Course descriptions

MEDI1001 Health, Medicine and Society
This course introduces students to a sociological approach to the health and illness patterns in Australia. It will introduce historical, social and cultural dimensions of health care delivery, health and illness, including  patterns of social inequality which effect vulnerable groups in society. Students develop an understanding of and sensibility to the many factors that can impact on the health and wellbeing of individuals, families and communities in Australian society today.

MEDI1002 Cultural Diversity and Health
The central goal of culture care theory in health care is to introduce students to the premise that all human beings are cultural, spiritual and social beings who are born and live within a cultural and social frame of reference. Students learn that a culturally safe health care professional provides knowledgeable, sensitive, skilled and safe health care to people of diverse backgrounds and cultures.Having an understanding and sensibility that cultures can be complex, diverse and dynamic and that these factors can greatly influence a person’s state of health and wellbeing, is paramount to becoming a culturally safe practitioner. The study of cultures does not stand alone outside of historical and socio-political situations. The course will explore prejudice, discrimination and racism with a goal of understanding ethnocentric learning biases.

MEDI1003 Human Caring through Service Learning
This course introduces students to the concept of human dignity and caring by way of exploring the philosophy and science of human caring. It will explore Theory of Human Caring, evolving from carative (to distinguish from curative) to caritas – the practice of loving-kindness. Pope Paul VI has said…“We cannot allow economics to be separated from human realities, nor development from the civilization in which it takes place.” (Encyclical of Pope Paul VI on the Development of Peoples, March 26, 1967) Students will explore fundamental principles of service learning and reflective and reflexive practice. As well as direct instruction and an on-line collaborative learning environment, students will be required to participate in 40 hours of community service placement in a health related setting.

MEDI6100 Foundations of a Medical Vocation
The focus of teaching and learning in this year-long course is to facilitate knowledge of normal structure and function and the homeostatic response to physiological challenges. The first year curriculum is integrated across six domains of learning: Basic Clinical Sciences, Communication and Clinical Practice, Population and Preventive Health, Personal and Professional Development, Aboriginal Health and Research. The year comprises a core communications skills block, introducing patient-centred interviewing, progressing to organised, medical history taking and examination skills with a range of simulated cases. Critical thinking, systematic interpretive inquiry and evidence based medicine, across local urban, rural and global population contexts are introduced, in congruence with professionalism, ethics, reflective practice, personal health and well-being. The core instructional method is Problem-Based Learning (PBL), utilising clinical, real life clinical case scenarios to actively engage students in constructive, collaborative, contextual learning in small group settings. The PBL program is supported by practical sessions, lectures, tutorials, clinical debriefing, site-visits and self-directed learning. The students will participate in journal clubs to enhance their preparation for research.

MEDI6200 Foundations of Clinical Practice
Pre-requisite: MEDI6100 Foundations of a Medical Vocation
The second year of the MD program builds on learning in first year with further development of normal structure and function, but with the emphasis changing to the range of pathological processes which impact on the human body, and the body's response to those processes. The six domains of learning continue with greater emphasis on clinical history taking and examination with integration of the Basic Clinical Sciences, Population and Preventive Health, Personal and Professional Development, Aboriginal Health and Research. The Problem-Based Learning (PBL) approach continues to provide the basic teaching strategy for learning about the major organ systems in the body. As well as the teaching strategies used in first year, the PBL problems are supported by experiential opportunities in selected clinical placements. Additionally students may participate in Aboriginal health, rural and remote placements. Small group work continues in the acquisition of skills in systematic investigation involving literature searching, critical analysis, problem solving, professional communication, team work, and reflective practice.
All of these elements are capstone and professionally-focused in nature.

MEDI6300 Clinical Apprenticeships
Pre-requisites: MEDI6100 Foundations of a Medical Vocation, MEDI6200 Foundations of Clinical Practice
Co-requisite: MEDI6302 Systematic Research Inquiry
In MEDI6300, students begin their clinical apprenticeship whereby they apply their clinico-pathological knowledge, history taking, examination skills and knowledge of principles of applied research in the clinical setting. Students undertake a series of clinical rotations (medicine & medical specialties; surgery and surgical specialties including ophthalmology; general practice, paediatrics and women's and neonatal health) in hospital and community settings. The emphasis is on students gaining real clinical experience, participating in patient care and understanding how healthcare teams work. The domains are fully integrated into the clinical rotations curriculum and experiential learning is supplemented by a series of weekly 'back-to-base' teaching and learning activities where students explore a range of common and serious clinical problems. Under the guidance of clinical experts, students attend clinical debriefing sessions where they have the opportunity to reflect on their professional development as a practising clinician.

