This subject provides an introduction to the principles, concepts and methods of economic evaluation and their application to health care and public health. Students are introduced to the foundations of economic evaluation in economic theory and the principal methods used by health economists: cost benefit analysis, cost effectiveness analysis, cost consequences analysis and cost utility analysis. In each case, the steps involved in identifying, measuring and valuing incremental costs and outcomes will be explained. Students will learn the key elements of an economic evaluation study design and be able to critically review economic evaluation studies. Contemporary issues and approaches in economic evaluation will be introduced, including the use of distributional cost effectiveness to capture reductions in inequality; and subjective wellbeing and other approaches for extending the measurement of benefit beyond the Quality Adjusted Life Year (QALY)

A thorough comprehension of the different institutions, structures and processes that constitute health systems globally provides a strong platform for further studies and varied career paths in population and global health. This subject provides students with the analytical frameworks to explore the social and political dynamics, institutions and structures that constitute health systems globally. This subject is delivered by a cross-disciplinary team of experts working in health systems strengthening and analysis, and draws on contemporary research and examples from across Australia, the Asia-Pacific region and other global contexts. Students of this subject will develop and apply skills in critical and comparative analysis of health systems in a range of countries and in settings with varied levels of socio-economic development.

Issues addressed in this subject include, but may not be limited to: global disparities in health system expenditures and outcomes; the characteristics of different health financing systems; health system structures; health system reform and performance measurement; health system strengthening approaches and strategies; intergovernmental relations and development assistance for health; health workforce supply and policy; general practice and primary healthcare; complementary health systems and health system orientation for Indigenous peoples; and the multi-level policy processes that inform health system decision-making.

This is a compulsory subject in the Master of Public Health. Qualitative research plays an important role in public health as it can explain how people experience a particular health issue or why they perform a health-related behavior, taking into account specific social, political and economic contexts. Public health practitioners need to be able to undertake and interpret a range of published research (including qualitative research) in order to gather evidence for practice, identify gaps in evidence and evaluate current practice.

This subject will introduce students to qualitative research in public health - both the principles underlying design and the strengths and weaknesses of different qualitative methodologies. It will cover a range of methods, such as individual interviews, group interviews, visual and participatory methods. Each element of research design will be covered, from recognising research paradigms and sampling strategies through to the different types of analysis. Students will learn how to design, plan and evaluate qualitative research as sources of evidence in public health.

Today the complex public health concerns that confront the world require medical and social science researchers to collaborate. Health, illness and Society, incorporating insights from medical anthropology and health sociology will engage with the social, political, economic and historical factors shaping public health. Social science perspectives help to explain social behaviour, how societies change, the role of social institutions in society and the relationship between individuals and social structures. This subject will address; (1) social science understanding of health and illness, such as alcohol misuse, obesity and poverty; (2) social science theories and their relevance in public health, such as structuralism and postmodernism; (3) social science critiques of public health policies, such as neoliberal health care reforms. Students will develop conceptual tools for understanding everyday life and will gain experience applying these tools to explain and find innovative solutions for public health problems.

Why is it essential that scientists learn to communicate effectively to a variety of audiences? What makes for engaging communication when it comes to science? How does the style of communication need to change for different audiences? What are the nuts and bolts of good science writing? What are the characteristics of effective public speaking?

Weekly seminars and tutorials will consider the important role science and technology plays in twenty-first century society and explore why it is vital that scientists learn to articulate their ideas to a variety of audiences in an effective and engaging manner. These audiences may include school students, agencies that fund research, the media, government, industry, and the broader public. Other topics include the philosophy of science communication, talking about science on the radio, effective public speaking, writing press releases and science feature articles, science performance, communicating science on the web and how science is reported in the media.

Students will develop skills in evaluating examples of science and technology communication to identify those that are most effective and engaging. Students will also be given multiple opportunities to receive feedback and improve their own written and oral communication skills.

Students will work in small teams on team projects to further the communication skills developed during the seminar programme. These projects will focus on communicating a given scientific topic to a particular audience using spoken, visual, written or web-based communication.

This subject examines the workplace environment and the range of competencies needed to operate effectively. Communication is central to success in the workplace, from proposing projects, consulting and influencing colleagues, through to reporting. Students will gain a range of communication skills in writing, oral and presentation skills, and using graphics and statistics, to communicate science to others with whom they work.

AIMS

Technological advances in obtaining high throughput data have stimulated the development of new computational approaches to bioinformatics. This subject will cover core computational challenges in analysing bioinformatics data. We cover important algorithmic approaches and data structures used in solving these problems, and the challenges that arise as these problems increase in scale.

