Course descriptions

MEDI6001 Foundations of a Medical Vocation
The student's major goal in this year-long course is to achieve a basic familiarity with the normal structure and function of the human body, as well as the body's response to challenges. The year is comprised of an introduction to patient-centred interviewing and physical examination, critical thinking and problem-solving, ethics, professionalism, patient safety, the skills of reflective practice, research methods and the concepts of population and public health. The educational approach is through Problem-Based Learning (PBL), in which a clinical problem sets the context for the students' integrated learning of content material each week. In small groups, students explore a series of these problems, supported by tutorials, lectures, practical sessions, workshops, site visits, and self-directed learning. The problems are constructed to facilitate the acquisition of relevant clinical skills, in particular clinical reasoning, and to develop the consideration of professional and ethical issues, including critical problem-solving in the broader context of the health of the whole population. During this course students will also undertake an embedded Core Curriculum program of study, tailored specifically for the needs of those entering the medical profession focusing on bioethics.

MEDI6002 Foundations for Clinical Practice
Pre-requisite: MEDI6001 Foundations of a Medical Vocation
The second year of the MD program continues to build on the foundations for clinical practice, with further development of student understanding of normal human 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. Students continue learning through the Problem Based Learning approach. The range of problems explored by the students ensures that, by the end of the course, they will be familiar with all the major organ systems of the body. Students will have practiced the clinical examination skills that they will use to acquire information about the normal and abnormal function of each system. During this year, they will continue their exploration of ethics, personal and professional development, patient safety, and population and preventive medicine. Small group work continues in the acquisition of skills in literature searching, critical analysis, problem solving, communication, team work, and reflective practice. Pre-requisites: MEDI6001 Foundations of a Medical The second year of the MD program continues to build on the foundations for clinical practice, with further development of student understanding of normal human 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. Students continue learning through the Problem Based Learning approach. The range of problems explored by the students ensures that, by the end of the course, they will be familiar with all the major organ systems of the body. Students will have practiced the clinical examination skills that they will use to acquire information about the normal and abnormal function of each system. During this year, they will continue their exploration of ethics, personal and professional development, patient safety, and population and preventive medicine. Small group work continues in the acquisition of skills in literature searching, critical analysis, problem solving, communication, team work, and reflective practice.

MEDI6003 Apprenticeship in Clinical Practice
Pre-requisites: MEDI2000 Foundations of Clinical Practice OR MEDI6002 Foundations for Clinical Practice
This first clinical year of the program is undertaken in a series of placements in the Sydney Clinical School, Melbourne Clinical School, or Rural Clinical School (Wagga Wagga). These placements are based on eight five-week clinical rotations through the core clinical specialties: general practice, psychiatry, paediatrics and child health, obstetrics and gynaecology, surgery (2) and medicine (2). Experiential learning in these specialties is supplemented by a series of weekly Back-to-Base Days. These learning experiences involve participation in clinical debriefing tutorials, clinical skills training, lectures, tutorials, Grand Rounds and Journal Club sessions. Under the guidance of experts, students explore a defined range of common and serious clinical problems, and have access to e-learning and other resources to support self-directed learning.

MEDI6004 Preparation for Internship
Pre-requisites: MEDI3000 Apprenticeship in Clinical Practice OR MEDI6003 Apprenticeship in Clinical Practice
Co-requisite: MEDI6005 Applied Research Project
The fourth and final year of the program is undertaken in a series of placements in the Sydney Clinical School, Melbourne Clinical School, or Rural Clinical Sub-Schools (Ballarat, Lithgow, Wagga Wagga). These placements are based on eight four-week clinical rotations through core clinical specialties: community-based practice, emergency medicine, intensive care, anaesthetics, and surgery and medicine (4). Students at the metropolitan Clinical Schools are required to spend one four-week rotation in one of the Rural Clinical Sub-Schools. Experiential learning in these specialties is supplemented by clinical debriefing tutorials, clinical case tutorials, Pre-Internship tutorials, lectures, and "Journal Club" sessions. After the end-of-year examinations, students plan and undertake a four-week elective experience in an area of medicine that is of particular interest to them. Students are required to write and submit a report on this experience. In addition, students plan and undertake a research-based and/ or professionally-focused project, called the Population and Public Health (PPH) Applied Learning Activity. This learning activity is assessed via completion of a 2000 word report based on 60 hours of work.

