This unit provides an introduction and overview to addiction as a concept. In particular, consideration is given to the biological, psychological, developmental, sociocultural and environmental factors that may contribute to the development of addiction.

The various effects of psychoactive substances (including alcohol and illicit drugs) will be considered in relation to the "drug, set and setting" model.

The unit will also introduce Australia's harm minimisation approach in responding to psychoactive substance use and addictive behaviours. Students completing the module should be able to summarise the key theoretical models of addiction, issues around the utilisation of the term and have developed the necessary critical conceptualisations of addiction theory to undertake further Masters level study in this area.

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

1. Critique the premises and foundations for the biopsychosocial model of addiction in relation to other models of addiction
2. Consider and critique the role of various factors in the aetiology of addiction with reference to the research evidence base.
3. Analyse the neurobiological and genetic bases of addictive behaviours.
4. Critically evaluate the psychological and sociocultural bases of addictive behaviours.
5. Demonstrate the use of the 'drug, set and setting' model in understanding substance effects on the individual.
6. Synthesise the implications of the harm minimisation approach for understanding interventions.
7. Present an argument based on theoretical and empirical literature regarding whether process addictions such as gambling should be grouped with substance addictions.
8. Evaluate the role of research evidence and the various models of addiction in the development of policies relevant to alcohol/illicit drug use and addictive behaviours.

Students undertaking fieldwork activity for this unit will be informed of the need to obtain written permission from organisations/individuals they work with and any related issues of confidentiality and anonymity.

• Participation in online discussion (Hurdle)
• Poster (500-1,000 words) (30%)
• Review of evidence (3,500 words) (30%)
• Essay (5,000 words) (40%) (Hurdle) (You must reach a minimum pass of 45% in this assessment to pass the unit)

Students enrolling in ASC5001 will be expected to contact the course coordinator regularly throughout the semester and participate in online discussion with fellow students and academic staff. Students should expect to spend around 24 hours a week of self-directed learning. This includes accessing online lectures, podcasts and resources as well as participating in forum discussions questions and quizzes via Moodle in addition to conducting offline independent study such as reading, research and writing activities.

See also Unit timetable information

Addiction studies

This unit explores the sociocultural underpinnings of how society has conceptualised, understood and responded to addictive behaviours over time. Addiction will be considered through the lens of sociology, anthropology, psychology, politics, economics, philosophy and spirituality.

The aim of the unit will be to review a diversity of interconnected cultural forces, narratives, identities and norms, alongside mechanisms for destigmatising and empowering those experiencing and recovering from addiction.

This online unit will address a range of topics such as:

• The evolving role of drugs in human civilisation
• Cultural concepts and the use of language in addiction studies
• Social, economic and political factors that affect perceptions, attitudes and responses
• Group narratives, identities and norms that interact with addiction and recovery, such as those relating to gender, sexuality, ethnicity, nationality and generational experiences
• The relationship between spirituality, intoxication, addiction and recovery

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

1. Describe and analyse the major social, cultural, political, economic, and philosophical factors that have shaped society's understanding of addiction.
2. Critically evaluate the role of addictive behaviours in the performance and expression of cultural practices, identities, meanings and values.
3. Distinguish and examine variations in prevalence and forms of addiction over time, including changing patterns of use, availability, accessibility and attitudes.
4. Synthesise and critique the dominant conceptual discourses of addiction and how they have informed shifts in legal sanctions and public perceptions.
5. Describe and explain cultural, political and mass media representations of drug use, and how they contribute to discrimination, marginalisation and stigmatisation of people living with addictions.
6. Critically appraise the role of spirituality in intoxication, addiction and recovery.
7. Synthesise the implications of sociocultural understandings of addiction for the effective implementation of evidence-based interventions and best practice.

Students enrolled in ASC5002 will be asked to make contact with an agency providing AOD or related services to a particular special population group. They will be asked to report on the activities of the organisation, including the results of a structured interview with at least one member of staff of that service. Students will need to obtain permission from the Director or CEO of that service and adhere to their requirements for confidentiality and/or anonymity.

• Participation in online discussion (Hurdle)
• Critical book review (2,500 words) (30%)
• Critical analysis (3,000 words) (30%)
• Cultural change project (3,500-4,500 words) (40%) (hurdle) (You must reach a minimum pass of 45% in this assessment to pass the unit)

Students enrolling in ASC5002 will be expected to contact the course co-ordinator regularly throughout the semester and participate in online discussion with fellow students and academic staff. Students should expect to spend around 24 hours a week of self-directed learning. This includes accessing online lectures, podcasts and resources as well as participating in forum discussions questions and quizzes via Moodle in addition to conducting offline independent study such as reading, research and writing activities.

See also Unit timetable information

Addiction studies

This unit considers the socio-historical precedents of drug policy and the public health responses to drug use.

It aims to compare and contrast the differences seen in policy and public health measures employed around the world and the results of these measures.

The roles of alcohol and drug regulation and legislation, illicit drug supply and demand reduction, alcohol price and availability, and prescription drug availability and monitoring will be addressed.

It will assess the effectiveness of different forms of intervention at individual, group and population level, including prevention, harm minimisation and treatment, in managing problem use.

The unit will be taught through distance education and include topics such as:

• Epidemiology and addiction
• Policy responses to drug use
• Population level prevention activities
• Effectiveness of primary and secondary public health measures in response to tobacco, alcohol, & other licit drugs
• Illicit drugs
• Gambling (& other process addictions)

The materials for this unit will be provided by academic staff with specialist knowledge of population based research in the addiction field and its translation to public health policy, and will include the most recent research in this area.

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

1. Critically review the evidence base of epidemiological and public health policy research in addictions alcohol, illicit drugs and gambling.
2. Communicate confidently with one another and academic experts in the field around specific issues in AOD-related epidemiology, public policy and public health.
3. Critique the impact of epidemiological studies of addiction on public health policy, interventions and strategies.
4. Identify public policy processes in addiction, critiquing how individual, community and institutional forces can shape policy direction.
5. Compare and contrast policy responses to drug use across drug types and across cultures.
6. Determine the role and contribution of population based prevention activities compared with individual based prevention.
7. Deconstruct the effectiveness of primary and secondary public health measures across different aspects of addiction.
8. Identify and critically evaluate the intersection of public health prevention levels and the harm minimisation framework.

• Poster (800-1000 words) (30%)
• Essay (3000 words) (30%)
• Policy analysis (4000 words) (40%) (hurdle)
• Hurdle: Participate in online discussion (Hurdle)

Students enrolling in ASC5003 will be expected to contact the course co-ordinator regularly throughout the semester and participate in online discussion with fellow students and academic staff. Students should expect to spend around 24 hours a week of self-directed learning. This includes accessing online lectures, podcasts and resources as well as participating in forum discussions, questions and quizzes via Moodle in addition to conducting offline independent study such as reading, research and writing activities.

See also Unit timetable information

Addiction studies

This unit explores the range of evidence based treatment approaches to addiction from pharmacotherapy approaches such as withdrawal management to psychosocial interventions like Cognitive Behavioural Therapies, and social solutions such as peer support. Students will be provided with a rationale for alcohol, drug and gambling treatment and an overview of the effectiveness of a range of treatment interventions for alcohol, licit and illicit drugs and for gambling. They will consider the evidence about what works, for whom, in what situations.

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

1. Analyse the treatment system, including the various modalities of treatment in the AOD sector (including face-to-face, telephone and online-based treatments) and explain how they can be effectively integrated in an individualised treatment plan
2. Critically evaluate the biopsychosocial framework for AOD screening and assessment, including a familiarity with commonly used measures and diagnostic tools.
3. Integrate information from screening and assessment into an individualized case formulation and treatment plan.
4. Communicate evidence-based psychosocial treatment approaches including Brief Interventions and Motivational Interviewing, Cognitive Behavioural Therapy, Dialectical Behavioural Therapy, Mindfulness, ACT, Contingency Management and Family Therapy.
5. Review the role of medication treatments in addictions, including withdrawal and maintenance pharmacotherapies, in accordance with current guidelines.
6. Compare evidence-based treatment approaches in gambling, including the use of psychological and pharmacological treatments.
7. Determine how treatments can be adapted to the needs of special populations, such as youth, LGBTI communities, Aboriginal and Torres Strait Islander (ATSI) communities and people with co-occurring disorders.
8. Critically evaluate the evidence for mutual aid and peer-based models of aftercare and recovery.

• Participation in online discussion (Hurdle)
• Written task (3,000 words) (30%)
• Literature review (3,000 words) (30%)
• iSAP Case study (3,500 words) (40%) (Hurdle). You must reach a minimum pass of 45% in this assessment item to pass the unit.

Students enrolling in ASC5004 will be expected to contact the course co-ordinator regularly throughout the semester and participate in online discussion with fellow students and academic staff. Students should expect to spend around 24 hours a week of self-directed learning. This includes accessing online lectures, podcasts and resources as well as participating in forum discussions questions and quizzes via Moodle in addition to conducting offline independent study such as reading, research and writing activities.

See also Unit timetable information

Addiction studies

Recovery is a new area of research within the fields of addiction and mental health but one that has gained considerable policy and practice debate in the US, UK and Australia, and that is closely linked to the desistance movement in criminal justice. This unit explores what is known so far, what the key issues are in this area, and arguments around the definition of recovery, and the merits of a recovery approach, with its origins in positive psychology, mutual aid and the patient empowerment movement. The aim of the unit is to introduce the concepts and philosophy of recovery, the evidence base as it stands to date and the challenges it poses to current interpretations of existing models, in particular expert-driven treatment.

Students completing this unit should be able to argue for their own conceptualisation of recovery in light of available evidence, and apply their view of recovery to current policy and practice. They will also be able to critically appraise the risks and benefits of a recovery model and be able to outline its impact for addiction, criminal justice and mental health policy and practice.

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

1. Synthesise and critique the rationale and history of the recovery movement
2. Synthesise the origins of the recovery movement across key countries (Australia, UK, US) and between addiction and mental health fields in each of these settings
3. Critically review the definitions of recovery that have been advanced and summarise the strengths and weaknesses of each, from a practice and from a policy perspective
4. Analyse the role of mutual aid and peer empowerment in the recovery movement and offer a critical analysis of the evidence for mutual aid groups, in particular 12-step groups
5. Critically review the research methods and evidence models most appropriate within a recovery paradigm
6. Critically appraise the appeal and risks of the recovery movement to policy makers and its potential role implications for specialist treatment service provision
7. Summarise and critically appraise the strength of the evidence base for recovery as a viable paradigm and its implications for service delivery, and commissioning recovery-oriented systems of care.
8. Summarise the innovations from the desistance movement in criminology and review its applicability to the addiction and mental health recovery movements.

• Participation in online discussion (Hurdle)
• Critical reflection (written) (2,500 words) (30%)
• Critical analysis (written) (3,500 words) (30%)
• Essay (written) (4,000 words) (40%) (Hurdle).

You must reach a minimum pass of 45% in this assessment item to pass the unit.

Students enrolling in ASC5007 will be expected to contact the unit coordinator(s) regularly throughout the semester and participate in online discussions with fellow students and academic staff. Students should expect to spend around 24 hours a week of self-directed learning. This includes accessing online lectures, podcasts and resources as well as participating in forum discussions questions and quizzes via Moodle in addition to conducting offline independent study such as reading, research and writing activities.

See also Unit timetable information

Addiction studies

This unit provides an overview of the key considerations for clinicians, policy makers, researchers and service providers working with individuals who have a co-occurring disorders (i.e. alcohol or drug disorders that exist alongside mental health or physical health disorders). It will present the latest research findings on effective identification, management and treatment of this complex challenging population. Emphasis will be on disorders that commonly co-exist alongside drug and alcohol disorders, including alcohol and anxiety/depression, tobacco/alcohol and cardiovascular disease, acquired brain injury, intravenous drug use and infectious diseases as well as misuse of licit and illicit substances among individuals with severe mental illness, such as cannabis and schizophrenia. Whilst the unit encourages critical appraisal of the major theoretical concepts, it adopts a more applied approach including an introduction to the principles of case-formulation and the development of treatment plans.

Unit topics will include taxonomy and definitions of co-occurring disorders, prevalence and common co-occurring conditions, and will examine the multi-axial needs and unique challenges of working with this population. The module will look at conceptual models in relation to the aetiology of co-occurring disorders, methods of detection, screening and assessment as well as models of treatment and service delivery. The module will also examine the evidence for the effectiveness of population and service responses, as well as the role of motivational interviewing, cognitive behavioural therapy and mutual aid groups, in managing this population, including specifically-tailored psychosocial interventions. Evidence for medical management of this population will be explored, including pharmacological approaches.

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

1. Critically review the limitations and assumptions of the various terminologies used to describe individuals with co-occurring disorders and how they are applied in different clinical and service settings.
2. Discuss critically the prevalence of co-occurring disorders and common diagnostic combinations within a broader psychosocial context.
3. Critique the major theoretical models on the aetiology of co-occurring disorders and how these determine priorities for effective management and treatment.
4. Summarise and synthesise the unique challenges of working with this client group relative to mental health or Alcohol and other drug (AOD) using individuals without co-occurring disorders.
5. Critically appraise common screening and assessment tools for cognitive impairment in this population and discuss how treatment approaches may need to be adapted.
6. Critically review the treatment models of care for co-occurring disorders (e.g. parallel, sequential, integrated care, outreach etc), and evaluate the strengths and weaknesses of such models in improving outcomes for clients with co-occurring disorders.
7. Compare and contrast the application of generic treatment approaches in mainstream healthcare settings with tailored psychosocial/pharmacological interventions specific to the needs of individuals with co-occurring disorders.
8. Formulate integrated assessment and treatment plans for clients with co-occurring disorders.

• Participation in online discussions (Hurdle)
• Essay: Critique (3,000 words) (25%)
• Essays(50%) (Hurdle):
  • Formulation and treatment plan (3,000 words)
  • Discussion of the evidence supporting one aspect of the treatment plan (3,000 words)

  Note: You must reach a minimum pass of 45% in this assessment item to pass the unit.

• Poster and oral presentation (30 minutes) (25%)

Students enrolling in ASC5008 will be expected to contact the unit coordinator(s) regularly throughout the semester and participate in online discussion with fellow students and academic staff. Students should expect to spend around 24 hours a week of self-directed learning. This includes accessing online lectures, podcasts and resources as well as participating in forum discussions questions and quizzes via Moodle in addition to conducting offline independent study such as reading, research and writing activities.

See also Unit timetable information

Addiction studies

This unit begins with a focus on child and adolescent biopsychosocial development followed by an overview of the prevalence and patterns of substance use and other addictive behaviours in these populations.

This will form the basis for an exploration of substance use and other addictive behaviours through the life course including emerging and older adulthood.

It will also form the basis for understanding influences of family and social contexts on youth addiction such as the impacts of parental substance use, trauma and disadvantage.

Topics covered in this unit include an examination of youth-focused prevention, early intervention and treatment initiatives. The evidence for school-based interventions, family focused interventions and youth-focused treatment services will be also evaluated and critiqued.

Finally, in-depth consideration will be given to government policies relevant to youth addiction including those pertaining to social media.

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

1. Identify and contextualise developmental factors that contribute to addictive behaviours in young people
2. Explain youth substance abuse in terms of family and social contexts such as trauma and youth disadvantage
3. Synthesise the available information on the impact of addictive behaviours on young people and families in order to demonstrate an understanding of the complexity of this issue
4. Reflect critically on psychological and sociological theories relevant to key contemporary issues in youth addiction
5. Evaluate and critique current responses to addiction including school-based interventions
6. Compare and contrast contemporary models of addiction behaviours among young people through an analysis of national and international research
7. Critically review the effectiveness of family-based interventions including Family Inclusive Practice and Parents Under Pressure
8. Critically appraise a range of youth-focused AOD treatment services and key elements of youth-focused service delivery
9. Critically review policy issues relevant to youth including those pertaining to social media.

Students enrolled in ASC5009 will be asked to make contact with a school which provides a schools-based early intervention program. Alternatively, they may contact a youth specific agency which provides an early intervention or treatment program for addictive behaviours. Students will be asked to audit the program by interviewing key stakeholders at the school or agency such as the school principal or CEO, teacher or clinician and parents. They will then be asked to provide a written report of the program's activities and make recommendations. Students will need to obtain permission from the CEO or School Principal and adhere to their requirements for confidentiality and/or anonymity.

• Participation in online discussion (Hurdle)
• Assignment: poster presentation with supporting notes (written) (2,000 words) (20%)
• Essay: topic of choice in negotiation with the unit co-ordinator (written) (4,000 words) (30%)
• Field assignment: audit of a youth specific early intervention or treatment program (written) (6,000 words) (50%) (Hurdle). You must reach a minimum pass of 45% in this assessment item to pass the unit.

Students enrolling in ASC5009 will be expected to contact the unit coordinator(s) regularly throughout the semester and participate in online discussion with fellow students and academic staff. Students should expect to spend around 24 hours a week of self-directed learning. This includes accessing online lectures, podcasts and resources as well as participating in forum discussions questions and quizzes via Moodle in addition to conducting offline independent study such as reading, research and writing activities.

See also Unit timetable information

Addiction studies

This subject will define and present the latest research in the aetiology, maintenance, treatment and recovery from gambling and other process addictions. Process addictions involve dependence to certain mood-altering behaviours, such as gambling, eating disorders, sexual activity, the internet or gaming and shopping/hoarding behaviours. While the main focus of this subject will be on problem gambling, the generalisation of underlying principles to other problem behaviours will be described and discussed. Some of the areas to be covered in this unit include; definitions and features of behavioural addictions, prevention and treatment programs for behavioural addictions and public health issues.

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

1. Recognise the prevalence and characteristics of a gambling disorder
2. Critique the differences and similarities between behavioural or process addictions and substance disorders
3. Contextualise issues regarding gambling addiction including precipitating, maintaining and relapsing factors
4. Provide an evidence based assessment, treatment and recovery program for a person with multiple or complex addiction issues
5. Compare and contrast the unique features associated with a range of behaviourally based addictive disorders
6. Critically analyse the research, available treatments and subclinical problems associated with one or more behavioural addictions (in addition to gambling)
7. Present an argument to potential legislators, based on the available evidence, to legislate for changes in the law that can contribute to behaviour change in an area of addiction identified in this unit.
8. Critically analyse the contribution of the internet to gambling and other process addictions.
9. Compare and contrast the difference between biological needs (e.g. for food and reproduction) and addictive behaviours.

