The University of Sydney

Faculty of Health Sciences

School of Medical Radiation Sciences Dr Sarah Lewis

DETAILED COURSE PROPOSAL FOR THE MASTER OF DIAGNOSTIC RADIOGRAPHY,

MASTER OF NUCLEAR MEDICINE, MASTER OF RADIATION THERAPY

MASTER OF DIAGNOSTIC RADIOGRAPHY (HONOURS),

MASTER OF NUCLEAR MEDICINE (HONOURS), MASTER OF RADIATION THERAPY (HONOURS)

NOVEMBER 2005

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1. Name of the Award course Master of Diagnostic Radiography Master of Nuclear Medicine Master of Radiation Therapy Master of Diagnostic Radiography (Honours) Master of Nuclear Medicine (Honours) Master of Radiation Therapy (Honours)

2. Abbreviated Name

MDR MNM MRT MDR (Hons) MNM (Hons) MRT (Hons)

3. Date of Introduction

2007, Semester 1 4. Purpose of the Proposal

To introduce new graduate entry courses, the Master of Diagnostic Radiography – pass and honours, Master of Nuclear Medicine – pass and honours and Master of Radiation Therapy – pass and honours, all proposed by the School of Medical Radiation Sciences. The courses do not replace the current Bachelor of Applied Science (Medical Radiation Sciences).

5. Justification

The proposed courses will enable graduates to gain entry to the three main professions in the medical radiation sciences. The courses will facilitate attainment of professional competencies in a cohort of graduate students with relevant knowledge and pre-existing skills in areas such as independent learning. The courses will include academic content and diverse clinical experiences required for accreditation of the courses and recognition of graduates as eligible for provisional membership to the Australian Institute of Radiography (AIR) (the Diagnostic Radiography and Radiation Therapy professions) and the Australian and New Zealand Society of Nuclear Medicine (ANZSNM) (Nuclear Medicine profession). The MDR, MNM and MRT plus their honours options seek to prepare graduates for professional practice as a medical radiation sciences practitioner.. As these programs all lead to eligibility to practice there are similarities between the 3 programs and the undergraduate entry level course, in that students in all courses will be expected to achieve prescribed professional competencies through practical and theoretical skill acquisition. However, the pace of work in the MDR, MNM and MRT (plus honours options) is reflective of post-graduate expectations as is the level and complexity of the issues dealt with in the degree, including research project design. The School currently offers an undergraduate professional entry degree in all three profession (pass and honours). The proposed MDR, MNM and MRT offers students who already hold a relevant undergraduate degree, an alternative to the Bachelor’s entry path into the professions.

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The School of MRS, through the University of Sydney, wishes to be the first school in Australia offering graduate entry Masters programs into all three professions of the medical radiation sciences. Currently, there is no graduate entry degree for Diagnostic Radiography, Nuclear Medicine or Radiation Therapy in NSW. Curtin University (WA) presently has 2 students enrolled into the first year of graduate entry intake into the Master of Medical Imaging Science degree. Monash University has 38 students enrolled into the second year of graduate entry intake into the Masters of Radiation Therapy. This is a program that is delivered fully in distance education mode with students located (and in fact employed in practices) throughout Australia. This is not a model that the School of MRS wishes to emulate, due to poor opportunities for employment of students and the difficulty of ensuring consistent teaching and compliance with university procedures that would entail. The proposed Master’s programs do not replace the current Bachelor of Applied Science (Medical Radiation Science) Diagnostic Radiography, Nuclear Medicine and Radiation Therapy. The number of undergraduate students will need to be reduced by negotiation as clinical placements both in NSW and interstate are at a premium and almost all clinical centres are currently being utilised. The introduction of the graduate entry masters degrees satisfies the College of Health Sciences Strategic plan 2004-2008 in that they will:

Provide diversity and range to the choices of postgraduate study. In 2007, the University of Sydney will become the only university in Australia offering graduate entry into all three professional fields of the Medical Radiation Sciences. The MDR, MNM and MRT will add strength to the current offerings within both the Faculty of Health Sciences and the wider University of Sydney. Additionally the Masters programs will offer students greater flexibility through providing an alternate pathway to the MRS professions (Goal 2 – Excellence in Teaching and Learning)

The Masters programs will build upon newly constructed inter-professional

learning units of study within the School of MRS as well as a range of post-graduate units of study that are currently on offer at the Faculty of Health Sciences. Examples of current units include Body Function for Health Professionals (BIOS 5053), Evidence Based Health Care (HIMT 5067), Function and Dysfunction of Body Systems (BIOS 5051), Patient/Practitioner Communication (MRTY 5056) and Introduction to Epidemiology (HIMT 5027) - page 323-32 of the Faculty Handbook provides further details. This will ensure an integrated education and efficient usage of resources (Goal 2 – Excellence in Teaching and Learning).

