Course descriptions

Health Leadership and Education

  • Level 5 courses: MEDI Medicine (5000 level)

    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.

    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.

  • Level 6 courses: MEDI Medicine (6000 level)

    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.

Medicine

  • Level 5 courses: MEDI Medicine (5000 level)

    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.

    MEDI5021 Professional Practice 1
    Professional Practice 1 is a foundational course that equips students with the knowledge, insights and underpinning capabilities specifically targeted towards commencing studies in alignment with key reference standards including the Professional Capabilities of Registered Paramedics. Students will review and evaluate the foundations of paramedic practice exploring critical domains such as: Legislative frameworks governing paramedic practice and 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 An introduction to ethical decision-making and culturally safe practice. Students will be guided through developing an ongoing portfolio that gears the student towards work-readiness and a focus on professional goals.

    MEDI5022 Professional Practice 2
    Pre-requisites: MEDI5021 Professional Practice 1, MEDI5000 Research Methods
    Professional Practice 2 provides students with essential work readiness attributes for paramedicine, drawing on contemporary national and international models of clinical leadership, quality, and safety. The course encourages critical reflection on paramedic professional practice across key domains. Students will explore the relationship between risk, harm, clinical error, and clinical reasoning principles, alongside adverse events and the role of the Australian Commission on Quality and Safety in Healthcare. The curriculum emphasises patient-centered care, human factors and bias, effective communication models, and clinical leadership and decision-making. It also addresses the complexities of vulnerable populations and diversity. Students complete an organisational or clinical audit relevant to an ambulance jurisdiction or health service. This prepares graduates to think analytically and contribute positively to the healthcare system, while future-proofing their careers.

    MEDI5023 Clinical Science 1
    Clinical Science 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 self-care and the management of patients and equipment in an out of hospital healthcare setting. Students explore professional communication essential for interprofessional engagement including written, verbal, and non-verbal models. 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’.

    MEDI5024 Clinical Science 2
    Pre-requisite: MEDI5023 Clinical Science 1
    Clinical Science 2 is a foundational paramedic course focused on essential prehospital medical care. It emphasises a patient-centered, evidence-based approach, building core paramedic competencies. A significant part of the course covers Medical Health Assessment and Provisional Diagnosis, teaching systematic patient history taking, physical examination, and initial clinical impression formulation for various medical emergencies.Students will also gain proficiency in ECG Analysis, interpreting common arrhythmias and ischaemic changes for patient management. The curriculum solidifies life-saving interventions through Paramedic Basic Life Support (BLS) training. There's a strong emphasis on Medication Administration, including pharmacology, dosage, routes, and indications/contraindications of common pre-hospital drugs. Students also develop skills in Minor Trauma management and crucially, the recognition and management of the Deteriorating Patient. The course integrates Clinical Guidelines and Evidence-Based Practice, fostering critical thinking and preparing students for pre-hospital challenges.

    MEDI5025 Clinical Science 3
    Pre-requisite: MEDI5024 Clinical Science 2
    Clinical Science 3 is an advanced paramedic course focused on Advanced Life Support (ALS)proficiency. It intensively explores complex medical and trauma emergencies, including paediatric and obstetric care, to prepare students for high-level pre-hospital decision making. A core focus is advanced cardiology, encompassing 12-lead ECG interpretation for identifying myocardial infarctions and dysrhythmias. Students learn thrombolytic care protocols, including indications, contraindications, and implications for patient transport. The program also extensively covers advanced drug administration, detailing pharmacology, indications, dosages, and safe administration via various routes (intravenous, intraosseous, nebulised, parenteral) for managing critical conditions. Through simulations, students develop clinical reasoning and technical expertise for complex interventions and seamless integration into the healthcare system, embodying the competencies of a highly skilled paramedic.

    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 of peoples 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. 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, 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, bridges theoretical learning with practical application, providing students with essential work-readiness for the paramedicine profession. Students will engage in hands-on clinical environments in volunteer Ambulance, gaining real-world exposure to patient care. A core emphasis is placed on reflective practice, encouraging students to critically evaluate their skills, attributes, and capabilities and their impact on patient care and interprofessional team dynamics.

    MEDI5030 Work Integrated Learning 2
    Pre-requisite: MEDI5029 Work Integrated Learning 1
    Co-requisite: MEDI5024 Clinical Science 2
    Work Integrated Learning 2 scaffolds student paramedic education from Work Integrated Learning 1, designed to seamlessly integrate theoretical knowledge with practical, hands-on experience in diverse healthcare settings. Students will gain critical work-readiness by immersing themselves in real-world patient care environments, with a focus on the older adult, fostering the development of essential clinical, professional, and ethical attributes.
    Students will engage in reflective practice, critically analysing their performance and growth. Supervised by credentialed health professionals, their clinical, professional, behavioural, and ethical attributes will be assessed against the Professional Capabilities of Registered Paramedics.