MEDI6301 Clinical Apprenticeships in a Rural Setting
Pre-requisites: MEDI6100 Foundations of a Medical Vocation, MEDI6200 Foundations of Clinical Practice
Co-requisites: MEDI6302 Systematic Research Inquiry
This course brings together students from The University of Notre Dame Australia and The University of Western Australia to complete their third year of the Doctor of Medicine in the Rural Clinical School of Western Australia. Students will learn and work together in a range of clinical sites across Western Australia to address a broad-based curriculum which has primary care and rural health as its focus. During the course of the year, students will be exposed to key discipline areas including general practice, surgery, internal medicine, obstetrics and gynaecology, paediatrics, psychiatry and ophthalmology. The integrated teaching and learning that forms the basis of primary care means that the proportion of time spent in each area will differ considerably from urban practice. Aboriginal health and personal and professional development are core to the practice of clinical medicine in rural and remote Western Australia, and are embedded in learning experiences throughout the entire year.

MEDI6302 Systematic Research Inquiry
Pre-requisites: MEDI6100 Foundations of a Medical Vocation, MEDI6200 Foundations of Clinical Practice
Co-requisites: MED6300 Clinical Apprenticeships or MEDI6301 Clinical Apprenticeships in a Rural Setting
This Course provides students with the opportunity to construct a formal research proposal. Equipped with the skills acquired from pre-requisite courses, students will be guided by a discipline expert and peers in the development of a research question specific to their selected area. Using an available granting body proforma, they will develop and provide an oral defence of a research plan that includes: a lay summary, abstract, background literature summary, research aims, an hypothesis and a detailed description of methodology (participant selection, power analysis, proposed statistical analysis), predicted outcomes, an interpretation of the possible results, project budget, timeline and an evaluation of the ethical issues that require consideration and accommodation. In completing this task, students will compile and report information using high level scientific communications skills. They will demonstrate the ability to formulate new ideas based on critical analysis of published information and clinical observations. They will present and defend the use of the research design and associated analytic techniques in light of relevance, cost effectiveness and ethical practice. Students will also be required to discuss how possible results could be interpreted in the context of published material with a view to formulating and disseminating new ideas.

MEDI6400 Preparing for Internship
Pre-requisites: MEDI6100 Foundations of a Medical Vocation, MEDI6200 Foundations of Clinical Practice, MEDI6300 Clinical Apprenticeships or MEDI6301 Clinical Apprenticeships in a Rural Setting, MEDI6302 Systematic Research Inquiry
The final year of the MD has a continuing emphasis on clinical skills, communication and discipline specific expertise, but with an emphasis on further developing decision-making skills and work readiness. Students will advance their capacity to develop differential diagnoses based upon clinical findings, formulate rational investigation plans and develop proficiency in formulating patient management and treatment plans. There is also a continuing emphasis on working in interprofessional teams. This will occur through clinical placements in general medicine (including geriatric and palliative medicine), psychiatry, critical care (including anaesthetics, emergency medicine and intensive care), surgery, otorhinolaryngology and musculoskeletal disciplines. Students will be required to complete a four-week rural rotation and may also have access to selective rotations. Experiential learning in the hospital and community setting will be supplemented by back-to-base teaching and learning activities and clinical debriefing tutorials. Students will also complete a capstone project in the form of an audit or a piece of clinical research. After the end-of-year examinations, students undertake a four-week elective experience that is designed to extend learning in an area of medicine that is of particular interest to them.

MEDI5000 Research Methods
This course provides an opportunity to explore health research approaches within the social sciences.  It provides a foundation in research design, methods, data collection and analysis for learners planning to undertake a project. Learners will gain experience in a range of qualitative and quantitative techniques which can be used by practising professionals to carry out individual or team based research into issues arising from their own work context, organisations, or wider professional activities.

