of 36 placement days. University staff are involved in final placement assessment and signing off of entry level competency for the profession for the relevant units.

• Major case oral presentation & extension questions (15 mins) (15%)
• Major case written report (3000 words) (45%) (Hurdle)
• Critical incident related to patient management - guided reflection & action plan (1500 words) (15%)
• Ward round interview (30 mins) (10%)
• Ward round nutrition care plan report (1,500 words) (15%)
• Placement Portfolio (Hurdle) (Pass / Fail)
• Practical competencies (Ungraded hurdle)

Students will spend the majority of time for this unit allocated to a healthcare setting (8 Weeks of either 4 or 5 days per week - a total of 36 days). Students will also be expected to attend tutorials and presentations in the academic setting (scheduled around placement commitments) with the remaining time allocated for private study. Students are expected to attend placement for the equivalent of full time hours (7 hours/day) during their scheduled placement weeks. It is also expected that students undertake private study outside of placement hours.

Please note: The teaching dates for this unit vary from the standard teaching datesstandard teaching dates (http://www.monash.edu/enrolments/dates/census) for this teaching period.

Unit discontinuation and penalty dates for these units are different to other units taught in the same teaching period.

Please refer to the information available on the Faculty's non-standard teaching datesFaculty's non-standard teaching dates (http://www.med.monash.edu.au/enrolments/non-standard-dates.html) page to avoid academic and financial penaltiesacademic and financial penalties (http://www.monash.edu/enrolments/processes/change/add-or-discontinue-units#penalties).

See also Unit timetable information

Nutrition

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

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.

• Research proposal (1,500 words) (10%)
• Honours research thesis (12,000 - 15,000 words) (80%)
• Communication of results (Oral) (5%)
• Graduate attribute assessment (5%)

Hurdle: Students must pass the thesis to achieve a pass for this unit.

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

See also Unit timetable information

Psychology

The aim of this unit is to provide students with a thorough understanding in statistical concepts to enable them to be informed in their chosen field. The unit begins with a review of univariate statistics and an introduction to the philosophy of research design and analysis. More advanced statistical techniques are then systematically introduced. There is a focus on the understanding of the issues that may arise around the choice of appropriate statistical technique and preparation of data, critiquing decisions made to assist in the interpretation of findings. The content will be set in a context of the needs of professional psychologists and researchers whose interests present unusual methodological demands, which in turn may influence choices in research approach and statistical technique.

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.

• Assessment (MCQ) (10%)
• Research Workbook Part A (1500 words) (20%)
• Research Workbook Part B (2500 words) (35%)
• Exam (90 minutes) (35%)

2 hours per week of lectures and 2 hours per fortnight for SPSS/AMOS training in labs. In addition, there will be 2 hours dedicated in the alternate fortnight with online instruction on the analytical technique delivered through the lecture. This will entail collaboration with other students and feedback provided through the lecturer. The expected undirected/private study to be completed by students will be approximately 8 hours a week. This will incorporate students recording weekly analyses in a prepared lab book, readings (text and supplementary material), preparation and cleaning of data for analysis for the upcoming tutorials, preparation and completion of the major assessment as well exams in Week 5 and the end of semester.

See also Unit timetable information

Psychology

This unit continues to develop the role of the paramedic as a clinician.

It will build on a model of paramedic clinical competence developed in prerequisite units and will provide the context to support the implementation of knowledge and skills necessary for effective patient care.

Students will have the opportunity to practice and develop their clinical skills in the management of patients with acute health conditions through clinical placements with ambulance service providers and other health agencies.

The unit will also place an emphasis on the insightfulness that is required to deliver quality patient care through a range of reflective tasks that challenge the student to consider their practice from a variety of alternative perspectives.

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

1. Evaluate their clinical knowledge, and identify clinical learning opportunities that may improve their ability to communicate with and care for patients;
2. Recognise their role in the community emergency health setting, and display appropriate professional and teamwork behaviours;
3. Perform appropriate paramedic clinical tasks under supervision in the community emergency health setting;
4. Apply relevant theoretical knowledge and clinical skills to the care of patients within the community emergency health setting;
5. Work as an effective team member with paramedics and health care professionals to provide appropriate patient care.
6. Reflect on their performance in the clinical setting to identify the adequacy of their judgements and the factors influencing clinical decision making.

Paramedic clinical placements (7 shifts; 70 hours)

• Reflective case reports (2 x 1000 words each)(Pass/Fail)
• Clinical debrief sessions (Pass/Fail)
• Clinical logbook (Pass/Fail)
• Clinical paramedic placements x 16 (Pass/Fail)

Hurdle: A pass grade must be achieved on all assessment tasks.

Paramedicine

This unit continues to develop the role of the paramedic as a clinician who is able to assess and care for patients with mental health problems in the community.

The unit addresses the epidemiology and history of mental health in Australia, and the features of care systems with particular emphasis on community based care.

Acute and chronic medical mental health problems commonly encountered by paramedics are investigated. The special needs of Indigenous persons and those from non-English speaking backgrounds are investigated.

The unit is case-based, integrating material from the five themes and the underpinning biomedical, social and clinical sciences, and including clinical skills, laboratory and simulation scenarios to develop essential communication, assessment and management clinical skills, and clinical problem solving and decision making competencies.

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 Victorian 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.

• Mental status assessment (20%)
• Pamphlet (20%)
• Mid-semester exam (1 hour) (20%)
• Exam (2 hours) (40%) (Hurdle)
• Attendance (Hurdle)

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

See also Unit timetable information

Paramedicine

This unit develops the role of the paramedic as a clinical leader in the community with the focus on major incidents and disasters. The unit explores disaster planning, response and recovery, and the roles and responsibilities of the paramedic when managing multiple patients or a complex setting, during a major health emergency or during a humanitarian disaster.

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. 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.
5. Outline the role of the paramedic in emergency management planning and preparedness in local and international settings.
6. Demonstrate effective logistical management, patient triage or participation in a response team during a simulated mass-casualty situation or major incident.

• Mass Casualty Written Assignment (3,000 words) (40%) (hurdle)
• Mass Casualty Worksheet (1500 words) (20%)
• Final Examination (40%) (hurdle)
• Mass Casualty Simulation (Pass/Fail) (hurdle)

A combination of lectures, tutorials, practicals and online activities (6 hours per week), and self-directed study (6 hours per week).

See also Unit timetable information

Paramedicine

This unit continues to develop the role of the paramedic as a clinician by extending clinical examination and decision making skills that were introduced in previous clinical units.

The unit covers commonly encountered chronic, acute, and life threatening respiratory-related clinical problems across the lifespan. The unit will be case based, and will include clinical skills laboratories and simulation to develop essential clinical skills, clinical problem solving and decision making competencies. The scope of the unit includes the development of skills needed to provide general health care as well as care at an advanced life support level.

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

1. Describe the epidemiology, population health, pathology and clinical manifestations of acute and chronic respiratory conditions commonly encountered in paramedic practice.
2. Locate and evaluate evidence that informs paramedic management used to care for patients with respiratory conditions.
3. Systematically assess a patient experiencing a respiratory emergency and associate the assessment with respiratory disease pathology.
4. Demonstrate the planning and implementation of care for a patient experiencing a respiratory emergency and accurately document and communicate the care provided.
5. Identify drugs commonly used by advanced life support paramedics for the management of respiratory conditions. Discuss their actions and evaluate the appropriateness of their use in differing circumstances during a respiratory emergency.
6. Discuss 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.

• Mid-semester test (1 hour) (20%)
• iSAP case scenario (1,500 words) (30%)
• Written examination (2 hours) (50%) (Hurdle)
• Case simulation assessment (30 minutes) (Pass / Fail) (Hurdle)

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

See also Unit timetable information

Paramedicine

The unit establishes an extended scope of practice in the pre-hospital environment where the paramedic explores a range of diseases and conditions and deals with their consequences in out-of-hospital situations.

The content of the unit and the practical application of skills will prepare the paramedic for a potential extended care role within a variety of settings in communities and workplaces, locally and internationally.

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, health promotion, health assessment, discharge planning and a range of treatment schedules using an evidence-based approach.
3. Outline the clinical presentations, signs and symptoms and treatments associated with various ailments, diseases and conditions commonly encountered in the community practice settings including children and geriatrics.
4. Recognise risk factors for disease or injury, while using appropriate screening tools to be able to triage patients to remain in their home, refer to general practice or other appropriate health services.
5. Develop strategies targeted at leadership and education to inform change in models of paramedic practice to meet evolving community needs.

• 2 x Written Assignment (2,000 words each) (2 x 20%)
• Group Presentation (20%)
• Final Examination (40%) (Hurdle)

A combination of lectures, tutorials, practicals and online activities (6 hour per week), and self-directed study (6 hour per week).

See also Unit timetable information

Paramedicine

This unit provides the student with the opportunity to integrate knowledge acquired in their study in the primary emergency health care environment. The various tasks allow for the development of advanced skills with a focus on the study of health care within the emergency and community-based primary health care environments to assist in the transition to the workplace.

The unit will review of the graduate attributes needed to be an effective practitioner within the area of primary health care. The unit will focus on the knowledge, skills and values needed to practice as a paramedic. Each student is encouraged to identify their personal strengths, develop effective teamwork, situational awareness and personal skills through a process of reflection and continual improvement. Students will then apply this learning through simulations and actual workplace placements to enhance their role-readiness.

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.

Throughout the study period each student will complete 32 placement days of eight to ten hours duration.

• 2 x Case studies (1,500 words) (pass/fail) (Hurdle)
• 2 x Case study presentations (pass/fail)
• 2 x Simulation self-critiques (1,000 words) (pass/fail)
• Scenario day attendance (pass/fail) (Hurdle)
• Clinical placements; 16 x Paramedic, 16 x Hospital (Pass/Fail)(Hurdle)
• Clinical placement log books (Pass/Fail) (Hurdle)

A pass grade must be achieved on all assessment tasks

The students will be required to complete thirty two clinical placement days and attend timetabled clinical practicum days.

See also Unit timetable information

Paramedicine

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

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.

• Weekly short MCQ tests (10 minutes) (10%)
• Mid-semester examination (25%)
• Clinical portfolio (25%)
• Written examination (2 hours) (40%) (Hurdle)
• End of semester practical assessment (Pass / Fail) (Hurdle)

6 hours per week involving lectures, online learning, practical simulation, and small group exercises.

See also Unit timetable information

Paramedicine

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

Upon successful completion of this unit, students will 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 strategies;
2. Evaluate models of care available in the maternity services and explain how cultural diversity can influence the care for pregnant women and consider approaches to paramedic care in a variety of situations;
3. Identify and interpret the evidence supporting the paramedic care of pregnant and childbearing women and their babies;
4. Plan and implement a model of care for a woman experiencing a normal or complicated birth;
5. Demonstrate the processes of paramedic assessment of the newborn immediately after childbirth in both, uncomplicated and emergency situations, and select appropriate patient management;
6. Discuss how cultural diversity can influence the care for pregnant women and consider approaches to paramedic care in a variety of situations.