• Assessment tasks Handbook entry description:
• Participation in online discussions (Hurdle)
• Debate: Provide a case either for or against the concept of process addictions (written) (1,500 words) (15%)
• Case study (written) (4,500 words) (30%)
• Essay (written) (6,500 words) (55%) (Hurdle) (You must reach a minimum pass of 45% in this item to pass the unit)

Students enrolling in ASC5010 will be expected to contact the unit coordinator(s) regularly throughout the semester and participate in online discussion with fellow students and academic staff. Students should expect to spend around 24 hours a week of self-directed learning. This includes accessing online lectures, podcasts and resources as well as participating in forum discussions questions and quizzes via Moodle in addition to conducting offline independent study such as reading, research and writing activities.

See also Unit timetable information

Addiction studies

Ensuring the health of both pilots and passengers is an ongoing challenge given the growth in world aviation, the technological improvements to modern aircraft and the increase in flight times.

To meet this challenge, a deep understanding of the physiological effects and human performance limitations associated with the aviation environment, and the countermeasures used to protect pilots and passengers, is crucial.

In this unit students will explore the physiological challenges involved in human exposure to the modern flight environment, using case-based teaching, videos and online discussion.

Topics will include: the nature of the modern flight environment and principles of flight, the operational challenges of exposure to altitude, pressure, gravitational forces, motion, noise, vibration and thermal stress, the adverse effects on the various physiological systems of the body, and the countermeasures developed to protect humans from these adverse effects.

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

1. Describe the modern flight environment and the principles of flight.
2. Critically evaluate the physiological challenges faced by humans when flying
3. Identify the performance limitations of the special senses when operating in the modern flight environment
4. Explain the human physiological limitations associated with operation of high performance aircraft
5. Critically evaluate the countermeasures used to protect aircraft occupants from physiological challenges during flight

• Critical reflections (1800 words - 10 x 180 words) (30%)
• Infographics (360 words, plus graphics) (2 x 15%)
• Report (2400 words) (40%) (Hurdle)

6 hours of teacher-directed learning activities per week, and 6 hours of self-directed study per week, plus 2 on-campus Block Days.

See also Unit timetable information

Understanding the various hazards to human health which are unique and specific to the aviation environment is crucial in developing countermeasures to protect humans from the adverse health effects of such exposures.

As a specialised subset of occupational medicine, aviation medicine requires an understanding of how to recognise, evaluate and control hazards to health that are specific to the aircraft environment.

In this unit students will explore the various aviation-specific hazards that pose risks for aircraft occupants.

Topics will include: the fundamentals of health surveillance and risk management, the various physical, chemical, biological and radiation hazards associated with the aviation environment, and specific issues relating to modern air travel such as cabin air quality, food and water on aircraft, waste management systems, communicable diseases and passenger fitness to fly.

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

1. Recognise, assess, and evaluate the level of exposure and assess the degree of risk to health from workplace and environmental hazards as it relates to the aviation industry
2. Summarise the physical, chemical and radiation hazards in the aviation environment
3. Identify and describe the hazards unique to the aircraft cabin environment and ways to mitigate the consequences of exposure
4. Evaluate the assessment of fitness to fly of passengers and the risks and challenges involved in the provision of inflight medical care
5. Critically review the risks of communicable disease transmission during air travel and how those risks are managed
6. Provide informed advice on appropriate control measures for aviation hazards in workplace and the community

• Critical reflections (1800 words - 10 x 180 words) (30%)
• Infographic (180 words, plus graphics) (15%)
• Audiovisual presentation (7 minutes) (25%)
• Letter to management (1800 words) (30%)

6 hours of teacher-directed learning activities per week, and 6 hours of self-directed study per week, plus 2 on-campus Block Days.

See also Unit timetable information

Flying an aircraft is a demanding and challenging task. Ensuring the safety of the flight operation requires that pilots are medically fit to fly.

This in turn requires the aviation medicine practitioner to apply good clinical knowledge in combination with awareness of the flight environment in order to make an appropriate aeromedical decision on a pilots' fitness to fly.

Such decisions can be complex and challenging. To meet this challenge, a deep understanding of clinical medicine in the context of the aviation environment, and the processes and issues involved in making aeromedical decisions, is crucial.

In this unit students will explore the principles of clinical aviation medicine, and the application of those principles to the aeromedical decision-making process, using case-based teaching, videos and online discussion.

Topics will include: cardiology, respiratory medicine, gastroenterology, urology, psychiatry, ophthalmology, ENT, obstetrics and gynaecology, endocrinology, neurology, musculoskeletal issues, haematology, and drugs and medications.

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

1. Synthesise clinical aviation medicine issues related to the major body systems
2. Discuss the clinical challenges associated with mental health issues in pilots
3. Evaluate the clinical aviation medicine issues related to the special senses
4. Critically analyse the clinical challenges associated with women's health in the aviation context
5. Examine the clinical issues associated with the use of drugs and medications by pilots

• Critical reflections (1800 words - 10 x 180 words) (30%)
• Infographics (360 words, plus graphics) (2 x 15%)
• Report (2400 words) (40%) (Hurdle)

6 hours of teacher-directed learning activities per week, and 6 hours of self-directed study per week, plus 2 on-campus Block Days.

See also Unit timetable information

Ensuring and assessing the health of pilots and their fitness to fly is a crucial aspect of the aviation medicine specialty. For this to be done appropriately requires aviation medicine practitioners to have a thorough understanding of the regulatory and legislative frameworks that underpin the aeromedical risk assessment and decision-making process, and the legislative and clinical responsibilities of the aviation medicine practitioner.

In this unit students will explore the regulatory framework and requirements for aircrew certification, the legislative issues in aircrew licencing and the process of aeromedical decision-making, using case-based teaching, videos and online discussion. Topics will include: the international regulatory framework, principles of risk management, in-flight pilot incapacitation, principles of regulatory certification, aeromedical decision-making, legislative and clinical responsibilities of aviation medical examiners, and aeromedical disposition case studies.

Upon successful completion of the unit, students will:

1. Describe the international regulatory framework and interpret the principles of aircrew certification.
2. Critically analyse the legislative issues in aircrew licencing.
3. Investigate the prevalence, causes and management of in-flight incapacitation of aircrew.
4. Distinguish between the legislative and clinical responsibilities of aviation medical examiners.
5. Evaluate the processes involved with aeromedical decision-making and aeromedical disposition.

• Critical reflections (1800 words - 10 x 180 words) (30%)
• Infographic (180 words, plus graphics) (15%)
• Evaluation (900 words) (15%)
• Case report (2400 words) (40%) (Hurdle)

6 hours of teacher-directed learning activities per week, and 6 hours of self-directed study per week, plus 2 on-campus Block Days.

See also Unit timetable information

Public health

This unit will introduce students to the basic anatomy and physiology underlying human health and disease.

This unit will explore homeostasis and how the systems (integumentary, neuromuscular, endocrine, cardiovascular, respiratory, lymphatic, digestive, urinary and reproductive) work together to maintain the body within narrow limits.

Students will engage in pre-class, in-class and post-class activities aimed to consolidate, explore and apply their understanding of the body systems studied

Students will be assessed by completing both individual and collaborative projects which identify ways that engineering can be used to solve problems within human health and disease.

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

1. Describe the cellular and tissue organisation of the human body and explain the inter-relationship between structure and function
2. Identify the structural components of the musculoskeletal and integumentary systems and explain how they protect, support and move the body.
3. Compare the functions of the endocrine and nervous systems and describe the underlying physiology that allows communication between body tissues and the environment.
4. Explain the interdependence of the cardiovascular, lymphatic and respiratory systems and how they maintain homeostasis
5. Identify the structures of the digestive and urinary systems and explain their roles in digestion and fluid balance.
6. Compare the structure and function of the male and female reproductive systems and explain how they work to produce offspring
7. Apply knowledge of basic bioscience to real-world health problems that may be solved by engineering

• Instant feedback assessment of prior learning (10%)
• iSAP assignment (30%)
• Group project (35%)
• End of semester test (25%)

2 - 4 hours face-to-face contact hours per week (lectorials and workshops)

2 - 4 hours (approx.) of guided self-paced online pre-class activities

2 - 4 hours private study per week.

See also Unit timetable information

Biomedical science

This is one of two complementary core units in research training in the Masters in Biomedical and Health Sciences.

It provides students the opportunity to build skills in critical thinking and evaluation of biomedical research and how to communicate research.

It will be taught through two intertwined streams (modules) of study:

1. Communications skills module for written and oral communications and
2. Critical thinking module using analyses and evaluation in seminars of world-class cutting-edge research.

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

1. Effectively communicate the basis of the scientific method from building a hypothesis, to testing the ideas through experimental methods;
2. Interpret and summarise the purpose and outcomes of current biomedical research papers on studies at the level of tissues, organs and systems;
3. Evaluate the different types of research designs used in the biomedical sciences at the level of tissues, organs and systems, and justify the use of particular research designs to address specific research questions;
4. Analyse current, cutting-edge research in biomedical sciences, and effectively communicate these complex ideas to a diverse audience.
5. Analyse the range of different biomedical science techniques used at the level of tissues, organs and systems, to create models pertinent to human health and disease
6. Critically evaluate the advantages and limitations of different biomedical science techniques in providing information pertinent to human health and disease;

Assessment Handbook entry:

• 4 written critiques of BDI Scientific seminars (each approx. 1000 words) (40%) (hurdle)
• Written report on a scientific hot topic (1,500 words) (30%)
• Mid-semester abstract writing test (1 hour writing time) (15%)
• End of semester abstract exam (1 hour writing time) (15%)

• 6 hours teacher-directed learning / week on campus (seminars & workshops)
• 6 hours student-directed learning

See also Unit timetable information

Biomedical science

This unit is designed to allow students to gain the laboratory techniques and research skills in biomedical sciences at the level of tissues, organs and systems, to develop their capacity for independent research within laboratories in the biomedical and health sciences.

Students will receive extensive hands on laboratory and research training alongside tutorials and lectures designed to give students a strong theoretical background.

Laboratory and research skills will be taught in context of the skills of scientific enquiry and problem-solving to engage students in the framework for successful operation within a research environment.

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

1. Proficiently perform biomedical techniques for study at the level of tissues, organs and systems, and conduct research methods applicable to biology, biotechnology and biomedical science.
2. Explain the basis of the scientific method from building a hypothesis, to the importance of testing scientific ideas through experimental methods and the need in science to gain experimental evidence to test a hypothesis.
3. Independently design appropriate experimental protocols for use in biomedical research - at the level of tissues, organs and systems, by evaluating the advantages and disadvantages of different techniques for measurement and collection of data.
4. Apply scientific concepts (such as controls, replication, reductionist and expansionist approaches, sources of error and error minimisation), and research ethics and integrity to scientific data collection and analysis.
5. Critically analyse and organise research data and methodology, applying appropriate research methods to study design, collection and analysis of data at the level of tissues, organs and systems in the biomedical sciences.
6. Work effectively in a collaborative environment as part of a team in a laboratory setting to address scientific questions.

• Pre-lab preparation assessment quizzes (20%)
• Post-lab knowledge consolidation quizzes / tasks (20%)
• Laboratory experimental reports (3000 words total or equivalent) (40%) (Hurdle)
• Experimental design task (2,000 words or equivalent) (20%) (Pairs)

• Teacher-directed learning: Alternates between weeks of 10 hours / week and 3 hours / week on campus (laboratory classes and workshops)
• Student-directed learning: 6 h / week

See also Unit timetable information

Biomedical science

This unit aims to develop in-depth knowledge of infectious diseases affecting humans including diarrhoea, respiratory infections, Tuberculosis (TB), HIV/AIDS, Malaria and other parasitic diseases with a particular focus on resource-poor or low and middle income countries.

This unit will consist of a mixture of seminars and small group teaching from specialists in microbiology, infectious diseases, epidemiology and public health. Students will evaluate and review relevant literature to explore specific organisms or diseases and present this information via oral presentations and a written end-of-semester report.

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

1. Apply knowledge of some of the most important bacterial, viral and parasitic infectious diseases affecting humans (and animals) to assessment of their importance, impact and treatment and control, particularly in resource poor or low and middle income communities.
2. Apply the concept of 'One Health' in the context of infectious diseases including vector-borne and zoonotic infections.
3. Evaluate emerging and re-emerging pathogens and their implications on human health.
4. Explain the application of recombinant DNA technology, molecular and cell biology and biochemical and biophysical techniques as research (and diagnostic) tools in infectious diseases.
5. Evaluate the epidemiology and control of infectious diseases including chemoprophylaxis, Chemotherapy, drug resistance and vaccinology.
6. Communicate complicated concepts, scientific data and results and current opinions accurately and effectively through oral presentations and reports.

• 10 x Tutorial and Workshop activities (5% each, 50% total) (hurdle)
• Oral presentation (10 minutes) (15%)
• Scientific report (2,100 words) (35%)

On-campus: 6 of hours of contact per week, and will include a mix of lectures and small group teaching.

Off-campus: A minimum of 6 hours of private study.

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Biomedical science

This unit will aim to develop students' knowledge and understanding of the fundamental organisation and functional principles of the brain. Current and emerging concepts relating to brain neural systems and complex behaviours will be highlighted to provide a contextual basis for discussion of the range of approaches and methods used by neuroscience researchers in studying normal and abnormal brain function and behaviour. Students will evaluate and review relevant research literature to further explore specific areas of neuroscience, from brain neural networks through to human and animal behaviour, and present this information in written forms, and via oral presentations and posters suitable for a conference presentation.

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

1. Compile and recount advanced knowledge of relationships between brain processes and behaviour;
2. Apply problem solving and decision-making methodologies to discuss and analyse contemporary research and theoretical issues in key defined areas of neuroscience;
3. Explain the pathological mechanisms involved in specific neurological/neuropsychiatric disorders;
4. Review, analyse and communicate on a range of research tools and paradigms used in different domains of neuroscientific research;
5. Source, integrate and critically evaluate literature to synthesise the review necessary for a prototype application to study a particular problem;
6. Present, analyse and interpret data from a range of experiment types and discuss this in the context of current scientific literature.

• Journal club presentations (5 x 45 minutes) (40%) (hurdle)
• Experimental design task (1,500 words equivalent) (20%)
• Data analysis task (1,500 words equivalent) (20%)
• Essay (1,500 words) (20%)

Hurdle requirement: 100% attendance and pass in the journal club presentations.

12 hours study per week distributed as:

On-campus: 6-8 hours of contact per week, including lectures, practicals/simulations and tutorial time.

Off-campus: 4-6 hours of private study time.

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Biomedical science

The aim of this unit is to introduce and develop students' understanding of multiple stem cell types, incorporating both historical and current research and clinical/commercial perspectives.

Four major themes will be presented:

1. Embryonic stem (ES) and induced pluripotent stem (iPS) cells ii) adult stem cells

   iii) cancer stem cells

   iv) clinical and commercial applications.

   Topics within these major themes will cover both research and clinical/commercial aspects.

   The practical component of this unit will present students with the opportunity to interact with leading researchers in the stem cell and regenerative medicine fields, explore the important ethical issues associated with stem cell research, and apply their knowledge to prepare a funding proposal focused on a stem cell project, as well as a major report encompassing all major aspects of the unit.

1. Identify, evaluate and effectively communicate key concepts and results and their implications from high impact recent publications in the field of stem cell and regenerative medicine research;
2. Prepare a cohesive human ethics application covering a project focussed on research using human materials or for human clinical applications;
3. Evaluate key future research directions for stem cell and regenerative medicine research, and develop scientific, clinical and/or commercial arguments to underpin funding applications;
4. Identify, evaluate and justify appropriate approaches for stem cell-based therapeutics for specific disease states.

Journal Club style presentation - 10%

Human ethics application (1,000 words) - 20%

Grant application (1,500 words) - 20%

Major written report (3,000 words) (HURDLE) - 50%

Average: 6 contact hours per week on-campus. This covers 2 x 1 hours lectures, 1 x 2 hour practical time and 2 hours of teacher-directed study per week.

Over the Semester an average of an additional 6 hours of private study per week will be required

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Biomedical science

This unit is part of the Master of Biomedical and Health Sciences. It aims to develop students' knowledge and understanding of emerging concepts on the function of the cardiovascular system in health and in disease. The pathophysiological changes in disease will be highlighted to provide a contextual basis for discussion of the range of approaches and methods used in cardiovascular science. Students will evaluate and review relevant research literature to further explore specific areas of cardiovascular science from the cellular level though to integrative physiology and pharmacology, including the whole animal, and present and/or critique topical research articles and cardiovascular case studies in both oral and written forms.

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

1. Analyse pathological mechanisms involved in specific cardiovascular diseases.
2. Source, integrate and critically evaluate the scientific literature to address a defined problem relating to cardiovascular science.
3. Analyse, interpret and present data from a range of experiment types and discuss this in the context of current scientific literature.
4. Analyse contemporary research and theoretical issues in key areas of cardiovascular science, including epidemiological aspects.
5. Evaluate a range of research tools and paradigms used within different domains of cardiovascular research, encompassing cellular through to in vivo through to the population.
6. Effectively communicate complex concepts and scientific content in written or oral formats.

• Poster presentation (20%)
• Oral presentation (10 minutes followed by 5 minutes of questions) (20%)
• Literature review (2,000 words) (30%)
• Editorial (2,000 words) (30%)

On-campus: 6 hours of contact per week, including lecture and workshop time.

Off-campus: 6 hours of private study time.

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Biomedical science

This unit will examine case studies of medical biotechnology research and development, and will consider the industry context in which biotechnology is commercialised including: industry structure and competition; methods of financing, management approaches; the regulatory environment; product development and its commercial protection via intellectual property; and taking the product to market.

Students will examine case studies to analyse and evaluate the chances of commercialisation success of Australian companies in various phases of development, and present and justify their opinions in the form of class discussions, oral presentations and written business reports.

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

1. Interpret and critically evaluate the pathways from discovery science that lead to innovation and commercialisation of biotechnology innovations;
2. Analyse and evaluate the critical role of intellectual property in the commercialisation of biotechnology;
3. Apply advanced knowledge of how the major regulatory bodies [e.g. TGA (Therapeutic Goods Administration); FDA (Food & Drug Administration); CTN (Clinical Trial Notification Scheme)] deal with specific innovations in the biotech / medtech sectors;
4. Evaluate and critically assess and predict the potential for commercial development and success of a specific biotechnology innovation;
5. Systematically build and validate arguments and opinions by sourcing and critically deconstructing relevant material and information, working both independently and as part of a team;
6. Effectively communicate complex concepts on scientific content and business processes in written or oral formats.

• 2 x Case study reports (4,500 words total) (55%) (hurdle)
• In-class worksheets (30%)
• Group oral presentation (15 minutes) (10%)
• Participation in workshop / class discussions (5%)

On-campus: 4-5 hours of contact per week, which will include a mix of presentations from industry experts and workshop activities.

Off campus: a minimum of 7-8 hours of private study, including preparation of work for discussion and assessment.

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Biotechnology

Biomedical science

This unit is the research project component of the Master of Biomedical and Health Sciences.