6. Consultation and External References

a. Faculty Standing Committee Faculty Standing Committee approved in principle these degrees in June 2005.

b. External Advisory Committee The School has an external advisory committee consisting of members of the medical radiation sciences professions in diverse contexts including the public and private sectors, as well as representatives from related professions such as Radiation Oncology and Sonography. Prior to commencing the detailed course proposal for our Graduate Entry level programs, the School consulted with the full External

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Advisory Committee on 17 November 2004. On 5 October 2005, the External Advisory Committee viewed the detailed proposal to introduce a Masters professional entry degree in Diagnostic Radiography, Nuclear Medicine and Radiation Therapy and gave comments and directions. There were no major objections to the proposed courses. A copy of the minutes can be found in Appendix 4.

c. Australian Institute of Radiography and Australian and New Zealand Society of

Nuclear Medicine The School has notified the AIR and ANZSNM of its intention to offer graduate entry Masters degrees in Diagnostic Radiography and Radiation Therapy (AIR related) and Nuclear Medicine (ANZSNM related). A meeting was held on the 26 September 2005 which representatives from the AIR and ANZSNM attended to be briefed on the structure of the courses and to participate in discussions. Suggestions made by the professional body representatives were incorporated into the course proposals. The AIR and ANZSNM have asked to be regularly updated with developments to these proposed courses and a copy of AIR and ANZSNM accreditation guidelines have been received by the School. A copy of the minutes can be found in Appendix 5.

d. Student Representative Committee

A meeting of student representatives was held on the 6 October 2005 in order to seek input into the structure of the new courses. All students enrolled in any of the three years of the combined School of MRS undergraduate degrees were also invited to attend. Students raised a number of issues related to employment competition and clinical placements. However, the general consensus was that it was a positive move and one that would raise the profile of the professions. A copy of the minutes can be found in Appendix 6.

e. Library The Health Sciences Library has reviewed the proposal and has certified that existing Library holdings, staffing, services and accommodation are, or will be, adequate to cover the demands of the new courses. The library impact statement can be viewed as Appendix 1.

f. Documentation

Documentation on the course structure and outlines of each unit of study are included in Appendix 3.

g. CDAM

A CDAM was held on the 11 October 2005, hosted by the School of MRS. The minutes can be viewed as Appendix 7. All matters of concern have been addressed and there were no major objections to the proposed degrees.

7. Course Structure

The course structure for all three Master’s degrees including their Honours pathways can be viewed in Appendix 3 (Handbook entry). The purpose of the proposed course is to enable students to gain entry into the Medical Radiation Sciences profession through specialised education taught at a Master’s level. The MDR, MNM and MRT aim to prepare graduates to the level of a competent

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beginner practitioner using an alternative pathway to the Bachelor’s entry. This will be achieved through the acquisition of professional competencies via the integration of theoretical knowledge and practical skills. The proposed courses will satisfy all requirements of graduate students to be eligible for membership of the AIR and ANZSNM. Students completing the Master’s degree in their respective specialities will be eligible for a provisional statement of accreditation from the Australian Institute of Radiography (AIR) or the Australian and New Zealand Society of Nuclear Medicine (ANZSNM). The academic rationale for these Masters programs is structured around inquiry based teaching and learning and will make use of a large amount of self-directed learning. Students will learn and be taught through a blend of research-led teaching, self-directed learning and problem based learning. With a focus on inter-professional learning, students will use case problems to critically analyse and solve clinical questions relating to imaging and treatment whilst appreciating their role as a medical radiation science practitioner in the context of a wider health care team. Students will use the academic and generic skills they have acquired during their first degree to work at a pace and complexity reflective of post-graduate education. The three MRS professions of Diagnostic Radiography, Nuclear Medicine Technology and Radiation Therapy are completely independent with different professional accreditations. However, they have many common elements related to patient care and communication, anatomy, physiology, pathology and radiation physics. There are also inter-relationships between the professions, as Diagnostic Radiography and Nuclear Medicine Technology provide complementary imaging modalities, and both professions produce images that are frequently used in Radiation Therapy. These commonalities provide an ideal context for inter-professional learning. Thus a large amount of learning will be based on patient cases related to body systems. Students will learn the common aspects described above together, and will then move into their professional groups for the specialised theory and applications.

The course will be offered at a postgraduate level and consists of four semesters full time study leading to the award of the degree, Master of Diagnostic Radiography, Master of Nuclear Medicine or Master of Radiation Therapy. The proposed general structure of the course is 2 years, full time with four semesters of 4 x 6 credit point subjects including theoretical and clinical units of study. The degree will be offered at the pass or honours level. The honours curriculum will enable students to meet application criteria for APA and UPA scholarships. At this stage, the School of MRS will focus on offering full time studies, however, part time may be considered at a later stage if demand is created. The proposed general structure of the course is 2 years, full time with four semesters of 4 x 6 credit point subjects including theoretical and clinical units of study. The course will be taught using a variety of teaching techniques such as Inquiry Based Teaching and Learning (IBTL), Self-Directed Learning (SDL), Problem Based Learning (PBL) and Evidence Based Practice (EBP). Assessment practices will include assignments, written examinations and practical examinations. Material will be delivered flexibly making use of WebCT and School Intranet with extensive use of software specific to the professional areas. This software already exists within the School.