MEDI5110 Contemporary issues in health professional education and leadership
This course provides learners with an opportunity to explore key contemporary issues facing health professional educators and leaders as we traverse the changing learning and healthcare landscape. Established principles pertaining to leading organisational change are explored to consider strategies and innovation in the way in which we plan and deliver educational change to improve established practices in health professional education.

MEDI5121 Learning and Facilitation in Health Professional Education
This course provides learners with the opportunities to explore knowledge, skills and attributes necessary for quality facilitation and learning in the health professions. The course acknowledges the uniqueness of educating in health. Requiring specific pedagogical approaches and the need to embed certain types of knowledge and skills into practice.

MEDI5123 Reasoning and Clinical Innovation
This course will provide learners with an opportunity to explore the complex construct of clinical reasoning.
Healthcare professionals regularly make clinical decisions in complex and challenging situations.
Through exploring the theories and models of clinical reasoning, which underpin best practice in patient-care, this course acts as a catalyst in providing opportunities to cultivate clinical innovation.

MEDI5124 Coaching and Supervision in Health
This course provides learners with an opportunity to explore coaching and supervision models across the professions. The course will address specific challenges facing clinical supervisors, particularly in relation to optimising teaching and learning in clinical settings. By exploring best practice, as leaders, the course considers principles that underpin effective mentoring and role modelling in the context of the clinical setting.

MEDI6008 Professional Practice Project A
Pre-requisite: MEDI5000 Research Methods
In this course students will independently design and develop a workplace based project that meets ethical requirements. Students will be supported by the course coordinator as they engage in a review of the subject literature to support project design, implementation strategies and evaluation. Students will learn how to use academic writing to support their proposal development embedded with related theory and professional practice.

MEDI6009 Professional Practice Project B
Pre-requisite: MEDI5000 Research Methods
In this course students continue to engage with their professional practice project. Skills pertaining to the gathering, analysis, interpretation and dissemination of findings will be developed to a high standard. Students will utilise written and verbal research skills to disseminate their findings in the format of a journal article. Students are encouraged to work with the course coordinator to publish key findings in a peer reviewed journal.

EDUC5116 Designing Curriculum for Effective Learning
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EDUC5117 Principles and Practices of Assessment and Evaluation
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PHIL6020 Ethical Issues in Professional Life
This course will explore the relationship between moral philosophy and applied ethics in professional life. Further, we study such issues as the relevance of ethics to specialisation, power and privilege in the professions, performance assessment, codes of ethics institutional values and corporate ethical culture. Specialist seminar topics may include confidentiality, secrecy and truth-telling in counselling; professional and management responsibility and accountability; dealing with power and authority, conflict resolution, performance assessment & discipline.

MEDI5000 Research Methods
This course provides an opportunity to explore health research approaches within the social sciences. It provides a foundation in research design, methods, data collection and analysis for learners planning to undertake a project. Learners will gain experience in a range of qualitative and quantitative techniques which can be used by practising professionals to carry out individual or team based research into issues arising from their own work context, organisations, or wider professional activities.

MEDI5009 Contemporary Leadership in Health A
During this course students are exposed to contemporary understandings and the application of management and leadership in health practice. The application of theory and institutional frameworks and models will support effective communication, illuminate values and vision, challenge processes and foster collaboration and excellence in the workplace. Students will examine leadership theory, collaborative practice and courageous role modelling. In participating in coaching sessions and reflective practice, students will apply learning through practical engagement with creative management and leadership activities.

MEDI5010 Contemporary Leadership in Health B
Pre-requisite: MEDI5009 Contemporary Leadership in Health B
In this course students build on their learning from Contemporary Leadership in Health A, continuing to develop and support their contemporary understanding and application of management and leadership in national and international health practice. The application of theory and institutional frameworks will support decision-making in the complex health arena, engaging multiple stakeholders including various disciplines, consumers and their significant others. Students will examine how effective leadership influences the health and wellbeing and quality of care of a socially diverse society. Through ongoing master class attendance, continuing engagement in peer coaching sessions and reflective practice, students will apply learning to strengthen their core leadership practices.