The Masters course provides rigorous training and preparation for research. Students will have undertaken rigorous advanced preparatory training prior to commencing this research project unit.

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

In this unit students will present seminars on their research and are trained in advanced scientific techniques. Students also take part in an oral review of the thesis report.

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

1. Critically review the scientific literature in their discipline;
2. Identify the processes involved in the design, development and implementation of a research project;
3. Design, execute and analyse an appropriate set of studies;
4. Perform the variety of scientific procedures and techniques essential to the satisfactory completion and reporting of their specific research project;
5. Proficiently acquire skills in data collection using computers or high-end biomedical devices
6. Competently acquire the critical thinking and reasoning to analyse data from computers or high-end biomedical devices
7. Critically evaluate, using appropriate statistical analyses, data from a scientific project to deduce appropriate interpretations
8. Investigate, evaluate and select appropriate graphical and other formats for presentation of data
9. Effectively communicate research outcomes in verbal and written form using appropriate tools to a scientific audience, including writing up scientific work in a potentially publishable way;
10. Assemble from the breadth and diversity of the biomedical sciences thoughtful reasonings and interpretations of research findings to formulate a discussion

• Literature review (4000 words) (10%)
• Seminar 1 (15 min (10 min presentation + 5 min questions) (Ungraded - S or NS)
• Seminar 2 (10%)
• Thesis (10,000 - 15,000 words) (Hurdle)

On-campus: 36 hours per week in a research lab.

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Biomedical science

This unit constitutes the work preparation component to complete the Master of Biomedical and Health Science. It prepares students with the skill set for work and industry preparedness and provides students with a professional internship experience undertaken over two months.

Students will gain skills in developing an employment/work portfolio, including writing a CV and a cover letter, and addressing key selection criteria, for model jobs in the biomedical sciences. They will also learn the skills to develop effective online portfolios to market themselves professionally.

Students will also develop industry awareness for the biomedical and biotechnology industries.

In the internship, students will acquire experience by working in a professional environment in the biomedical and biotechnology industries. The internship will include considerations of ethical issues in the workplace and the development of a workplace written report.

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

• Create a professional written portfolio for different types of positions within the biomedical or biotechnology industries.
• Evaluate explicit and implicit key selection criteria for different types of positions within the biomedical or biotechnology industries and formulate appropriate oral and written responses.
• Design and construct professional online portfolios to promote skills for self-employment in the biomedical and Biotech industries.
• Appraise and critique interview techniques for models of real world jobs in the biomedical or biotechnical industries.
• Apply professional biomedical science skills to generate a workplace -appropriate research report such as preparation of findings for publication or creating a pipeline of product marketing or evaluation.
• Appraise current trends in the biomedical and biotechnology sciences to Identify potential growth areas.
• Evaluate the impact of organisation culture upon ethical practise and approaches to problem solving.
• Formulate and apply a set of professional codes of conduct for a specific internship workplace.

Internships: Maximum 7.5 h/day x 5 days/week x 2 months

• Assemble a work-readiness portfolio of CV, cover letter, and letter on Key Selection Criteria for different biomedical/biotech industries (1,500 words) (15%)
• Design and construct professional online portfolios targeted to employment in the biomedical and Biotech industries (20 minutes) (10%)
• Undertake a behaviour-based professional interview for a model job in the biomedical/biotech industries (15 minutes) (8%)
• Oral presentation on ethical considerations in their internship workplace (20 minutes) (10%)
• Production of a work-environment specific report (3000 words limit) (30%)
• Oral presentation on growth trends in the biomedical and biotech industries (15 minutes) (7%)
• Develop with preceptor a suite of workplace-specific codes for professionalism to be used by preceptor for assessment of competencies and application of (20%)

For the coursework component: Contact 24 hours/week for four weeks.

Internships: Maximum 7.5 h/day x 5 days/week x 2 months

See also Unit timetable information

Biomedical science

The aim of this unit is to introduce and develop students' understanding of cancer biology, including the molecular mechanisms underpinning human cancers and targeted therapeutics used to treat patients with this disease.

Three main themes will be presented:

1. Major hallmarks of cancer (including immunology, metabolism, and cell biology), ii) Genomic features of cancer (including tumour suppressors and oncogenes, molecular subtypes spanning genomic, transcriptomic and epigenomic features),

   iii) Targeted therapies in human cancer including personalised medicine.

   Topics within these major themes will cover both basic research and clinical aspects.

   The practical component of this unit will present students with the opportunity to interact with leading researchers in the cancer biology field, explore the important scientific and clinical issues associated with cancer research, extend their knowledge of the scientific literature, and increase their knowledge of translational research, involving clinical application of scientific discoveries. This unit will provide the high-level knowledge base and understanding required to generate cutting-edge research questions and undertake enquiry directed to answering that research question.

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

1. Identify, evaluate and effectively communicate key concepts and results and their implications from high impact recent publications in the field of cancer biology and translational cancer research;
2. Analyse, interpret and present data from a range of experiment types and discuss this in the context of current scientific literature.
3. Review and critique scientific literature relevant to a specified scientific question to formulate a scientific hypothesis to underpin a research project in the field of cancer biology;
4. Evaluate and integrate current knowledge on the genetic drivers of cancer to design trials to assess new cancer therapeutics;
5. Review, evaluate and justify appropriate approaches for clinical trial design based on preclinical evidence.

• 3 x Theme-specific worksheets (500 words each) (30% total)
• Literature Review (2,500 words) (40%) (hurdle)
• Design a clinical trial (1,500 words) (30%)

Average: 4 staff-student contact hours + 2 hours directed learning per week on-campus. This covers 1 hour lecture, 3 hours workshop/practical time,2 hours small-group directed learning activities plus 6 hours of self-directed learning per week.

See also Unit timetable information

Biomedical science

This unit provides training in Experimental design and statistics, Critical thinking, and Research ethics and integrity, to give students the opportunity to develop skills core to the conduct of biomedical research.

It will be taught through three intertwined streams (modules) of study: (a) Experimental design and statistics, (b) Critical thinking through analysis and evaluation of seminars of world-class cutting-edge research, and (c) Research ethics and integrity understanding the legal and ethical environment in which research is conducted.

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

1. Effectively communicate the basis of designing an experimental model to test a scientific hypothesis from building a hypothesis, to testing the ideas through experimental methods;
2. Describe the different forms of statistical methods and analyses used in biomedical sciences and appraise the appropriate method to be applied to interpret different types of data;
3. Identify and evaluate the different types of research designs used in the biomedical sciences, and justify the use of specific research designs to address specific research questions
4. Analyse the ethical principles that inform the formulation of a scientific research question and the conduct of research to address that question
5. Review and articulate the ethical framework that governs the conduct of science, in particular in regards to academic and research integrity.
6. Analyse and effectively communicate, in written and oral formats, complex research integrity concepts relevant to the conduct of human and animal experimentation.

• Written critical thinking evaluations of BDI Scientific seminars - 40% (Hurdle)
• Weekly in-class statistics tests - 20%; Oral presentation on research ethics and integrity - 20%
• End of semester written exam on statistics - 20%.

• 8 hours teacher-directed learning / week on campus (seminars & workshops)
• 6 hours student-directed learning

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Biomedical science

This unit is designed to allow students to gain the laboratory techniques and research skills in biomedical sciences at the level of molecules and cells, to develop their capacity for independent research within laboratories in the biomedical and health sciences.

Students will receive extensive hands on laboratory and research training alongside tutorials and lectures designed to give students a strong theoretical background. Laboratory and research skills will be taught in context of the skills of scientific enquiry and problem-solving to engage students in the framework for successful operation within a research environment.

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

1. Proficiently perform biomedical techniques for study at the molecular and cellular level, and conduct research methods applicable to biology, biotechnology and biomedical science.
2. Explain the basis of the scientific method from building a hypothesis, to the importance of testing scientific ideas through experimental methods and the need in science to gain experimental evidence to test a hypothesis
3. Independently design appropriate experimental protocols for use in biomedical research - at the molecular and cellular level, by evaluating the advantages and disadvantages of different techniques for measurement and collection of data.
4. Apply scientific concepts on controls, replication, reductionist and expansionist approaches, sources of error and error minimisation, and the application of research ethics and integrity to molecular and cellular scientific data collection and analysis
5. Critically analyse and organise research data and methodology, applying appropriate research methods to study design, collection of data and data analysis in molecular and cellular biomedical sciences
6. Work effectively in a collaborative environment as part of a team in a laboratory setting to address a scientific question

• Pre-lab preparation assessment tasks (20%)
• Post-lab knowledge consolidation tasks (20%)
• Laboratory experimental reports (3,000 words equivalent) (40%) (Hurdle)
• Experimental design task (pairs task) (2,000 words equivalent) (20%)

Teacher-directed learning: Alternates between weeks of 10 hours / week and 3 hours / week on campus (laboratory classes and workshops)

Student-directed learning: 6 h / week

See also Unit timetable information

Biomedical science

This unit discusses the fundamentals of human body systems, including cellular, developmental, immunological and haematological processes, and the application of knowledge of these processes in medical biotechnology.

The molecular and cellular basis of common diseases affecting important organs and/or parts of our body will be presented in the context of designing better therapeutic approaches for these disorders.

Moreover, the unit covers the basic rules of animal regeneration to unlock regenerative potential in patients for treatment of a range of currently untreatable disorders, and discusses the manipulation of cell populations in the body to help tissues repair more effectively.

The response of organs after injuries and/or diseases, and the innate regenerative potential that exists for these organs in mammals is examined.

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

1. Apply knowledge of the fundamentals of developmental biology and genetics to explain the development of important organ systems
2. Relate knowledge of neuroscience, haematology, immunology, muscles, heart and bones to the development of medical applications
3. Identify the basic rules that govern formation of organ stem cells in the embryo and adult and analyse their role in organ regeneration
4. Discuss on the importance of haematological and immunological systems in regenerative medicine
5. Demonstrate the molecular mechanisms of tissue injuries and repair processes
6. Justify contemporary approaches and incentives to treat challenging diseases and injuries of the neural, cardiac, musculoskeletal systems

• Workshop and practical exercises (30%)
• Research proposal (1,500 words) (20%)
• Oral presentation (20 minutes) (20%)
• Tests (30%)

4 contact hours (2 hour seminar and 2 hour practical/ tutorial)

8 hours of private study (expected to be spent on assignments, and designated pre-class and post-class learning activities to prepare for classes and consolidate knowledge.

See also Unit timetable information

Biotechnology

Biomedical science

This unit will explore recent advances in genomics, transcriptomics, proteomics, metabolomics and systems biology. Students will learn about the latest sequencing technologies underlying these fields of research and obtain an understanding of computational methodologies used to explore these massive datasets.

Student will gain hands-on experience in extracting, mining and integrating publically available datasets related to a specific model organism relevant for regenerative medicine. This unit will also provide training in statistical methods for biologists biotechnology scientists.

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

1. Apply knowledge about cutting-edge, high-throughput sequencing technologies to a variety of clinical applications
2. Use bioinformatics software for analysing high-throughput sequencing datasets and mining the outcome (including basics of coding to run software in command line mode)
3. Gain knowledge about the functionality of genome browsers and databases to enable navigation through these resources from different model organisms
4. Customise data analysis strategies for specific research questions in regenerative medicine
5. Effectively communicate and present bioinformatics and systems biology concepts applied to regenerative medicine

• 2 x In-semester tests (20%)
• 2 x Laboratory assignments (1,500 words each) (40%) (hurdle)
• Practical laboratory work (40%) (hurdle)

5 contact hours (2 hours seminars and 3 hours practical/ workshop)

7 hours of private study (expected to be spent on assignments, and designated pre-class and post-class learning activities to prepare for classes and consolidate knowledge.

See also Unit timetable information

Biotechnology

Biomedical science

This unit covers the fundamental techniques and approaches in regenerative medicine and medical biotechnology.

Students will learn underlying principles and key techniques such as: non-invasive cell and animal imaging methods, image analysis, cell reprogramming, genome editing methods and experimental model systems.

Students will gain hands-on experience with cutting edge imaging techniques and cell reprogramming.

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

1. Discriminate between imaging technologies used to image biological processes in living cells, tissues and whole organisms
2. Perform in vivo imaging of cells, tissues and organisms
3. Describe principles of genome editing technologies, and discuss current challenges and future prospects for the use of these technologies in gene and cell therapy
4. Integrate knowledge of cell plasticity; cell reprogramming, lineage conversion and differentiation
5. Demonstrate proficiency in cell reprogramming, microscopy and immunofluorescence techniques
6. Summarise the derivation and characterisation of mouse and human iPS cells

• Group oral presentation (30 minutes) (20%)
• Critical review and reflective journal (1,500 words each) (40%) (hurdle)
• Workshop/ practical preparation and participation (40%) (hurdle)

4 contact hours (2 hours seminars and 2 hours practical/ workshop

8 hours of private study (expected to be spent on assignments, and designated pre-class and post-class online learning activities to prepare for classes and consolidate knowledge.

See also Unit timetable information

Biotechnology

Biomedical science

This unit covers the fundamentals and principles of modern biotechnology-based therapeutic approaches for treating and managing diseases.

Students will learn about the cellular and molecular basis of drug actions that underpin new drug development.

The general principles of the pathway for developing a new drug or biotechnological device for therapeutic clinical use will be outlined.

Students will be introduced to specific novel regenerative medicine approaches based on biotechnological developments, including therapeutic stem cells, immunotherapy, tissue engineering, organ transplantation, and artificial organs.

In addition, students will gain research methodology and skills through a range of practical activities, including designing experiments to test for pharmacological properties and using statistical approaches to assess therapeutic efficacy of drugs.

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

1. Apply basic principles of pharmacology to the development of new pharmacotherapeutics
2. Examine the pharmacological properties of drugs and select appropriate statistical approaches to assess therapeutic efficacy
3. Explain the rationale of current regenerative medicine approaches, including cell and gene therapy, immunotherapy, and bone marrow transplantation.
4. Critically appraise the application and effectiveness of current regenerative medicine approaches in the treatment of specific human diseases
5. Integrate knowledge of the drug and device development and approval process, to plan a proposal for a new therapeutic product

• Pre-practical and practical work (20%)
• Written assignments (30%)
• In-semester tests (30%) (hurdle)
• Group presentation (20%)

6 hours of directed learning including 4 contact hours per week, 2 hours of lectures and 2 hours of workshop/ tutorial/ practical per week and 6 hours of self-directed learning including private study per week.

See also Unit timetable information

Biotechnology

Biomedical science

The unit covers theoretical and methodological aspects of research, develop analytic, research and communication skills, as well as provide students with advanced knowledge in biotechnology/ biotechnology-related research.

Students will undertake a supervised research project of a publishable standard that aims to provide training in both discipline specific and generic research skills and form the basis of a research thesis presented at the end of the year.

On completion of this unit students will be able to:

1. Develop and refine a research question capable of being investigated using the scientific method
2. Propose and justify the selection of an appropriate research methodology
3. Create a rigorous and feasible research proposal, including a protocol that includes data collection methods and participant recruitment procedures.
4. Prepare an application for approval by the relevant ethics committee/s (if appropriate).
5. Explain and apply the moral, ethical and legal principles of scientific research (including applying the principles of academic integrity).
6. Design and conduct an appropriate literature search strategy
7. Critically evaluate and analyse the literature collected through the search strategy
8. Synthesise the relevant literature in relation to the research question.
9. Collect data in accordance with the moral, ethical and legal responsibilities of scientific investigation.
10. Organise, analyse and interpret data, using appropriate statistical tests where appropriate.
11. Interpret the data collected and evaluate its significance in relation to the existing literature.
12. Generate defensible conclusions based upon the significance of the research findings.
13. Communicate research findings to an audience of peers.

• Literature review (2000 words) (10%)
• Oral presentation (15%)
• Poster (Size A0) (10%)
• Thesis (15,000 words 50%)
• Thesis defence (15%)
• Progress report (Hurdle)

40 contact and private study hours per week (30 contact hours with supervisor/lab members and 10 hours of independent study)

See also Unit timetable information

Biotechnology, biomedical science

This unit aims to enable students to develop professional experience in industry-focused work environments.

This unit is specifically designed to help students build transferable work skills, develop professional goals and expand their networking capacity.

Students are placed with an industry partner for a six-month industry-based learning project, and complete university-assigned assessment tasks.

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

1. develop strategies for successful transition into a work placement and handle common risks, uncertainties and opportunities in the workplace.
2. apply effective and strategic communication, problem-solving and organisational skills to operate successfully in both independent and collaborative ways in the workplace.
3. draw upon discipline knowledge and skills to address practical industry challenges, and clearly communicate the solutions in both written and oral formats.
4. evaluate and critique biotechnological advancements within workplace settings.
5. evaluate ethical conduct, social and professional responsibilities in the workplace.
6. reflect on personal and professional growth to identify individual strengths and areas for improvement in the workplace.
7. Design and construct a professional portfolio to demonstrate the ability to come up with resources and solutions to challenges in the biotechnology industries.
8. Appraise current trends in biotechnology to identify potential growth areas.

Students are required to be on industry placement for 30 - 40 hours per week for 24 weeks (depending on prior arrangement with the host industry organisation).

• Supervisor reports (20%) (hurdle)
• Reflective journals (30%) (2400 words)
• Portfolio (30%)
• Oral presentation (20%)

30-40 contact and private study hours per week (30 contact hours with supervisor(s) and 10 hours of independent study)

See also Unit timetable information

Biotechnology

This unit comprises a major research program including submission of a thesis. The thesis should embody the results of the candidate's investigation, which demonstrates independence of thought and the candidate's ability to carry out research in that discipline. Minor coursework such as a literature review and oral presentation is specified by the enrolling department.

On completion of the unit, students will be able to understand the processes involved in the design, development and implementation of a research project; show communication skills in both oral and written presentations to both a specialist and non-specialist audience; have demonstrated the potential to pursue higher studies and learning in the relevant area of study.

Minor thesis, literature review and allied work. Assessment will be advised to the student by the department/school honours coordinator.

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

On completion of the unit, students will have demonstrated a high-level of understanding of the key theoretical and practical aspects of their area of study, including to have gained insight into the specific discipline and its place within the broader scope of health sciences; have acquired knowledge, skills and attitudes appropriate to their area of study; and have demonstrated the potential to pursue higher studies and learning in their area of study. The specific learning outcomes will be in accordance with the objectives of the specific discipline.

Consistent with the honours coursework assessment of the discipline. To be advised to the student by the department/school honours coordinator.