The subject is a core subject in the MSc (Bioinformatics) and is an elective in the Master of Information Technology and the Master of Engineering. It can also be taken by PhD students and by undergraduate students, subject to the approval of the lecturer.

INDICATIVE CONTENT

The subject covers key algorithms used in bioinformatics, with a focus on genomics. Indicative topics are: sequence alignment (dynamic algorithms and seed-and-extend), genome assembly, variant detection, phylogenetic reconstruction, genomic intervals, complexity and correctness of algorithms, clustering and classification of genomics data, data reduction and visualisation.
The subject assumes you have experience in programming and familiarity with the foundations of genomics.

This subject offers an overview of major health informatics research areas and methods that contribute to quality improvement, scientific research, and technological innovation in healthcare and biomedicine. The subject sets out the scientific foundations of digital health, and disciplined approaches to understanding the implications of digital health for health system performance.

The subject is arranged in blocks of study that examine methods for: (a) Undertaking digital health research and innovation projects, including: justifying a project in pragmatic and conceptual terms; drawing on existing practice and knowledge; specifying and staging work packages; meeting needs for partnerships and resources; assuring socially and ethically responsible conduct; reporting on progress rigorously and communicating for impact; (b) Managing exponential growth in health and biomedical knowledge, including: increasing openness in research data life cycle management; automating processes of generating, synthesising, and translating evidence; assuring the quality of electronic decision support systems for clinicians and patients; producing sophisticated forecasts and scenarios of the future of health; (c) Analysing structured and unstructured health data, including: wrangling phenome, exposome and other omics data; scaling up clinical, translational and population health research on platforms; approaching artificial intelligence in medicine through data analytics techniques and machine learning; (d) Modelling and simulating the dynamics of health conditions and health services, including: building personalised and population-level models of health and disease; mapping patient journeys, clinical workflows, and health supply chains; creating immersive environments for healthcare system learning and research.

This subject develops familiarity with technical and administrative aspects of health information science – when, why and how health data can be generated, collected, stored, communicated and integrated to inform patient care, health research and health services management. It provides an overview of the knowledge and tools that are essential for managing and governing digital patient record data for primary and secondary uses.

Lectures and tutorials cover four major topics: (a) Structuring health data in the era of big data in healthcare; (b) Managing and governing electronic health and medical records for safety and quality of care, including: standards, terminologies and mapping approaches applicable to clinical data and clinical documentation; (c) Structural and semantic interoperability to support data use for connected care and population health, including: Fast Healthcare Interoperability Resources (FHIR); (d) Managing and governing secondary use of data, including health services administration and health research, including: approaches to data privacy and security, repositories, retrieval, quality assessment, and linkage.

The majority of chronic diseases share a common risk factor: the family history for that disease. Epidemiologists can use families to assess the role of the interrelated genetic and environmental risk factors. This subject provides an introduction to epidemiological methods that are used to determine the role of inherited factors on disease risk. Concepts, methodologies, and interpretation of familial risk factors for chronic diseases are the major topics in this subject. Topics covered include: how disease runs in families, how to identify genetic risk factors and how they can be used to estimate risk of disease, design of family studies, how to identify people at genetic risk and how to use genetics to reduce the burden of disease.

This subject provides an extension of studies in Health Program Evaluation introduced in Health Program Evaluation 1, aiming to deepen the students understanding of the conceptual bases of evaluation and extend practical skills. Its focus is particularly on issues relating to the selection and development of an appropriate evaluation approach and methods for a particular health program, policy or service. The subject provides an initial grounding in the theoretical origins of program evaluation, contemporary approaches to evaluation as well as implementation science and knowledge translation. The subject then considers the development of an evaluation approach and design from an applied perspective. Case-studies of evaluations will be presented to provide an opportunity to consider theoretical, methodological and practical issues associated with the conduct of complex health program evaluations. Students will have an opportunity to develop evaluation proposals in response to real world funding and policy settings.

Bioinformatics is a key research tool in modern agriculture, medicine, and the life sciences in general. It forms a bridge between complex experimental and clinical data and the elucidation of biological knowledge. This subject presents bioinformatics in the context of its role in science, using examples from a variety of fields to illustrate the history, current status, and future directions of bioinformatics research and practice.

Digital health is rapidly transforming health and healthcare. Information and communication technology (ICT) is an important factor in quality, safety, access, and efficiency in healthcare. This subject provides an overview of digital health and the influence of ICTs in clinical care, as well as in clinical research, population health and healthcare system planning.

Digital health current approaches and future directions are explored from the perspectives of several domains: health and biomedical sciences, information science and information technology, management sciences, and behavioural and social sciences- that is, aligned within major health informatics competency frameworks such as the Certified Health Informatician Australasia (www.healthinformaticscertification.com) and the American Medical Informatics Association (http://www.cahiim.org/hi/curriculumrequirements.html ).