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7.1 Honours Program To be eligible to enter the Honours program, students must have achieved a Weighted Average Mark of at least 70% in their first semester of study. The Master of Diagnostic Radiography Honours, Master of Nuclear Medicine Honours and Master of Radiation Therapy Honours programs will be structured around 18 credit points of research studies including BACH5268 Developing a Research Project, Honours Dissertation A (MRSCXXXX) and Honours Dissertation B (MRSXXXX). Students who meet the Honours requirement will begin their research studies in Year 1 semester 2. Students will undertake BACH5268 concurrently with Honours Dissertation A where extended learning with an appointed supervisor into a specific project will occur. Consultation with Unit of Study coordinator Dr Kate O’Loughlin regarding the suitability of this combination was held on the 4 November 2005 with a favourable outcome. Students will undertake Honours Dissertation B in Year 2 semester 1 where data collection, analysis and discussion will conclude the research project. The Honours Dissertation will follow the University policy regarding length of written output, that it should not exceed 20,000 words [http://www.usyd.edu.au/ab/policies/Guidelines_Terms.pdf]. Honours grades will be determined by the performance of students in the Honours Dissertation as well as related units of study and follow faculty guidelines on assessment of coursework Masters Honours [http://www.fhs.usyd.edu.au/policies/acdocs/mhonsmkngmatrix.pdf]

7.2 Admission Requirements

The School of Medical Radiation Sciences endorses the Bachelor of Health Sciences degree, from the University of Sydney, as a suitable preparatory course for its graduate entry programs and we would consider this to be our primary source of applicants. However, criteria will be set which allow for the application and acceptance of other students on a case by case basis. The most suitable students would have a degree in another health science field, or a science degree. Students with degrees in the humanities would also be considered subject to their demonstration of a high level of motivation and willingness to update in certain academic areas. Eligibility of students to enrol will be via individual review. For all students, a credit average must be achieved in their undergraduate degree. For students with an undergraduate degree with decreased relevance but who clearly show aptitude, the school will strongly suggest enrolment in suitable courses that will allow a better stage of preparation. Examples include Summer School programs and bridging courses. Additionally, students who have a previous degree that either has a very low relevance or do not have a credit average may enrol in the undergraduate course and complete the first year of study to increase their relevance or grades and hence chances of successful application into the Master’s program. However, there will be no advanced standing given in the Master’s program for undergraduate subjects. An elective unit of study at a postgraduate level is also built into the first year of the Master’s programs (pass) to allow students to undertake studies in areas for which they feel more formal education is warranted. These electives have been chosen as being appropriate to enhance student’s learning in the basic sciences at a postgraduate level. Students wishing to articulate into the Honours program must select the UoS BACH 5268 Developing a Research Project instead of choosing an elective. The School of MRS has articulated the following broad learning outcomes and provided linkage to the skills, attributes and knowledge that a graduate of the three new courses

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can be expected to achieve. The policy Generic Attributes of Graduates has been used as a reference. School of MRS Broad Learning Outcomes

Demonstrate competency in their field as a member of a multi-disciplinary team Demonstrate analytical and critical reasoning skills Demonstrate the skills to be a self-directed learner Demonstrate an ability to engage in evidence based practice Demonstrate excellent communication skills Demonstrate an understanding of ethical and professional behaviour in clinical

practice and research Demonstrate innovation.

University of Sydney 5 Clusters of Abilities http://www.usyd.edu.au/ab/policies/Generic_Attributes_Grads.pdf

School of MRS Broad learning Outcomes matching Generic Attributes

1. Research and Inquiry Graduates of the University will be able to create new knowledge and understanding through the process of research and inquiry. This might be understood in terms of the following: • be able to identify, define and analyse problems and identify or create processes to solve them • be able to exercise critical judgement and critical thinking in creating new understanding • be creative and imaginative thinkers • have an informed respect for the principles, methods, standards, values and boundaries of their discipline and the capacity to question these • be able to critically evaluate existing understandings and recognise the limitations of their own knowledge.

Demonstrate analytical and critical reasoning skills

Demonstrate an ability to engage in evidence based practice

2. Information Literacy Graduates of the University will be able to use information effectively in a range of contexts. This might be understood as: • recognise the extent of information needed • locate needed information efficiently and effectively • evaluate information and its sources • use information in critical thinking and problem solving contexts to construct knowledge • understand economic, legal, social and cultural issues in the use of information • use contemporary media and technology to access and manage information.