• Online quiz (10%)
• iSAP scenario (2,000 words) (40%) (Hurdle)
• End of semester examination (2 hours) (40%) (Hurdle)
• Practical laboratory portfolio (10%) (Hurdle)

6 hours per week involving lectures, online tutorials, tutorial/practical simulations and clinical laboratories.

See also Unit timetable information

Paramedicine

This unit reflects an introduction to the four themes of the Bachelor of Medical Science and Doctor of Medicine (MD) curriculum: Theme I (Personal and Professional Development), Theme II (Society, Population, Health and Illness), Theme III (Scientific Basis of Clinical Practice) and Theme IV (Clinical Skills).

Students begin to develop the knowledge, skills and attributes required by a medical student. Knowledge in the basic medical and behavioural sciences is developed within inter-disciplinary units related to clinical and other problems through problem based learning clinical case studies.

Clinical skills development introduces history-taking, physical examination and procedural skills through clinical skills tutorials and clinical placement activities.

Community partnership placements are also a part of the unit.

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.

This unit requires students to undertake off-campus clinical placements. In the clinical setting students will have an opportunity to apply theory to practice under supervision. Attendance is mandatory for the clinical component of each unit.Students must be aware of the Faculty's Clinical Placement Guidelines.Students will not be permitted to attend any clinical placements unless they have current valid Working with Children and Police checks, and have a satisfactory immunisation status, all of which must be submitted to Faculty. Students participate in a clinical placement program within this unit of 8 days duration. They also participate in a community placement of 4 days, requiring current valid Working with Children and Police checks.

• Attendance (80% mandatory class attendance) (Hurdle)
• Professionalism and engagement (7.5%)
• Clinical skills competencies (5%)
• Critical reflection on a learning experience (5%)
• Mid-semester 1 examination (5%)
• Community-Based Placement (CBP) program assignment (7.5%)
• End-of-semester 1 written examination (3 hours) (10%)
• Population health assignment (5%)
• HHB / HLSD assignment (5%)
• End-of-year summative OSCE (20%)*
• End-of-semester 2 written examination (10%)*
• Vertically Integrated Assessment (VIA) examination (20%)*

*A pass must also be achieved in the combination of last three assessment tasks (the End-of-Year summative OSCE, the end-ofsemester 2 exam and the VIA) (Hurdle)

On-campus: Class contact hours: 24 hours per week. Students would be expected to do a minimum of 24 hours private study.

Please note: The teaching dates for this unit vary from the standard teaching datesstandard teaching dates (http://www.monash.edu/enrolments/dates/census) for this teaching period.

Unit discontinuation and penalty dates for these units are different to other units taught in the same teaching period.

Please refer to the information available on the Faculty's non-standard teaching datesFaculty's non-standard teaching dates (http://www.med.monash.edu.au/enrolments/non-standard-dates.html) page to avoid academic and financial penaltiesacademic and financial penalties (http://www.monash.edu/enrolments/processes/change/add-or-discontinue-units#penalties).

See also Unit timetable information

Medicine and surgery

GMA2000 provides an overall result for Year A Graduate entry Bachelor of Medical Science and Doctor of Medicine (MD) based upon achievement in GMA1010 and includes the Vertically Integrated Assessment (VIA) examination undertaken at the end of Year A. Teaching and learning activities for GMA1010 have been outlined in the relevant unit approvals and student results for each of these units will contribute to the result for GMA2000.

GMA2000 is a hurdle requirement for successful completion of the Graduate entry MD 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.

• GMA1010 (80%)
• VIA examination (20%)

Medicine and surgery

This unit introduces students to the skills necessary to locate, critique, interpret and summarise relevant evidence. This will provide a solid foundation for an evidence-based approach to optimising health and well-being at a population level.

Students are guided through skills in searching for and locating evidence. They are introduced to different research methodologies and ways of analysing data to understand various research paradigms. This information is used to critique the available literature.

Students will be introduced to both qualitative and quantitative methods of data collection and analysis; basic descriptive statistics; measurement concepts; and synthesis and reporting of data.

On successful completion of this unit students will:

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.

• Oral group presentation (20 minutes) (15%)
• Online quiz (30 minutes) (10%)
• Evidence-based practice (EBP) case simulation (1,800 words) (30%)
• Examination (MCQ & short answer questions) (2 hours) (45%) (Hurdle)

Hurdle requirement:

80% attendance at tutorials and participation in online tasks.

1 hour lecture, 2 hour tutorial, 3 hours of directed online student learning activities, plus 6 hours of self-directed study per week.

See also Unit timetable information

Health science

Public health

This unit provides an introduction to the principles and practices of contemporary public health. Case study examples are used to illustrate public health successes, including the key elements contributing to these successful approaches.

Key concepts introduced include population health, social determinants of health, health inequalities, health and human rights, and the core roles and functions of public health systems, policies and programs.

Inequalities within and across national boundaries are explored, as well as the contributing factors to these inequalities. Public health priorities are explored through consideration of population health trends and vulnerable populations.

On successful completion of this unit students will:

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.

• Online quiz (30 minutes) (10%)
• Written essay (1,800 words) (30%)
• Group oral presentation (20 minutes) (15%)
• Examination (MCQ, short answer and essay questions) (2 hours) (45%) (Hurdle)

Hurdle requirement:

80% attendance at tutorials

80% participation in online tasks

1 hour lecture, 2 hour tutorial, 3 hours of directed online student learning activities, plus 6 hours of self-directed study per week.

See also Unit timetable information

Health science

Public health

This unit provides an introduction to the course of disease for common health conditions, and their impact on individuals and populations.

The unit outlines different types of disease, and explores common diseases from pathophysiological, psychosocial, and epidemiological perspectives. The course of disease, and contributing and risk factors at the individual and social levels are explored, as well as the consequences for individuals, health systems, and society.

Particular conditions considered will vary but will include diseases across the communicable, non-communicable, acute, chronic and degenerative conditions.

On successful completion of this unit students will:

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.

• Group presentation oral (15 minutes) (10%)
• Two online quizzes (30 minutes each) (5% + 5%=10%)
• Group work research portfolio (35%) comprising of: Online checklist (5%), 15 minutes oral presentation & 1-page topic summary (10%), 2,500 words report (20%)
• Mid-semester test 1 hour (10%)
• Final examination 2 hours (35%)

Hurdle Requirement:

• 80% attendance at tutorials
• 80% participation in online tasks.

1 hour lecture, 2 hour tutorial, 3 hours of directed online student learning activities, plus 6 hours of self-directed study per week.

See also Unit timetable information

Health science

Public health

This unit will deliver a structured introduction to the Australian healthcare system. Students will gain a preliminary knowledge of the organization, current policies and policy debates, funding arrangements and emerging trends in healthcare practice. A feature of the unit is an inclusive approach to the understanding of health. This approach will consider aged care, disability, mental health, and alcohol and drug components in addition to established health services. Case studies will be used to consolidate the theoretical material. Students will develop a reflective understanding of their own experience of health care, and be able to identify their assumptions regarding health and the practice of health care. Overarching themes will include an overview of the health system, specialist sectors and working in the health space.

On successful completion of this unit students will:

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.

• In-class written test (60 minutes) (15%)
• Group presentation (20 minutes) (15%)
• Written case study (1,800 words) (30%)
• Examination (2 hours) (40%) Hurdle

1 hour lecture, 2 hour tutorial, 3 hours of directed online student learning activities, plus 6 hours of self-directed study per week.

See also Unit timetable information

Health science

Public health

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

On successful completion of this unit students will:

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.

• Essay (1,800 words) (30%)
• Essay (2,400 words) (40%) Hurdle
• Group oral presentation (20 minutes) (30%)

Hurdle: 80% attendance at tutorials.

1 hour lecture, 2 hour tutorial, 3 hours of directed online student learning activities, plus 6 hours of self-directed study per week.

See also Unit timetable information

Health science

Public health

This unit explores key emerging challenges in health at the national and global levels. A case study approach is used to explore current issues facing health systems, including the causes, consequences, and approaches used to address the issues.

Causes are considered at the behavioural, social, cultural, political and environmental levels. A public health and/or systems thinking perspective is taken to describe and critically appraise initiatives to address identified issues.

Specific challenges which will be the focus of this unit will change over time in line with contemporary and emerging issues, but for example may include: obesity, population ageing, climate change, emerging infectious diseases and mental health, terrorism, and natural disasters.

On successful completion of this unit students will:

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.

• Case study (900 words) (15%)
• Group presentation (20 minutes) (20%)
• Critical appraisal (1,500 words) (25%)
• Examination (2 hours) (40%) Hurdle

Hurdle:

80% attendance at tutorials

80% participation in online tasks

1 hour lecture, 2 hour tutorial, 3 hours of directed online student learning activities, plus 6 hours of self-directed study per week.

See also Unit timetable information

Health science

Public health

This unit uses the framework of human development to examine health throughout the lifespan. Physical, cognitive, emotional, behavioural and psychosocial development, and the impact of culture on health will be examined. Students will investigate the roles of allied health professionals in assessing and maintaining health across the lifespan.

On successful completion of this unit students will:

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.

• Group Presentation (20 minutes) (15%)
• Multiple Choice Test - Mid-Semester (1 hr) (10%)
• Written Assignment (2,000 words) (25%)
• Examination (2 hours) (50%) (Hurdle)

Hurdle Requirement:

80% attendance at tutorials

80% participation in weekly online tasks

1 hour lecture, 2 hour tutorial, 3 hours of directed online student learning activities, plus 6 hours of self-directed study per week.

See also Unit timetable information

Health science

Public health

This unit introduces students to the contemporary frameworks and strategies that are used to prevent disease and promote health at the population level. Students will examine methods for primary, secondary and tertiary prevention undertaken through health agencies, and develop an understanding of the role of different health professions in this work. Disease prevention methods investigated will include behavioural education and counselling, vaccination and pharmacological interventions, health screening, chronic disease self-management, and rehabilitation in health care and community settings. Health promotion will be introduced as an approach that uses multiple strategies to empower individuals and communities and create supportive environments for health. The health promotion actions examined will include policy development, community mobilisation, health education and social marketing. The role that partnerships and capacity building play in sustaining action and health outcomes will be investigated. Learning will be facilitated with case examples and consideration will be given to how the methods examined can be applied to current public health priorities.

On successful completion of this unit students will:

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.

• In-class test (MCQs and short answers) (10%)
• Literature review (1,800 words) (30%)
• Oral group presentation (20 minutes) (20%)
• Examination (2 hours) (40%) Hurdle

Hurdle:

80% attendance at tutorials and participation in online tasks.