    MEDI5031 Work Integrated Learning 3
    Pre-requisite: MEDI5030 Work Integrated Learning 2
    Co-requisite: MEDI5025 Clinical Science 3
    Work Integrated Learning (WIL) 3 course facilitates the critical transition of paramedicine students into advanced pre-hospital care, fostering emerging-advanced clinical competencies. Students are guided to develop autonomous, safe, and resourceful patient care, assuming a higher degree of responsibility. The course provides exposure to diverse, highacuity clinical environments, demanding intuitive reflective practice and a commitment to lifelong learning and professionalism.
    Students will navigate challenging interactions within complex care teams, engaging in high-stakes communication, including end-of-life discussions and delivering difficult news.
    The Work Integrated Learning Student-Assessment Handbook remains the primary consolidation tool, where clinical, professional, behavioural, and ethical attributes are rigorously assessed by a health professional mentor. This course aligns directly with the Professional Capabilities of Registered Paramedics, as required by the Paramedicine Board, ensuring graduates acquire tangible, real-world opportunities to apply and refine their knowledge for confident entry into professional practice.

    MEDI5032 Work Integrated Learning 4
    Pre-requisite: MEDI5031 Work Integrated Learning 3
    Co-requisite: MEDI5026 Clinical Science 4
    Work Integrated Learning (WIL) 4 course represents the pinnacle of student paramedicine education, expecting students to make an autonomous and highly competent contribution across a diverse spectrum of clinical environments.
    This includes specialised engagement in Primary Care, Urgent Care, and Community Health initiatives.
    Students will seamlessly integrate into healthcare teams, demonstrating advanced health assessment practices and confidently proposing multiple, plausible, and evidence-based differential diagnoses. They will engage in rich dialogue exploring the pathophysiology, epidemiology, and pharmacology underpinning their clinical decisions, communicating with authority the rationale for all interventions. Throughout, students are expected to demonstrate exceptional communication and interpersonal skills, emerging with compassionate, measured, and profoundly patient-focused capabilities.
    The Work Integrated Learning Student-Assessment Handbook remains the primary consolidation tool, with clinical, professional, behavioural, and ethical attributes rigorously assessed by a health professional mentor, ensuring alignment with the Professional Capabilities of Registered Paramedics and tangible real-world application.

    MEDI5033 Health Science 3
    Pre-requisite: MEDI5028 Health Science 2
    Health Science 3 provides students with advanced knowledge and skills to manage complex acute and chronic health conditions across the lifespan, considering social and cultural determinants. A significant focus is placed on addiction and substance use disorders (SUDs), alongside in-depth examination of altered physiological states impacting critical body systems. The course provides an in-depth exploration of Addiction, covering epidemiology, pathophysiology, common types, diagnostic criteria, and progression. Students will learn paramedic management strategies for both acute intoxication and withdrawal, integrating pharmacological and supportive care. Additionally the course extensively addresses chronic health states across the lifespan, emphasising deteriorating conditions in the out-of-hospital environment.
    Students will analyse altered health states impacting key body systems, with a primary focus on the reproductive, urinary, and immune/lymphatic systems. This includes understanding pharmacokinetics and pharmacodynamics for evidence based assessment and management. Furthermore, the course covers Communicable Diseases and Complex Infections, enabling paramedics to identify, manage, and prevent spread in the pre-hospital setting.

    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.

    EDUC5116 Designing Curriculum for Effective Learning
    See details

    EDUC5117 Principles and Practices of Assessment and Evaluation
    See details

    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.

    MED16008 Applied Research 1
    Pre-requisite: MED15000 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.

    MED16009 Applied Research 2
    Pre-requisite: MED15000 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.

  • Level 6 courses: MEDI Medicine (6000 level)

    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.

    MEDI6011 Professional Practice 3
    Pre-requisite: MEDI5022 Professional Practice 2
    Professional Practice 3 provides students with an understanding of integrated healthcare, highlighting paramedicine's evolving role. The course moves beyond acute emergency response, focusing on a patient-centered, continuum-of-care
    model. Students will learn about the role of paramedics in industrial paramedicine, primary care, chronic disease, mental health, palliative care, geriatric care, and community health, aligning paramedic training with evolving healthcare needs and preparing students for managing complex presentations and facilitating seamless transitions of care.
    The course also explores retrieval medicine, preparing students for high-acuity interfacility transfers. Students will examine paramedicine's increasing integration within emergency departments, analysing collaborative benefits and challenges. Students explore innovative care models, technology's use, and the profession's growing contribution to resilient health systems, including roles in telehealth, home-based care, and public health initiatives. This holistic approach prepares adaptable, highly skilled paramedics to be integral healthcare team members.