Demonstrate the skills to be a self-directed learner Demonstrate an ability to engage in evidence based practice Demonstrate an understanding of ethical and professional behaviour in clinical practice and research Demonstrate innovation

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3. Personal and Intellectual Autonomy Graduates of the University will be able to work independently and sustainably, in a way that is informed by openness, curiosity and a desire to meet new challenges. This might be understood in terms of the following: • be intellectually curious and able to sustain intellectual interest • be capable of rigorous and independent thinking • be open to new ideas, methods and ways of thinking • be able to respond effectively to unfamiliar problems in unfamiliar contexts • be able to identify processes and strategies to learn and meet new challenges • be independent learners who take responsibility for their own learning, and are committed to continuous reflection, self-evaluation and self-improvement • have a personal vision and goals and be able to work towards these in a sustainable way.

Demonstrate analytical and critical reasoning skills Demonstrate the skills to be a self-directed learner Demonstrate an ability to engage in evidence based practice Demonstrate an understanding of ethical and professional behaviour in clinical practice and research Demonstrate innovation

4. Ethical, Social and Professional Understanding Graduates of the University will hold personal values and beliefs consistent with their role as responsible members of local, national, international and professional communities. For example: • strive for truth, honesty, integrity, open-mindedness, fairness and generosity • acknowledge their personal responsibility for their own value judgements and behaviour • understand and accept social, cultural, global and environmental responsibilities • be committed to social justice and principles of sustainability • have an appreciation of and respect for diversity • hold a perspective that acknowledges local, national and international concerns • work with, manage, and lead others in ways that value their diversity and equality and that facilitate their contribution to the organisation and the wider community.

Demonstrate competency in their field as a member of a multi-disciplinary team Demonstrate the skills to be a self-directed learner Demonstrate excellent communication skills Demonstrate an understanding of ethical and professional behaviour in clinical practice and research

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5. Communication Graduates of the University will recognise and value communication as a tool for negotiating and creating new understanding, interacting with others, and furthering their own learning. • use oral, written, and visual communication to further their own learning • make effective use of oral, written and visual means to critique, negotiate, create and communicate understanding • use communication as a tool for interacting and relating to others It is envisaged that these abilities will be interpreted differently in different faculties. The University's graduate attributes are ultimately developed through students' engagement with the teaching and learning experiences of their disciplinary courses, and their participation in University life. However the development of these abilities can be supported by foundation skills programs and presumes basic competencies.

Demonstrate competency in their field as a member of a multi-disciplinary team

Demonstrate analytical and critical reasoning skills Demonstrate excellent communication skills Demonstrate an understanding of ethical and professional behaviour in clinical practice and research

8. Proposed teaching/delivery methods

Research-led teaching will be emphasised in the learning and teaching strategies of the three Masters programs. These strategies will focus on inquiry-based learning and teaching such as problem-based learning, self-directed learning and evidence based practice. Inter-professional learning will be emphasised through critical analysis of ‘problems’ or ‘scenarios’ which involve components of both imaging and treatment and hence involve all three professions, Diagnostic Radiography, Nuclear Medicine Technology and Radiation Therapy. Inter-professional learning will also occur when students from the three disciplines complete common units of study such as patient care and communication, anatomy, physiology, pathology and radiation physics. Students will learn the common aspects described above together, and will then move into their professional groups for the specialised theory and applications. Students will use the academic and generic skills they have acquired during their first degree to work at a pace and complexity reflective of post-graduate education. Materials will be delivered via flexible design using WebCT and the School Intranet with extensive use of software specific to the professional areas. This software currently exists in the school.

9. Assessment Procedures

The basis for the assessment of the professional aspects of the Diagnostic Radiography, Nuclear Medicine and Radiation Therapy programs is the competencies required for accreditation by the professional bodies. This assessment framework is therefore fundamental to the assessment procedures in the new curriculum. The strengths and limitations of a competency framework for assessment are, however, recognised and assessment will be complemented by procedures that will determine students’

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achievements in the generic knowledge, attitudes and skills expected by the University from a postgraduate student. Assessment procedures will include a range of assignments including portfolios, scenarios, essays, oral presentations, case reports, multiple choice and practical examinations. A level of performance commensurable with postgraduate studies will be expected in terms of depth and breadth of knowledge and analytical capacity. The Honours dissertation component of the course is similar in structure to the other offerings by the Faculty of Health Sciences and will be consistent with the Faculty guidelines on the format and assessment of Master’s Coursework Honours Dissertations [http://www.fhs.usyd.edu.au/policies/acdocs/mhonsmkngmatrix.pdf] and [http://www.usyd.edu.au/ab/policies/Guidelines_Terms.pdf]