MEDI6005 Applied Research Project
Pre-requisites: MEDI3000 Apprenticeship in Clinical Practice OR MEDI6003 Apprenticeship in Clinical Practice
Co-requisite: MEDI6004 Preparation for Internship
This course is a compulsory requirement of the MD program and builds on work undertaken in the preceding courses. The MD requires all students to conduct a research-based or professionally-focused project. These projects are completed and assessed during this final year Course. After completing this Course students will have demonstrated that t they can: identify research questions; design and implement a project plan; critically appraise the literature and, where appropriate, explore, analyse and summarise research data sets; synthesise ideas and present coherent arguments; communicate through scholarly writing and contemporary presentations; and promote career development through original and applied research.

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.

MEDI5013 Contemporary Healthcare Leadership A
The aim of this course is develop and support student’s contemporary understanding and application of management and leadership in health practice. This will focus on the application of theory and institutional frameworks to support decision making in the complex health arena, which engages multiple stakeholders including various disciplines, consumers and their significant others.  Students will examine leadership theory, collaborative practice and courageous role modelling. Students will engage in coaching and reflective practice, and apply learning through practical engagement with management and leadership activities.

MEDI5014 Contemporary Healthcare Leadership B 
Pre-requisite: MEDI5013 Contemporary Healthcare Leadership A
The aim of this course is develop and support student’s contemporary understanding and application of management and leadership in health practice. This will focus on the application of theory and institutional frameworks to support decision making in the complex health arena, which engages multiple stakeholders including various disciplines, consumers and their significant others.  Students will examine leadership theory, collaborative practice and courageous role modelling. Students will engage in coaching and reflective practice, and apply learning through practical engagement with management and leadership activities.

MEDI5019 Systems-focused Thinking in Healthcare A
The aim of this course is to support 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. Through online learning modules and the completion of a work based project, students will critically appraise and relate learning.

MEDI5020 Systems-focused Thinking in Healthcare B
Pre-requisite: MEDI5019 Systems-focused Thinking in Healthcare A 
The aim of this course is to support 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. Through online learning modules and the completion of a work based project, students will critically appraise and relate learning.

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.

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.

MEDI6006 Contemporary Issues in Bioethics
Contemporary Issues in Bioethics addresses selected ethical issues relevant to health care and clinical research. Topics to be covered will include: ethical issues at the beginning and at the end of life; ethical issues in contemporary health care practice, including informed consent; conscientious objection; the just allocation of health care resources; organ transplantation; health and climate change; circumcision and female genital mutilation. The course also includes research ethics and the pharmaceutical industry; ethical issues involved with genetic technologies; the ethics of public health interventions; and the role of artificial intelligence in health care.

MEDI6007 Putting Bioethics into Practice
This course examines ethical theories and concepts needed to put bioethics into practice. It guides students along a structured approach to bioethics decision-making. General concepts considered will include principles and approaches to decision-making in applied ethics, the relation between ethics and law, dealing with values conflicts, embedding ethics in and examining levels of decision-making. It will also examine the ethics of uncertainty and multiple ways of human knowing. The course will develop concepts or ideas that are useful in ethical decision-making, including how to identify and cope with ethically and morally challenging experiences. It will consider conflict of interest, the difference between blind and earned trust, and dealing ethically with mistakes. Considerations of the common good, the importance of basic presumptions, and justice in ethics decision-making, together with ethical decision-making processes and procedures will also be examined.

MEDI5001 Scientific Literacy and Communication
This course explores health communication in real-world contexts as a process motivated by specific objectives in patient health, public, population and environmental health, and advocacy. The objective is to train those working in, or moving toward, a health-related field to be more effective communicators across a range of practice.
This course will develop students’ skills to describe, interpret and appraise scientific health information. By using practical scenarios and information available in the public domain, students will acquire the knowledge and the communication tools needed to engage with science-communication issues in a range of contexts.
Students will critically examine how science is being presented in the media, evaluate the quality and integrity of the communication of scientific information presented and critique the appropriateness of communication to an intended audience and for a particular purpose. Factors that affect health literacy at the individual and population level, and strategies that can mitigate these, are also explored.