This unit focuses on the essential clinical practice skills required for adequate performance as a clinician in a community mental health setting. The unit addresses psychiatric assessment, the use of a structured instrument (e.g. HONOS) and specific assessment issues that arise in different clinical scenarios. The unit also covers case management principles and practical issues in mental health delivery with an emphasis on some special focus areas. The unit also addresses the theoretical framework and management of schizophrenia and related disorders, affective disorders, anxiety disorders, substance abuse disorders and personality disorders.

Content includes:

• General issues in case management
• Practical case management
• Specific focus areas for case management
• Assessment - general issues
• A structured assessment instrument as a guide to essential skills - the 'Health of the Nation Outcome Scale' (HoNOS)
• Assessment - specific issues
• Characterisation, recognition and outcome of schizophrenia and related disorders
• Responding to the needs of people with schizophrenia and related disorders
• Personality disorders
• Affective disorders
• Anxiety disorders
• Substance-related and addictive disorders.

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

1. Complete an adequate assessment of a patient with a psychiatric syndrome.
2. Demonstrate an understanding of the essential skills in using a structured instrument as an assessment tool e.g. HoNOS
3. Identify and describe the principles and features of case management in mental health.
4. Utilise the principles in clinical practice as demonstrated by experience.
5. Have developed sufficient knowledge about various psychiatric syndromes and their management to be utilised in clinical practice.
6. Critically appraise recent developments relevant to this unit.

• Hurdle requirement: Participation in a minimum of 5 Moodle discussions
• Essay (3,500 words) (60%)
• Applied Learning Exercise (1,750 words) (30%)
• On-Campus Workshop/Alternative Assessment (10%)

All assessments must be passed to pass the unit

Two day on-campus workshop.

Psychology

This unit explores historical, social and political factors influencing the evolution of mental health services in Australia and the major shifts over time in the treatment and care of people with a mental illness. The unit begins with an examination of the theoretical perspectives, influences and trends in mental health care, and moves to a focus on the Australian mental health care system and how it responds to the needs of the Australian community.

Two particular areas of need and experience are considered, those of Aboriginal and Torres Strait Islander people and those of people from culturally and linguistically diverse backgrounds.

The mental health service system in different states and territories is examined and the emerging participation of primary care services in delivering mental health care. The unit concludes with a consideration of the mental health service system's responsibility and response with regard to the human rights of people with mental illness.

Contents include:

• History of mental illness and its care - an overview.
• Social power and mental illness.
• Mental illness - responses from the community.
• The global perspective.
• Mental health policy in Australia.
• Mental Disorder in Australia.
• The particular needs of indigenous peoples.
• The particular needs of people from culturally and linguistically diverse backgrounds.
• Services in the specific states and territories.
• Mental health service reform - the case of Victoria.
• A rights-based model of mental health practice.

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

1. Identify major contextual influences on mental health service delivery in Australia
2. Demonstrate a knowledge of the major components of the community-based framework of mental health services in Australia
3. Integrate their knowledge of policy frameworks and epidemiology with the design of service systems in mental health services
4. Demonstrate a knowledge of the range of perspectives of stakeholders actively engaged in mental health care delivery
5. Identify the special needs of people from an indigenous and culturally diverse backgrounds
6. Critically appraise the reform of mental health service delivery in Australia through the case study of Victoria.

• Hurdle requirement: Participation in a minimum of 5 x Moodle discussions
• Essay (3,500 words) (60%)
• Applied learning exercise (1,750 words) (30%)
• On-campus workshop / Alternative assessment (10%)

All assessments must be passed to pass the unit.

Two day on-campus workshop.

Psychology

The unit will provide a basic understanding of scientific research in mental health and the methods of evaluation of the practice. There will be topics on medical and biopsychosocial models, psychodynamic principles, cognitive-behavioural models, and role of prevention in mental health. The unit also covers the process involved in multi-disciplinary team functioning, role of other stakeholders, consumers and the function of various disciplines. There will be an emphasis on understanding the mental health care system and various service models and the subject will conclude with an integration of all topics covered in the context of community mental health service. Content includes:

• Scientific Research in Mental Health.
• Evaluation in mental health practice.
• The medical and biopsychosocial models.
• Psychodynamic thinking.
• Cognitive behavioural models.
• Prevention and stress- diathesis models.
• Function
• Understanding teams: Multidisciplinary Teamwork.
• Understanding other participants in the system: perspectives from different stakeholders.
• Understanding mental health care systems; model services.
• The perspective of the consumer.
• Summary and integration.

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

1. Demonstrate a basic understanding of scientific research and evaluation methods in mental health.
2. Have achieved sufficient knowledge base on medical and biopsychosocial models, psychodynamic models, cognitive-behavioural models and stress-diathesis models.
3. Have a functional knowledge of multi-disciplinary teamwork and processes and critically appraise the perspective of other stakeholders.
4. Be able to describe various mental health care systems and models of service.
5. Be able to integrate all concepts in the mental health practice with the systems and model of service delivery.

• Essay (3,500 words) (60%)
• Applied Learning Exercise (1,750 words) (30%)
• On-Campus Workshop / Alternative Assessment (10%)

Hurdle:

• Participation in a minimum of 5 Moodle discussions.
• All assessments must be passed to pass the unit.

Two day on-campus workshop.

Psychology

This unit considers some of the broad issues that are significant in mental health and wellbeing and community mental health practice. The unit will take us beyond the individual explanations of health and ill health to an examination of some of the broad understandings about the courses of mental ill health and the strategies required to improve mental health. We examine the concept of need in relation to populations and take a practical approach to the process of assessing the mental health needs of populations and groups. Two major community intervention strategies to address mental health needs are examined. The role of consumer participation and collaboration and the notion of citizenship are explored in some detail. The unit concludes with a discussion of the skill base required for community mental health practice.

Contents include:

• The policy context of community mental health practice;
• Practice Paradigms;
• Community as a place for mental health practice;
• The concept of need;
• Assessing mental health needs;
• Particular groups and the iInterpretation of need;
• Community based intervention models and strategies;
• Power, participation and collaboration;
• Consumers and citizenship.

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

1. Describe various practice paradigms and their place in community mental health practice;
2. Critically analyse the concept of need and competently do a need assessment and develop community intervention models;
3. Identify and discuss the skills needed for community mental health practice;
4. Demonstrate a knowledge of the concepts of empowerment, consumer participation and collaborative practices; and
5. Develop a consumer focused understanding of mental health needs.

• Hurdle requirement: Participation in a minimum of 5 Moodle discussions
• Essay (3,500 words) (60%)
• Applied Learning Exercise (1,750 words) (30%)
• On-Campus Workshop / Alternate Assessment (10%)

All assessments must be passed to pass the unit.

Two day on-campus workshop.

Psychology

This unit encompasses a broad range of topics within the area of aged mental health, including depression, anxiety, dementia, delirium, delusional disorders as well as other conditions. The central elements to psychiatric assessment are covered including presentation and history taking, symptom recognition, cognitive and neuropsychological testing as well as treatment and management principles. Various case scenarios provide examples of key issues that can arise, the course of an illness as well as the application of appropriate therapeutic strategies. This unit also draws attention to aspects of successful ageing, as well as indigenous mental health, service delivery, psychopharmacology and protection issues surrounding the vulnerable elderly person.

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

1. Demonstrate a basic understading of aged mental health;
2. Demonstrate a knowledge of recent developments in this area;
3. Identify service delivery, examining treatments and management issues in the mental health of the elderly; and
4. Demonstrate an understanding of research findings in the literature.

• Participation in a minimum of 5 x Moodle discussions (Hurdle)
• Essay (3,000 words) (45%) (Hurdle)
• Applied learning exercise (3,000 words) (45%) (Hurdle)
• On-campus workshop / Alternative assessment (10%)

All assessments must be passed to pass the unit.

Two day on campus workshop.

Psychology

The unit will examine the effects of culture on the construction and experince of mental illness and the implications of cultural and community structures for the delivery of mental health services. Major areas covered include explanatory models of mental illness, cultural and social factors shaping the metnal helath in the community with a focus on the mental health of Aboriginal, refugee, asylum seeker and migrant communities in Australia, racism and prejudice, cultural assumptions of standard methods of assessment and treatment, State mental health policy, psychiatric service utilisation, and gaps in current service provision.

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

1. Develop a greater sensitivity to the impact of trauma, refugee and asylum seeker experience, migration and re-settlement on mental health;
2. Explore definitions of mental illness across cultures and the continuing debate concerning differing conceptions of mental illness;
3. Gain an understanding of the cultural factors in assessment and treatment approaches;
4. Gain knowledge of the major national and Victorian policy approaches to providing mental health services to Aboriginal and ethnic communities; and
5. Develop an understanding of current gaps in service provision to Aboriginal, refugee, asylum seeker and migrant communities in preparation for participation in policy development, service delivery and evaluation.

• Essay (3,000 words) (50%)
• Applied learning: Policy analysis (1,500 words) (25%)
• On-campus workshop / Alternative assessment (10%)
• Moodle participation and contribution (15%)

All assessments must be passed to pass the unit.

Two day on-campus workshop.

Psychology

This online unit provides students with a theoretical understanding of and a practical approach to family violence.

Students will be introduced to the nature and extent of the issue and the impact to the individuals involved in family violence, and the broader community.

The gender basis of family violence will be examined, as will the spectrum of behaviours that constitute aggression in the family context.

Risk factors that increase vulnerability to family violence, and the literature on risk and threat assessments in family violence, with special considerations for the family situation, will be critically examined.

Students will be introduced to the special issues that pertain to working with indigenous families and those from culturally and linguistically diverse backgrounds.

The empirical basis of interventions for perpetrators, victims and the use of family therapy will also be explored.

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

1. Evaluate the characteristics, scope and impact of domestic family violence ;
2. Identify and explain related fields of research and practice that inform the family violence field;
3. Apply the Structured Professional Judgement model to risk and threat assessments in family violence;
4. Critically appraise strategies to engage, promote change and support the perpetrators of family violence and those they target;
5. Identify and explain the considerations necessary when working with families from culturally and linguistically diverse backgrounds;
6. Evaluate the use of family therapy in cases of family violence ;
7. Articulate the means in mental health practice of family violence prevention.

• Case study analysis (2000 words) (30%)
• Secure 90-minute online assessment (30%)
• Individual written assignment (2000 words) (30%)
• Individual brief presentations (10 minutes) (10%)

Hurdle Requirement: Attendance at the Residential Weekend

Off-campus: Students will be expected to complete 6-hours per week of teacher directed study and 6 hours of background reading and self-directed study.

See also Unit timetable information

One compulsory residential weekend will be held during the semester.

Psychology

This online unit provides students with a theoretical underpinning of psychopharmacology and physical treatments, such as electroconvulsive therapy (ECT) and transcranial magnetic stimulation (TMS), as used in contemporary psychiatric practice.

Students will be introduced to the pharmacokinetics of medications used in psychiatric practice, and to the principles of safe prescribing according to the age, health and cultural background of the patient involved.

Students will use the foundational knowledge of pharmacokinetics, pharmacodynamics, and therapeutics, in order to critically analyse how medications affect physiological, biochemical and pathophysiological processes.

Students will also be introduced to the special considerations and issues that pertain to working with patients from culturally and linguistically diverse backgrounds.The unit will cover antidepressants, antipsychotics, anxiolytics, hypnotics, mood stabilisers, psychostimulants and other adjunctive psychotropic medications.

Students will appraise medication indications, mechanisms of action, dose titration and contemporary uses, side-effects, drug interactions and relevant communication challenges in psychopharmacology.

Similarly, with physical therapies like ECT and TMS, the indications, mechanisms of action, side-effects and interaction with pharmacotherapies will be explored.

This unit will be of interest to training psychiatrists, clinical psychologists, general practitioners, mental health nurses and case managers engaged in the care of mental health consumers.

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

1. Evaluate the pharmacokinetics and pharmacological activity of psychotropic medications in application to mental health disorders;
2. Appraise the indications for, use of and adverse effects of psychotropic medications;
3. Assess critically the risks for drug interactions and the safe use of psychotropics in complex medical settings;
4. Articulate the indications, use of, benefits and harms of psychiatric physical treatments such as electroconvulsive therapy and transcranial magnetic stimulation therapies;
5. Appraise the provision of integrated models of care combining psychotropic and psychotherapeutic management, including augmentation therapies and selected evidence-based complimentary therapies;
6. Design comprehensive mental health management plans, integrating appropriate psychotropic medication and psychotherapy across the range of mental health settings including culturally diverse patient groups.

• Case study analysis (2000 words) (30%)
• Comprehensive patient management plan (2000 words) (30%)
• End of semester evidence-based evaluation (2-hour online Extended MCQ/ SAQ using a secure browser) (30%)
• Hurdle Requirement: Attendance at the Residential Weekend (with marks for participation in clinical case exercises) (10%)

Off-campus: The expected input from students will be primarily off campus as this is an online unit. Each week will involve six hours of teacher directed learning and 6 hours of personal, non-directed learning. Students will be expected to log on each week, work through their workbook, engage in case based discussion forum, listen to a voice over of a two-hour power-point lecture, and read classic papers. Students will be expected to undertake additional readings (approximately six hours per week) and dedicate time to the three assessment tasks assigned to this unit.

See also Unit timetable information

One residential weekend will be held during the semester

Psychology

This unit aims to enable students to have a familiarity with and a knowledge of some of the theories on which the understanding of child development and the practice of child psychotherapy are based. It is designed to give students knowledge of human development from three theoretical perspectives and thereby enable them to have a theoretical basis for their practice of observation, assessment and case management. The theoretical perspectives to be studied in this unit will be those of Sigmund Freud, Anna Freud and John Bowlby.

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

1. display an understanding and knowledge of the theories of Sigmund Freud, Anna Freud and John Bowlby relevant to child development,
2. demonstrate knowledge of the specific similarities and differences between the three theorists and their theories,
3. understand the different phases of child development,
4. demonstrate an ability to integrate the theories and apply them to clinical material,
5. display an ability to compare and contrast the theories.

• Written assignment (900 words) (15%)
• Written assignment (1,800 words) (30%)
• Essay (2,100 words) (35%)
• Attendance at On-campus workshop / Alternative Assessment (20%)

All assessments must be passed to pass the unit.

Two day on-campus workshop

Psychology

This unit will explore the history, theory and principles of Developmental Observation and its relevance to clinical and consultative work with children and adolescents. There will be a consideration of the nature of the links between observation and the developmental theories. Students will be able to explore these areas both through the context of the course work and prescribed observations of children in their naturalistic settings.

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

1. evaluate the relevance of observation skills to the understanding of children and adolescents in both therapeutic and consultative work;
2. analyse the nature of links between observation and the developmental theories;
3. monitor and evaluate their own responses to what is observed and critically apply these in their work;
4. critically evaluate their observations in discussion and in written assignments; and
5. integrate Developmental Observation theory, history and principles with observation experiences and their clinical work, demonstrating these processes in accounts of their own learning.

• Assessment report 1 (1,200 words) (20%)
• Assessment report 2 (1,200 words) (20%)
• Weekend workshop presentation (20%)
• Essay (1,800 words) (30%)
• 5 x Moodle discussion posts (800 words) (10%)

All assessments must be passed to pass the unit.

Two day on-campus workshop.

Psychology

This unit will consider the theories of Donald Winnicott and Melanie Klein and their relevance to understanding the psychological development of children and adolescents in terms of both healthy development and the development of psychopathology. The unit will also examine the relevance of these theories to working therapeutically with children and adolescents.

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

1. Distinguish between the theories of Melanie Klein and Donald Winnicott relevant to child development
2. Evaluate the relevance of these theories and their assumptions to the psychological development of children and adolescents in terms of both healthy development and the development of psychopathology
3. Critically reflect upon the historical context in which these theorists sit and their contemporary contribution to the field
4. Critically evaluate the similarities, differences and limitations of these theorists to modern practice
5. Apply these theoretical concepts to case examples and analyse their relevance to clinical understanding and practice

• Written assignment (40%)
• Journal 1 (20%)
• Journal 2 (20%)
• On-campus workshop / Alternative assessment (20%)

All assessments must be passed to pass the unit.

Two day on-campus workshop.

Psychology

This unit is designed to present an introduction to the conceptual framework and guidelines for the methodology of the psycho-dynamic assessment of psychological disturbance in children and adolescents. It will introduce students to disturbances in normal psychological development and the clinical concepts of assessment that are based on psychodynamic and developmental principles.

It will consider interviewing and observational methods with children and adolescents that enable psychological data to be collected and understood. It will also demonstrate the complex task of integrating information from several different sources to provide a diagnostic assessment of the individual nature and degree of disturbance presented, and the extent to which that interferes with the child's normal development and functioning.

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

1. Understand theoretical and clinical concepts relevant to psychodynamic and developmental assessment of children and adolescents;
2. Have an understanding of the possible meaning of the child's/adolescent's behaviour;
3. Recognise the process occurring between child and worker and the data this provides;
4. Recognise that assessment is a process that will provide a psychodynamic and developmental diagnostic formulation; and
5. Explore optimal case management where treatment options and timing are presented in light of the diagnostic formulation, the available professional and clinical resources, and the child/adolescent's context. This will include the indications or contra-indications for child psychotherapy and other treatment options.

• Report A (10%)
• Report B (10%)
• Report C (20%)
• Essay (40%)
• On-campus Workshop / Alternative Assessment (20%)

All assessments must be passed to pass the unit.

Two day on-campus workshop.

Psychology

This unit will outline the principles of Child Psychotherapy from a developmental and psychoanalytic perspective. It will address the context and boundaries of therapy and explore ways the child communicates in therapy. It will also address issues of technique including the therapeutic use of the relationship between the child and the psychotherapist being the central tool in ongoing clinical work; the process of observing, hearing and interpretation in psychotherapy; issues of termination: and the structure, significance and dynamics of this process.

Upon successful completion of this unit, students should be able to have an understanding and knowledge of:

1. the means by which the child communicates in therapy e.g. through play, speech and other behaviours;
2. the significance and meaning of the way the child relates to the therapist i.e. an understanding of the concepts of transference (the way the child perceives and relates to the therapist) and countertransference (the way therapist reacts to the child) and the possible meanings of these concepts and their importance;
3. the use of interpretation in therapy - timing content and intention;
4. the significance and importance of boundaries and structure provided by the therapist;
5. termination - the process of bringing the therapy to a conclusion; and
6. the impact of working with the disturbed child including the disturbed child in special situations - understanding this in a way which furthers understanding of the child and the therapeutic process.

• Written assignment 1 (20%)
• Written assignment 2 (20%)
• Essay (40%)
• On-campus workshop / Alternative assessment (20%)

All assessments must be passed to pass the unit.

Two day on-campus workshop.

Psychology

This unit will present a psychodynamic framework for adolescent developmental tasks, as well as associated problems and disturbances. It will also look at both general and phase specific principles and issues in psychotherapy with adolescents for the professionals as well as for the adolescents themselves. Students will be able to explore these areas through the context of the course work, working with an adolescent in their workplace and prescribed observation of adolescents in their naturalistic settings.