3 hour workshop, 3 hours of directed online student learning activities, plus 6 hours of self-directed study per week

See also Unit timetable information

Health science

Public health

This unit deals with two primary aspects of professional practice in the health and social care system, namely the legal and ethical principles that govern the operation of the system and the behaviour of individuals within it. The unit commences with an introduction to the legal framework, covering common law, statute law and the legal responsibilities of health and social care professionals. Students are then introduced to the ethical framework, through an examination of ethical theory, professional ethics, confidentiality, informed consent and relationships with patients. The complex interrelationship between legal and ethical aspects of healthcare practice is explored.

On successful completion of this unit students will:

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.

• Written assignment: Response to 10 short answer questions (2,500 words) (50%) (Hurdle)
• Written assignment: Major paper chosen from one of three provided topics (2,500 words) (50%) (Hurdle)

Hurdle: 80% attendance at seminars.

2 contact hours plus 10 hours of private study per week.

See also Unit timetable information

Health science

Public health

This unit will build on students' previous learning about global health.

The intent of this unit is not only to further students' awareness of global health issues, but also to encourage critical thinking about the underlying causes, the efficacy of global health programs and the ethics of delivering aid.

It aims to equip students to work in the area of global health both in Australia and abroad.

The unit comprises three modules of study.

During the first, students will learn about the history of global health and Australian indigenous health, the main global health principles and will briefly review the main underlying causes of global health issues and Australian indigenous health issues.

They will also be introduced to human rights and ethics and how to apply them to health research and global health provision.

The second module will look at how to appropriately address continuing and future global health challenges in different settings.

Past successes and failures in addressing these challenges will be analysed to demonstrate the complexity of health improvement in low- and middle-income countries.

Students will learn about the use of appropriate technology, being culturally sensitive and participatory approaches.

In the third module students will study the changing scene in relation to 'development aid' with a particular focus on current shortfalls and ethical aspects of donor activity.

This module will also expose students to the various careers available to graduates with a health sciences background.

On successful completion of this unit students will:

1. Explain the current and future threats to global health and their underlying causes
2. Discuss the major human rights and ethical issues in the field of global health
3. Analyse and critique programs addressing health issues at a national and global level including the program's capacity to address health inequities and the appropriateness of their design
4. Critically analyse the relationships between various actors and agencies in global health
5. Describe and critique the sustainable development goals
6. Apply participatory techniques in the design of projects to address global health issues

• Essay (2,500 words) (40%) (Hurdle)
• Group presentation (oral 30 minutes) (20%)
• Research Assignment (2,500 words) (40%) (Hurdle)

Hurdle Requirement: 80% attendance at tutorials

3 contact hours plus 9 hours of private study per week.

See also Unit timetable information

Health science

Public health

The unit explores global and local health challenges that are at the forefront of Australia's health sector. Students will critically examine the construction of contemporary health challenges including: the implications of global inequalities in health and health problems arising from war and terrorism and political violence such as the refugee crisis.

On successful completion of this unit students will:

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.

• Written outline of research topic (500 words) (15%)
• Literature review (1,500 words) (25%)
• Research essay (3,000 words) (50%) Hurdle
• Class presentation (in class oral presentation) (10%)

Hurdle: 80% attendance at tutorials.

1 hour lecture, 2 hour tutorial, 3 hours of directed online student learning activities, plus 6 hours of self-directed study per week.

See also Unit timetable information

Health science

Public health

This unit introduces students to settings and characteristics of health promotion delivered in various settings including hospitals, schools, workplaces and sporting organisations. Students will be introduced to settings frameworks, theories and approaches and the role of health professionals in diverse settings will be examined. Additionally approaches to building health promotion capacity among staff in these settings will also be explored. Students will gain a sound understanding of the evidence base for health promotion work in different settings and will critically examine the challenges for health promotion in these settings.

On successful completion of this unit students will:

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.

• Evidence review (2,000 words) (35%)
• Settings audit and program plan (2,500 words) (40%) Hurdle
• Case study group presentation (Oral with Powerpoint or Prezi presentation) (25%)

Hurdle: 80% attendance at seminars.

3 contact hours plus 9 hours of private study per week.

See also Unit timetable information

Health science

Public health

In this unit, students will examine the political foundations of health promotion and public health policies in Australia, different types of health policy, policy development processes and theories that underpin them. Interest groups and the challenges they pose to decision-making processes will be discussed. The social and political impacts of health policy will be explored, as well as the jurisdictional responsibilities held by different levels of government for health policies. Concepts of power, authority and influence will be discussed. Students will learn critical skills for policy analysis in the context of case studies of effective advocacy that have influenced policy change in Australia.

On successful completion of this unit students will:

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.

• Group presentation (20 minutes) (25%)
• Individual case study essay (1,500 words) (25%)
• Research essay (2,500 words) (Hurdle) (50%)

Hurdle: 80% attendance at tutorials.

3 contact hours (1 hour lecture and 2 hour tutorial) plus 9 hours of private study per week.

See also Unit timetable information

Health science

Public health

This unit aims to develop students' understanding and skills in the quantitative and qualitative research methods that underpin contemporary global public health and health science research, as well as the analysis, interpretation and reporting of data from such research. This unit introduces students to the theoretical methodological and ethical issues that underpin contemporary global public health and health science research. It provides direction and guidance to honours students in identifying a meaningful research question and develops the skills and knowledge students need to develop a research proposal. It re-introduces students to quantitative and qualitative research frameworks and data analysis techniques they need both to undertake their study and write a research report.

On successful completion of this unit students will:

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.

Hurdle: Students are required to attend 80% of seminars and colloquia.

Formative assessment: Feedback during seminar participation as well as following the three summative assessments.

Summative assessment:

• An individual presentation during the semester on students' project methodologies (20%)
• A class test on the quantitative and qualitative research frameworks and approaches to data analysis utilised in public health and health science research topics covered during the semester. The class test will contain both multiple choice and short answer questions (20%)
• A word assignment based on students' project methodologies which will form the basis of the student's methods chapter of the thesis (3,000 - 3,500 words) (60%)

Four class contact hours per week (seminar style), attendance of a weekly colloquium (1-2 hours per week), plus regular project supervision (1-2 hours per fortnight). In addition, as per University requirements, students will be required to spend up to 20 hours per week in private study/self-directed learning (i.e. a total of 24 hours per week).

See also Unit timetable information

Health science

Public health

The Honours thesis is a research study, focusing on a particular contemporary global public health and health science research topic or issue, undertaken with the guidance and support of a supervisor. Students will be expected to demonstrate initiative and independence during their research study. All Honours students are required to present on their research project at a research seminar prior to submission. The Honours thesis is designed for students who are intending to undertake further higher degree studies. Graduates who have successfully completed the Health Science Research Project (both Part 1 and Part 2) will be able to use their 15,000 word study as evidence of independent research experience in an application for entry into higher research degree programs.

On successful completion of this unit students will:

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.

Hurdle: Students are required to attend 80% of colloquia, and are required to meet with their supervisor at least once a fortnight for 1-2 hours.

Formative assessment:

• An individual presentation and feedback on students' completed projects - to occur prior to submission
• Feedback during supervision throughout the semester.

Summative assessment:

• Research-based honours thesis (15,000 words) (100%). Students' theses will be examined as per normal Faculty of Medicine, Nursing and Health Sciences' practice, that is examined by at least two examiners. Additional examiners may be used if there is a significant descrepancy between the examiners.

Two class contact hours per week (seminar style), attendance of a weekly colloquium (1-2 hours per week), plus regular project supervision (1-2 hours per fortnight). In addition, as per University requirements, students will be required to spend up to 40 hours per week in private study/self-directed learning (i.e. a total of 48 hours per week).

See also Unit timetable information

Health science

Public health

This unit provides students with the skills to develop a search strategy, inclusion and exclusion criteria, and conduct an electronic search of databases for a systematic review.

Students will be taught how to design and perform data extraction, critically appraise the literature, conduct a quality assessment of research articles for different study designs, and review approaches to data synthesis and analysis.

Students will submit a written review of a topic that is related to their specific research project that demonstrates systematic reviewing skills, critical appraisal and analytical skills.

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

1. Develop a systematic search strategy for research topic.
2. Articulate inclusion and exclusion criteria
3. Develop and conduct data extraction of literature.
4. Conduct a quality appraisal of research studies.
5. Learn different approaches to data synthesis.
6. Synthesis and analyse academic literature.
7. Critically assess what is known and not known in the literature, in relation to the students' research topics;
8. Prepare a literature review of a health issue using critical analysis.

• Report on health topic (1,500 words) (20%)
• Systematic review MCQ test (10%)
• Literature review presentation (20 minutes) (20%)
• Literature review (4,000 words) (50%) (hurdle)

Hurdle: Students are required to attend 80% of seminars.

3 class contact hours per week (tutorial/seminar). Attendance at the weekly SPHPM HDR seminars (1.5 hours). In addition, as per University requirements, students will be required to spend 19.5 hours per week on the unit in private study (i.e. a total of 24 hours per week).

See also Unit timetable information

Health science

Public health

This unit provides the basic understanding of the concept of health particularly in the primary care clinical settings. This exploration will begin at a personal level and expand to clinical settings with the broader health environment. Varied definitions and models of health will be introduced to allow a detailed exploration of illness, health risks and how individuals, families and communities use limited resources.

Differences between health of the individual and the broader population will be examined using the clinical environment as the focal point. The factors that impact the dimensions of health will be critically explored to better understand the roles of government policies, the private sector and communities. Current inequalities in resources and other factors affecting health in clinical settings will be identified.

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.

• Essay (2,000 words) (25%)
• Written assignment (2,500 words) (35%)
• Examination (2 hours) (20%)
• Class preparation activities and participation (20%)

Hurdle:

• Students are required to attend 80% of all tutorials.
• Students are required to complete an essay plan as preparation for their 2,000 word essay.

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

See also Unit timetable information

Public health science

MED1011 will introduce students to the four themes (sub-units) upon which the five-year curriculum is based:

THEME I: Personal and Professional Development: students will participate in a transition program, focusing on transition to university life, personal ethics, healthy lifestyle, group support and communication skills. This will be followed by a Health Enhancement program concentrating on self care (stress management, relaxation training, coping skills), other aspects of healthy lifestyle and group support, and introduction to the science of Mind-Body Medicine. Also included: an introduction to Ethics and Medical Law.

THEME II: Population, Society, Health and Illness: Health, Knowledge and Society Teaching will provide a framework of inquiry allowing analysis of the social aspects of medicine.

THEME III: Foundations of Medicine: The Fabric of Life provides students with foundation knowledge in genomics and cell biology in health and disease. An integral part of this theme will be the weekly problem based learning activity

(PBL). Each PBL integrates material presented to students in this and other themes throughout the week.

THEME IV: Clinical Skills: introduces students to practical clinical skills including: handwashing, sharps disposal; subcutaneous and intramuscular injecting. Students will interact with health care professionals during medical contact visits, and will be introduced to the medical interview, taking a family history, ethical aspects of medical contact visits.

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.