    MEDI6012 Clinical Science 4
    Pre-requisite: MEDI5025 Clinical Science 3
    Co-requisite: MEDI5032 Work Integrated Learning 4
    Clinical Science 4 offers an advanced, dynamic exploration of healthcare in complex emergencies and disaster scenarios, using an all-hazards approach. Beyond conventional care, it delves into Tactical Care, focusing on high-threat environments like active shooter incidents, with an emphasis on rapid haemorrhage control.
    A significant component covers CBRNE (Chemical, Biological, Radiological, Nuclear, and Explosive) incidents, preparing paramedics for identification, assessment, management, and decontamination. Comprehensive modules  on Emergency Management build expertise in all-hazards scene management and incident command systems (ICS) for effective multi-agency responses to natural disasters, technological failures, and human-caused events.
    The course also explores Mass Gathering Medicine, addressing unique medical challenges and planning for large public events. Students gain proficiency in Epidemic and Pandemic Management, understanding disease surveillance and  outbreak control. Finally, Humanitarian Healthcare principles are examined, focusing on paramedicine's role in disaster relief and remote, resource-limited settings. This course develops highly skilled, adaptable paramedics ready to lead and contribute to robust disaster preparedness and response.

    MEDI6013 Health Science 4
    Pre-requisite MEDI5033 Health Science 3
    Health Science 4 offers a systems-based approach to understanding and managing acute and acute-on-chronic health states across the lifespan in out-of-hospital environments. This will include toxicology, in which students explore the mechanisms, clinical effects, and advanced paramedic management strategies for various poisons and drugs, critically incorporating pharmacokinetic and pharmacodynamic principles. Students will gain expertise in responding to environmental health emergencies and disorders affecting vital organ systems, including the endocrine and exocrine systems, the integumentary system, and the renal and hepatic systems; with integration of advanced assessment, differential diagnosis, and evidence-based management, preparing graduates to manage complex and critical patient presentations.

    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.

    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.

    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.

    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.

    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.

    MEDI6333 Clinical Apprenticeship
    Pre-requisite: MEDI6200 Foundations of Clinical Practice OR MEDI6222 Foundations of Clinical Practice OR MEDI6201 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

    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.

    MEDI6444 Preparation for Internship
    Pre-requisite: MEDI6300 Clinical Apprenticeships OR MEDI6444 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.

  • Level 6 courses: PHIL Philosophy (6000 level)

    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.

Paramedicine

  • Level 5 courses: MEDI Medicine (5000 level)

    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.

    MEDI5021 Professional Practice 1
    Professional Practice 1 is a foundational course that equips students with the knowledge, insights and underpinning capabilities specifically targeted towards commencing studies in alignment with key reference standards including the Professional Capabilities of Registered Paramedics. Students will review and evaluate the foundations of paramedic practice exploring critical domains such as: Legislative frameworks governing paramedic practice and 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 An introduction to ethical decision-making and culturally safe practice. Students will be guided through developing an ongoing portfolio that gears the student towards work-readiness and a focus on professional goals.

    MEDI5022 Professional Practice 2
    Pre-requisites: MEDI5021 Professional Practice 1, MEDI5000 Research Methods
    Professional Practice 2 provides students with essential work readiness attributes for paramedicine, drawing on contemporary national and international models of clinical leadership, quality, and safety. The course encourages critical reflection on paramedic professional practice across key domains. Students will explore the relationship between risk, harm, clinical error, and clinical reasoning principles, alongside adverse events and the role of the Australian Commission on Quality and Safety in Healthcare. The curriculum emphasises patient-centered care, human factors and bias, effective communication models, and clinical leadership and decision-making. It also addresses the complexities of vulnerable populations and diversity. Students complete an organisational or clinical audit relevant to an ambulance jurisdiction or health service. This prepares graduates to think analytically and contribute positively to the healthcare system, while future-proofing their careers.

    MEDI5023 Clinical Science 1
    Clinical Science 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 self-care and the management of patients and equipment in an out of hospital healthcare setting. Students explore professional communication essential for interprofessional engagement including written, verbal, and non-verbal models. 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’.