MEDI5011 Systems-focused Thinking A
In this course students will develop a system level thinking approach to the complexities that drive planning and decision-making in the complex arena of health. Students will be encouraged to expand their understanding of the health system, and national and international polices, frameworks and innovations that may influence local practice. Applying leadership and management principles and a solution orientated approach students will plan a work-based project, and critically appraise and relate learning to their own work.

MEDI5012 Systems-focused Thinking B
Pre-requisite: MEDI5011 Systems-focused Thinking A
In this course students build on their learning from Systems-focused Thinking A, continuing to develop a system level thinking approach to the complexities that drive planning and decision-making in the complex arena of health. Students will extend their understanding of the health system and explore national and international contemporary and future trends in health delivery and financial, business, and political perspectives. In collaboration with peers and workplace colleagues, students will engage with quality improvement and complete a work-based project. Learnings will be implemented to influence local practice.

MEDI5013 Contemporary Healthcare Leadership A
During this course students are exposed to contemporary understandings and the application of management and leadership in health practice. The application of theory and institutional frameworks and models will support effective communication, illuminate values and vision, challenge processes and foster collaboration and excellence in the workplace. Students will examine leadership theory, collaborative practice and courageous role modelling. In participating in coaching sessions and reflective practice, students will apply learning through practical engagement with creative management and leadership activities.

MEDI5014 Contemporary Healthcare Leadership B
Pre-requisite: MEDI5013 Contemporary Healthcare Leadership A
In this course students build on their learning from Contemporary Healthcare Leadership A, continuing to develop and support their contemporary understanding and application of management and leadership in national and international health practice. The application of theory and institutional frameworks will support decision-making in the complex health arena, engaging multiple stakeholders including various disciplines, consumers and their significant others. Students will examine how effective leadership influences the health and wellbeing and quality of care of a socially diverse society. Through online learning, continuing engagement in peer coaching sessions and reflective practice, students will apply learning to strengthen their core leadership practices.

MEDI5019 Systems Focused Thinking in Healthcare A
In this course students will develop a system level thinking approach to the complexities that drive planning and decision-making in the complex arena of health. Students will be encouraged to expand their understanding of the health system, and national and international polices, frameworks and innovations that may influence local practice. Applying leadership and management principles and a solution orientated approach students will plan a work-based project, and critically appraise and relate learning to their own work.

MEDI5020 Systems Focused Thinking in Healthcare B
Pre-requisite: MEDI5019 Systems Focused Thinking in Healthcare A
In this course students build on their learning from Systems-focused Thinking in Healthcare A, continuing to develop a system level thinking approach to the complexities that drive planning and decision-making in the complex arena of health. Students will extend their understanding of the health system and explore national and international contemporary and future trends in health delivery and financial, business, and political perspectives. In collaboration with peers and workplace colleagues, students will engage with quality improvement and complete a work-based project. Learnings will be implemented to influence local practice.

MEDI5110 Contemporary issues in health professional education and leadership
This course provides learners with an opportunity to explore key contemporary issues facing health professional educators and leaders as we traverse the changing learning and healthcare landscape. Established principles pertaining to leading organisational change are explored to consider strategies and innovation in the way in which we plan and deliver educational change to improve established practices in health professional education.

MEDI5121 Learning and Facilitation in Health Professional Education
This course provides learners with the opportunities to explore knowledge, skills and attributes necessary for quality facilitation and learning in the health professions. The course acknowledges the uniqueness of educating in health. Requiring specific pedagogical approaches and the need to embed certain types of knowledge and skills into practice.

MEDI5123 Reasoning and Clinical Innovation
This course will provide learners with an opportunity to explore the complex construct of clinical reasoning. Healthcare professionals regularly make clinical decisions in complex and challenging situations. Through exploring the theories and models of clinical reasoning, which underpin best practice in patient-care, this course acts as a catalyst in providing opportunities to cultivate clinical innovation.

MEDI5124 Coaching and Supervision in Health
This course provides learners with an opportunity to explore coaching and supervision models across the professions. The course will address specific challenges facing clinical supervisors, particularly in relation to optimising teaching and learning in clinical settings. By exploring best practice, as leaders, the course considers principles that underpin effective mentoring and role modelling in the context of the clinical setting.