This unit requires students to undertake off-campus clinical placements. In the clinical setting students will have an opportunity to apply theory to practice under supervision. Attendance is mandatory for the clinical component of each unit.Students must be aware of the faculty's Clinical Placement Guidelines.Students will not be permitted to attend any clinical placements unless they have current valid Working with Children and Police checks, and have a satisfactory immunisation status, all of which must be submitted to Faculty.

Assessment is combined across MED1011 and MED1022

Progressive Short Tests across the semester (7%)

Written end of semester exam (3 hours) (15%)

Reflective Journal (up to 1200 words) (hurdle)

Case Commentary Written Assignment (3000 words) (12%)

Clinical Skills Simulated Encounters and Competencies (8%)

Students must achieve a pass grade in specific written examinations and clinical skills encounters and competencies.

Hurdle requirement: Students must attend a minimum of 80% of designated small group teaching activities to pass this unit. Students must complete the Reflective Journal.

Medicine and surgery

THEME 1: 'Health Enhancement Program' develops strategies for personal health enhancement and ethical/legal issues relevant to professional responsibility, the doctor-patient relationship and public accountability.

THEME 2: 'Population Health' develops an understanding of epidemiology, construction of epidemiological study design, function and interpretation of statistical information and critical appraisal of research publications.

THEME 3: The scientific basis of clinical practice of the musculo-skeletal, cardiovascular medicine and human life span.

THEME 4: 'Clinical Skills' develops comprehensive medical history taking skills and examination of the musculoskeletal, cardiovascular and peripheral nervous system. Develop an awareness of key ethical issues involved in communication with patients, family members, carers and health professionals. Rural attachment: a week based at a rural centre will focus on developing an understanding of the practice of medicine in a rural context.

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.

This unit requires students to undertake off-campus clinical placements. In the clinical setting students will have an opportunity to apply theory to practice under supervision. Attendance is mandatory for the clinical component of each unit.Students must be aware of the faculty's Clinical Placement Guidelines.Students will not be permitted to attend any clinical placements unless they have current valid Working with Children and Police checks, and have a satisfactory immunisation status, all of which must be submitted to Faculty.

Assessment is combined across MED1011 and MED1022

Progressive Short Tests across the semester (7%)

Written end of semester exam (3 hours) (15%)

Integrative Written exam (2 hours) (2%)

Rural Written Assignment (various word limits) (5%)

Evaluating Popular Information Written Assignment (2000 words) (10%)

Human Life Span Development Written Assignment (1200 words) (5%)

Clinical Skills Simulated Encounters and Competencies (14%)

Students must achieve a pass grade in specific written examinations and clinical skills encounters and competencies.

Hurdle requirement: Students must attend a minimum of 80% of designated small group teaching activities to pass this unit

Medicine and surgery

MED2000 provides an overall result for Year 1 & 2 MBBS based upon achievement in MED1011, MED1022, MED2031, MED2042 and the first Integrated Vertical Assessment (VIA) examination. Students will need to successfully complete MED1011, MED1022, MED2031, MED2042 and the VIA examination. A grade will be awarded for MED2000 which is based on student achievement in MED1011, MED1022, MED2031 and MED2042 and the VIA examination.

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.

• MED1011 (12.5%)
• MED1022 (12.5%)
• MED2031 (27.5%)
• MED2042 (27.5%)
• First VIA examination (20%)

Medicine and surgery

Through the theme based curriculum, this unit continues to provide integrated studies that build the foundations for commencing studies in clinical settings. A deeper understanding of the socio-economic context of health and illness, awareness of the non-medical services which support the practice of medicine, and improved health outcomes is developed. Ethical/legal issues relevant to professional responsibility, the doctor-patient relationship and public accountability link directly to future clinical practice. Students acquire skills in basic research, including data management and critical appraisal of evidence and knowledge which provide the basis for evidence based clinical decision-making. Scientific basis of clinical practice aims to provide students with detailed knowledge of selected body systems in health and disease. In the clinical skills component of the curriculum, students are expected to draw upon theoretic knowledge, and apply this during the development clinical reasoning, and the performance of key clinical skills tasks. An integral component of this unit is the weekly problem based learning activity (PBL). Each PBL integrates content presented to students across the four themes throughout the week.

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.

    Theme III:

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

31. discuss the relevance of biomedical science to the practice of respiratory, endocrine, haemopoetic and renal medicine, and apply knowledge in these areas in an integrative manner to the understanding of particular cases or clinical issues
32. describe the structure and function of the healthy respiratory and renal, endocrine systems and the formation and function of blood
33. discuss the mechanisms and effects of selected common pathologies affecting these systems
34. outline therapeutic agents commonly used to deal with disorders of these systems
35. give an account of the interactions of these systems in the maintenance of homeostasis, drawing upon knowledge acquired in preceding semesters
36. discuss the relevance of biomedical science to the practice of medicine in the areas of endocrinology and metabolism, gastroenterology and nutrition, and apply knowledge in these areas in an integrative manner to the understanding of particular cases or clinical issues
37. describe the role of endocrine systems in normal and pathological function
38. discuss the normal growth pattern and the attendant nutritional requirements of individuals from birth to adulthood, recognise the sources of deviation from such normal patterns and appreciate the role of nutrition in health and disease, taking account of social and cultural influences
39. describe the anatomy and physiology of the gastrointestinal tract and comprehend the pathophysiology of common symptoms and major diseases of the gastrointestinal tract
40. outline therapeutic agents relevant for endocrine, gastrointestinal conditions.

    Student Project Cases:

    On the completion of this activity students will be able to:

41. integrate information from the four curriculum themes based on the range of learning activities, including self-directed research
42. integrate and synthesise information from different body systems and human perspectives in the appreciation of clinical issues
43. identify relevant resources and critically analyse information from a variety of sources
44. develop skills in problem solving and apply in a medical context
45. develop interpretative skills related to the evaluation of endocrine, metabolic, gastrointestinal, nutritional, reproductive and developmental information and issues, interfacing biomedical science with clinical medicine
46. work effectively and communicate constructively within small groups in the planning, development and implementation of teamwork tasks, with individual and group responsibilities and adherence to project timelines
47. discuss issues and problems in a structured manner and act as spokesperson for a group in a wider forum
48. apply skills in audiovisual presentations on particular topics in medicine
49. develop skills in preparation of written summaries in the form of notes suitable for effective communication and education
50. apply constructive critiques to verbal and written presentations.

    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. Describe the requirements for requests/ordering relevant investigations.
57. Interpret results of specified investigations in simulated settings/scenarios
58. Outline the reasons for prioritising patient care
59. Generate a problem list
60. Formulate and discuss their reasoning for a differential diagnosis (list)
61. Outline a basic management plan for specified common problems and conditions
62. For specified conditions identify clinically appropriate medications
63. Explain the importance of monitoring patients
64. Recognise the need for the management of conditions using fluid, electrolyte and blood products
65. Identifies the importance of procedures and documentation for continuity of care
66. Provide structured and effective case presentations
67. Recognise the basic elements of patient case files.

This unit requires students to undertake off-campus clinical placements. In the clinical setting students will have an opportunity to apply theory to practice under supervision. Attendance is mandatory for the clinical component of each unit.Students must be aware of the faculty's Clinical Placement Guidelines.Students will not be permitted to attend any clinical placements unless they have current valid Working with Children and Police checks, and have a satisfactory immunisation status, all of which must be submitted to Faculty.

Assessment is combined across MED2031 and MED2042

Progressive Short Tests across the semester (7%)

Written end of semester exam (3 hours) (15%)

Student Project Case (3500 words and 30 min oral presentation) (10%)

Formative OSCE (clinical skills practical examination; formative only and not compulsory)

Some activities are completed in MED2031 or MED2042

Rural and / or Prevention Science Placement Assignments (3000 words) (10%)

Breast Examination (hurdle requirement to complete)

Health Promotion Assignments (2 X 3000 words) (16%)

Students must achieve a pass grade in specific written examination and clinical skills assessments.

Hurdle requirement: Students must attend a minimum of 80% of designated small group teaching activities to pass this unit.

Medicine and surgery

This unit builds upon studies completed in MED2031 with further integrated studies to provide the foundations for commencing studies in clinical settings. Student continue to develop deeper understanding of the socio-economic context of health and illness awareness of the non-medical services which support the practice of medicine, and improved health outcomes is developed. Ethical/legal issues relevant to professional responsibility, the doctor-patient relationship, and public accountability link are key component of preparation for immersion in clinical contexts. Skills in basic research skills including data management and critical appraisal of evidence and knowledge which provide the basis for evidence based clinical decision-making are consolidated. Scientific basis of clinical practice extends students with detailed knowledge of major body systems in health and disease. In the clinical skills component of the curriculum, students are expected to draw upon theoretic knowledge, and apply this during the development clinical reasoning as well as consolidating proficiency in key clinical skills tasks. An integral component of this unit is the weekly problem based learning activity (PBL). Each PBL integrates content presented to students across the four themes throughout the week.

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

Theme 1

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

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.

    Theme III:

31. Discuss the relevance of biomedical science to the practice of medicine in the areas of sexuality, development and growth, and apply knowledge in these areas in an integrative manner to the understanding of particular cases or clinical issues
32. Describe the basic processes of reproduction and early development, comprehend infertility and strategies to manage reproduction and contraception, understand how fetal conditions can determine adult disease
33. Outline therapeutic agents relevant for neurological, reproductive, and psychological conditions
34. Describe the anatomy of the head and neck including the intracranial region
35. Describe the physiology of central nervous system function
36. Demonstrate an introductory level of understanding of human psychology and the neurobiological basis of human behaviour
37. Demonstrate knowledge and understanding of 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; demonstrate an introductory level of understanding of human psychology and the neurobiological basis of human behaviour.

    Theme IV

38. Conduct a structured patient centred interview in simulated environments
39. Elicit a structured, comprehensive and logical history in simulated environments
40. Perform an appropriate examination for specified systems in simulated environments
41. Perform specified clinical procedures and tasks in simulated environments
42. For specified conditions, identify relevant investigations for the patient's presenting problems or conditions
43. Describe the requirements for requests/ordering relevant investigations.
44. Interpret results of specified investigations in simulated settings/scenarios
45. Outlines the reasons for prioritising patient care
46. Generate a problem list
47. Formulate and discuss their reasoning for a differential diagnosis (list)
48. Outline a basic management plan for specified common problems and conditions
49. For specified conditions identify clinically appropriate medications
50. Explains the importance of monitoring patients

    Rural placement:

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

51. Describe and discuss how rural contexts impact on the assessment of health conditions
52. Recognise the importance of context and clinical reasoning in relation to focused history taking
53. Describe and discuss how a rural context impacts on the clinical and non-clinical management of patients
54. Analyse the ways in which rural diversity can impact on rural health, illness and clinical practice
55. Reflect on the nature of a rural clinical practice from a clinician's perspective.