10. Overall Student Workload

The student workload will be in line with expectations of the current policy of the Faculty of Health Sciences [http://www.fhs.usyd.edu.au/policies/acdocs/workload.htm]. Each Unit of Study will consist of 6 credit points and each semester has a total of 24 credit points as a full time load. This format is the recommended structure of the Faculty and is large enough to allow for appropriate formative assessment whilst acknowledging the workload of the student. In terms of defining “credit points” and workload expectation, one credit point is defined as 26 hours of average student effort, including both contact and non-contact hours across the semester. On a weekly basis, one credit point is equivalent to two hours of student workload. A student workload template is currently being developed by the Faculty of Health Sciences Learning and Teaching Committee and will be incorporated into the unit of study outline for each of the Units in the three degrees. This template indicates to students the expected time to be spent on each assessment task and facilitates consistency of student workload between units of study and courses. This template is introduced from 2006 onwards. The goal of the template is to place into practice Recommendation 3 of the FHS Student Workload Policy, whereby staff ensure that teaching and learning activities are consistent with the policy and provide guidance for students.

11. 11. Attributes of Graduates

The teaching and learning objectives are specified in section 7 and they demonstrate alignment with the University’s policy Generic Attributes for Graduates. The school has a template for all unit of study outlines which requires coordinators of the UOS to specify which generic attributes are included in each unit and how the generic skills will be addressed. In addition, the proposed courses have the mission of preparing graduates who: - are capable of entering Diagnostic Radiography, Nuclear Medicine or Radiation

Therapy professional practice as competent beginning practitioners - have the skills to continue their professional learning to ensure their continuing

development of competence and ability to deliver best practice in their professional services throughout their careers

- are able to contribute to the growth and development of the medical radiation sciences professions through scholarly activities

- have the potential to become leaders in their field.

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12. Marketing and Recruitment Non-recent school leaver (NRSL) applications for the undergraduate courses always attract a large number of students who hold a previous first degree. Many students apply for all three undergraduate courses offered by the School of MRS. Anecdotally, many students with a previous degree also contact our postgraduate coursework administrator applying for the Master of Health Science program believing that they may obtain a right of professional practice and accreditation. These numbers are in the range of 20 inquiries per year. The table below lists the 2005 details. Student Numbers

Diagnostic Radiography SH105

Nuclear Medicine SH106

Radiation Therapy SH107

Students enrolled in 2005

144 39 70

NRSL who applied with degree

73 38 50

NRSL with degree offered/accepted

18 2 5

% of NRSL with degree in 2005

12% 5% 7%

Table 2: Students with a previous degree as non-recent school leaver applicant Once the course has been approved by Academic Board it will be marketed through Courses and Careers days, Sydney Uni Live, the school web page and by members of the Diagnostic Radiography, Nuclear Medicine and Radiation Therapy professions. Of specific target will be students who have completed the foundation program, Bachelor of Health Sciences, at the University of Sydney as well as those from other relevant university fields Australia wide such as science, nursing and the humanities. More detailed advice will be sought from the Marketing and Student Recruitment Unit once Academic Board approval has been given.

13. 13. Course Administration

The School of Medical Radiation Sciences is responsible for the proposed courses. The Schools of Biomedical Sciences and Behavioural and Community Health Sciences will also provide teaching input.

14. Plans for Monitoring and Evaluation

The courses will be submitted to ANZSNM and AIR in their first year of offering (2007) for accreditation. The accreditation process requires us to submit documentation demonstrating how we achieve specified competencies for all students. Accreditors will visit the School to consult with staff, students and the profession. The accreditation process can take up to 1 year and is programmed to be completed prior to the graduation of our first cohort of students. At various stages of the course development and delivery, the AIR and ANZSNM will require strategic documents. The courses will be monitored using the ITL assessment instrument, the USE. Currently, the School of MRS encourages student representatives from Diagnostic Radiography, Nuclear Medicine and Radiation Therapy at all stages to attend the School Board meetings and this structure will be extended to the Masters students. These

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meetings provide an opportunity for student representatives to bring forward student concerns.

15. Planning Support Office

Places in the courses are all full fee paying and do not attract HECS load and are not part of University profile discussions.

16. Transitional Arrangements

The three courses are new developments and do not amend or replace any existing courses. There are therefore no direct transitional arrangements required. For students with an undergraduate degree with decreased relevance but who clearly show aptitude, the school will strongly suggest enrolment in suitable courses that will allow a better stage of preparation. Examples include Summer School programs and bridging courses. Additionally, students who have a previous degree but either have a very low relevance or do not have a credit average may enrol in the undergraduate course and complete the first year of study to increase their relevance or grades and hence chances of successful application into the Master’s program. However, there will be no advanced standing given in the Master’s program for undergraduate subjects.

17. University Calendar and Proposed Resolutions

The use of the prefix code MRSC for all School of MRS units of study has been included in the descriptions of the new degrees but is subject to approval of the Faculty of Health Sciences Data Audit Committee. The tables outlining the UoS can be found on pages 3, 5, 7, 9, 11 and 13 in the attached Appendices document.