MEDI5002 Environment, Society and Health
This course provides an introduction to public health and understanding the health of populations. It examines how public health approaches have evolved to tackle changing threats to population health.
Topics covered include: the development of public health over the last two centuries, definitions and models of health, changing patterns of health, the measurement and monitoring of health, understanding public health data, the importance of the early years of life, communicable and non-communicable diseases, mental health, Indigenous health and health services, vulnerable populations, climate change and environmental degradation and their impact on health, the development and implementation of programs to protect and promote health, the Sustainable Development Goals, and the application of systems theory to public health issues. The focus will be on Australia but examples from overseas will be used to highlight and compare issues in the global context. Two cases studies will focus on Australian public health success stories and the Australian bush fires during the summer of 2019/20.

MEDI5004 The Australian Health Care System
This course will examine structure, financing and delivery of health care in Australia, including the roles and responsibilities of the Federal and State Governments along with the private sector. Broader public policy, regulatory, social, behavioural, environmental and community factors impacting the health of individuals and populations will be considered. The elements of the health ecosystem including the health services that form the continuum of care, and the social, economic and environmental determinants of health will be explored.
Students will be encouraged to critically appraise the current Australian health system and its policies in comparison to key features and the performance of other health systems from around the world. The course will also equip students with a basic understanding of health system design and the measurement of performance.
Using a case-study approach, students will be challenged to identify the key elements of a health care system that is affordable, sustainable and of high quality. The emerging focus on person and family-centred care, and the challenges of chronic disease, health risk management, addressing inequities, global health issues and the introduction of new and emerging technologies, will also be examined.
An online learning format will include digital resources; lectures and presentations from health industry leaders

MEDI5005 Human Body 1
This course will take a combined and systemic approach to the study of the structure and function of organ systems in the body during the lifecycle. This includes an introductory module about the organisation of the human body, body regions and specific organ systems. Modules will cover the anatomy, histology, and physiology of organ systems responsible for: the support and movement of the body, as well as the maintenance of the body’s homeostasis and normal functions.
This course will cover the following key systems: musculoskeletal, respiratory, cardiovascular, digestive and urinary systems.
An online team-based learning approach is used with: flipped lectures, a range of online quizzes and activities, online group discussions and problem-solving, and practical intensives (with optional on-campus attendance, or online participation).

MEDI5006 Cellular and Molecular Biology
The course outlines the principles of cell and molecular biology as underpinnings of life and organism function. Topics covered include cell structure and function, the molecular aspects of the cell cycle and the molecular basis of genetics. Gene structure, the control of gene expression, regulation of gene function, molecular processes involved in protein synthesis and the role of genomics and of gene therapies in medicine will be examined. The ethical dimensions of adopting gene therapies will be explored.

MEDI5007 Human Body 2
Pre-requisite: MEDI5005 - Human Body 1
This second course on the human body will continue the study of the structure and function of organ systems in the body during the lifecycle. Modules will cover the anatomy, histology and physiology of organ systems responsible for the internal body coordination and control (nervous and endocrine systems), the organ systems responsible for body defence (lymphatic and immune systems), human reproduction and normal human development and aging. A further module covers principles of microbiology and the roles of micro-organisms in human infection. An online learning format will include lectures, laboratory sessions, online work and workshops.

MEDI5008 Research Methods in Health
This course develops students’ understanding of ethical requirements and processes used in biomedical science research. It serves to prepare students for responsible research practices that promote integrity and high-quality research. Students will learn the characteristics of quantitative and qualitative study designs, and will understand statistical concepts such as power and effect size. Through the development of critical appraisal skills, they will be able to interpret research findings, and to formulate scientifically sound projects.
Upon completion of the course, students will be in a position to prepare a research project proposal.