    Student Project Cases:

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

56. Integrate information from the four curriculum themes based on the range of learning activities, including self-directed research
57. Integrate and synthesise information from different body systems and human perspectives in the appreciation of clinical issues
58. Identify relevant resources and critically analyse information from a variety of sources
59. Develop skills in problem solving and apply in a medical context
60. Develop interpretative skills related to the evaluation of endocrine, metabolic, gastrointestinal, nutritional, reproductive and developmental information and issues, interfacing biomedical science with clinical medicine
61. Work effectively and communicate constructively within small groups in the planning, development and implementation of teamwork tasks, with individual and group responsibilities and adherence to project timelines
62. Discuss issues and problems in a structured manner and act as spokesperson for a group in a wider forum
63. Apply skills in audiovisual presentations on particular topics in medicine
64. Develop skills in preparation of written summaries in the form of notes suitable for effective communication and education
65. Apply constructive critiques to verbal and written presentations.

This unit requires students to undertake off-campus clinical placements. In the clinical setting students will have an opportunity to apply theory to practice under supervision. Attendance is mandatory for the clinical component of each unit.Students must be aware of the faculty's Clinical Placement Guidelines.Students will not be permitted to attend any clinical placements unless they have current valid Working with Children and Police checks, and have a satisfactory immunisation status, all of which must be submitted to Faculty.

Assessment is combined across MED1011 and MED1022

Progressive Short Tests across the semester (7%)

Written end of semester exam (3 hours) (15%)

Summative OSCE (clinical skills practical examination) (20%)

Some activities are completed in MED2031 or MED2042

Rural and / or Prevention Science Placement Assignments (3000 words) (10%

Breast Examination (hurdle requirement to complete)

Health Promotion Assignments (2 X 3000 words) (16%)

Students must achieve a pass grade in specific written examinations and clinical skills assessments.

Hurdle requirement: Students must attend a minimum of 80% of designated small group teaching activities to pass this unit

Medicine and surgery

MED3051 is an integrated medicine/surgery curriculum based on the four themes of the medical curriculum: Personal and professional development; population, society, health and illness; foundations of medicine; and clinical skills. Evidence-based educational approaches support students in acquiring appropriate knowledge, attitudes and skills in medicine, surgery, clinical skills, evidence-based clinical practice, occupational and environmental medicine, pathophysiology, pharmacology, ethics and law. Previous learning will be extended.

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

Theme I: Personal and Professional Development

1. Apply the legal requirements and protocols to 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. Recognise issues related to justice and the role of advocacy that are evident within the health system
4. Practice and discuss ethical decision making and consultation in clinical environments
5. Display a respectful, non-judgemental and empathic approach to others
6. Maintain an appropriate standard of professional behaviour including demeanour, appearance and meeting commitments.
7. Communicate clearly, effectively and appropriately in oral, written and electronic formats
8. Describe factors that contribute to risks and errors in health care settings and the responsibilities of health care professionals in ensuring the quality of patient care
9. Identify the activities in clinical settings that contribute to research and quality improvement in healthcare
10. Review and critically reflect upon judgements and health care practices relating to patient outcomes
11. Recognise peers experiencing difficulty and identify support strategies
12. Use appropriate environments and strategies for sensitive and effective communication and interaction with others in clinical environments (patients and carers, peers and health care professionals)
13. Identify the roles and responsibilities of patient centred health care team members and their professions and opportunities to assist the health care team
14. Engage in learning opportunities and participate in peer learning, leadership and teaching activities
15. Articulate own strengths, acknowledge own limitations which impact upon performance, seek support and self-advocate for improvement.
16. Take responsibility for own self-care and health issues.

    Theme II: Population, Society, Health and Illness

17. Discuss occupational and environmental factors that affect health, well-being and safety and the capacity to perform work
18. Explain medical, behavioural and socio-environmental approaches to health promotion
19. Explain the rationale for a health intervention/screening program
20. Critique appropriate strategies for disease prevention and health promotion for patients
21. Source and interpret biostatistical information relevant to health and disease in populations across a range of contexts (e.g. rural, indigenous, vulnerable/'at-risk' populations)
22. Identify study designs used in population health and clinical research publications/reports/projects
23. Describe the delivery of health care and the essential roles of systems to the individual across a range of contexts (e.g. rural, indigenous, vulnerable/'at-risk' populations)
24. Discuss the rationale, methodology and application of clinical decision making processes and strategies
25. Recognise and describe human and organisational factors relevant to risk management in health care settings
26. Effectively communicate observations and analysis in written and oral formats
27. Formulate and conduct an effective search for information relevant to the clinical care of a patient
28. Organise, manage, interpret and apply information sourced from medical research publications and popular information sources
29. Critique data and information sourced in medical literature
30. Define and describe a rationale for levels of evidence.

    Theme III: Scientific basis of clinical practice

    History/examination and Differential Diagnosis:

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

    Clinical Features, Natural history, Pathogenesis and Pathology of disease

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

    Recognition of Complexity in Patients' Health and Disease:

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

    Investigating Health Problems:

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

    General Principles of Management

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

    Surgical Management

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

    Pharmacotherapeutics

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

    The Role of Research in Advancing Medical Knowledge:

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

    Theme IV: Clinical skills

44. Conduct a structured patient centred interview
45. Elicit a structured, comprehensive and logical history
46. Perform an appropriate examination (relevant to practice in medical and surgical units)
47. Perform specified clinical procedures and tasks in clinical environments under direct, structured supervision
48. Justify selection of investigations for the patient's presenting problems or conditions
49. Request/order relevant investigations correctly under structured supervision
50. Interpret results of investigations and use data to guide patient management under structured supervision
51. Distinguishes priority of patient care based upon urgency
52. Generate a ranked problem list
53. Develop a differential diagnosis (list) and select the most likely options relevant for the patient
54. Develop management plans for common problems and conditions
55. Select most appropriate medication, dose and mode of administration for the patient
56. Monitor the patient, identifies common complications and plans an immediate response under structured supervision
57. Develop and implement an individualised patient management plan for fluid, electrolyte and blood product use under structured supervision
58. Outline procedures and documentation for admissions, discharges and referrals.
59. Provide structured and effective case presentations
60. Accurately record case details and clinical activities in appropriate formats under structured supervision.

This unit requires students to undertake off-campus clinical placements. In the clinical setting students will have an opportunity to apply theory to practice under supervision. Attendance is mandatory for the clinical component of each unit.Students must be aware of the faculty's Clinical Placement Guidelines.Students will not be permitted to attend any clinical placements unless they have current valid Working with Children and Police checks, and have a satisfactory immunisation status, all of which must be submitted to Faculty.

• 2 x Mini Case Records (MCR) (30% each)
• Integrated clinical appraisal activity (EBCP) (20%)
• Online Pathology (MCQ) (20%)

Hurdle:

Although students are expected to have 100% attendance, the Faculty has determined 90% as a minimum attendance Hurdle. Therefore students are required to maintain a minimum 90% level of attendance at PBL (clinical, case-based or paper based), pathology tutorials, Evidence Based Clinical Practice (EBCP) sessions, Occupational and Environmental Medicine (OEM) sessions, Ethics and Law tutorials, Clinical skills tutorials and any simulation-based teaching and workshops. If you are unable to attend a session, you may be eligible for In Semester Special Consideration for this component of in-semester assessment. Application forms for In Semester Special Consideration are available at: http://www.med.monash.edu.au/current/student-forms.html

• Satisfactory participation and performance in clinical skills activities and submission of complete portfolio.

Approximately 13 hours/week of structured teaching and learning, 10 hours/week of unstructured learning in clinical settings and 10 hours/week self directed learning (private study).

See also Unit timetable information

Medicine and surgery

MED3062 is an integrated medicine/surgery curriculum based on the four themes of the medical curriculum: personal and professional development; population, society, health and illness; foundations of medicine; and clinical skills. Evidence-based educational approaches support students in acquiring appropriate knowledge, attitudes and skills in medicine, surgery, clinical skills, evidence-based clinical practice, occupational and environmental medicine, patho-physiology, pharmacology, ethics and law. Previous learning will be extended. By the end of the semester students must be capable of undertaking history and clinical examinations of patients with straightforward conditions.

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

Theme 1: Personal and Professional Development

1. Apply the legal requirements and protocols to 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. Recognise issues related to justice and the role of advocacy that are evident within the health system
4. Practice and discuss ethical decision making and consultation in clinical environments
5. Display a respectful, non-judgemental and empathic approach to others
6. Maintain an appropriate standard of professional behaviour including demeanour, appearance and meeting commitments
7. Communicate clearly, effectively and appropriately in oral, written and electronic formats
8. Describe factors that contribute to risks and errors in health care settings and the responsibilities of health care professionals in ensuring the quality of patient care
9. Identify the activities in clinical settings that contribute to research and quality improvement in healthcare
10. Review and critically reflect upon judgements and health care practices relating to patient outcomes
11. Recognise peers experiencing difficulty and identify support strategies
12. Use appropriate environments and strategies for sensitive and effective communication and interaction with others in clinical environments (patients and carers, peers and health care professionals)
13. Identify the roles and responsibilities of patient centred health care team members and their professions and opportunities to assist the health care team
14. Engage in learning opportunities and participate in peer learning, leadership and teaching activities
15. Articulate own strengths, acknowledge own limitations which impact upon performance, seek support and self-advocate for improvement
16. Take responsibility for own self-care and health issues.

    Theme II: Population, Society, Health and Illness

17. Discuss occupational and environmental factors that affect health, well-being and safety and the capacity to perform work
18. Explain medical, behavioural and socio-environmental approaches to health promotion
19. Explain the rationale for a health intervention/screening program
20. Critique appropriate strategies for disease prevention and health promotion for patients
21. Source and interpret biostatistical information relevant to health and disease in populations across a range of contexts (e.g. rural, indigenous, vulnerable/'at-risk' populations).
22. Identify study designs used in population health and clinical research publications/reports/projects
23. Describe the delivery of health care and the essential roles of systems to the individual across a range of contexts (e.g. rural, indigenous, vulnerable/'at-risk' populations)
24. Discuss the rationale, methodology and application of clinical decision making processes and strategies
25. Recognise and describe human and organisational factors relevant to risk management in health care settings
26. Effectively communicate observations and analysis in written and oral formats.
27. Formulate and conduct an effective search for information relevant to the clinical care of a patient
28. Organise, manage, interpret and apply information sourced from medical research publications and popular information sources
29. Critique data and information sourced in medical literature
30. Define and describe a rationale for levels of evidence.