MEDI6008 Professional Practice Project A
Pre-requisite: MEDI5000 Research Methods
In this course students will independently design and develop a workplace based project that meets ethical requirements. Students will be supported by the course coordinator as they engage in a review of the subject literature to support project design, implementation strategies and evaluation. Students will learn how to use academic writing to support their proposal development embedded with related theory and professional practice.

MEDI6009 Professional Practice Project B
Pre-requisite: MEDI5000 Research Methods
In this course students continue to engage with their professional practice project. Skills pertaining to the gathering, analysis, interpretation and dissemination of findings will be developed to a high standard. Students will utilise written and verbal research skills to disseminate their findings in the format of a journal article. Students are encouraged to work with the course coordinator to publish key findings in a peer reviewed journal.

MEDI6010 Research Project
Must have completed 50% of the total courses of the Masters of Bioethics program inclusive of two required courses.
Pre-requisites: PHIL6210 Philosophy of the Human Person AND MEDI6006 Contemporary Issues in Bioethics AND MEDI6007 Putting Bioethics into Practice AND LAWS6008 International Perspectives on Bioethics and Law AND PHIL6080 Natural Law AND PHIL6410 Political Philosophy AND THEO6350 Foundations of Moral Theology AND THEO6490 Bioethics a Catholic Theological Analysis AND LAWS6006 International Human Rights Law AND LAWS6012 Law and Religion AND LAWS6014 Philosophy of International Law 
The Research Project will be undertaken by students in the second half of their studies in the Masters of Bioethics program. The Research Project is a required component of the program, and it is an Integrated Review. An Integrated Review answers an applicable applied ethics Research Question informed by a review of the literature and the student’s critical analytical skills to develop an opinion. The format of the Project will be aligned with the publication requirements of a selected journal that would be a suitable choice for publication. The aim is for the student to achieve a publication, but publication will not form part of the assessment.

The topic will have a transdisciplinary scope inclusive of at least two of the following disciplines: medicine; law; philosophy / theology.

The initial proposal for the project drafted by the student must include the importance of the chosen topics for bioethics, the proposed search terms and the proposed journal which will dictate the style and word limit of the written review.

Assessment will be guided by a graded rubric focussing on journal selection and compliance, the scope and relevance of resources, the analysis of the issue chosen and the recommendations resulting.

PHIL6020 Ethical Issues in Professional Life
This course will explore the relationship between moral philosophy and applied ethics in professional life. Further, we study such issues as the relevance of ethics to specialisation, power and privilege in the professions, performance assessment, codes of ethics institutional values and corporate ethical culture. Specialist seminar topics may include confidentiality, secrecy and truth-telling in counselling; professional and management responsibility and accountability; dealing with power and authority, conflict resolution, performance assessment & discipline.

MEDI5021 Professional Practice 1
Professional Practice 1 is the crucial foundations course that equips students with the knowledge, insights and underpinning capabilities specifically targeted towards commencing your studies in strict alignment with the Professional Capabilities of Registered Paramedics, as required by the Paramedicine Board. Students will distil deep knowledge of the foundations of paramedic practice exploring critical domains such as:

• Legislative frameworks governing paramedic practice – The Health Practitioner Regulation National Law
• Paramedicine and Mandatory Reporting
• Paramedic notifications to the Australian Health Practitioner Regulation Agency (AHPRA)
• Principles and processes of gaining registration with the Paramedicine Board
• Paramedicine as a health professional body
• The culture and practice of paramedicine in Australia
• An introduction to ethical decision-making and culturally safe practice
• An introduction to research literacy

The course aligns with the capstone theme: ‘Life-long learning’. Students will be guided through developing a sustainable pathway to the ambulance jurisdiction of choice, along with developing a portfolio that gears the student towards work-readiness and a focus on professional goals. The student journey will foster a graduate paramedic with exceptional knowledge and professional attributes that places them ahead of the contender, eligible to apply for registration with the Paramedicine Board.