In addition to providing a clinically-oriented introductory subject in the University’s Graduate Certificate in Health Informatics and Digital Health, it is also suitable for single subject enrolment by practising clinicians or postgraduate students in any clinical health profession

AIM

The study of genomics is on the forefront of biology. Current laboratory technologies generate huge amounts of data. Computational analysis is necessary to make sense of these data. This subject covers a broad range of approaches to the computational analysis of genomic data. Students learn the theory behind the different approaches to genomic analysis, preparing them to use existing methods appropriately and positioning them to develop new ways to analyse genomic data.

The subject is a core subject in the MSc (Bioinformatics), and is an elective in the Master of Information Technology and the Master of Engineering. It can also be taken by PhD students and by undergraduate students, subject to the approval of the lecturer.

INDICATIVE CONTENT

This subject covers computational analysis of genomic data, from the perspective of information theory. Topics include information theoretic analysis of genomic sequences; sequence comparison, including heuristic approaches and multiple sequence alignment; and approaches to motif finding and genome annotation, including probabilistic modelling and visualization, computational detection of RNA families, and current challenges in protein structure determination. Practical work includes writing bioinformatics applications programs and preparing a research report that uses existing bioinformatics web resources.

Healthcare is information intensive. Health data are generated, shared, consumed, and stored in a variety of partially overlapping complex networks. Healthcare lags behind many other sectors, despite efforts to use digital technologies to shape and improve health data and information processes since the middle of the 20th Century. The need for digital transformation of health is driven by socio-economic concerns (making healthcare more accessible and affordable) and patient safety (reducing medical errors, and redundant and ineffective interventions).

This subject introduces the background, current state, and future opportunities of digital health. It provides a basic understanding of health and disease and how individuals experience both. It explores the nature of biomedical data, information, and knowledge - and how digital technologies are shaping the way these are used. Digital health technologies are examined from ethical, historical, technological, and psycho-social perspectives, considering positive and negative impacts.

This subject is compulsory for students enrolled in the Master of Public Health, Master of Epidemiology and the Master of Science (Epidemiology). Students should enrol in this subject early in their program of study.

The subject introduces the fundamental concepts of statistics and the essential methods required to equip students to perform basic statistical analyses and interpret research findings in the public health setting.

This subject is a core subject within the Master of Public Health, the Master of Epidemiology, the Master of Science (Epidemiology) and the Master of Biostatistics. Students should enrol in this subject early in their program of study.

Epidemiology is the study of the distribution and determinants of disease frequency in human populations and the application of this study to control health problems. It is a fundamental science of public health.

Three main tasks of epidemiology include description, causal inference and prediction. This subject focuses on the first two and emphasises the application of epidemiological evidence to informing public health practice and policy.

Description: the epidemiological measures of disease frequency and summary measures of population health are introduced and used to describe patterns and trends in disease occurrence within and between populations. The role of routinely collected data, particularly for surveillance of infectious diseases, is discussed.

Causal inference: is key to applying epidemiological evidence to controlling health problems if interventions are to be effective. In this subject, causal inference is considered within the modern counterfactual framework. Causal diagrams, which are an integral part of this approach to causal inference are introduced. The common experimental and observational study designs, and systematic reviews, and their relative strengths and weaknesses are discussed. The implications of common types of bias (selection bias, information bias, and confounding) are discussed, as are methods to minimise them. Methods to control for confounding, including standardisation, are discussed.

Differences in characteristics of the major sources of morbidity (infectious disease, non-communicable disease, and injury) are discussed in the context of prevention and early detection of disease. Transmission dynamics of infectious diseases are introduced in this context. The applicability of epidemiological evidence (external validity) to interventions in target populations is introduced. Measures of the validity and performance of tests for early detection are introduced.

This subject examines the diverse purposes health program evaluations can serve and the wide range of environments in which health program evaluations are conducted. Using Australian and overseas evaluation examples, students gain an overview of conceptual and methodological issues in the key evaluation approaches. The three major stages in the conduct of an evaluation are covered: planning and negotiating the terms and design of the evaluation; data collection and analysis; and the provision of findings. Each stage is considered through example and critique of those examples, with opportunities to apply these skills in the development of an evaluation plan for a real, work-based program.

This subject is a compulsory subject within the Master of Public Health. It lays the foundation for the degree and provides an orientation to the field of public health. It provides a critical overview of public health historical development, conceptual underpinnings and practice in the following domains.