    Theme III: Scientific basis of clinical practice

    History/examination and Differential Diagnosis:

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

    Clinical Features, Natural history, Pathogenesis and Pathology of disease

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

    Recognition of Complexity in Patients' Health and Disease:

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

    Investigating Health Problems:

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

    General Principles of Management

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

    Surgical Management

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

    Pharmacotherapeutics

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

    The Role of Research in Advancing Medical Knowledge:

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

    Theme IV: Clinical skills

44. Conduct a structured patient centred interview
45. Elicit a structured, comprehensive and logical history
46. Perform an appropriate examination (relevant to practice in medical and surgical units)
47. Perform specified clinical procedures and tasks in clinical environments under direct, structured supervision
48. Justify selection of investigations for the patient's presenting problems or conditions
49. Request/order relevant investigations correctly under structured supervision
50. Interpret results of investigations and use data to guide patient management under structured supervision
51. Distinguishes priority of patient care based upon urgency
52. Generate a ranked problem list
53. Develop a differential diagnosis (list) and select the most likely options relevant for the patient
54. Develop management plans for common problems and conditions
55. Select most appropriate medication, dose and mode of administration for the patient
56. Monitor the patient, identifies common complications and plans an immediate response under structured supervision
57. Develop and implement an individualised patient management plan for fluid, electrolyte and blood product use under structured supervision
58. Outline procedures and documentation for admissions, discharges and referrals.
59. Provide structured and effective case presentations
60. Accurately record case details and clinical activities in appropriate formats under structured supervision.

This unit requires students to undertake off-campus clinical placements. In the clinical setting students will have an opportunity to apply theory to practice under supervision. Attendance is mandatory for the clinical component of each unit.Students must be aware of the faculty's Clinical Placement Guidelines.Students will not be permitted to attend any clinical placements unless they have current valid Working with Children and Police checks, and have a satisfactory immunisation status, all of which must be submitted to Faculty.

• 4 x Mini Case Records (MCR) (15% each)
• Integrated clinical appraisal activity (EBCP) (20%)
• Online Pathology (MCQ) (20%)

Hurdle:

Although students are expected to have 100% attendance, the Faculty has determined 90% as a minimum attendance Hurdle. Therefore students are required to maintain a minimum 90% level of attendance at PBL (clinical, case-based or paper based), pathology tutorials, Evidence Based Clinical Practice (EBCP) sessions, Occupational and Environmental Medicine (OEM) sessions, Ethics and Law tutorials, Clinical skills tutorials and any simulation-based teaching and workshops. If you are unable to attend a session, you may be eligible for In-Semester Special Consideration for this component of in-semester assessment. Application forms for In Semester Special Consideration are available at: http://www.med.monash.edu.au/current/student-forms.html

Satisfactory participation and performance in clinical skills activities and submission of complete portfolio.

Approximately 13 hours/week of structured teaching and learning, 10 hours/week unstructured learning in clinical settings and 10 hours/week self directed learning (private study).

See also Unit timetable information

Medicine and surgery

This unit is an integrated medicine/surgery curriculum based on the four themes of the medical curriculum: Personal and professional development; population, society, health and illness; foundations of medicine; and clinical skills. Evidence-based educational approaches support students in acquiring appropriate knowledge, attitudes and skills in medicine, surgery, clinical skills, evidence-based clinical practice, occupational and environmental medicine, pathophysiology, pharmacology, ethics and law. Learning activities specific to each specialty area will be linked to the specific clinical placement and may include lectures, tutorials, case-based learning, bed- side tutorials, and practical skills sessions. Previous learning will be extended. By the end of the year students must be capable of undertaking history and clinical examinations of patients with straightforward conditions.

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

THEME I

1. Comply with the code of conduct for Monash medical students.
2. Use key ethical and legal principles to discuss and evaluate issues relevant to public health, clinical research practice, and professional standards for patient care.
3. Communicate effectively and appropriately with others in academic and clinical settings (patients, family and carers, peers, and health care professionals).
4. Interact appropriately and work collaboratively with others in clinical settings.
5. Identify, develop and use strategies to meet academic and personal challenges and needs.

   THEME II

6. Explain the impact of social and environmental determinants of health on health status in marginalised groups, including the Indigenous population.
7. Evaluate available programs, interventions and community resources for prevention and health promotion to determine their suitability for a patient or community.
8. Apply key concepts in population health, epidemiology and measurement of health and disease in populations.
9. Describe how the delivery of health care services has its impact on the health of individuals at all levels of the health care system.
10. Effectively search, appraise and implement information from medical research literature, lay press and clinical practice guidelines.

    THEME III

11. Explain the structure and function of the human body at cellular, organ, system and whole body levels.
12. Apply the knowledge and concepts of basic biological, psychological and social science to common and important clinical conditions.
13. Relate presenting complaints and clinical signs to common and important illnesses, conditions and disorders.
14. Explain the pathological processes and causes underlying clinical signs and symptoms for specified illnesses and conditions.
15. Discuss appropriate pharmacological approaches to the management of specified conditions and diseases.

    THEME IV

16. Elicit and record an accurate clinical history appropriate for the patient and the clinical context.
17. Perform and accurately record an appropriate physical examination.
18. Synthesise symptoms and signs to determine the most likely diagnosis and relevant differentials.
19. Competently perform specified clinical procedures.
20. Explain investigations and select appropriately for the patient's presenting problems or conditions.
21. Describe management principles for specified clinical problems.
22. Effectively communicate medical information to patients.

Students are in clinical placements for 2 x 18 week semesters. In the clinical setting students will have opportunities to develop practical skills and to apply theory to practice under supervision.

• Monash Case Records (MCR) (6 x 20 minute = 120 minutes) (60%)
• Integrated clinical appraisal (EBCP) assignments (2 x 1,000 words = 2,000 words) (20%)
• Pathology MCQ exams (4 x 1 hour = 4 hours) (20%)

Hurdle requirements:

• Research skills on-line module (2,000 words)
• Portfolio submission (notional word equivalent 4,000 words)
• 90% attendance at clinical placements

Medicine and surgery

Introductory Clinical Studies integrates the learning across MED3100 and MED3062. Learning activities specific to each specialty area will be linked to the specific clinical placement and may include lectures, tutorials, case-based learning, bed- side tutorials, practical skills sessions, and specialty teaching clinics and directed learning activities.

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

THEME I

1. Comply with the code of conduct for Monash medical students.
2. Use key ethical and legal principles to discuss and evaluate issues relevant to public health, clinical research practice, and professional standards for patient care.
3. Communicate effectively and appropriately with others in academic and clinical settings (patients, family and carers, peers, and health care professionals).
4. Interact appropriately and work collaboratively with others in clinical settings.
5. Identify, develop and use strategies to meet academic and personal challenges and needs. THEME II

6. Explain the impact of social and environmental determinants of health on health status in marginalised groups, including the Indigenous population.
7. Evaluate available programs, interventions and community resources for prevention and health promotion to determine their suitability for a patient or community.
8. Apply key concepts in population health, epidemiology and measurement of health and disease in populations.
9. Describe how the delivery of health care services has its impact on the health of individuals at all levels of the health care system.
10. Effectively search, appraise and implement information from medical research literature, lay press and clinical practice guidelines. THEME III

11. Explain the structure and function of the human body at cellular, organ, system and whole body levels.
12. Apply the knowledge and concepts of basic biological, psychological and social science to common and important clinical conditions.
13. Relate presenting complaints and clinical signs to common and important illnesses, conditions and disorders.
14. Explain the pathological processes and causes underlying clinical signs and symptoms for specified illnesses and conditions.
15. Discuss appropriate pharmacological approaches to the management of specified conditions and diseases. THEME IV

16. Elicit and record an accurate clinical history appropriate for the patient and the clinical context.
17. Perform and accurately record an appropriate physical examination.
18. Synthesise symptoms and signs to determine the most likely diagnosis and relevant differentials.
19. Competently perform specified clinical procedures.
20. Explain investigations and select appropriately for the patient's presenting problems or conditions.
21. Describe management principles for specified clinical problems.
22. Effectively communicate medical information to patients.

This unit requires students to undertake off-campus clinical placements. In the clinical setting students will have an opportunity to apply theory to practice under supervision. Attendance is mandatory for the clinical component of each unit.Students must be aware of the faculty's Clinical Placement Guidelines.Students will not be permitted to attend any clinical placements unless they have current valid Working with Children and Police checks, and have a satisfactory immunisation status, all of which must be submitted to Faculty.

1. Objective Structured Clinical Examination (OSCE) (50%)
2. 2 x Written examination - Paper 1 (3 hours) (35%) and Paper 2 (2 hours) (15%) (EMQ/EMS)
3. Attendance Hurdle: Although students are expected to have 100% attendance, the Faculty has determined 90% as a minimum attendance HURDLE requirement for specified activities. If you are unable to attend a session, you may be eligible for In Semester Special Consideration.

   In order to pass MED3200, students must pass the OSCE examination, pass the combined written examination and pass the attendance hurdle.

   The Borderline Group method is used to determine the pass score and borderline range for the OSCE, and the Ebel method is used to determine the pass score and borderline range for the combined written examination.

   The MED3200 Unit Guide contains a glossary of terms, information regarding additional assessment in this unit, and details of the specified activities for the attendance hurdle.

2 x 18 week semesters in continuous rotations through clinical attachments.

See also Unit timetable information

Medicine and surgery

MED4000 provides an overall result for Year 3B and 4C MBBS based upon achievement in Year 3B and Year 4C. A grade will be awarded for MED4000 which is based on student achievement in MED3051, MED3062, MED3200, MED4091 and MED4200.

A student must pass MED4200 and MED4190 before a grade in MED4000 will be awarded.

MED4000 is a hurdle requirement for successful completion of the MBBS course. Upon successful completion of this unit, students should have demonstrated the necessary integration of knowledge and skills develop during Years 1 - 4 of the medicine course.

• MED3051 (6.125%) MED3062 (6.125%) OR MED3100 (12.25%)
• MED3200 (22.75%)
• MED4190 (10.0%)
• VIA Exam (30.0%)
• MED4200 (OSCE & EMQ component, excluding VIA) (25.0%)

Medicine and surgery

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

Upon successful completion, for the disciplines relevant to each of the clinical placements undertaken, students should be able to:

Theme I: Personal and Professional Development

1. Apply the legal requirements and protocols to 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. Recognise issues related to justice and the role of advocacy that are evident within the health system
4. Practice and discuss ethical decision making and consultation in clinical environments
5. Display a respectful, non-judgemental and empathic approach to others
6. Maintain an appropriate standard of professional behaviour including demeanour, appearance and meeting commitments and acts as a role model for junior students
7. Communicate clearly, effectively and appropriately in oral, written and electronic formats
8. Explain the potential harm created by risks and errors in health care settings and the responsibilities of health care professionals in ensuring the quality of patient care
9. Identify activities in clinical settings that contribute to research and quality improvement in healthcare
10. Review and critically reflect upon judgements and health care practices relating to patient outcomes
11. Recognise peers experiencing difficulty and identify support strategies
12. Use appropriate environments and strategies for sensitive and effective communication and interaction with others in clinical environments (patients and carers, peers and health care professionals)
13. Acknowledge the roles and responsibilities of patient centred health care team members be willing to assist by taking on appropriate roles
14. Engage in learning opportunities and participate in peer learning, leadership and teaching activities
15. Articulate own strengths, acknowledge own limitations which impact upon performance, seek support and self-advocate for improvement
16. Take responsibility for own self-care and health issues.