18. Availability of Teaching and Support Staff

The School employs staff in each of the professional areas of Medical Radiation Sciences, who are active in their areas of specialisation. Presently, the school is adequately staffed to meet the demands of the proposed courses. Recently, the School of MRS has increased its number of senior staff and this has increased the research output of the school. These new staff members will have teaching commitments to ensure a research-led approach to the curriculum.

19. Availability of Teaching Space and other Relevant Facilities

No additional requirements are necessary. The specialised and generic teaching rooms to accommodate these students are already available.

20. Timetabling Arrangements

It is anticipated that academic units of study will be held during standard teaching university weeks 1-16. There will be a need for clinical units of study to be held during non university timetabled weeks. This will be largely dictated by the availability of appropriate clinical locations and student needs and in consultation with the University of Newcastle and Charles Sturt University, with whom a combined NSW MRS student clinical calendar is produced.

21. Equipment

No new teaching or computer equipment is required to support this course. In terms of computer technology, students will have full access to computer facilities offered by the University of Sydney, including the on-line library resources. The library has already been consulted on these matters (see Appendix 1). Note that the proposed intake (60 students across the three professions) will be balanced by a reduction of 60 into the

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undergraduate program, so student numbers will not increase overall. Existing equipment and library resources will therefore be adequate.

22. Fees

The scheduled fees will be set following discussion with the Faculty Manager. All students who are residents of Australia will be required to pay full local fees. International students will be required to pay full international fees. The cost of the courses will be in line with other equivalent courses currently on offer through the Faculty of Health Sciences. All students would be full fee paying. The cost would be consistent with similar graduate entry Masters programs offered in the Faculty of Health Sciences ($13,000 – 17,000 pa). Currently international students are charged $17,000pa. In terms of alternatives/competition, Curtin University (WA) presently has 2 students enrolled into the first year of graduate entry intake into the Master of Medical Imaging Science degree and the fees are $12800 pa. Monash University has 38 students enrolled into the second year of graduate entry intake into the Master of Radiation Therapy and the fees are $15,000 per year.

23. Student Numbers

The student numbers will be approximately 30 Diagnostic Radiography students and 15 each from Nuclear Medicine and Radiation Therapy. Each year, the School of MRS receives a significant number of inquiries and successful applications from students who have already completed a degree. These students come from a variety of educational backgrounds. Many of these students have a relevant first degree (approximately 15%). In the recent 2005 intake, a number of students gained entry into the MRS undergraduate course from the Bachelor of Health Science degree. It is anticipated that there is a local and international demand for the Masters programs.

24. Dean’s Delegate’sSignature Associate Professor Martin Thompson Chair, Graduate Coursework Committee and Associate Dean, Graduate Coursework Faculty of Health Sciences 05/12/05

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Appendix 1 Availability of library resources and library impact statement

LIBRARY IMPACT STATEMENT

Proposed Degrees: Master of Diagnostic Radiography Master of Nuclear Medicine Master of Radiation Therapy Master of Diagnostic Radiography (Honours) Master of Nuclear Medicine (Honours) Master of Radiation Therapy (Honours)

I have examined the Library needs related to the proposal and certify that existing Library holdings, staffing, services and accommodation are, or will be, adequate to cover the demands that are inherent in it. Students will be supported by resources and services of the Health Sciences Library. Other collections, from the University of Sydney Library system, can also be utilised to support learning and teaching for these courses including the collections in the Medical, Burkitt-Ford and Nursing Libraries. Postgraduate students also have access to the University Library's document delivery and interlibrary loans service. This service obtains items, not held in the University Library, from other libraries on the client's behalf. Current collection, electronic databases access and support services are already in place to meet the needs of the new courses. The library has a strong collection of online and interactive resources on physical and clinical anatomy such as Anatomy TV, Visual Human and Clinical Atlas of human anatomy for students who may need additional support in this area. Items in high demand may need to be duplicated and it may be possible for this to be undertaken within the current monograph allocation, with the advice of academic staff. To ensure that sufficient resources are available it will be necessary for the Faculty to work closely with the Library to develop the collection. It is recommended that Medical Radiation Sciences and the Health Sciences Library continue to collaboratively develop an information literacy program to support the high-level research and information skills necessary for the students to successfully complete the courses. To support students studying in flexible mode faculty and library staff should collaborate on the development of online information skills learning modules within the Web CT environment We look forward to working in partnership with the staff and students to support this course and develop training and services appropriate to their needs.