History and distinguishing features of public health and population health: The historical development of public health is traced. The distinguishing features of public health, emphasising the health of groups and populations rather than a focus on the health of an individual, are presented and explored. Key points of transition in the health of populations over time are identified. The scientific disciplines that make up the toolbox of modern population health are described.

Determinants of the health of individuals, groups and populations: Determinants of health affecting the health of individuals, and populations are identified, recognising that social determinants work in concert with environmental and biological factors. The health of indigenous people in Australia is examined and resources provided to assist in understanding common influences on the health of indigenous people world-wide. The increasing importance of health and human rights locally and globally is discussed, including an examination of the ethical frameworks relevant to public health practice.

Strategies and Systems: Major strategies and approaches to public health including health protection, health improvement and health care quality assessment are presented, with illustrations from local and international experience. The elements and function of health systems are defined and the roles of principal public health agencies internationally and nationally are described.

Achievements and challenges: The significant achievements in public health from the late 20 th century through to the 21 st century are identified and emerging challenges and possible solutions are explored, including in relation to indigenous populations.

Students will have the opportunity to learn the history of health promotion and the models of health and health promotion, along with key theoretical approaches explaining change in individuals, organisations and systems.

They will be introduced to the fundamental elements of successful health promotion and its application to different health issues in different settings and sectors, and in different populations in Australia and in developed and developing countries overseas.

Students will be exposed to key leaders in health promotion in Victoria from different levels of government, from leading health NGOs and from academia during the course. They will also be required to interview a key practitioner in their place of work as part of assessed group work activity.

The subject explores the policy decisions, usually made by governments, that determine present and future country or regional level objectives relating to health services; programs; and the regulatory, organisational, social, cultural, physical and natural environments that contribute to population health and well-being. The subject explores the nature of health policy, types of policy instruments, and policy making processes including agenda setting and policy influencing frameworks and theories. The role of evidence in policy formation including the significance of the balance between effectiveness, efficiency and equity as objectives of health policy will be debated. In doing so, students will be introduced to the importance and process of policy analysis and explore the relevant legal, political, managerial, sociological, ethical, epidemiological and economic perspectives to instrument selection and policy implementation across a range of health policy contexts. Australian and international country contexts will be used throughout the subject.

This subject is aimed at: consolidating student knowledge and skills of conventional microeconomic evaluation techniques covered in Economic Evaluation I; and giving students some hands-on practical experience in applying common methods and software used to undertake economic evaluations.

This subject introduces students to the study of bioethics, with a focus on key issues in public health. It explores theoretical frameworks and major debates in public health ethics, in both the Australian and global contexts.

Topics include: ethical theory, the nature of public health ethics, vaccination, population screening, selective reproduction, and resource allocation.

Students will be introduced to concepts and frameworks for thinking about ethical issues, and learn skills for identifying and analysing ethical problems.

There is increasing global recognition that public health research seeking to change the social determinants of health is most effective when communities are actively engaged. Therefore, many health researchers are looking towards participatory approaches to the production of knowledge. This subject will give students an understanding of, and experience in, Community-Based Participatory Research (CBPR). CBPR is a collaborative approach to research that emerges from the interests or problems of a specific group or community, and is enacted through a specific set of social values. It is of interest to students wanting to build the necessary skills to support communities to deepen their understanding of their circumstances and to take action to help resolve conditions undermining health. In addition to gaining knowledge about CBPR perspectives, students will be taught a range of methodological approaches utilised in CBPR approaches globally. As part of this subject, students will be expected to participate in (a) practical exercises designed to enhance skills and techniques; and (b) workshopping, analysis and reflection of data collected during an in-class research project.

What is conflict of interest? What should a scientist do when they find fraud is occurring on a scientific research team? How does a scientist write and defend an animal ethics submission and get it approved? What are the ethical issues associated with peer review? This subject is intended to give students a broad overview of research ethics in a scientific context. It will include topics on scientific integrity; conflicts of interest; data recording management; authorship and peer review; animal experimentation and regulations; privacy and confidentiality of records; and, finally, research in humans.

As a scientist, it is not only important to be able to experiment, research and discover, it is also vital that you can communicate your research effectively in a variety of ways. Even the most brilliant research is wasted if no one knows it has been done or if your target audience is unable to understand it.

In this subject you will develop your written and oral communication skills to ensure that you communicate your science as effectively as possible. We will cover effective science writing and oral presentations across a number of formats: writing a thesis; preparing, submitting and publishing journal papers; searching for, evaluating and citing appropriate references; peer review, making the most of conferences; applying for grants and jobs; and using social media to publicise your research.

You will have multiple opportunities to practice, receive feedback and improve both your oral and written communication skills.

Please note: students must be undertaking their own research in order to enrol in this subject.