    Theme II: Population, Society, Health and Illness

17. Explain the economic perspective on health issues and health care
18. Critique evaluations of a health intervention
19. Identify organisational factors which impact on patient care and participate in quality improvement processes
20. Identify the impact of public health policy on the delivery of health care to the individual
21. Identify relevant programs and community resources available to patients and their families
22. Identify relevant approaches to health education, illness prevention and rehabilitation.

    Theme III: Foundations of Clinical Practice

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

    Theme IV: Clinical Skills

26. Conduct a structured and organised patient centred interview
27. Elicit a structured, comprehensive and logical history for neonates, babies, children, adolescents, and adults
28. Perform an appropriate examination (relevant to practice in general practice, psychiatry, women's health and children's health)
29. Perform specified clinical procedures and tasks in clinical environments
30. Justify selection of investigations for the patient's presenting problems or conditions
31. Request/order relevant investigations correctly
32. Interpret results of specified investigations and use to guide patient management
33. Prioritise patient care in order of urgency under structured supervision
34. Generate a ranked problem list
35. Develop a differential diagnosis (list) and justify the most likely options relevant for the patient
36. Develop and justify management plans for common problems and conditions for a patient whose illness remains undifferentiated
37. Select and justify their choice of medication, dose and mode of administration for the patient
38. Monitor the patient, recognise common complications and plan an immediate response under structured supervision
39. Develop and implements an individualised patient management plan for fluid, electrolyte and blood product use
40. Perform admissions, discharges and referrals including documentation and patient preparation
41. Provide structured and effective case presentations
42. Accurately record case details and clinical activities in appropriate formats.

18 weeks in continuous rotations through clinical attachments.

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

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

80% minimum attendance hurdle requirement.

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

See also Unit timetable information

Medicine and surgery

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

Upon successful completion, for the disciplines relevant to each of the clinical placements undertaken, students should be able to:

Theme I: Personal and Professional Development

1. Apply the legal requirements and protocols to 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. Recognise issues related to justice and the role of advocacy that are evident within the health system
4. Practice and discuss ethical decision making and consultation in clinical environments
5. Display a respectful, non-judgemental and empathic approach to others
6. Maintain an appropriate standard of professional behaviour including demeanour, appearance and meeting commitments and acts as a role model for junior students
7. Communicate clearly, effectively and appropriately in oral, written and electronic formats
8. Explain the potential harm created by risks and errors in health care settings and the responsibilities of health care professionals in ensuring the quality of patient care
9. Identify activities in clinical settings that contribute to research and quality improvement in healthcare
10. Review and critically reflect upon judgments and health care practices relating to patient outcomes
11. Recognise peers experiencing difficulty and identify support strategies.
12. Use appropriate environments and strategies for sensitive and effective communication and interaction with others in clinical environments (patients and carers, peers and health care professionals)
13. Acknowledge the roles and responsibilities of patient centred health care team members be willing to assist by taking on appropriate roles
14. Engage in learning opportunities and participate in peer learning, leadership and teaching activities
15. Articulate own strengths, acknowledge own limitations which impact upon performance, seek support and self-advocate for improvement
16. Take responsibility for own self-care and health issues.

    Theme II: Population, Society, Health and Illness

17. Discuss occupational and environmental factors that affect health, well-being and safety and the capacity to perform work
18. Explain medical, behavioural and socio-environmental approaches to health promotion
19. Explain the rationale for a health intervention/screening program
20. Identify and explain relevant programs and community resources available to patients and their families
21. Critique appropriate strategies for disease prevention and health promotion for patients
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. Compare study designs used in population health and clinical research publications/reports/projects
24. Describe the impact of public health policy and the essential roles of systems on the delivery of health care to the individual across a range of contexts (e.g. rural, indigenous, refugee, vulnerable/'at-risk' populations)
25. Evaluate the rationale, methodology and application of clinical decision making processes and strategies
26. Identify organisational factors which impact on patient care and participate in quality improvement processes
27. Explain the economic perspective on health issues and health care
28. Synthesize and effectively communicate observations and analysis in written and oral formats appropriate for scientific/medical audiences
29. Formulate and conduct an effective search for information relevant to the clinical care of a patient
30. Organise, manage, interpret and apply information from medical research literature, lay press and clinical practice guidelines according to discipline guidelines/practices
31. Critique data and information sourced in medical literature
32. Outline the evidence used to make a clinical decision.

    Theme III: Foundations of Clinical Practice

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

    Theme IV: Clinical Skills

36. Conduct a structured and organised patient centred interview
37. Elicit a structured, comprehensive and logical history for neonates, babies, children, adolescents, and adults
38. Perform an appropriate examination (relevant to practice in general practice, psychiatry, women's health and children's health)
39. Perform specified clinical procedures and tasks in clinical environments
40. Justify selection of investigations for the patient's presenting problems or conditions
41. Request/order relevant investigations correctly
42. Interpret results of specified investigations and use to guide patient management
43. Prioritise patient care in order of urgency under structured supervision
44. Generate a ranked problem list
45. Develop a differential diagnosis (list) and justify the most likely options relevant for the patient
46. Develop and justify management plans for common problems and conditions for a patient whose illness remains undifferentiated
47. Select and justify their choice of medication, dose and mode of administration for the patient
48. Monitor the patient, recognise common complications and plan an immediate response under structured supervision
49. Develop and implements an individualised patient management plan for fluid, electrolyte and blood product use
50. Perform admissions, discharges and referrals including documentation and patient preparation
51. Provide structured and effective case presentations
52. Accurately record case details and clinical activities in appropriate formats.

This unit requires students to undertake off-campus clinical placements. In the clinical setting students will have an opportunity to apply theory to practice under supervision. Attendance is mandatory for the clinical component of each unit.Students must be aware of the faculty's Clinical Placement Guidelines.Students will not be permitted to attend any clinical placements unless they have current valid Working with Children and Police checks, and have a satisfactory immunisation status, all of which must be submitted to Faculty.

Summative assessment tasks (written and practical) specific for the discipline area of the clinical attachments (i.e. Children's Health, General Practice Women's Health, Psychiatry) with a total of 24 assessment workload points for in-semester assessment (100%)

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

80% minimum attendance hurdle requirement.

If you are unable to attend a session, you may be eligible for In Semester Special Consideration for this component of in-semester assessment. Application forms for In Semester Special Consideration are available at: http://www.med.monash.edu.au/current/student-forms.html

Medicine and surgery

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

Upon successful completion, for the disciplines relevant to each of the clinical placements undertaken, students should be able to:

Theme I: Personal and Professional Development

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

   Theme II: Population, Society, Health and Illness

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

   Theme III: Foundations of Clinical Practice

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

    Theme IV: Clinical Skills

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

This unit requires students to undertake off-campus clinical placements. In the clinical setting students will have an opportunity to apply theory to practice under supervision. Attendance is mandatory for the clinical component of each unit.Students must be aware of the faculty's Clinical Placement Guidelines.Students will not be permitted to attend any clinical placements unless they have current valid Working with Children and Police checks, and have a satisfactory immunisation status, all of which must be submitted to Faculty.

1. OSCEs (40%)
2. Written examinations (2 x 3 hrs) (40%)
   • Paper 1: General Practice and Medicine of the Mind
   • Paper 2: Children's Health and Women's Health
3. Written VIA examination (20%) Attendance Hurdle: 80% attendance at clinical attachments.

   If you are unable to attend a session, you may be eligible for In Semester Special Consideration

   In order pass MED4200, students must:

4. Pass the combined "Paper 1" and "Paper 2" examinations
5. Pass the OSCE examination
6. Pass the combined score of ("Paper 1" & "Paper 2") + (OSCE) + (VIA)
7. Pass the attendance hurdle. The Borderline Group method is used to determine the pass score and borderline range for the OSCE, and the Ebel method is used to determine the pass score and borderline ranges for the written examinations.

   The MED4200 Unit Guide contains a glossary of terms and information regarding additional assessment in this unit.

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

See also Unit timetable information

Medicine and surgery

This unit aims to develop the two most common skills that are required for the communication of medical research proposals and medical research findings. Students will develop their written communication skills by writing a review of the literature review developing a strong justification for their aim and hypothesis. Students will develop their oral communication skills by giving an oral presentation and answering questions on their research proposal, early in the Honours year.

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

1. Review and evaluate the clinical and scientific literature relevant to the field of research.
2. Synthesise the relevant literature in relation to the research question.
3. Refine a research question grounded in the critical review of the literature.
4. Devise appropriate research methodology to address the research question.
5. Justify the proposed methodology in relation to the research question.
6. Communicate the critical arguments in the literature in relation to the research question and the proposed methodology to a wider professional audience.

• Progress report (Hurdle)
• Literature review (<7500 words) (75%) (Hurdle)
• Department oral presentation (25%)

Average weekly workload of 12 hours per week comprised of library searches, reading, preparation of presentations and writing the literature review. The student will interact with and seek feedback from their supervisor about the overall structure of the presentation and written literature review but the student will largely be self-directed.

Please note: The teaching dates for this unit may vary from the standard teaching datesstandard teaching dates (http://www.monash.edu/enrolments/dates/census) for this teaching period.

Unit discontinuation and penalty dates for these units may be different to other units taught in the same teaching period.

Please refer to the information available on the Faculty's non-standard teaching datesFaculty's non-standard teaching dates (http://www.med.monash.edu.au/enrolments/non-standard-dates.html) page to avoid academic and financial penaltiesacademic and financial penalties (http://www.monash.edu/enrolments/processes/change/add-or-discontinue-units#penalties).

See also Unit timetable information

Medical science

Medicine and surgery

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

This unit allows students to undertake a supervised research project aimed at identifying and addressing a gap in medical research knowledge. It is designed to give students a strong foundation in the principles and practice of research. It will also enable students to develop a wide variety of skills including data analysis and communication of medical and scientific ideas in oral presentations and a written thesis. Students will be able to select from a wide range of project proposals that will enable them to pursue a specific area of interest working with their chosen supervisor.

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

1. Develop and implement research methodology.
2. Collect data in accordance with the moral, ethical and legal responsibilities of clinical and scientific investigation.
3. Organise and analyse data, using appropriate statistical tests where appropriate.
4. Synthesise the relevant literature in relation to the research question.
5. Present and interpret the data collected and its significance in relation to the existing literature.
6. Generate defensible conclusions based upon the significance of the research findings.
7. Demonstrate writing skills that meet the academic standards associated with a thesis.
8. Communicate research findings to a wider professional audience.
9. Develop confidence in their ability to develop into a practitioner of evidence-based medicine.

• Department oral presentation (5%)
• Minor thesis (12,000 - 15,000 words) (80%) (Hurdle)
• Faculty presentations: Oral presentation (5 minutes) (7.5%) and poster presentation (10 minutes) (7.5%)

Average weekly workload of 36 hours per week comprised of library searches, reading, preparation of presentations writing research thesis and practical research activities (eg data collection and collation, laboratory work, data analysis and review). The student may require training in technical skills by members of their research group or collaborators, but should then be largely self-directed to collect and analyze their data. The student will interact with and seek feedback from their supervisor about the overall structure of the Thesis, Departmental Oral and Faculty Presentations but the student will largely be self-directed.