Libby O'Reilly Director, Health and Medical Libraries for the University Librarian 10th October 2005

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Appendix 2 UAC guide Not applicable

Appendix 3 Entry for Faculty Handbook (Postgraduate Section)

The School of Medical Radiation Sciences is a leader in the provision of postgraduate education in the medical radiation sciences, with both coursework and research programs covering a wide range of medical radiation fields. There are four distinct postgraduate programs offered within the School: Graduate Entry Level Programs: Master of Diagnostic Radiography, Master of Nuclear Medicine and Master of Radiation Therapy, plus honours options for the three professional areas. Enquiries to Graduate Entry Coordinator: Dr Sarah Lewis These programs prepare entrants for practice in three professional streams – diagnostic radiography, nuclear medicine and radiation therapy. Postgraduate Coursework Programs in Medical Radiation Sciences Enquiries to Postgraduate MRS Coursework Coordinator: Ms Edwina Adams Postgraduate Program in Medical Sonography Enquiries to Sonography Coordinator: Ms Jane Fonda Postgraduate Research Programs Enquiries to Research Coordinator: A/Prof Steven Meikle Phone: 02 9351 9501 Fax:02 9351 9146 email: mrsinfo@fhs.usyd.edu.au Web: http://www2.fhs.usyd.edu.au/mrs Master of Diagnostic Radiography, Master of Nuclear Medicine and Master of Radiation Therapy The admission requirements for the three graduate entry Masters programs offered by the School of Medical Radiation Sciences are as below: Admission Requirements

i) Bachelor’s Degree in any field. ii) Students must have achieved a minimum grade point average of credit level throughout their

studies and entry will be on a competitive basis. Students whose undergraduate degree is health or science related are likely to be more competitive. Transcripts and other evidence will be required to confirm applicant’s academic backgrounds. For more details, please contact the School of Medical Radiation Sciences.

iii) The English Language proficiency requirement is 7.0 for international students from a non-English speaking academic background.

Master of Diagnostic Radiography The MDR aims to prepare graduates who hold an undergraduate degree for professional practice as a diagnostic radiographer. As this program leads to eligibility to practice, students in the course will be assisted in achieving prescribed professional competencies through practical and theoretical skill acquisition and by undertaking clinical fieldwork placements. Students visit centres which are part of both the public and private sector. During these placements they have the opportunity to develop an understanding of the career path they have chosen and its place in the modern medical environment. The pace of work in the

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MDR is reflective of post-graduate expectations as is the level and complexity of the issues dealt with in the degree, including research project design. A Diagnostic Radiographer is a qualified health professional who utilises a range of modalities to provide images and data for the diagnosis and treatment of an injury or disease. The diagnostic radiographer has the skills and knowledge to produce medical images and critically analyse these images and data generated to determine whether they are diagnostically adequate and appropriate for radiological interpretation. In the radiology department the diagnostic radiographer will usually work with the radiologist, however, outside the department they may work with a range of medical specialists in a variety of areas. Diagnostic Radiographers are involved with many digital imaging systems, the most advanced being Magnetic Resonance Imaging. This is a very sensitive method of imaging some parts of the body and is a rapidly expanding speciality which allows the radiographer to be 'on the cutting edge' for advances in technology and associated research. Course Outline The course will be offered full time at a postgraduate level leading to the award of the degree, Master of Diagnostic Radiography. The degree will be offered at the pass or honours level. The general structure of the course is 2 years, full time with four semesters of 4 x 6 credit point subjects including theoretical and clinical units of study, as based on a 16 week teaching calendar. Clinical placements will occur both during semester times and outside normal semester times as detailed in the clinical placement calendars. Table 1: Master of Diagnostic Radiography Course Code: XXXX on campus, full time, 4 semesters Award Total 96 credit points

Year 1 Semester 1 Unit Code CP MRSCXXXX Professional Practice

Radiography 1 6

MRSCXXXX Medical Radiation Science 1

6

MRSCXXXX Foundations of Health Care Practice

6

MRSCXXXX Clinical Studies 1 6 Year 1 Semester 2 MRSCXXXX Professional Practice

Radiography 2 6

MRSCXXXX Clinical Studies 2 6 MRSCXXXX Elective – choose 1 6 MRSCXXXX Research Studies 1 6 Year 2 Semester 1 MRSCXXXX Professional Practice

Radiography 3 6

MRSCXXXX Medical Radiation Science 2

6

MRSCXXXX Clinical Studies 3 6 MRSCXXXX Research Studies 2 6 Year 2 Semester 2 MRSCXXXX Professional Practice

