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.

MEDI6111 Foundations of a Medical Foundation
The learning focus in this year-long course is facilitating knowledge of the normal structure and function of the human body, and the homeostatic response to physiological challenges. The first-year curriculum is integrated across six domains of learning: Basic and Clinical Sciences, Communication and Clinical Practice, First Nations Holistic Health and Culture, Public Health, Personal and Professional Development and Medical Research and Innovation. The year comprises a core communications skills block, introducing patient-centred interviewing, progressing to organised, medical history taking and physical examination skills with a range of simulated cases. The educational approach is through Problem-Based Learning (PBL), in which a real-life clinical case scenario sets the context for the students' integrated learning of content material each week. In small groups, facilitated by tutors, students explore these cases supported by tutorials, lectures, practical sessions, workshops, site visits, and self-directed learning. The cases are constructed to facilitate the acquisition of relevant knowledge and skills, in particular clinical reasoning and the diagnostic approach to problem solving, ethics, professionalism, patient safety, reflective practice, research methods as well as an understanding of public health and health inequalities in Australia and globally.

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.

MEDI6222 Foundations of Clinical Practice
Pre-requisite: MEDI6100 Foundations of a Medical Vocation OR MEDI6111 Foundations of a Medical Vocation OR MEDI6110 Foundations of a Medical Vocation
The second year of the MD program builds on learning in first year with further development of the normal structure and function, but with the emphasis changing to the range of pathophysiological processes that 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 physical examination with integration of the Basic and Clinical Sciences, Communication and Clinical Practice, First Nations Holistic Health and Culture, Public Health, Personal and Professional Development and Medical research and Innovation. The Problem-Based Learning (PBL) approach continues to provide the basic teaching strategy for learning about the major organ systems in the body. Students will have practised clinical history and examination skills to acquire information about the normal and abnormal function of each system, using clinical reasoning to formulate their diagnostic approach. As well as the educational strategies used in first year, the PBL problems are supported by work integrated learning. During this year, students will continue to acquire knowledge and skills in systematic investigation involving literature searching, critical analysis, problem solving, professional communication, teamwork, reflective practice and public health approaches to address threats to health.

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.

MEDI6333 Clinical Apprenticeship
Pre-requisite: MEDI6200 Foundations of Clinical Practice OR MEDI6002 Foundations of Clinical Practice OR MEDI6222 Foundations of Clinical Practice
In third year of the MD program students commence their clinical apprenticeship. The six domains of learning continue with greater emphasis on their application in clinical practice. Students complete a series of clinical rotations in the key areas of general practice, medicine, surgery, paediatrics and child health, women’s health, and psychiatry, under the supervision of experienced clinicians.
Students apply their clinico-pathological knowledge, history taking, examination skills and knowledge of principles of applied research in the clinical setting. Learning is supplemented by a series of weekly Back-to-Base days. These learning experiences involve participation in small group learning, clinical skills, and lectures. Under the guidance of experts, students explore a defined range of common and serious clinical problems and have access to elearning 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.

MEDI6444 Preparation for Internship
Pre-requisite: MEDI6300 Clinical Apprenticeships OR MEDI6003 Apprenticeship in Clinical Practice OR MEDI6301 Clinical Apprenticeships in a Rural Setting OR MEDI6303 Clinical Apprenticeship In the fourth year of the MD program the six domains of learning continue with a focus on preparation for internship, completion of a capstone project and an elective clinical rotation in an area of interest. Student learning occurs on clinical rotation in the key areas of general practice, medicine, surgery, and critical care, under the supervision of experienced clinicians.
In preparation for internship 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. Learning is supplemented by a series of weekly Back-to-Base Days. These learning experiences involve participation in small group learning, clinical skills, and lectures. Under the guidance of experts, students explore a defined range of common and serious clinical problems and have access to elearning and other resources to support self-directed learning.

MEDI6005 Applied Research Project
Pre-requisites: MEDI3000 Apprenticeship in Clinical Practice OR MEDI6333 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.

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 Applied Research 1
Pre-requisite: MEDI5000 Research Methods
In this course students will independently design and develop a 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.

MEDI6009 Applied Research 2
Pre-requisite: MEDI5000 Research Methods
In this course students continue to engage with their 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.

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.

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.

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.

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.

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.