MEDI5022 Professional Practice 2
Pre-requisites: MEDI5021 Professional Practice 1, MEDI5000 Research Methods
Professional Practice 2 provides students with critical work-readiness attributes for entering the profession of paramedicine. With the foundational principles of Professional Practice 1, the research methodology acquired in Research Methods MEDI5000, and ethical literacy distilled in Ethical Issues in Professional Life PHIL6020, the course projects the student into a position of professional autonomy. The course meticulously aligns with the Professional Capabilities of Registered Paramedics, as required by the Paramedicine Board. You will acquire tangible knowledge of the pillars of Paramedic Professional Practice exploring critical domains such as:

• Relationship between risk, harm, clinical error, and the principles of clinical reasoning
• Adverse events and the Australian Commission on Quality and Safety in Healthcare
• Principles of patient centred care in paramedic practice
• Human Factors and bias
• Models of communication
• Clinical decision-making
• Special populations and diversity

The course aligns with the capstone theme: ‘Future-Proofing’. Students complete an organisational or clinical audit targeted at the ambulance jurisdiction or health service of choice. Students will emerge into the workforce with the skills and capabilities to think analytically and make contributions towards future-proofing their career, whilst making positive and meaningful contributions to the health system.

MEDI5023 Clinical Science 1
Clinical Science 1, alongside Professional Practice 1, introduces the student to the practicalities of paramedicine. Tailored to those entering the profession without existing clinical experience. Exploring the various models of practice, students are immersed in the principles of paramedic science, applying clinical theory to hands-on clinical training. The course applies Safe Practice principles specific to occupational safety/occupational violence to the management of patients and equipment in a prehospital and healthcare setting. Students explore professional communication essential for interprofessional engagement including written and verbal models. Applying medico-legal and ethical frameworks to hands-on simulated environments, the course introduces the student to the principles of medico-legal practice, report writing and patient care records.
The course aligns with the capstone theme: ‘Life-long learning’; students will be guided through developing a pathway to the ambulance jurisdiction of their choice and introduces basic life support procedures generic to all jurisdictions providing early training in resuscitation, medical emergencies, and psychological health.

MEDI5024 Clinical Science 2
Pre-requisite: MEDI5023 Clinical Science 1
Clinical Science 2, alongside Professional Practice 2, builds upon and extends the knowledge and skills developed in the foundation courses of the program. The course distils the student's understanding and skills in pre-hospital care to an Advanced Life Support Level (ALS)/Advanced Care Paramedic (ACP) standard of proficiency. Initially the student will review the various broad paramedic care models in Australasia associated with the practice of paramedicine. Medical health assessment and diagnosis will be incorporated as applicable to adult and diverse populations, along with electro cardiology and drug administration practices. The course will form a basis for the advanced topics relating to trauma, ALS/ACP medical emergencies and out of hospital resuscitation of the cardiac/respiratory arrest patient. Utilising models of practice and clinical guidelines, the student will be immersed in clinical scenarios and will develop skills in peer-peer review of clinical performance.
The course aligns with the capstone theme: ‘Evidence for Practice’, and as such, students will learn to address the evidentiary rationale, and justification for clinical procedures and interventions.

MEDI5025 Clinical Science 3
Pre-requisite: MEDI5024 Clinical Science 2
Clinical Science 3 aligns the crucial attributes of professional practice along with the clinical and health science foundation units. The course identifies the connection of ‘Professionalism’ with the skills necessary for clinical integration with healthcare teams specific to communication models, clinical reasoning, and emerging clinical leadership. The course examines the student's competency in pre-hospital care and identifies opportunities for continued development towards an Advanced Life Support Level (ALS)/Advanced Care Paramedic (ACP) standard of proficiency.
Students gain greater proficiency with peer-peer evaluation of clinical and professional performance therefore drilling down to the importance of reflective practice. Students will broaden their execution of clinical skills in the context of increasingly dynamic medical, trauma and complex needs patients. Students strengthen their capabilities in scenario models of practice, whilst applying clinical justifications and evidence-based care. Medical assessment and diagnosis skills will be broadened as applicable to adult and diverse populations, along with advanced cardiology and drug administration practices such as acquiring a 12-lead electrocardiogram and reviewing the various protocols associated with thrombolytic care.