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

1. Have a knowledge of a psychodynamic theoretical understanding of adolescent development, tasks and issues;
2. Have some understanding of how various levels of problems and disturbances can arise during adolescence;
3. understand basic principles in assessment for therapy with adolescents;
4. examine how adolescents may present in therapy;
5. understand basic issues which arise in working with adolescents;
6. explore the impact of working with adolescents on professionals and the importance of the process between professional and adolescent;
7. explore termination issues in working with adolescents; and
8. explore specific issues and principles to consider for inpatient work with adolescents.

• Written assignment 1 (20%)
• Written assignment 2 (20%)
• Essay (40%)
• On-campus workshop / Alternative assessment (20%)

All assessments must be passed to pass the unit.

Two day on-campus workshop.

Psychology

This unit provides students with an understanding of the history and development of the practice of short-term psychodynamic psychotherapy. Students will explore how the theoretical principles and practices of short-term therapy can be applied to work with parents and infants, children, adolescents and families. Students will analyse case studies in the readings and their own work experiences to explore the practice issues.

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

1. evaluate the historical and theoretical development of short-term therapy;
2. critically analyse the models and central issues of short-term therapy;
3. explain how psychoanalytic concepts and techniques are used in short-term therapy;
4. critically analyse the application of short-term therapy to the age and developmental stage and presentation of the particular child or adolescent;
5. explore the practice and application of short-term therapy in a variety of clinical contexts.

• Essay (2,000 words) (35%)
• On-campus workshop (1,200 words) (20%)
• Online Moodle discussion forum tasks (10%)
• Critical analysis (2,000 words) (35%)

Two day on-campus workshop.

Psychology

This unit will examine an understanding of the role of parents in their child's development and different ways of working with parents from a psychodynamic and developmental perspective. Consideration will be made of the following ways of working with parents and the similarities and difference in the models: parent therapy; parent and child work combined; short-term and crisis work with parents; parent counselling; parent education; marital therapy/counselling; individual therapy/counselling.

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

1. critically analyse theoretical and clinical concepts of working with parents;
2. evaluate the importance of parents' own development as it may affect their role as parents;
3. explore possible ways of working with parents as relevant to their particular needs and those of their child/children; and
4. evaluate the difficulties that may be experienced by the therapist when working with parents.

• Written assignment 1 (15%)
• Written assignment 2 (25%)
• Essay (40%)
• On-campus workshop / Alternative assessment (20%)

All assessments must be passed to pass the unit.

Two day on-campus workshop.

Psychology

This unit draws together the theoretical and clinical underpinnings of child psychotherapy principles.

The structure of the unit will follow 4 strands: professional practice, exploring the efficacy and evidence base for practice, contributions of contemporary theory, and specialist topics involving ethical dilemmas and controversial issues in child psychotherapy.

The unit will allow students to consolidate and apply the diverse skills and knowledge gained in their degree, based on problem- and experience-based learning. A work discussion model will be the focus for enhancing and enriching these learnings as they apply to their professional practice.

Regular virtual classroom group experience where opportunities for peer-to-peer exchange of these ideas will be facilitated.

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

1. Critically evaluate key research findings in relation to child psychotherapy's efficacy and evidence base.
2. Critically analyse key issues relating to contemporary theory and practice.
3. Describe and integrate complex issues observed in professional practice with children and families.
4. Develop reflective practitioner skills through applying, integrating and consolidating changes into practice.
5. Analyse contemporary issues and formulate creative responses relevant to the psychoanalytic theory and practice of working with children and families.

• Virtual classroom participation, discussion, and x 1 presentation (1000 words) (20%)
• Written essay (2,000 words) (30%)
• Essay/Case study (2,000 words) (30%)
• Weekend Workshop: Preparation/pre-workshop (200 words), workshop interaction and participation, post-workshop activity (300 words) (20%)

Hurdle requirement:

Passing each assessment is a hurdle requirement

Participation in 6 (80%) forums in virtual classroom (zoom meetings)

12 hours per week - online and self-directed.

This is primarily an online unit; plus two days of interactive workshops on-campus.

Detail: Students will be expected to log on each week to complete at least 12 hours of work consisting of online participation in a virtual classroom group (at least 1 hour weekly) and other self-directed work.

Content will include use of a workbook, discussion room exercises, set readings, and case-based discussions.

Students will be expected to undertake additional readings and dedicate time to the assessment tasks assigned to this unit. One interactive workshop experience (students will spend 9.00-5.00 on campus as part of their residential weekend).

See also Unit timetable information

Psychology

Supervised practical placement in University Departments and Centres, hospitals, affiliated research Institutes, community health services, non-government organisations or the Dept of Human Services. Giving students the opportunity to interact with practising public health professionals. Students are co-supervised by a member of the Faculty of Medicine, Nursing and Health Sciences academic staff.

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

1. demonstrate a thorough understanding of quantative research methods in public health;
2. design, develop and present an original research protocol;
3. prepare an application for approval by an Ethics Committee;
4. design and outline methods for validating a questionnaire suitable for data entry; and
5. write a paper suitable for publication in a peer reviewed journal.

Written report 100%

Public health and preventive medicine PhD program

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

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

1. Conduct a clinical interview with a client, incorporating a mental status examination.
2. Complete a thorough and accurate written evaluation of a client.
3. Be familiar with major classes of psychiatric illness.
4. Feel competent in the formulation and diagnosis of a wide variety of psychiatric problems.
5. Effectively and appropriately contribute to case discussions regarding formulation and diagnoses and reflect upon and evaluate own and others' assessment/clinical interviewing skills

Satisfactory Class Participation (Hurdle)

Mental Status Examination 20%

Psychological Report (1500 words) 30%

End of semester take home exam 50%

Psychology

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

On completion of this unit students should:

1. Understand the principles and processes of psychological, behavioural, and personality measurement and their application;
2. Have become proficient in the administration, scoring, interpretation and integration of assessment results utilising some of the most commonly used psychological tests, including cognitive and personality techniques; and
3. Have developed skills in behavioural assessment including development, implementation, and evaluation of behavioural assessments.
4. Show competency in evaluating psychometric instruments for research purposes and in screening referrals for psychometric assessment, selecting appropriate tests, integrating results and providing oral and written communication of results to interested parties.

Satisfactory attendance and participation are required to pass the unit.

Psychometric Measure Evaluation (20%)

Behavioural Assessment (30%)

WAIS-IV, WMS-IV & MMP1-2 Administration (Hurdle)

WAIS-IV OSCE Examination (Hurdle)

Psychological report (50%)

Psychology

This unit will equip students with the necessary skills to undertake research. Nonetheless, the primary motivation for this course concerns future employment. Research design and analysis are critical components of both academic and professional psychology.

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

   Specifically, students should be able to:

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

Research Workbook (1500 words) (15%)

Research Proposal (4000 words) (45%)

Exam (40%)

Psychology

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

The primary aim in this unit is to:

1. Equip students with knowledge of the laws and ethical principles which govern research and professional practice in psychology and understand how to apply their knowledge of relevant legislation and codes of professional conduct to such issues as confidentiality, informed consent, freedom of information, intra and inter professional relationships, responsibilities, and professional conduct.
2. Have an understanding of the intercultural and ethnic issues that impact on their practice.

Self Assessment (Hurdle)

Examination (60%)

Class presentation (40%)

Psychology

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

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

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

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

WISC-IV assessment. (Hurdle).

Formulation Report (1000 words) 40%

Examination 60%

Psychology

Students will develop an understanding of the role of the Clinical Neuropsychologist and of legal and ethical principles governing research and professional practice in psychology. Students will review relevant legislation and ethical/professional standards and develop ethically and culturally sensitive psychological practices. They will learn how to work with other professionals and develop the skills to conduct a clinical interview, take a case history, and write a report. Students will observe at least one neuropsychological assessment.

The primary aim in this unit is to equip students with the basic skills necessary for their entrance into the profession of Clinical Neuropsychology. When students have completed this unit they will:

1. Be familiar with the legal and ethical principles which govern research and professional practice in psychology and understand how to apply their knowledge of relevant legislation and codes of professional conduct to such issues as confidentiality, informed consent, freedom of information, intra and inter professional relationships, responsibilities, and professional conduct;
2. Be able to define the professional role/s of the Clinical Neuropsychologist;
3. Understand the relationship between the Clinical Neuropsychologist and other health professionals;
4. Have an understanding of the importance of teamwork and the skills necessary to implement this understanding;
5. Have acquired the practical skills necessary to conduct a clinical interview, develop an understanding of the history preceding the development of a neuropsychological problem and write a comprehensive case report; and
6. Have an understanding of the intercultural and ethnic issues that impact on neuropsychological practice.

Satisfactory attendance and participation are required to pass the unit.

Assessment tasks include:

A history-taking exercise (Hurdle Requirement);

A case report (Hurdle Requirement);

Examination (60%)

Class presentation (40%)

Psychology

This subject reviews the neuroanatomy of the human brain and spinal cord at the level of detail required by the practicing clinical neuropsychologist. Emphasis is placed on structure-function relationships, and how different brain regions interact to regulate complex cognitive skills. Students also learn about the clinical neurological examination and neuroimaging, with an emphasis placed on what these methods allow us to infer regarding underlying neuroanatomy and lesions. In addition, students will learn about neurogenetics, and how genetic disorders link to variations in neuroanatomy that underpin behavioural manifestations of these neurogenetic disorders. Students learn:

1. to identify the major features of the brain and spinal cord, using prosected specimens, models and cross-sectional images
2. to understand the structural and functional relationships between these features
3. to be able to apply this knowledge to the clinical situation.

At the completion of the subject, students should

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

Weekly assignments 80% final assessment 20%

Psychology

Psychopathology Part I and II are designed to impart students with a working knowledge of mental disorders. The units also aim to equip students with the clinical skills required to assess, formulate and diagnose clients presenting with a variety of clinical conditions. In addition, the unit will include an introduction to drug classifications; legal control of drug use; pharmacokinetics; variability in response to drugs;chemical transmission and receptors.

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

1. Conduct a psychiatric interview with a client; incorporating a mental status examination;
2. Complete a thorough and accurate written evaluation of a client; and
3. Be familiar with major classes of psychiatric illness.
4. Understand the basic concepts of psychopharmacology with particular reference to recent advances in the fields of psychiatric medication, cognitive enhancers and neuroprotective agents, and substance abuse; and
5. Effectively and appropriately contribute to case analyses regarding formulation and diagnoses and reflect upon and evaluate own and others' assessment/clinical interviewing skills

Class Participation (Hurdle)

Psychopharmacology Take Home Test (30%)

Oral Case Presentation (30%)

Psychological Report (40%)

Psychology

This unit provides students with training in cognitive behaviour therapy (CBT) and the delivery of psychological interventions more broadly. The emphasis here is on understanding CBT theory and the related techniques of intervention, understanding the psychological issues faced by clients, and bringing the two together in formulation. We start by introducing students to the theory of CBT and the process of assessment and formulation and how to structure therapy. Key CBT processes such as guided discovery and collaboration are highlighted. Then students are supported to learn and apply the core skills of CBT including cognitive restructuring, behavioural experiments, problem-solving and relaxation. Finally, these tools and techniques are applied to clients across the age range with cognitive impairment, depression, anger, and anxiety.

This unit provides students with knowledge and skills related to both generic therapeutic competences as well as competences related specifically to CBT as defined by Roth and Pilling (2007). These competencies align with those set by the Australian Psychology Accreditation Council especially in relation to domains: Knowledge of the Discipline, Intervention Strategies and Communication and Interpersonal Relationships. By the end of the unit, students should have a good working knowledge of and demonstrate capacity to utilise the tools and techniques listed below.

Generic therapeutic competences

• Knowledge of mental health problems, ethical and professional guidelines, and a model of therapy (and the ability to draw on and apply this knowledge when providing psychological interventions)
• Ability to engage the client, foster and maintain a good therapeutic alliance, and to grasp the client's perspective and 'world view'
• Ability to deal with emotional content of sessions
• Ability to manage endings
• Ability to undertake an assessment

Basic CBT competences

• Knowledge of basic principles of CBT and rationale for treatment, common cognitive biases relevant to CBT, and the role of safety-seeking behaviours
• Ability to explain and demonstrate rationale for CBT to client
• Ability to agree goals for intervention
• Ability to structure sessions
• Ability to use measures and self-monitoring to guide therapy and to monitor outcome
• Ability to devise a maintenance cycle and use this to this set targets
• Problem solving
• Relapse prevention

Specific CBT techniques

• Exposure techniques
• Applied relaxation
• Activity monitoring and scheduling
• Guided discovery and Socratic questioning
• Ability to develop a formulation with the client

Satisfactory attendance and participation are required to pass the unit.

1. Skills practice and written submission - Guided discovery (40%)
2. Skills practice - Reviewing homework (20%)
3. Video recording and written reflection - Sharing formulations (40%)

Psychology

Neuropsychological disorders will be considered from perspectives taken in cognitive psychology and cognitive neuropsychology. In particular, there will be an emphasis on establishing frameworks for conceptualising neuropsychological features of neurological and psychiatric conditions, and frameworks for approaching clinical assessment and rehabilitation.

On completion of this unit students will:

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

2 x assignments (10% each)

4 x assignments (15% each)

Visual-graphic assignment (20%)

Oral presentation (hurdle requirement)

Psychology

Students will observe oral case presentations given by experienced clinicians and other students. They will be exposed to a variety of different presentation styles designed to cater for specific audiences and will learn to evaluate case material in an objective and critical manner. They will participate in discussions of clinical issues and recent developments in the field of Clinical Neuropsychology and will be challenged to remain informed about such developments and issues.

The primary aim of this unit is to provide students with an opportunity to observe and participate in oral presentations of case material and other professional issues at the same time as they commence their first clinical placement.

When students have completed the unit they will:

1. be familiar with the format of oral presentations suitable for a number of different audiences, ranging from the medico-legal forum and other colleagues to lay persons;
2. participate confidently in case discussions;
3. be informed about current issues in the field of clinical neuropsychology;
4. have developed sufficient rapport with staff members to seek assistance when it is required during later years of the course; and
5. have developed their ability to read and evaluate journal papers relevant to clinical neuropsychology.

Class Contribution 25%

Oral Presentation 75%

Psychology

Students will be introduced to the scientist-practitioner model of neuropsychology, incorporating a hypothesis testing approach to assessment. Students will be exposed to a range of qualitative and quantitative approaches designed to assess cognitive, behavioural and emotional functioning. They will learn how to select which tests are most appropriate in specific clinical situations and how to administer, score and interpret each measure. Formulation and report writing skills will be imparted in addition to competencies relating to psychoeducation and recommendation provision. Specific issues regarding assessment of decision making capacity, acute assessment, longitudinal assessment and assessment of people from culturally and linguistically diverse backgrounds will also be covered.

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

At the conclusion of this unit students will:

1. Be able to critically evaluate a wide range of neuropsychological tests and scales designed to assess numerous aspects of cognitive, behavioural and emotional functioning.
2. Be able to plan neuropsychological assessments, including both qualitative and quantitative methods, appropriate to specific clinical contexts and referrals (eg; across the lifespan, cross-cultural assessment etc.).
3. Be able to interpret and integrate information obtained during neuropsychological assessment to formulate a comprehensive analysis of an individual's neuropsychological function.
4. To be able to disseminate neuropsychological assessment findings across a range of formats (reports, verbal feedback) and audiences (other clinicians, clients, family).

Test Kit (Hurdle)

Problem Based Learning Tasks (Hurdle)

Case Report Series: Case 1 (33%), Case 2 (33%), Case 3 (34%)

Psychology

In this unit students will become familiar with a number of neuropsychological syndromes. Sessions will feature guest lecturers who are experts in their fields.

The primary aim of this unit is to provide students with the knowledge required to recognise, describe and assess a number of common neuropsychological syndromes.

On completion of the unit students will:

1. be able to provide a verbal description of the neuropsychological deficits associated with common inherited and acquired neurpsychological disorders;
2. be able to recognise and differentiate between common syndromes on the basis of the patient's history, presentation and assessment results;
3. feel confident in planning and executing a formal assessment of a patient presenting with each syndrome; and
4. be aware of psychosocial and treatment issues associated with each disorder.

Weekly take-home assessment (100%)

Psychology

The DPsych program has established a network of placements in a variety of settings within which students can receive appropriate practica training. The practica coordinator and staff at the agency arrange the placements. Student preferences, practica availability and student training needs are taken account of in this process. Which agency and supervisor, number of days for the practica and also the commencement and completion dates are specified. Students are not permitted to negotiate their own practica or change any practica arrangements without first obtaining approval from the University Practica Coordinator.

On completion of the initial practicum, students will be:

1. expected to have gained an appreciation of the professional role a psychologist in practice and to have an understanding of the delivery of a service to patients, clients and other interested parties;
2. to have acquired an understanding of the context of the delivery of the service and the particular function it serves to the individual and the community at large;
3. to have developed an appreciation of the competing demands on service delivery and the range of issues which impact on service delivery;
4. expected to become proficient in establishing rapport with patients, administering and scoring the commonly used intellectual, diagnostic and personality tests, integrating the results and providing appropriate oral and written reports;
5. expected to have developed an understanding of the functioning of a multi-disciplinary team and the role of its various members.

Placement Contract (Hurdle)

Mid-placement Review (Hurdle)

Student Diary (Hurdle)

Student Case/Logbook (Hurdle)

Supervisor Logbook (Hurdle)

Final Student Assessment Report (Hurdle)

Final Supervisor Assessment Report (Hurdle)

Participation in OSCE (Hurdle)

Psychology

Students completing the unit will have further developed their skills in therapeutic techniques and delivery of treatment in CBT and other integrative treatments for treatment of a variety of disorders, acquire the knowledge and skills to design focused treatment plans, appropriately implement treatment as required by a placement setting under supervision, report intervention outcomes appropriately, and have an understanding of the underlying theories of such interventions.

Students completing the unit should be conversant with the specific assumpions, concepts and techniques of the major schools of therapy and have some knowledge of relevant outcome literature. In addition, students should have a thorough understanding of the process common to all forms of intervention. By the end of the unit, students should have proficiency in the particular skills of behavioural and cognitive-behavioural therapies and their application to a range of clinical problems. Students will to be competent in selecting interventions for individuals and monitoring the progress of their application.

The main objectives of this course are as follows:

• To further develop skills in cognitive behaviour therapy
• To develop the knowledge and skills to apply CBT and other integrative treatments to a variety of disorders under supervision
• To develop knowledge and skills to design a CBT-focused treatment plan
• To provide an awareness of some other modes of therapy and related underlying theory
• To engage in and develop self-reflective practice

Satisfactory attendance and participation in each seminar are required to pass the unit.