    MEDI5024 Clinical Science 2
    Pre-requisite: MEDI5023 Clinical Science 1
    Clinical Science 2 is a foundational paramedic course focused on essential prehospital medical care. It emphasises a patient-centered, evidence-based approach, building core paramedic competencies. A significant part of the course covers Medical Health Assessment and Provisional Diagnosis, teaching systematic patient history taking, physical examination, and initial clinical impression formulation for various medical emergencies.Students will also gain proficiency in ECG Analysis, interpreting common arrhythmias and ischaemic changes for patient management. The curriculum solidifies life-saving interventions through Paramedic Basic Life Support (BLS) training. There's a strong emphasis on Medication Administration, including pharmacology, dosage, routes, and indications/contraindications of common pre-hospital drugs. Students also develop skills in Minor Trauma management and crucially, the recognition and management of the Deteriorating Patient. The course integrates Clinical Guidelines and Evidence-Based Practice, fostering critical thinking and preparing students for pre-hospital challenges.

    MEDI5025 Clinical Science 3
    Pre-requisite: MEDI5024 Clinical Science 2
    Clinical Science 3 is an advanced paramedic course focused on Advanced Life Support (ALS)proficiency. It intensively explores complex medical and trauma emergencies, including paediatric and obstetric care, to prepare students for high-level pre-hospital decision making. A core focus is advanced cardiology, encompassing 12-lead ECG interpretation for identifying myocardial infarctions and dysrhythmias. Students learn thrombolytic care protocols, including indications, contraindications, and implications for patient transport. The program also extensively covers advanced drug administration, detailing pharmacology, indications, dosages, and safe administration via various routes (intravenous, intraosseous, nebulised, parenteral) for managing critical conditions. Through simulations, students develop clinical reasoning and technical expertise for complex interventions and seamless integration into the healthcare system, embodying the competencies of a highly skilled paramedic.

    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 of peoples 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. 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, 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, bridges theoretical learning with practical application, providing students with essential work-readiness for the paramedicine profession. Students will engage in hands-on clinical environments in volunteer Ambulance, gaining real-world exposure to patient care. A core emphasis is placed on reflective practice, encouraging students to critically evaluate their skills, attributes, and capabilities and their impact on patient care and interprofessional team dynamics.

    MEDI5030 Work Integrated Learning 2
    Pre-requisite: MEDI5029 Work Integrated Learning 1
    Co-requisite: MEDI5024 Clinical Science 2
    Work Integrated Learning 2 scaffolds student paramedic education from Work Integrated Learning 1, designed to seamlessly integrate theoretical knowledge with practical, hands-on experience in diverse healthcare settings. Students will gain critical work-readiness by immersing themselves in real-world patient care environments, with a focus on the older adult, fostering the development of essential clinical, professional, and ethical attributes.
    Students will engage in reflective practice, critically analysing their performance and growth. Supervised by credentialed health professionals, their clinical, professional, behavioural, and ethical attributes will be assessed against the Professional Capabilities of Registered Paramedics.

    MEDI5031 Work Integrated Learning 3
    Pre-requisite: MEDI5030 Work Integrated Learning 2
    Co-requisite: MEDI5025 Clinical Science 3
    Work Integrated Learning (WIL) 3 course facilitates the critical transition of paramedicine students into advanced pre-hospital care, fostering emerging-advanced clinical competencies. Students are guided to develop autonomous, safe, and resourceful patient care, assuming a higher degree of responsibility. The course provides exposure to diverse, highacuity clinical environments, demanding intuitive reflective practice and a commitment to lifelong learning and professionalism.
    Students will navigate challenging interactions within complex care teams, engaging in high-stakes communication, including end-of-life discussions and delivering difficult news.
    The Work Integrated Learning Student-Assessment Handbook remains the primary consolidation tool, where clinical, professional, behavioural, and ethical attributes are rigorously assessed by a health professional mentor. This course aligns directly with the Professional Capabilities of Registered Paramedics, as required by the Paramedicine Board, ensuring graduates acquire tangible, real-world opportunities to apply and refine their knowledge for confident entry into professional practice.

    MEDI5032 Work Integrated Learning 4
    Pre-requisite: MEDI5031 Work Integrated Learning 3
    Co-requisite: MEDI5026 Clinical Science 4
    Work Integrated Learning (WIL) 4 course represents the pinnacle of student paramedicine education, expecting students to make an autonomous and highly competent contribution across a diverse spectrum of clinical environments.
    This includes specialised engagement in Primary Care, Urgent Care, and Community Health initiatives.
    Students will seamlessly integrate into healthcare teams, demonstrating advanced health assessment practices and confidently proposing multiple, plausible, and evidence-based differential diagnoses. They will engage in rich dialogue exploring the pathophysiology, epidemiology, and pharmacology underpinning their clinical decisions, communicating with authority the rationale for all interventions. Throughout, students are expected to demonstrate exceptional communication and interpersonal skills, emerging with compassionate, measured, and profoundly patient-focused capabilities.
    The Work Integrated Learning Student-Assessment Handbook remains the primary consolidation tool, with clinical, professional, behavioural, and ethical attributes rigorously assessed by a health professional mentor, ensuring alignment with the Professional Capabilities of Registered Paramedics and tangible real-world application.