MEDI5026 Clinical Science 4
Pre-requisite: MEDI5025 Clinical Science 3
Clinical Science 4 culminates to provide students with an opportunity for evidence-based, whole-systems practice. The course brings together the full complement of clinical sciences, professional practice, human biology, and health science into an opportunity for final clinical and professional consolidation. The course aims to align explicitly the key domains of the Professional Capabilities of Registered Paramedics as per the Australian Health Practitioner Regulation Agency (AHPRA) with the delivery of the clinical practicum. Students will engage complex medical scenarios specific to adult and paediatric populations requiring targeted pharmacotherapeutics and clinical interventions. Students will also consolidate the management of the trauma patient and will undertake an intensive review of obstetrics and neonatal care. Students harness their skills via various contemporary models of scenario application taking on essential team leadership and delegation roles. The course aligns with the capstone theme ‘Future-Proofing’, recruiting contemporary and evidence-based health-leadership and critical thinking principles ensuring students are capable of entering the workforce with confidence, focus and a suite of standout clinical and professional capabilities.

MEDI5027 Health Science 1
Pre-requisite: MEDI5007 Human Body 2
Health Science 1 provides the foundations for understanding, critically analysing and communicating how chronic health states manifest in people, and how the social and cultural determinants of health from a public health perspective manifest in chronic disease. The course reviews the unique determinants of health in our First Nations peoples; those of Aboriginal and Torres Strait Islander descent. The course addresses the predominant health states identifiable in the prehospital environment utilising the compliment of paramedic assessment and diagnostic skills available. Students engage a deep analysis of altered health states specific to:

• the neurological system
• the respiratory system
• the cardiovascular system, and
• the gastrointestinal system.

With these systems examined, students are able to consider evidence-based pharmacotherapeutics unique to the paramedic discipline, and exhibit skills in demonstrating and justifying intrinsic rationales for clinical interventions.
The core focus of the course is learning about chronic health states in humans; perhaps one of the most exciting and thought-provoking disciplines within the study of paramedicine. Students meticulously address, and understand the structure, function, and pathophysiology of the human body, relevant to their practice, together with established knowledge of health, human growth and development, as it applies to disease, disorder, and dysfunction.

MEDI5028 Health Science 2
Pre-requisite: MEDI5027 Health Science 1
Health Science 2 extends upon the foundations of chronic health states and guides the student towards analysing literature, describing conditions, circumstances, and environments and treatments for patients with critical and acute health deterioration.
The course provides a body of knowledge on acute health compromise, the cornerstone of paramedic care, equipping the student with deep insights into how patient criticality, with both subtle and profound deterioration, presents in the prehospital environment.  The course provides the foundations for understanding, critically analysing and communicating how acute health states manifest, and how social, environmental lifestyle choices can lead to critical health compromise. The course continues to build upon a systems-based approach to pathophysiology, not limited to renal, hepatic, endocrine and immune compromise, yet also engages states specific to:

• Toxicology and Overdose
• Environmental and envenomation, and
• Communicable and non-communicable disease

Students are able to consider evidence-based pharmacotherapeutics specific to critical deterioration, and exhibit skills in demonstrating and justifying intrinsic rationales for interventions. Students further address, and understand the structure, function, and pathophysiology of the human body, relevant to their practice, together with established knowledge of health, human growth, and development, as it applies to disease, disorder, and dysfunction.

MEDI5029 Work Integrated Learning 1
Pre-requisite: MEDI5023 Clinical Science 1
Work Integrated Learning 1 integrates conceptual and practical elements,  transferring the professional and scientific streams of learning into real-world, hands-on exposure to patient care. The course provides students with critical work-readiness for entering the profession of paramedicine. Students will embrace and apply the critical importance of reflective practice: thinking about one’s skills, attributes, and capabilities and how they impact on patient care, and the healthcare professionals that form part of the care team. Students will engage in a variety of targeted hands-on work environments that have been carefully selected to assist in the safe integration of knowledge to practice. The course also considers the overall proportion of clinical case exposure in the profession of paramedicine, and applies this observation to a rationalised allocation of work integrated hours and environments.
With a validated Work Integrated Learning Student-Mentor Guide as the primary consolidation tool, students will be expected to have clinical, professional, behavioural, and ethical attributes determined and assessed by a credentialed health professional mentor. The course meticulously aligns with the Professional Capabilities of Registered Paramedics, as required by the Paramedicine Board. Students will acquire tangible real-world opportunities to apply their knowledge to practice.