1. Formulation and Treatment Plan (30%)
2. Presentation (Accompanying Handout) (50%)
3. Resource Kit (20%)

1. 5 hour seminar per week

See also Unit timetable information

Psychology

The unit will cover the following topics.

1. Introduction to drug classifications; legal control of drug use; pharmacokinetics; variability in response to drugs; chemical transmission and receptors.
2. Mood disorders: antidepressants and mood stabilizers; anti-anxiety drugs, sedatives and hypnotics, drugs used for OCD, panic, and phobic disorders.
3. Psychosis and schizophrenia; anti-psychotic drugs. Cognitive enhancers: ADHD, Alzheimer's disease, brain trauma.
4. Drugs of abuse: affects on brain and cognition.
5. Delirium; The Mini Mental State Examination.
6. Mental health in older adults.
7. Bereavement.

On completion of the unit students should:

1. Understand the basic concepts of psychopharmacology with particular reference to recent advances in the fields of psychiatric medication, cognitive enhancers and neuroprotective agents, and substance abuse;
2. Have a broad understanding of commonly prescribed psychoactive drugs, legal and illegal drugs and other commonly abused substances.
3. Be able to comment on the likely physiological and psychological effects in a particular individual of a specific drug (together with possible drug interactions), and to prepare a written report on the topic.
4. Be exposed to current issues in clinical psychopharmacology and in research concerning treatment approaches.
5. Gain a broad understanding of the advanced psychopathology topics of delirium, mental health in older adults, and bereavement.

Take-Home Examination (100%)

Psychology

This unit provides an advanced level introduction to the growing field of health psychology. The major systems of the body that underlie health and illness will be reviewed, including the nervous system, endocrine system, immune system and cardiovascular system. The prevalence of major chronic diseases will be discussed and factors related to prevalence. Behaviour and lifestyle as they relate to health and illness will be reviewed. Health promotion and the prevention of disease will be discussed.

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

1. Understand the scope of the related fields of health psychology and behavioural medicine, and their history.
2. Understand the systems of the body that underlie health and disease.
3. Comprehend the prevalence of different chronic diseases and factors that affect prevalence rates.
4. Understand how behaviour and lifestyle relates to health.
5. Understand the main models of health behaviour and behaviour change.
6. Understand the goals and methods of health promotion and the prevention of disease.
7. Understand how to develop conceptual models of patient problems, and how to plan and implement interventions based on the model and the relevant empirical literature.
8. Understand the major chronic diseases that affect morbidity and mortality, that is, cancer and cardiovascular disease, from a behavioural perspective.
9. Understand how to assess and manage, or contribute to the management, of a number of exemplar disorders/problems (e.g., drug and alcohol abuse,overweight and obesity, sleep problems, cancer and cardiovascular disease).
10. Understand how to increase patient adherence with advice from health professionals.
11. Understand models of stress and the stress-moderating variables of coping and social support; how to measure these constructs; and methods of stress management.

Written Report (20%)

Written Report (30%)

Examination (50%)

Psychology

Students will observe oral case presentations given by experienced clinicians and other students and will present their own cases. They will be exposed to a variety of different presentation styles designed to cater for specific audiences and will learn to evaluate case material in an objective and critical manner. They will participate in discussions of clinical issues and recent developments in the field of Clinical Neuropsychology and will be challenged to remain informed about such developments and issues.

The primary aim of this unit is to provide students with an opportunity to practice giving oral presentations of case material. A secondary aim is to provide a forum in which students may discuss other professional issues of interest to them.

On completion of this unit students will:

1. be proficient in summarising and presenting case material in an oral format suitable for a number of different audiences, ranging from a hospital or rehabilitation setting through to a medico-legal forum, to other colleagues and to lay persons,
2. participate confidently and productively in case discussions;
3. be informed about current issues in the field of Clinical Neuropsychology.

Class Contribution 25%

Oral Presentation 75%

Psychology

The DPsych program has established a network of placements in a variety of settings within which students can receive appropriate practica training. The practica coordinator and staff at the agency arrange the placements. Student preferences, practica availability and student training needs are taken account of in this process. Which agency and supervisor, number of days for the practica and also the commencement and completion dates are specified. Students are not permitted to negotiate their own practica or change any practica arrangements without first obtaining approval from the University Practica Coordinator.

On completion of the intermediate practicum, students should have:

1. developed skill and confidence in applying their theoretical knowledge to the psychological treatment of individuals with relatively uncomplicated emotional and/or behavioural problems and to the assessment of treatment outcomes;
2. developed an awareness of the intricacy of the therapeutic relationship and of the contribution of their personal qualities to it. Their contribution to service delivery should reflect the principles of best practice and their role within an agency should be equivalent to that of a junior employee.
3. the ability to demonstrate an understanding of the complexities of the agency's role in service delivery and to service delivery and to independently contribute to the development of strategies for improved service delivery.

Placement Contract (Hurdle)

Mid-placement Review (Hurdle)

Student Diary (Hurdle)

Student Case/Logbook (Hurdle)

Supervisor Logbook (Hurdle)

Final Student Assessment Report (Hurdle)

Final Supervisor Assessment Report (Hurdle)

Participate in OSCE (Hurdle)

Clinical Report (Hurdle)

Psychology

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

On completion of the course students should:

1. be familiar with basic functions of key neuroanatomical brain regions and be able to apply this to brain-behaviour relationships
2. understand key principles underlying neuropsychological assessment and formulation
3. have a understanding of key neuropsychological syndromes that are regularly encountered in clinical psychology practice
4. be able to interpret neuropsychological reports and apply recommendations relevant to clinical psychology

Class Participation (Hurdle)

Case Report 1 (33%)

Case Report 2 (33%)

Case Report 3 (34%)

Psychology

Students will become familiar with the use of appropriate paediatric neuropsychology assessment tools and will learn the skills required to obtain a comprehensive history from parents, teachers, hospital case notes and other relevant information sources. Assessment and management of the behavioural consequences of neuropsychological deficits will be discussed, together with the provision of parent education and school interventions. The importance of conveying neuropsychological findings and recommendation in a clear and interpretable manner for non-psychology professionals, such as teachers and careers, will also be an area of focus.

On completion of this unit students will:

1. Be familiar with the main stages of central nervous system development, and the impact of these stages on normal cognitive functioning;
2. Be fully aware of the impact that various neurodevelopmental disorders, various neuropsychiatric disorders or several kinds of acquired brain injury might be expected to have on the development of cognitive skills;
3. Be familiar with theories of recovery function during childhood and adolescence, and appropriate rehabilitation and management strategies;
4. Be competent in taking a comprehensive case history, in selecting and administering neuropsychological tests suitable for each developmental period, and interpreting the results of these;
5. Be able to effectively impart their neuropsychological findings and recommendations to non-professionals such as parents and teachers; and
6. Feel confident working with children, parents, teachers and professional childcare workers.

Assessment will be based on three components, each of which will be graded.

Test administration: 35%

Essay/Report: 35%

Written assignment: 30%

Psychology

Students will observe oral case presentations given by experienced clinicians and other students and will present their own cases. They will be exposed to a variety of different presentation styles designed to cater for specific audiences and will learn to evaluate case material in an objective and critical manner. They will participate in discussions of clinical issues and recent developments in the field of Clinical Neuropsychology and will be challenged to remain informed about such developments and issues.

The primary aim of this unit is to provide students with an opportunity to observe and practice giving oral presentations of case material. A secondary aim is to provide a forum in which students can discuss other professional issues of interest to them.

On completion of the unit students will:

1. be proficient in summarising and presenting case material relative to assessment and management in an oral format suitable for a number of different audiences, ranging from hospital to rehabilitative settings, through to the medico-legal forum to other colleagues to lay persons;
2. participate confidently and productively in case discussions;
3. be informed about current issues in the field of Clinical neuropsychology;
4. be familiar with case material drawn from a number of different settings.

Class contributions (25%)

Oral presentation (75%)

Psychology

Students will develop an understanding of strategies used to manage neuropsychologically impaired individuals and will learn how to assess the efficacy of techniques used to rehabilitation and management. Participants will receive information from other allied health professional, rehabilitative approaches used by these professions and discuss how a multidisciplinary approach can be used to provide substantial benefits to the brain-injured individual.

This unit aims to equip students with the conceptual information necessary for them to work effectively in a rehabilitation setting.

On completion of the unit students will:

1. have acquired a good understanding of current theories and models of recovery of brain function after neurological damage;
2. be familiar with recent research examining plasticity and reorganisation in the primate brain;
3. be informed about the current World Health Organisation (WHO) framework for conceptualising disability in terms of impairment of function, activity limitation and participation restriction;
4. know how clinical neuropsychologists and other allied health professionals assess impairment following neurological damage;
5. be familiar with current rehabilitative interventions for specific neuropsychological disorders, and the methods commonly used to assess the effectiveness of these interventions;
6. be well informed about strategies used in the management of those with neurological damage.

Take-home exercise (20%)

Case report (80%)

Psychology

The DPsych program has established a network of placements in a variety of settings within which students can receive appropriate practica training. The practica coordinator and staff at the agency arrange the placements. Student preferences, practica availability and student training needs are taken account of in this process. Which agency and supervisor, number of days for the practica and also the commencement and completion dates are specified. Students are not permitted to negotiate their own practica or change any practica arrangements without first obtaining approval from the University Practica Coordinator.

By the end of the advanced practicum, students' skills should be extended to:

1. include management of individuals identified with serious and difficult problems;
2. independently develop and deliver intervention strategies across a range of areas which reflect an understanding of the current psychological principles and how these can be implemented within service delivery systems.
3. utilise a full understanding of the complexities of provision of services should be apparent with evidence of appreciation of the wider context in which the client operates and in which the service is provided.

Placement Contract (Hurdle)

Mid-placement Review (Hurdle)

Student Diary (Hurdle)

Student Case/Logbook (Hurdle)

Supervisor Logbook (Hurdle)

Final Student Assessment Report (Hurdle)

Final Supervisor Assessment Report (Hurdle)

Participate in OSCE (Hurdle)

Clinical Report (Hurdle)

Psychology

The Specialised Clinical Practicum provides students with opportunity to directly contribute to service delivery by participating in the planning and provision of clinical psychological assessment and treatment to a range of individuals in a variety of settings. At this stage of their training students will be expected to carry a client load with minimal supervisory support. The location of the specialised practicum will be negotiated with individual students, taking into account their preferences and their need for specialised skill acquisition, but options include forensic settings, child and adolescent mental health services, psychiatry units of private and public hospitals, and specialised health services. The aim of the Specialised Clinical Practicum is for students to gain proficiency in their clinical psychology skills or to consolidate skills in specialist areas.

On completion of the unit students will be able to develop and deliver assessment and intervention strategies which reflect an understanding of the current knowledge of best practice in clinical psychology.

On completion of the unit students will be able to provide input at the organisational level.

On completion of the unit students will demonstrate a sound understanding of clinical psychological principles and how these are implemented within service delivery systems.

On completion of the unit students will understand fully the role of a clinical psychologist at an organisational level, and the contributions that a clinical psychologist makes to a service delivery system.

On completion of the unit students will be able to recognise when input from a senior member of staff is required and be able to seek out this input in a timely and professional manner.

Placement Contract (Hurdle)

Mid-placement Review (Hurdle)

Student Diary (Hurdle)

Student Case/Logbook (Hurdle)

Supervisor Logbook (Hurdle)

Final Student Assessment Report (Hurdle)

Final Supervisor Assessment Report (Hurdle)

2 Clinical Reports (50% each)

16 hours per week

See also Unit timetable information

Psychology

The content of seminars will cover the practice of psychological therapies with a sound evidence base. Learning will consolidate existing knowledge of psychopathology and focus on extending this knowledge within a tailored therapeutic approach. Cases will be discussed using conceptualization methods that are problem focused (i.e., presenting symptoms and precipitating/ perpetuating/ predisposing/ protective factors), those that span multiple diagnostic categories, and those that theoretical concepts from treatment models with empirical support (e.g., relationship history, attachment style, core beliefs, schema, rules/ assumptions, and values).

A further focus is the development of advanced therapeutic skills. This unit aims to enable the trainee to use evidence-based interventions guided by case conceptualization methods, emphasizing evidence-based specific (e.g., active collaboration, empiricism, Socratic dialogue) and non-specific elements (e.g., empathy, positive regard, alliance, active client participation, and feedback), and in a manner that is also tailored to client attributes. An emphasis on self-reflection and self-practice will be included throughout.

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

1. Organize features of cases to construct problem focused, disorder specific, and comprehensive case conceptualizations for complex case presentations;
2. Assess client strengths and aspects that require special consideration when engaging clients, tailoring therapeutic relationships and interventions;
3. Create therapeutic environments that foster client engagement during sessions, and that maximize client engagement with between session work;
4. Construct, deliver, and evaluate comprehensive case presentations including comprehensive case conceptualizations and treatment plans;
5. Plan tailored therapeutic intervention for clients with severe personality disorders and multiple diagnoses;
6. Contribute to constructive case consultation;

Group Therapy Proposal (50%)

Self-Practice / Reflection Journal (30%)

Participation (2 x Case Presentations) (10%)

Seminar Discussions (5%)

Case Discussions (5%)

Weekly Learning Tasks, 1 hour in between-session role plays, learning journal (Hurdle)

Psychology

The content of seminars will cover the practice of psychological therapies with a sound evidence base. Learning will consolidate existing knowledge of psychopathology and focus on extending this knowledge within a tailored therapeutic approach for children, young people, and their families. Cases will be discussed using conceptualization methods that are problem focused (i.e., presenting symptoms and precipitating/perpetuating/ predisposing/ protective factors), those that span multiple diagnostic categories, and those that theoretical concepts from treatment models with empirical support (e.g., relationship history, attachment style, core beliefs, schema, rules/ assumptions, and values). An emphasis on self-reflection and self-practice will be included throughout.

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

1. Create a comprehensive case formulation for a young person drawing together developmental history, and construct an appropriate treatment plan;
2. Construct, deliver, and contribute to case presentations, including case conceptualizations and treatment planning;
3. Prepare and conduct role-plays utilizing relevant Dialectical Behavior Therapy Skills with mock clients and appraise their performance;
4. Plan and critically evaluate the existing literature for the implementation of a group therapy program for a relevant child or adolescent clinical presentation;
5. Contribute to constructive case consultation.

Group Proposal (80%)

Class Participation (20%)

Infant Observation (Hurdle)

Psychology

The advanced specialist practicum provides students with opportunity to directly contribute to service delivery by participating in the planning and provision of neuropsychological assessment and treatment to a range of persons with relatively complicated presentations. At this stage of their training students will be expected to carry a client load with minimal supervisory support. The location of the specialised practicum will be negotiated with individual students, taking into account their preferences and their need for specialised skill acquisition, but options will include rehabilitation, developmental neuropsychology, neuropsychiatry, neurogeriatrics and forensic neuropsychology.

By the end of the advanced specialist practicum, students' skills and knowledge in a particular area of clinical neuropsychology should be extensive.

On completion of the unit students will:

1. be able to independently develop and deliver assessment and intervention strategies which reflect an understanding of the current knowledge of best practice;
2. be able to provide input at the organisational level;
3. be able to demonstrate a sound understanding of neuropsychological principles and how these can be implemented within service delivery systems;
4. demonstrate a full understanding of the complexities of provision of services should be apparent with evidence of appreciation of the wider context in which the client operates and in which the service is provided.

Placement Contract (Hurdle)

Mid-placement Review (Hurdle)

Student Diary (Hurdle)

Student Case/Logbook (Hurdle)

Supervisor Logbook (Hurdle)

Final Student Assessment Report (Hurdle)

Final Supervisor Assessment Report (Hurdle)

Psychology

Introduction to a variety of health-related data collection sources, calculation of population fertility, mortality & morbidity rates, health service utilisation measures, disease registration & reporting. Use of direct & indirect age standardisation, life expectancy calculations, valid comparisons & health differentials. Development, design & delivery of health questionnaires. Use of focus groups, standard instruments for health surveys, coding, validity, reliability of measures & models of data collection. Efficient sampling strategies, data interpretation & analysis including stratification, clustering & weighting.

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

1. Derive and compare population measures of mortality, illness, fertility and survival, using basic demographic tools such as life tables and age standardisation.
2. Access the main sources of routinely collected health data and choose the appropriate one, taking into account their advantages and disadvantages.
3. Design a valid and reliable health survey to collect primary data, design an efficient sampling strategy to obtain random sample of the target population, and choose the most appropriate mode of delivery.
4. Analyse, interpret and present the results of survey data, taking the sampling strategy into account.

Written assignments (100%)

Biostatistics

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

Core topics in algebra and analysis, including polynomial and simultaneous equations, graphs, concepts of limits, continuity and series approximations, including Taylor series expansions. Calculus is used to describe techniques of integration and differentiation of vector expressions. Study of probability, concepts of probability laws, random variables, expectation and distributions. Essential topics in matrix algebra relevant to biostatistical methods. Essential numerical methods, including Newton-Raphson method for solution of simultaneous equations and concepts of numerical integration.

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

1. Demonstrate a broad understanding of the mathematics underlying key statistical methods.
2. Demonstrate an understanding of basic algebra and analysis, and the ability to manually differentiate and integrate algebraic expressions, and perform Taylor series expansions.
3. Understand the basic laws of probability, and the calculus basis of expectation and distribution theory.
4. Perform matrix manipulations manually.
5. Understand the numerical methods behind solutions of equations regularly encountered in methods in biostatistics.

Written assignments (100%)

Biostatistics

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

The unit will introduce the core concepts of statistical inference, beginning with estimators, confidence intervals, type I and II errors and p-values. The emphasis will be on the practical interpretation of these concepts in biostatistical contexts, including an emphasis on the difference between statistical and practical significance. Classical estimation theory, bias and efficiency. Likelihood function, likelihood based methodology, maximum likelihood estimation and inference based on likelihood ration, Wald and score test procedures. Bayesian approach to statistical inference vs classical frequentist approach. Nonparametric procedures, exact inference and resampling based methodology.

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

1. Have a deeper understanding of fundamental concepts in statistical inference and their practical interpretation and importance in biostatistical contexts.
2. Understand the theoretical basis for frequentists and Bayesian approaches to statistical inference.
3. Be able to develop and apply parametric methods of inference, with particular reference to problems of relevance in biostatistical contexts.
4. Have the theoretical basis to understand the justification for more complex statistical procedures introduced in subsequent units.
5. Have an understanding of basic alternatives to standard likelihood-based methods, and be able to identify situations in which these methods are useful.