    MEDI5033 Health Science 3
    Pre-requisite: MEDI5028 Health Science 2
    Health Science 3 provides students with advanced knowledge and skills to manage complex acute and chronic health conditions across the lifespan, considering social and cultural determinants. A significant focus is placed on addiction and substance use disorders (SUDs), alongside in-depth examination of altered physiological states impacting critical body systems. The course provides an in-depth exploration of Addiction, covering epidemiology, pathophysiology, common types, diagnostic criteria, and progression. Students will learn paramedic management strategies for both acute intoxication and withdrawal, integrating pharmacological and supportive care. Additionally the course extensively addresses chronic health states across the lifespan, emphasising deteriorating conditions in the out-of-hospital environment.
    Students will analyse altered health states impacting key body systems, with a primary focus on the reproductive, urinary, and immune/lymphatic systems. This includes understanding pharmacokinetics and pharmacodynamics for evidence based assessment and management. Furthermore, the course covers Communicable Diseases and Complex Infections, enabling paramedics to identify, manage, and prevent spread in the pre-hospital setting.

  • Level 6 courses: MEDI Medicine (6000 level)

    MEDI6011 Professional Practice 3
    Pre-requisite: MEDI5022 Professional Practice 2
    Professional Practice 3 provides students with an understanding of integrated healthcare, highlighting paramedicine's evolving role. The course moves beyond acute emergency response, focusing on a patient-centered, continuum-of-care
    model. Students will learn about the role of paramedics in industrial paramedicine, primary care, chronic disease, mental health, palliative care, geriatric care, and community health, aligning paramedic training with evolving healthcare needs and preparing students for managing complex presentations and facilitating seamless transitions of care.
    The course also explores retrieval medicine, preparing students for high-acuity interfacility transfers. Students will examine paramedicine's increasing integration within emergency departments, analysing collaborative benefits and challenges. Students explore innovative care models, technology's use, and the profession's growing contribution to resilient health systems, including roles in telehealth, home-based care, and public health initiatives. This holistic approach prepares adaptable, highly skilled paramedics to be integral healthcare team members.

    MEDI6012 Clinical Science 4
    Pre-requisite: MEDI5025 Clinical Science 3
    Co-requisite: MEDI5032 Work Integrated Learning 4
    Clinical Science 4 offers an advanced, dynamic exploration of healthcare in complex emergencies and disaster scenarios, using an all-hazards approach. Beyond conventional care, it delves into Tactical Care, focusing on high-threat environments like active shooter incidents, with an emphasis on rapid haemorrhage control.
    A significant component covers CBRNE (Chemical, Biological, Radiological, Nuclear, and Explosive) incidents, preparing paramedics for identification, assessment, management, and decontamination. Comprehensive modules  on Emergency Management build expertise in all-hazards scene management and incident command systems (ICS) for effective multi-agency responses to natural disasters, technological failures, and human-caused events.
    The course also explores Mass Gathering Medicine, addressing unique medical challenges and planning for large public events. Students gain proficiency in Epidemic and Pandemic Management, understanding disease surveillance and  outbreak control. Finally, Humanitarian Healthcare principles are examined, focusing on paramedicine's role in disaster relief and remote, resource-limited settings. This course develops highly skilled, adaptable paramedics ready to lead and contribute to robust disaster preparedness and response.

    MEDI6013 Health Science 4
    Pre-requisite MEDI5033 Health Science 3
    Health Science 4 offers a systems-based approach to understanding and managing acute and acute-on-chronic health states across the lifespan in out-of-hospital environments. This will include toxicology, in which students explore the mechanisms, clinical effects, and advanced paramedic management strategies for various poisons and drugs, critically incorporating pharmacokinetic and pharmacodynamic principles. Students will gain expertise in responding to environmental health emergencies and disorders affecting vital organ systems, including the endocrine and exocrine systems, the integumentary system, and the renal and hepatic systems; with integration of advanced assessment, differential diagnosis, and evidence-based management, preparing graduates to manage complex and critical patient presentations.