Please note: The teaching dates for this unit may vary from the standard teaching datesstandard teaching dates (http://www.monash.edu/enrolments/dates/census) for this teaching period.

Unit discontinuation and penalty dates for these units may be different to other units taught in the same teaching period.

Please refer to the information available on the Faculty's non-standard teaching datesFaculty's non-standard teaching dates (http://www.med.monash.edu.au/enrolments/non-standard-dates.html) page to avoid academic and financial penaltiesacademic and financial penalties (http://www.monash.edu/enrolments/processes/change/add-or-discontinue-units#penalties).

See also Unit timetable information

Medical science

Medicine and surgery

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

MED5091 is focused on facilitating the transition of students into the medical workplace as beginning interns. Students will participate in a range of learning experiences which are designed to substantially enhance their clinical reasoning, diagnostic and case management skills. Students will participate in supervised clinical practice and related learning activities (learning modules). Furthermore, students will have the opportunity to broaden their knowledge and skills in self selected areas of clinical practice which may include electing a remote community, health or medicine related field.

Upon successful completion of the unit, students are expected to be able to:

Theme I: Professional attributes and behaviour

1. Comply with 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. Articulate issues related to justice and act as an advocate within the health system
4. Use ethical decision making and consultation in clinical practice including complex situations
5. Consistently display a respectful, non-judgemental and empathic approach to others
6. Maintain an appropriate standard of professional behaviour including demeanour, appearance and meeting commitments and acts as a role model for junior students
7. Communicate clearly, effectively and appropriately in oral, written and electronic formats
8. Identify strategies to address the potential harm created by risks and errors in health care settings and comply with the requirements of health care professionals in ensuring the quality of patient care
9. Engage in research and quality improvement activities in clinical settings where possible
10. Evaluate and critically reflect upon judgements and health care practice relating to patient outcomes
11. Recognise peers experiencing difficulty and refer them to appropriate support.
12. Arrange appropriate environments and use strategies for sensitive and effective communication and interaction with others in clinical environments (patients and carers, peers and health care professionals)
13. Actively contribute to the health care team to maximize the team's effectiveness by participating as a student member
14. Engage in learning and teaching opportunities, participate in peer learning, leadership and teaching activities and mentor junior students
15. Evaluate strengths, acknowledge own limitations that impact upon professional performance and self-advocate and seek support for improvement
16. Take responsibility for own self-care and health issues.

    Theme II: Population, Society, Health and Illness

17. Analyze social, environmental and occupational factors that impact on the capacity to perform work
18. Use medical, behavioural and socio-environmental approaches to health promotion
19. Evaluate a health intervention/screening program
20. Identify and evaluate relevant programs and community resources available to patients and their families
21. Justify selection of a health promotion strategy/program
22. Source, interpret and evaluate biostatistical information relevant to health and disease in populations across a range of contexts (e.g. rural, indigenous, vulnerable/'at-risk' populations)
23. Critique study designs used in population health and clinical research publications/reports/projects
24. Describe the impact of public health policy and the essential roles of systems on the delivery of health care to the individual across a range of contexts (e.g. rural, indigenous, vulnerable/'at-risk' populations)
25. Justify clinical decision making processes and strategies at both individual patient and healthcare system levels
26. Participate in patient health care quality improvement activities
27. Synthesize and effectively communicate observations and analysis in written and oral formats appropriate for scientific/medical audiences
28. Evaluate and critique data and information relevant to the care and management of a clinical problem of a patient
29. Organise and manage information from medical research literature, lay press and clinical practice guidelines according to discipline guidelines/practices
30. Evaluate research data and evidence sourced in medical and health care literature
31. Justify the evidence used to make clinical decisions.

    Theme III: Scientific Basis of Clinical Practice

32. Use knowledge of the causative factors and pathophysiology in clinical reasoning
33. Identify and assimilate presenting problems in the development of appropriate therapeutic treatments and a management plan
34. Describe the acute, chronic, ambulatory and psychological contexts of illness and analyse how these influence the clinical presentation and management.

    Theme IV: Clinical Skills

35. Conduct a structured and organised patient centred interview
36. Elicit a structured, comprehensive and logical history for neonates, babies, children, adolescents, adults and the elderly
37. Perform an appropriate examination (in medical units, surgical units, a specialty unit and aged care)
38. Perform specified clinical procedures and tasks in clinical environments
39. Justify selection of investigations for the patient's presenting problems or conditions
40. Request/order relevant investigations correctly
41. Interpret results of specified investigations and use to guide patient management
42. Prioritises patient care in order of urgency
43. Generate a ranked problem list
44. Develop a differential diagnosis (list) and justify the most likely options relevant for the patient
45. Develop and justify management plans for common problems and conditions an for a patient whose illness remains undifferentiated
46. Selects and justifies their choice of medication, dose and mode of administration for the patient, including empirical choice of 'best guess' antibiotic
47. Monitors the patient, recognises common complications and plans and justifies an immediate response under structured supervision
48. Develops, implements and justifies an individualised patient management plan for fluid, electrolyte and blood product use
49. Performs admissions, discharges and referrals including documentation and patient preparation
50. Provides structured and effective case presentations and justifies reasoning
51. Accurately records case details and clinical activities in appropriate formats.

This unit requires students to undertake off-campus clinical placements. In the clinical setting students will have an opportunity to apply theory to practice under supervision. Attendance is mandatory for the clinical component of each unit.Students must be aware of the faculty's Clinical Placement Guidelines.Students will not be permitted to attend any clinical placements unless they have current valid Working with Children and Police checks, and have a satisfactory immunisation status, all of which must be submitted to Faculty.

There will be multiple approaches to assessment in MED5091 as follows: Apart from the PIA 'in-training' assessment, which will be graded, all assessment tasks will be a "hurdle" requirement.

Each assessment item will need to be successfully completed to Pass the unit.

1. Formative assessment;
2. Moderated online discussions;
3. Case presentations;
4. Clinical Knowledge Test;
5. Pre-Intern Appraisal (PIA);
6. Portfolio.

   Hurdle requirement: Students must attend a minimum of 80% tutorials and clinical placements to pass this unit.

   If you are unable to attend a session, you may be eligible for In Semester Special Consideration for this component of in-semester assessment. Application forms for In Semester Special Consideration are available at: http://www.med.monash.edu.au/current/student-forms.html

Medicine and surgery

MED5092 is focused on facilitating the transition of students into the medical workplace as beginning interns. Students will participate in a range of learning experiences which are designed to substantially enhance their clinical reasoning, diagnostic and case management skills. Students will participate in supervised clinical practice and related learning activities (learning modules). Furthermore, students will have the opportunity to broaden their knowledge and skills in self selected areas of clinical practice which may include electing a remote community, health or medicine related field.

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

Theme I: Professional attributes and behaviour

1. Comply with 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. Articulate issues related to justice and act as an advocate within the health system
4. Use ethical decision making and consultation in clinical practice including complex situations
5. Consistently display a respectful, non-judgemental and empathic approach to others
6. Maintain an appropriate standard of professional behaviour including demeanour, appearance and meeting commitments and acts as a role model for junior students
7. Communicate clearly, effectively and appropriately in oral, written and electronic formats
8. Identify strategies to address the potential harm created by risks and errors in health care settings and comply with the requirements of health care professionals in ensuring the quality of patient care
9. Engage in research and quality improvement activities in clinical settings where possible
10. Evaluate and critically reflect upon judgements and health care practice relating to patient outcomes
11. Recognise peers experiencing difficulty and refer them to appropriate support
12. Arrange appropriate environments and use strategies for sensitive and effective communication and interaction with others in clinical environments (patients and carers, peers and health care professionals)
13. Actively contribute to the health care team to maximize the team's effectiveness by participating as a student member
14. Engage in learning and teaching opportunities, participate in peer learning, leadership and teaching activities and mentor junior students
15. Evaluate strengths, acknowledge own limitations that impact upon professional performance and self-advocate and seek support for improvement
16. Take responsibility for own self-care and health issues.

    Theme III: Population, Society, Health and Illness

17. Analyze social, environmental and occupational factors that impact on the capacity to perform work
18. Use medical, behavioural and socio-environmental approaches to health promotion
19. Evaluate a health intervention/screening program
20. Identify and evaluate relevant programs and community resources available to patients and their families
21. Justify selection of a health promotion strategy/program
22. Source, interpret and evaluate biostatistical information relevant to health and disease in populations across a range of contexts (e.g. rural, indigenous, vulnerable/'at-risk' populations)
23. Critique study designs used in population health and clinical research publications/reports/projects
24. Describe the impact of public health policy and the essential roles of systems on the delivery of health care to the individual across a range of contexts (e.g. rural, indigenous, vulnerable/'at-risk' populations)
25. Justify clinical decision making processes and strategies at both individual patient and healthcare system levels
26. Participate in patient health care quality improvement activities
27. Synthesize and effectively communicate observations and analysis in written and oral formats appropriate for scientific/medical audiences
28. Evaluate and critique data and information relevant to the care and management of a clinical problem of a patient
29. Organise and manage information from medical research literature, lay press and clinical practice guidelines according to discipline guidelines/practices
30. Evaluate research data and evidence sourced in medical and health care literature
31. Justify the evidence used to make clinical decisions.

    Theme III: Scientific Basis of Clinical Practice

32. Use knowledge of the causative factors and pathophysiology in clinical reasoning
33. Identify and assimilate presenting problems in the development of appropriate therapeutic treatments and a management plan
34. Describe the acute, chronic, ambulatory and psychological contexts of illness and analyse how these influence the clinical presentation and management.

    Theme IV: Clinical Skills

35. Conduct a structured and organised patient centred interview
36. Elicit a structured, comprehensive and logical history for neonates, babies, children, adolescents, adults and the elderly
37. Perform an appropriate examination (in medical units, surgical units, a specialty unit and aged care)
38. Perform specified clinical procedures and tasks in clinical environments
39. Justify selection of investigations for the patient's presenting problems or conditions
40. Request/order relevant investigations correctly
41. Interpret results of specified investigations and use to guide patient management
42. Prioritises patient care in order of urgency
43. Generate a ranked problem list
44. Develop a differential diagnosis (list) and justify the most likely options relevant for the patient
45. Develop and justify management plans for common problems and conditions an for a patient whose illness remains undifferentiated
46. Selects and justifies their choice of medication, dose and mode of administration for the patient, including empirical choice of 'best guess' antibiotic
47. Monitors the patient, recognises common complications and plans and justifies an immediate response under structured supervision
48. Develops, implements and justifies an individualised patient management plan for fluid, electrolyte and blood product use
49. Performs admissions, discharges and referrals including documentation and patient preparation
50. Provides structured and effective case presentations and justifies reasoning
51. Accurately records case details and clinical activities in appropriate formats.