• 2 x Written assignments (35% each)
• Practical exercises (30%)

Biostatistics

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

This unit explores biostatistical applications of linear models with an emphasis on underlying theoretical and computational issues, practical interpretation and communication of results. By a series of case studies, students explore extensions of methods for group comparisons of means (t-tests and analysis of variance) to adjust for confounding and to assess effect modification/interaction, together with the development of associated inference procedures. Multiple regression strategies and model selection issues will be presented together with model checking and diagnostics. Nonparametric regression techniques, and random effects and variance components models will also be outlined.

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

1. Understand the major theoretical and computational issues underlying analyses based on linear models.
2. Develop appropriate regression modelling strategies based on unit matter considerations, including choice of models, control for confounding and appropriate parameterisation.
3. Be proficient at using a statistical software package (e.g. Strata) to perform multiple regression and analysis of variance.
4. Understand the construction, use and interpretation of regression modelling diagnostics.
5. Express the results of statistical analyses of linear models in language suitable for communication to medical investigators or publication in biomedical or epidemiological journal articles.
6. appreciate the role of modern techniques including non-parametric smoothing and variance components models.

• 2 x Written assignments (30% each)
• Practical exercises (40%) (Hurdle)

Biostatistics

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

This unit will describe and demonstrate the complexity of data management and statistical computing methods. It will enable students to communicate effectively about the issues in storing and retrieving information, and in assessing the quality and limitations of data repositories. It uses examples from real data sets to give students practical skills in data management, assessment of data quality and handling and linking of large volumes of data.

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

1. Understanding of different sources and methods of data storage such as unit records, matrix files, longitudinal data, relational databases.
2. Understanding of relational database concepts and data retrieval methods.
3. Proficiency in the handling and analysis of large data sets.
4. Skills in data manipulation and management using the major statistical software packages.
5. Skills in linking files through unique and non-unique identifiers.
6. Understanding of data quality control and data entry methods and confidentiality issues, and experience in applying validation checks to data.
7. Skills in data cleaning, identification of outliers and data trimming using appropriate statistical methods.
8. Understanding of processes leading to finalisation of data sets prior to analysis.
9. Ability to communicate with researchers in data-related issues of design, conduct and analysis of studies.

Written assignments (100%)

Biostatistics

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

Practical applications of statistical methods in clinical settings. Methods for assessment of clinical agreement, statistical properties of diagnostic tests and their interpretation, fundamentals of modelling for clinical prediction. Study of meta analysis methods in the context of randomised trials, diagnostic tests and observational studies, assessing heterogeneity and publication bias. Assessment of the application, analysis and utility of crossover and equivalence trials.

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

1. Explain the role of statistical methods in evidence-based health care.
2. Determine appropriate statistical methods of particular relevance to evidence-based health care in particular clinical applications.
3. Correctly employ these statistical methods and have the skills to effectively communicate with clinicians on the application of these methods and interpretation of results.

Written assignments (100%)

Biostatistics

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

This unit will introduce randomised comparisons as a major tool used in medical research and the basis of providing evidence for improving clinical practice. By developing problems based on clinical questions, the need and value of different experimental designs will be introduced and expanded. Within this context, issues with regards to randomisation, ethical issues, clinical study design and analysis interpretation will be developed, as will selection of outcome variables, surrogate endpoints and dealing with missing data. Efficiency issues such as sample size and power will be introduced at appropriate points in the unit.

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

1. Identify the benefits and ethical issues involved in randomisation as a mechanism for reduction and balancing bias, and implement a variety of randomisation schemes.
2. Describe the principles behind the common experimental designs and be able to implement, analyse and interpret data from a variety of randomised designs.
3. Describe the advantages and disadvantages of the use of surrogate endpoints.
4. Describe the principles underlying Phase I, II and III and IV studies as well as of the scientific basis underlying issues in clinical studies including intention-to-treat, blinding, interim analyses, missing data subgroup analyses and the reporting thereof.
5. State the reasons for the importance of sample size in clinical studies, and perform sample size calculations for a variety of trial designs with different outcomes.

Written assignments (100%)

Off campus students:

Twelve hours per week, consisting of (on average) 4 hours per week for reading core

material, 4 hours per week completing exercises (manual, computer-based, or on-line), 2 hours per week for on-line communication with teaching staff or students via WebCT, and 2 hours per week for assignment preparation. No residential component is required for this subject.

See also Unit timetable information

Biostatistics

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

This unit will develop statistical models for longitudinal and correlated data in medical research. The concept of hierarchical data structures will be developed, together with simple numerical and analytical demonstrations of the inadequacy of standard statistical methods. Normal-theory model and statistical procedures i.e. mixed linear models are explored using SAS or Stata statistical software packages. Extension to non-normal outcomes emphasising clinical research question. Case studies contrast generalised estimating equations and generalised linear mixed models. Limitations of traditional repeated measures analysis of variance and non-exchangeable models.

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

1. Recognise the existence of correlated or hierarchical data structures, and describe the limitations of standard methods in these settings.
2. Develop and analytically describe an appropriate model for longitudinal or correlated data based on unit matter considerations.
3. Be proficient at using a statistical software package (e.g. Strata or SAS) to properly model and perform computations for longitudinal data analyses, and to correctly interpret results.
4. Express the results of statistical analyses of longitudinal data in language suitable for communication to medical investigators or publication in biomedical or epidemiological journal articles.

• 2 x Written assignments (30% each)
• Practical exercises (40%) (Hurdle)

Biostatistics

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

This unit will explore biostatistical applications of generalised linear models with an emphasis on underlying theoretical issues, and practical interpretation of the results of fitting these models. Relevant methods for 2 x 2 and 2 x k tables extended into logistic regression for a binary outcome as a special case of generalised linear modelling. Measures of association and modelling techniques for ordinal outcomes. Methods for analysing count data. Techniques for dealing with matched data e.g. from case control studies.

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

1. Understand the major theoretical aspects of generalised linear models.
2. Appreciate regression modelling strategies for generalised linear models.
3. Including estimation issues, choice of models, prediction and goodness of fit of a selected model.
4. Be proficient in the analysis of binary outcome data, either form a standard study design or from a matched study design.
5. Be capable of analysing ordered and unordered categorical outcomes using simple measures of association and complex regression models.
6. Be capable of analysing count data whether it satisfies standard distributional assumptions or whether it is over dispersed.

• 3 x Written assignments (35%, 35%, 30%)

Biostatistics

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

Biostatistical applications of survival analysis with emphasis on underlying theoretical and computational issues, practical interpretation and communication of results. Case studies, students will explore the various methods for handling survival data. Kaplan-Meier curve definition and its extension, survival prospects using logrank test and confidence intervals for relative risks, graphical displays and assessing underlying assumptions. Mantel-Haenszel method's connection to survival analysis. Cox proportional hazards model for handling continuous covariates. Various extensions of this model, including time-dependent covariates, multiple outcomes and censored linear regression model.

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

1. Understand the major theoretical and computational issues underlying survival analysis.
2. Develop appropriate survival analysis strategies based on unit matter considerations, including choice of models, control for confounding and appropriate parameterisation.
3. Be proficient at using at least two different statistical software packages (e.g. Strata, Excel) to perform survival analysis.
4. Understand the construction, use and interpretation of appropriate graphs for showing results and checking statistical assumptions.
5. Express the results of statistical analyses of censored data in language suitable for
   1. communication to medical investigators
   2. publication in biomedical or epidemiological journals
6. Appreciate the role of newer techniques including parametric non-modelling, floating odds ratios and competing risks.

Written assignments (100%)

Biostatistics

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

Students will be exposed to real-life biostatistical problems in an academic health research environment, industry or government under supervision by an experienced biostatistician with a staff or honorary appointment at Monash University. They will be allocated, or may select, 1 or more research projects, and required to make regular contact with the associated health research personnel together with the supervisor. Under the guidance of the supervisor, the student will assume responsibility for statistical aspects of the relevant research project(s), and perform an analysis of appropriate complexity for the project then present and interpret the results in a written and oral form.

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

1. Appreciate the challenges facing a biostatistician in professional practice.
2. Demonstrate strategies for elicitation of pertinent research questions and associated biostatistical issues from a health or medical research project.
3. Collaborate with a medical researcher in devising a strategy for statistical analysis of the research data.
4. Perform data integrity checks and an appropriate statistical analysis.
5. Present the results and their interpretation in a written report suitable for presentation to a clinical research journal.

Written report (100%)

20 hours per week.

See also Unit timetable information

Biostatistics

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

The unit begins with a brief review of elementary molecular biology: DNA, RNA, the central dogma, meiosis, mitosis and genes. Some fundamental mathematical tools for statistical analysis are also reviewed. The course then covers sequence alignment, database searching, Mendelian genetics and techniques for discovering connections between genes and disease: association, linkage and variance components studies.

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

1. Explain the core dogma of molecular biology and the central ideas of population genetics.
2. Given a problem which requires genome or proteome data for its solution, access appropriate web based sources for data, and download the data in suitable format.
3. Understand and apply core bioinformatics techniques for the analysis of DNA and protein sequence data, such as global sequence alignment, CLAST, Hidden Markov Models, evolutionary models and phylogenetic tree fitting.
4. Process large quantities of data (such as the expression profiles of thousands of genes resulting form microarray experiments) using R, and communicate results in language suitable for presentation to both a bioinformatics journal and a lay audience.

The assessment for this subject will involve four written assignments, each worth 15% plus a comprehensive final assignment worth 40% (Hurdle). The assignments will each involve the application of theory to problems specific to the various analytical tasks in bioinformatics.

Biostatistics

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

This unit provides a thorough introduction to the concepts and methods of modern Bayesian statistical methods with particular emphasis on practical applications in biostatistics. Comparison of Bayesian concepts involving prior distributions with classical approaches to statistical analysis, particularly likelihood based methods. Applications to fitting hierarchical models to complex data structures via simulation from posterior distributions using Markov chain Monte Carlo techniques (MCMC) with the WinBUGS software package.

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

1. Explain the logic of Bayesian statistical inference i.e. the use of full probability models to quantify uncertainty in statistical conclusions.
2. Develop and analytically describe simple one-parameter models with conjugate prior distributions and standard models containing two or more parameters including specifics for the normal location-scale model.
3. Appreciate the role prior distributions and have a thorough understanding of the connection between Bayesian methods and standard 'classical' approaches to statistics, especially those based on likelihood methods.
4. Recognise situations where a complex biostatistical data structure can be expressed as a Bayesian hierarchical model, and specify the technical details of such a model.
5. Explain and use the most common computational techniques for use in Bayesian analysis, especially the use of simulation from posterior distributions based on Markov Chain Monte Carlo (MCMC) methods, with emphasis on the practical implementation of such techniques in the WinBUGS package.
6. Perform practical Bayesian analysis relating to health research problems, and effectively communicate the results.

• Written assignments (80%)
• Practical exercises (20%)

Biostatistics

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

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

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

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

Written assignments (100%)

Biostatistics

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

This unit will involve students being exposed to a real-life biostatistical problem arising in an academic health research environment or industry. They will be supervised by an experienced biostatistician with a staff or honorary appointment at Monash University. Students will be allocated, or may select, one research project to be involved in, and will be required to make regular contact with the associated health research personnel together with the supervisor. The student will perform an analysis of appropriate complexity for the project and present and interpret the results in a written form to the health researcher and supervisor.

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

1. Appreciate the challenges facing a biostatistician in professional practice.
2. Demonstrate strategies for elicitation of pertinent research questions and associated biostatistical issues from a health or medical research project.
3. Collaborate with a medical researcher in devising a strategy for statistical analysis of the research data.
4. Perform data integrity checks and an appropriate statistical analysis.
5. Present the results and their interpretation in a written report suitable for presentation to a clinical research journal.

Written report (100%)

Biostatistics

This unit is about the international frameworks that influence health at a local level.

The unit seeks to provide students with an understanding of international mechanisms that have an impact on health, including how they are created, their content, the kind of strong or weak influence they exert over governments, mechanisms of enforcement, and the problems and benefits presented by these different mechanisms.

The unit begins by considering the emergence of "tropical medicine" as a colonial specialty and the lasting influence of this on health and approaches to it in low and middle income countries.

The concept of development and the role of public international law will be introduced as a background to policy making by international agencies as it affects health.

This may include, for example, the role of the World Health Organization, the International Health Regulations, the Framework Convention on Tobacco Control, the impact of international trade and investment institutions including World Trade Organization, the World Bank and IMF, human rights, disarmament and the Sustainable Development Goals.

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

1. Analyse the impact of colonisation on health priorities and practices during the 18th and 19th centuries, and its continuing influence over health.
2. Determine the impact of the global political, economic, and social order on the shape of international frameworks and mechanisms governing health.
3. Determine the impact of key international agencies and processes that influence health at a local level.
4. Identify and analyse ethical issues in international health and health research.
5. Collaborate and communicate effectively within a group.
6. Evaluate and apply international frameworks and mechanisms governing health to case studies.

• Team presentation (5 minutes per student, plus question time) (10%)
• Critical reflection (1800 words) (30%)
• Research essay (3600 words) (60%) (Hurdle)

6 hours of teacher-directed readings per week, and 6 hours of self-directed study per week. Students must attend 4 on-campus Block Days.

See also Unit timetable information

Reading as required and contribution to weekly online discussion forum.

Biostatistics

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

This unit aims to equip professionals with a broad-based understanding of basic legal and criminological principles. The unit then builds on this knowledge by examining key areas involving the interaction between mental health and the law, and examining the role of the 'expert witness'.

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

1. Explain the role of the law and the criminal justice system in society.
2. Describe in broad terms the assumptions and limitations of major criminological theories (biological, sociological and psychological).
3. Summarize the basic processes involved in the operation of the criminal justice system.
4. Describe the legal and ethical constraints in working at the interface between mental health and the law.
5. Discuss the legal and ethical constraints in working at the interface between mental health and the law.
6. Describe the roles and functions of an expert witness.

• Workshop presentation/alternative assessment (10%)
• Applied learning exercise (30%)
• Essay (60%)

All assessments must be passed to pass the unit.

Two day on-campus workshop.

Forensic medicine

Designed to provide students with an understanding of the role of mental health in criminal offending this unit provides an overview of the relevant research (drawn from psychological, psychiatric, criminological and sociological studies), key findings and the practical implications of these findings. Different types of mental disorders (psychotic, mood, personality, substance use) associated with offending are considered and explanatory models which incorporate the role of symptoms, cognitions, biological and sociological factors are discussed.

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

1. Critically evaluate the evidence for an association between mental disorder and criminal offending.
2. Outline various possible explanations for the association between mental disorder and criminal offending.
3. Explain the concepts of 'psychopathy', 'antisocial personality disorder', 'sever personality disorder', and their relevance to offending and rehabilitation.
4. Explain the evidence based principles for effective rehabilitation of offenders.
5. Describe the role of addictions including substance abuse and pathological gambling as risk factors for offending.
6. Outline methods for assessment and treatment of addictions.

• Workshop presentation / Alternative assessment (10%)
• Applied learning exercise (30%)
• Essay (60%)

All assessments must be passed to pass the unit.

Two day on-campus workshop.

Forensic medicine

The law of evidence is a branch of adjectival law. It consists of legal rules, procedural rules and administrative arrangements whereby courts and tribunals within the justice system receive and evaluate evidence. To perform satisfactorily in this field a forensic medical practitioner's communication skills must be of a high order and they need to understand the legal principles that govern the admissibility of their evidence.

This unit will enable students to gain practical skills in the delivery of medical evidence in courts and tribunals, in the preparation of medico legal reports to be used as items of evidence and in the techniques of advocacy that can modify the way in which a medical practitioner's evidence is received by courts.

Tutorials and presentations will be used to lay the foundations for some of the basic academic objectives of the course. Workshops will be used to establish witness skills and oral communication techniques and a moot court will be used to develop practical skills in presenting evidence and developing strategies to deal with the medico legal and advocacy issues that arise during the examination and cross-examination of witnesses including expert witnesses.

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

1. Justify decision making processes in legal practice.
2. Critically evaluate the general principles of the laws of evidence and the special rules regarding opinion evidence.
3. Determine the role of the expert witness and be conversant with the rules governing the reception of evidence to the courts.
4. Apply medical, forensic, and legal principles to the preparation of medico-legal reports.
5. Demonstrate skills and knowledge in the presentation of evidence in court.
6. Use high level techniques to manage examination-in-chief, cross examination and re-examination.

• Assessment 1: Short Answer Questions, 20%, 1600 words
• Assessment 2: Creative Exercise, 20%, 1600 words
• Assessment 3: Moot Court / Oral Presentation, 25% 15minutes
• Assessment 4: Reflective Essay, 35%, 3200 words

A pass in all elements of assessment is required. Students must obtain at least 50 % of the available marks for each element of assessment to pass the unit.

It is expected that students will need to undertake approximately 12 hours of study per week over the semester. This will include contact time, private study, assessment tasks (case studies, assignments) and, where possible, involvement in casework. Students are required to attend all workshops offered at the Department of Forensic Medicine during the semester.

See also Unit timetable information

Compulsory 2 day workshop.

Forensic medicine

postgrad.courses@vifm.org

The unit focuses on the issues surrounding the interpretation of injuries. Areas include the pathophysiology of injuries with particular reference to the anatomical, physiological and pathological principles; injury classification; documentation including forensic photography; injury patterns and circumstances of causation. Students will be expected to participate with clinical and post mortem cases.

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

1. Provide a high level explanation of the pathophysiology of injuries.
2. Critically evaluate the factors limiting accurate injury interpretation, including the interpretation of forces producing injury.
3. Apply advanced forensic imaging skills to the principles of forensic photography.
4. Demonstrate a comprehensive and detailed understanding of the classification of injuries.
5. Apply the skills required to accurately document injuries.
6. Analyse and interpret mechanisms and circumstances by which the injuries were sustained.

• Hurdle Activity (0%)
• Online Discussion (15%) (1500 words)
• Case Study 1 (20%) (1600 words)
• Case Study 2 (20%) (1600 words)
• Case Report (25%) (2000 words)
• Reflective Essay (20%) (1600 words)

Hurdle Requirement: introductory activity; Unit Coord asks students to provide short bio outlining previous & current experience/work etc

A pass in all elements of assessment is required. Students must obtain at least 50 % of the available marks for each element of assessment to pass the unit.

It is expected that students will need to undertake approximately 12 hours of study per week over the semester. This will include contact time, private study, assessment tasks (case studies, assignments) and, where possible, involvement in casework. Students are required to attend all workshops offered at the Department of Forensic Medicine during the semester.

See also Unit timetable information

Compulsory 2 day workshop.

Forensic medicine

postgrad.courses@vifm.org

The unit aims to help students become familiar with the tools and vocabulary of ethical discourse in medicine. A framework for this discourse is built, based on the four basic principles of autonomy, beneficence, non-maleficence and justice. The elements which go to make up the Australian Legal System are covered as well as those particular areas of law relating to forensic medical practice, i.e. consent, confidentiality and disclosure, issues at both the beginning and end of life.