MEDI5030 Work Integrated Learning 2
Pre-requisite: MEDI5029 Work Integrated Learning 1
Co-requisite: MEDI5024 Clinical Science 2
Work Integrated Learning 2 is the continuum of professional workplace engagement into a challenging, crucial exposure to clinical environments. Students will be guided in developing autonomous, yet safe and supportive patient care. The course projects the reflective practice, and life-long learner attributes that culminate in Work Integrated Learning 1, towards an exciting, demanding next phase of work integrated learning. You will address the evidentiary basis of clinical procedures and protocols, whilst dutifully executing your clinical skills, you will learn to question the validity of evidence in a collegial manner. Students will apply skills to history taking and physical examination, describing appropriate diagnostic techniques and principles, along with differential diagnosis. Students will engage a variety of targeted hands-on work environments that have been carefully selected to transition practice towards greater autonomy, greater challenge, and rewarding interactions with the healthcare community.
With a validated Work Integrated Learning Student-Mentor Guide as the primary consolidation tool, students will continue to have clinical, professional, behavioural, and ethical attributes determined and assessed by a credentialed health professional mentor. The course aligns with the Professional Capabilities of Registered Paramedics, as required by the Paramedicine Board. Students will acquire tangible real-world opportunities to apply their knowledge to practice.

MEDI5031 Work Integrated Learning 3
Pre-requisite: MEDI5030 Work Integrated Learning 2
Co-requisite: MEDI5025 Clinical Science 3
Work Integrated Learning 3 is the ‘work integrated learning’ entry course for those enrolled in the Graduate Diploma of Paramedicine: Registered Nurses able to transition their professional and clinical skills into prehospital care. The course is also the point at which those with non-clinical backgrounds are able to excel. Overall, the course is well-placed for a balanced cohort of students able to engage in emerging-advanced clinical competencies. Students continue to be guided in developing autonomous, yet safe and supportive patient care with a higher degree of responsibility and resourcefulness. Alongside exposure to higher acuity patient care environments in a variety of clinical settings, the course expects intuitive reflective practice, continued life-long learner attributes and a measured application of professionalism. Students will engage in challenging interactions in complex care teams and be involved in high-stakes communication such as end-of-life care, and giving ‘bad news’.
The Work Integrated Learning Student-Mentor Guide remains the primary consolidation tool, students will have clinical, professional, behavioural, and ethical attributes determined and assessed by a credentialed health professional mentor. The course aligns with the Professional Capabilities of Registered Paramedics, as required by the Paramedicine Board. Students will acquire tangible real-world opportunities to apply their knowledge to practice.

MEDI5032 Work Integrated Learning 4
Pre-requisite: MEDI5031 Work Integrated Learning 3
Co-requisite: MEDI5026 Clinical Science 4
Work Integrated Learning 4 expects of students an autonomous and highly competent contribution to a diversity of clinical environments spanning resuscitative care through to management of traumatic syndromes and events of low-acuity, high frequency clinical situations. Students will have a rich dialogue in the exploration of pathophysiology, epidemiology, and pharmacology, able to communicate with authority the underpinning rationale for all clinical decisions proposed in the care of a patient. Students will engage healthcare teams with the capacity seamlessly to incorporate advanced health assessment practices, confidently proposing multiple, plausible, and evidence-based differential diagnosis. Students will be capable of undertaking and annotating airway management procedures and performing all components of cardiac arrest management and return of spontaneous circulation protocols. Students should be able to demonstrate exceptional communication and interpersonal skills, importantly, students will emerge with compassionate, measured, and patient-focused capabilities.
The Work Integrated Learning Student-Mentor Guide remains the primary consolidation tool. Students will have clinical, professional, behavioural, and ethical attributes determined and assessed by a credentialed health professional mentor. The course aligns with the Professional Capabilities of Registered Paramedics, as required by the Paramedicine Board. Students will acquire tangible real-world opportunities to apply their knowledge to practice.