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

1. Develop a high level awareness and understanding of the ideas and issues in medical ethics so that in practice the interests of their patients/clients are safeguarded.
2. Critically evaluate relevant areas of the law so that in practice their contribution to the justice system is optimal.
3. Appreciate the importance of both law and ethics in the treatment of patients/clients and the application of these principles to optimal pateint/client outcomes.
4. Acquire skills in the constructive approach to complex situations with competing ethical issues.
5. Critically evaluate your own practice through the lens of medical ethics and law.
6. Discuss and critically interpret issues related to justice in forensic medicine from the perspectives of law, rights and ethics.

• Critical reflections (2400 words / 10 x 240 words) (30%)
• Essay proposal (800 words) (10%)
• Oral presentation (20 minutes, plus discussion time) (20%)
• Essay (3200 words) (40%) (Hurdle)

A pass in all elements of assessment is required. Students must obtain at least 50 % of the available marks for each element of assessment to pass the unit.

It is expected that students will need to undertake approximately 12 hours of study per week over the semester. This will include contact time, private study, assessment tasks (case studies, assignments) and, where possible, involvement in casework. Students are required to attend all workshops offered at the Department of Forensic Medicine during the semester.

See also Unit timetable information

Compulsory 2 day workshop.

Forensic medicine

postgrad.courses@vifm.org

Practitioners need to be familiar with the scope and limitations of the various branches of forensic science to know when and how they may assist in particular cases. Topics to be covered include:

• Essentials of Forensic Sciences(including quality management and sample collection;
• Biological Examination including DNA;
• Firearms Examination;ballistics and gunshot residue (GSR)
• Fire;
• Fingerprint Examination;
• Forensic Entomology.

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

1. Critically analyse the principles of forensic science generally and its scope.
2. Critically assess the scope and limitations of forensic science generally and its subsections in particular.
3. Evaluate the application of tests and analyses used in branches of forensic science to assist in the proper application of their results in particular cases.
4. Apply skills and knowledge in deciding what specimens would be applicable for forensic science analysis in particular cases.
5. Develop advanced competencies in the collection storage and security of forensic specimens.
6. Critically evaluate results of forensic scientific analysis meaningfully.

• Case report 1 (1,500 words) (25%)
• Case report 2 (1,500 words) (25%)
• Case study (1,500 words) (25%)
• Assignment 1,500 words) (25%)

Hurdle Requirement

A pass in all elements of assessment is required. Students must obtain at least 50 % of the available marks for each element of assessment to pass the unit.

It is expected that students will need to undertake approximately 12 hours of study per week over the semester. This will include contact time, private study, assessment tasks (case studies, assignments) and, where possible, involvement in casework. Students are required to attend all workshops offered at the Department of Forensic Medicine during the semester.

See also Unit timetable information

Compulsory 2 day workshop.

Forensic medicine

postgrad.courses@vifm.org

Sexual assault is addressed in this unit as it pertains to a doctor working in a therapeutic and forensic role with victims. Theoretical and historical perspectives are considered in order to provide a thorough grounding for practical discussions on current legislation and police investigation. The medical role will be examined in detail. Forensic responsibilities are dealt with including specimen collection, laboratory liaison and injury interpretation. The unit will address the medico-legal report and the role of the expert witness in court appearances.

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

1. Provide a comprehensive medical service for a victim of sexual assault, including consultation, examination, and documentation;
2. Apply comprehensive knowledge of forensic responsibilities in sexual assault cases, including medical responsibilities related to acute injuries, pregnancy issues, medical certificates and prophylaxis;
3. Collect forensic evidence based on the application of relevant scientific and legal methods theory;
4. Demonstrate strong familiarity with the laboratory treatment of forensic evidence;
5. Write a medico-legal report and appear in court under subpoena to assist the court;
6. Evaluate epidemiological, historical, theoretical and cultural aspects across a broad range of circumstance in which sexual assault;

• Case Study (2000 words) 25%
• Case Presentation (15 minutes) 20%
• Workbook (1600 words) 20%
• Essay (2800 words) 35%

Hurdle Requirement

A pass in all elements of assessment is required. Students must obtain at least 50 % of the available marks for each element of assessment to pass the unit.

Compulsory 2 day workshop.

Forensic medicine

postgrad.courses@vifm.org

The aim of this unit is to present the medical issues applicable to road safety. The topics covered include the law and policing practices, driving skills and the impact of alcohol, other drugs and medical conditions on these skills, the effects of ageing on fitness to drive, interpretation of traffic injuries, the principles of traffic engineering and road trauma epidemiology.

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

1. Describe the history of road trauma and analyse the efficacy of counter measures introduced to combat the road toll;
2. Evaluate the relationship between road safety legislation and policing practices to traffic medicine and road safety;
3. Predict and evaluate the effects of a range of medical conditions upon driving skills with particular reference to licensing;
4. Outline the known effects of various blood levels of alcohol and other drugs upon driving skills, and how their likely effects apply to traffic medicine;
5. Identify road safety implications for ageing road users;
6. Interpret common injury patterns resulting from road trauma.

• Hurdle Activity (0%)
• Assessment 1: Case Study 1 (1600 words) (20%)
• Assessment 2: Case Study 2 (1600 words) (20%)
• Assessment 3: Case Report (3200 words) (40%)
• Assessment 4: Oral Presentation (15 minutes) (20%)

Hurdle Requirement: introductory activity; Unit Coord asks students to provide short bio outlining previous & current experience/work etc

A pass in all elements of assessment is required. Students must obtain at least 50 % of the available marks for each element of assessment to pass the unit.

It is expected that students will need to undertake approximately 12 hours of study per week over the semester. This will include contact time, private study, assessment tasks (case studies, assignments) and, where possible, involvement in casework. Students are required to attend all workshops offered at the Department of Forensic Medicine during the semester.

See also Unit timetable information

Compulsory 2 day workshop.

Forensic medicine

postgrad.courses@vifm.org

Teaching in this unit aims to develop students' familiarity with the concepts of clinical and post-mortem toxicology. The unit also focuses on the basic pharmacokinetic and pharmacological properties of commonly abused drugs found in forensic medical cases. Emphasis will be on behavioural issues of these drugs and how they relate to forensic practice. Such issues include the effects on cognitive and psychomotor skills in drivers and in the workplace and other adverse reactions attributed to drug misuse.

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

1. Appropriately and correctly use technical terms associated with analytical toxicology;
2. Give examples of the range of techniques used in forensic toxicology and illustrate where they may be applicable;
3. Discriminate between the common types of drugs seen in forensic medical cases;
4. Comprehend and evaluate the main pharmacological effects of alcohol and common illicit drugs with the emphasis on their effects on behaviours, psychomotor control and cognition;
5. Analyse the relevant behavioural effects of common illicit drug combinations and common adverse illicit drug reactions ;
6. Apply forensic toxicology to case work for the purpose of report preparation and presentation to courts.

• Assessment 1: Case Study 1 (2000 words) (25%)
• Assessment 2: Case Study 2 (2000 words) (25%)
• Assessment 3: Oral Presentation (15minutes) (25%)
• Assessment 4: Case Study 3 (2000 words) (25%)

Hurdle Requirement

A pass in all elements of assessment is required. Students must obtain at least 50 % of the available marks for each element of assessment to pass the unit.

It is expected that students will need to undertake approximately 12 hours of study per week over the semester. This will include contact time, private study, assessment tasks (case studies, assignments) and, where possible, involvement in casework. Students are required to attend all workshops offered at the Department of Forensic Medicine during the semester.

See also Unit timetable information

Compulsory 2 day workshop.

Forensic medicine

postgrad.courses@vifm.org

The aim of this unit is to present and discuss the current issues arising from the provision of a medical service in a custodial setting. The topics covered provide insights into the health impacts of penal institutions and the powers and responsibilities of custodians; ethical issues; fitness for interview; fitness for detention; deaths in custody; interpersonal violence and the assessment and management of some frequently presenting medical problems (specifically mental illness and addiction).

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

1. Evaluate the responsibilities and powers of custodians;
2. Distinguish between the functions and purposes of custodial and penal institutions;
3. Outline procedures for investigating complaints by prisoners, and the issues surrounding deaths in custody;
4. Evaluate the ethical issues of the doctor/patient relationship in a custodial setting;
5. Conduct an assessment of an individual's fitness to be interviewed or detained in custody;
6. Create management strategies for a range of medical problems presenting in the custodial setting;
7. Identify and evaluate the challenges related to safe prescribing of medications in a custodial environment.

• Assessment 1: Case Study 1 (2000 words) (25%)
• Assessment 2: Case Study 2 (2000 words) (25%)
• Assessment 3: Oral Presentation (15 minutes) (25%)
• Assessment 4: Essay (2000 words) (25%)

Hurdle requirement

A pass in all elements of assessment is required. Students must obtain at least 50 % of the available marks for each element of assessment to pass the unit.

It is expected that students will need to undertake approximately 12 hours of study per week over the semester. This will include contact time, private study, assessment tasks (case studies, assignments) and, where possible, involvement in casework. Students are required to attend all workshops offered at the Department of Forensic Medicine during the semester.

See also Unit timetable information

Compulsory 2 day workshop.

Forensic medicine

postgrad.courses@vifm.org

Developing and implementing adult sexual assault services must be founded upon evidence based clinical practice and an understanding of a variety of perspectives. Advanced Issues in Sexual Violence will provide insight into a variety of perspectives of adult sexual assault including local, national and international.

The following topics will be taught within this unit:

• Patient, counselling, policing and legal perspectives of sexual violence.
• Global aspects of sexual assault.
• Sexual assault medical service provision; theory, models and practice.
• Quality assurance in the provision of sexual assault services.
• Vicarious trauma theory and practice.
• Sexual violence research, key issues, data and sources.

On successful completion of the unit, students will be expected to have developed a broad knowledge of the published data in relation to local, national and international perspectives of adult sexual assault. They will have acquired the knowledge and skills required to provide input into the delivery of adult sexual assault medical services and teaching programs.

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

1. Recommend actions related to victims of sexual violence in terms of counselling, policing and legal perspectives;
2. Assess sexual violence in a global context;
3. Evaluate issues relating to sexual assault medical service provision, considering theory, models and practice;
4. Identify issues in quality assurance in the provision of sexual assault services;
5. Apply medical and psychological skills in dealing with vicarious trauma prevention and management;
6. Interpret sexual violence research, key issues, data and sources.

• Assignment (30%)
• Participation in a topic related debate (10%)
• Presentation (20%)
• Dissertation and oral structured interview (40%) (Hurdle)

Hurdle Requirement

A pass in all elements of assessment is required. Students must obtain at least 50 % of the available marks for each element of assessment to pass the unit.

Compulsory 2 day workshop.

Forensic medicine

postgrad.courses@vifm.org

This unit offers students the opportunity to apply and consolidate the knowledge and professional skills that they have acquired through the course within the practical context of forensic medicine. It requires independent learning and research by the student while fostering practical knowledge and skills related to the student's field of activity. Students undertake a project with a forensic medicine/ odontology focus, in the area which they choose but relevant to applications in forensic medicine and, where applicable, have appropriate ethics approval.

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

1. Complete the collection of data in accordance with the norms of research informed investigation and the boundaries of any ethics approval.
2. Organise, analyse and interpret data meaningfully and according to research norms.
3. Synthesise critical arguments in relation to the existing literature about the topic.
4. Demonstrate writing skills that meet the academic standards associated with a research informed investigation.
5. Communicate research findings to a wider professional audience.
6. Effectively manage time and resources to achieve pre-determined goals.

• Research Methodology (10%)
• Literature Review (20%)
• Written Project with Outcomes (40%) (hurdle )
• Presentation (30%)

Hurdle Requirement

A pass in all elements of assessment is required. Students must obtain at least 50 % of the available marks for each element of assessment to pass the unit.

It is expected that students will need to undertake approximately 12 hours of study per week over the semester. This will include contact time, private study, assessment tasks (case studies, assignments) and, where possible, involvement in casework. Students are required to attend all workshops offered at the Department of Forensic Medicine during the semester.

See also Unit timetable information

Forensic medicine

postgrad.courses@vifm.org

Advanced issues in non-accidental injury of children aims to provide an opportunity for students to study the epidemiology and frameworks for evaluation of children when serious and/or complex non-accidental injury is suspected.

This unit will enable students to study the theories around injury causation with a focus on complex head injury and other life threatening injuries in children. Clinical findings, patho-physiology and investigation results will be studied.

Students will explore controversies surrounding the evaluation of complex injury including shaking injury.

Major Content:

• Abusive head trauma in infants (impact, acceleration-deceleration and shaking injury, asphyxia, hypoxic-ischaemic brain injury, intracranial bleeding, skull fracture)
• Eye injuries
• Neck injuries
• Poisoning / Toxicology
• Fatal child abuse (homicide and fatal neglect)
• Fabricated or Induced Illness by Carers (FIIC)

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

1. Detect and characterise inflicted neural and ocular trauma in childhood;
2. Identify the key procedures and medico-legal issues of child death investigations;
3. Discuss factitious illnesses in childhood with particular reference to the medico-legal issues;
4. Apply analytical skills in the understanding of toxicology as it applies to a paediatric population, and appraise the toxic effects on children and adolescents of several commonly abused drugs (both legal and illicit);
5. Critique theories of causation, and interrogate current controversies and areas of uncertainty in the field of non-accidental injury of childhood;
6. Identify and interpret mechanisms of injury associated with abusive head trauma, spinal injury, and ocular injury, and the evidence base upon which the determination as to cause and timing of injury are made;
7. Articulate the difficulties inherent in medical evaluations of complex situations involving suspicions of child abuse, emphasising on the strengths and limitations of medical investigations, and the methods used to present complex medical information to others.

• Case Study 1 (2,000 words) (25%)
• Case Study 2 (2,000 words) (25%)
• Case presentation (1,000 words) (20%)
• Essay (3,000 words) (30%)

Hurdle Requirement

A pass in all elements of assessment is required. Students must obtain at least 50 % of the available marks for each element of assessment to pass the unit.

Compulsory 2 day workshop.

Forensic medicine

postgrad.courses@vifm.org

Paediatric forensic medicine encompasses the medico-legal issues arising from the provision of a medical service to children.

The unit will largely focus on the medical assessment of cases of suspected child sexual abuse.

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

Integral to both evaluation and management will be a knowledge of the relevant legislation, policing and protective agencies, injury patterns, specialised investigative techniques and treatment.

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

1. Evaluate the role of health practitioners in assessing cases of suspected child sexual abuse;
2. Identify and explain sexual development and behaviour in children at different developmental stages;
3. Analyse the ethical and legal issues relevant to cases of suspected child sexual abuse;
4. Assess and compare normal genital anatomy and physiology, and interpret abnormal genital findings and pathological conditions;
5. Apply medical and forensic principles to the evaluation, treatment and prevention of cases of suspected child sexual abuse;
6. Distinguish how protective workers, lawyers and police contribute to the investigation of child sexual abuse;
7. Recognise and assess the medical and legal implications of a sexually transmitted infection in a child.

• Case Study (2000 words) (25%)
• Short Answer Questions (2000 words) (25%)
• Case Presentation (15 minutes) (20%)
• Essay (2400 words) (30%)

Hurdle Requirement

A pass in all elements of assessment is required. Students must obtain at least 50 % of the available marks for each element of assessment to pass the unit.

It is expected that students will need to undertake approximately 12 hours of study per week over the semester. This will include contact time, private study, assessment tasks (case studies, assignments) and, where possible, involvement in casework.

Students are required to attend all workshops offered at the Department of Forensic Medicine during the semester.

See also Unit timetable information

Compulsory 2 day workshop.

Forensic medicine

postgrad.courses@vifm.org

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

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

1. Compare and contrast types of injuries and common injury patterns observed in childhood development stages with those observed in non-accidental injuries and abuse.
2. Accurately assess and document injuries using notes, diagrams and photography.
3. Apply knowledge of non-accidental injury to the analysis of bones, intra-abdominal and intra-thoracic trauma.
4. Outline the processes involved in assessing children when there are concerns of neglect.
5. Critically apply knowledge of the epidemiology of child neglect and physical assault to support injury assessment.
6. Interpret and apply current legislation concerning offences against children.

• Assessment 1: Short Answer Questions (x5), 20%, Total 1600 words
• Assessment 2: Case Studies (x3), 20%, Total 1600 words
• Assessment 3: Case Presentation 20%, 15mins (includes 5 mins discussion)
• Assessment 4: Essay, 40%, 3200 words

It is expected that students will need to undertake approximately 12 hours of study per week over the semester. This will include contact time, private study, assessment tasks (case studies, assignments) and, where possible, involvement in casework. Students are required to attend all workshops offered at the Department of Forensic Medicine during the semester.

See also Unit timetable information

Compulsory 2 day workshop.

Forensic medicine

postgrad.courses@vifm.org

Forensic Odontology encompasses the intersection between dentistry and the law.

Practitioners in this field require a solid understanding of all aspects of dental practice as it relates to medico-legal investigation.

The aim of this unit is to provide students with knowledge and practical skills that will enable them to apply their dental knowledge to questions of legal/coronial import, especially in the field of human identification.

Forensic Odontology practitioners require expert knowledge in areas including; injury interpretation, evidence interpretation, dental anthropology, forensic anthropology, imaging technology, mortuary practice, and medico-legal report writing.

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

1. Describe how the principles of Forensic Odontology apply to Forensic Odontological investigations;
2. Perform advanced mortuary procedures and protocols, including ethical treatment of the deceased, post-mortem dental examination and imaging procedures;
3. Estimate and classify human skeletal and dental development, using appropriate forensic age estimation methods;
4. Confidently discriminate between human and non-human skeletal, and dental elements during forensic investigations;
5. Explain the role of the Forensic Odontologist in each of the five stages of Disaster Victim identification, including mass grave exhumation techniques and an awareness of the role of the Forensic Odontologist in war crimes investigations;
6. Apply and utilise CT technology and associated software systems in post-mortem examinations;
7. Prepare medico-legal forensic odontology reports that support the presentation of evidence in courts of law.

• Assessment 1: Case Study (1200 words) (15%)
• Assessment 2: Case Report (2800 words) (35%)
• Assessment 3: Short Answer Questions (2800 words) (35%)
• Assessment 4: Oral Presentation (15mins) (15%)

It is expected that students will need to undertake approximately 12 hours of study per week over the semester. This will include contact time, private study, assessment tasks (case studies, assignments) and, where possible, involvement in casework. Students are required to attend all workshops offered at the Department of Forensic Medicine during the semester.

See also Unit timetable information

Compulsory 2 day workshop.

Forensic medicine

postgrad.courses@vifm.org