Radiography 4 6

MRSCXXXX Medical Radiation Science 3

6

MRSCXXXX Integrated Imaging and Treatment

6

16

MRSCXXXX Clinical Studies 4 6 Electives may be taken from within or outside the Faculty of Health Sciences, subject to availability, prerequisites and minimum student enrolment. Students must discuss their choice of elective with their academic advisor prior to enrolment. Students may chose from the suggested pool of electives: BIOS 5053 Body Function for Health Professionals BIOS 5050 Clin Orientated Musculoskeletal Anatomy HIMT 5067 Evidence Based Health Care BIOS 5051 Function and Dysfunction of Body Systems BACH 5322 Sociology for Health Professionals HIMT 5027 Introduction to Epidemiology BACH 5146 Occupational Health MRTY 5056 Patient/Practitioner Communication BACH 5321 Psychology for Graduate Students Honours Program At the end of semester 1 year 1 and the completion of 24 credit points of study, students who meet the academic criteria may articulate into the Master’s Honours program. To be eligible, students must have achieved a Weighted Average Mark of at least 70% in their first semester of study. Students will enrol in the UOS BACH5268 Developing a Research Project instead of choosing an elective as per the pass program. Honours students will complete the specific UOS Honours Dissertation A (MRSCXXXX) and Honours Dissertation B (MRSCXXXX). The Honours Dissertation will follow the University policy regarding length of written output, that it should not exceed 20,000 words [http://www.usyd.edu.au/ab/policies/Guidelines_Terms.pdf]. Honours grades will be determined by the performance of students in the Honours Dissertation as well as related units of study and follow university guidelines on assessment of coursework Masters Honours [http://www.fhs.usyd.edu.au/policies/acdocs/mhonsmkngmatrix.pdf] The Course Outline for the Master of Diagnostic Radiography (Honours) is presented in Table 2. Table 2: Master of Diagnostic Radiography (Honours) Course Code: XXXX on campus, full time, 4 semesters Award Total 96 credit points

Year 1 Semester 1 Unit Code CP MRSCXXXX Professional Practice

Radiography 1 6

MRSCXXXX Medical Radiation Science 1 6 MRSCXXXX Foundations of Health Care

Practice 6

MRSCXXXX Clinical Studies 1 6 Year 1 Semester 2 MRSCXXXX Professional Practice

Radiography 2 6

MRSCXXXX Clinical Studies 2 6 BACH5268 Developing a Research Project 6 MRSCXXXX Honours Dissertation A 6 Year 2 Semester 1 MRSCXXXX Professional Practice

Radiography 3 6

MRSCXXXX Medical Radiation Science 2 6 MRSCXXXX Clinical Studies 3 6

17

MRSCXXXX Honours Dissertation B 6 Year 2 Semester 2 MRSCXXXX Professional Practice

Radiography 4 6

MRSCXXXX Medical Radiation Science 3 6 MRSCXXXX Integrated Imaging and

Treatment 6

MRSCXXXX Clinical Studies 4 6 Master of Nuclear Medicine The MNM aims to prepare graduates who hold an undergraduate degree, for professional practice as a nuclear medicine technologist. As this program leads to eligibility to practice, students in the course will be assisted in achieving prescribed professional competencies through practical and theoretical skill acquisition and by undertaking clinical fieldwork placements. Students visit centres which are part of both the public and private sector. During these placements they have the opportunity to develop an understanding of the career path they have chosen and its place in the modern medical environment. The pace of work in the MNM is reflective of post-graduate expectations as is the level and complexity of the issues dealt with in the degree, including research project design. A Nuclear Medicine Technologist works in the field of medicine that uses radionuclides in the diagnosis and treatment of disease. A Nuclear Medicine Technologist's responsibilities include the preparation and administration of radiopharmaceuticals to patients and the acquisition and computer analysis of diagnostic functional images using sophisticated instrumentation. Therapeutic radiopharmaceuticals are prepared for administration and are used in the treatment of specific diseases. New developments in both instrumentation, for example, Positron Emission Tomography, and radiopharmaceuticals produced from a Cyclotron make this a rapidly evolving and exciting technology. Nuclear Medicine Technologists have responsibility for critically analysing images and data to determine whether they are of a high diagnostic standard; for performing quality control procedures in all aspects of their work and for ensuring that they provide a high level of patient care. Course Outline The course will be offered full time at a postgraduate level leading to the award of the degree, Master of Nuclear Medicine. The degree will be offered at the pass or honours level. The general structure of the course is 2 years, full time with four semesters of 4 x 6 credit point subjects including theoretical and clinical units of study, as based on a 16 week teaching calendar. Clinical placements will occur both during semester times and outside normal semester times as detailed in the clinical placement calendars. Table 3: Master of Nuclear Medicine Course Code: XXXX on campus, full time, 4 semesters Award Total 96 credit points Year 1 Semester 1 Unit Code CP MRSCXXXX Professional Practice Nuclear

Medicine 1 6

MRSCXXXX Medical Radiation Science 1 6 MRSCXXXX Foundations of Health Care

Practice 6

MRSCXXXX Clinical Studies 1 6 Year 1 Semester 2 MRSCXXXX Professional Practice Nuclear

Medicine 2 6

MRSCXXXX Clinical Studies 2 6

18

MRSCXXXX Elective – choose 1 6 MRSCXXXX Research Studies 1 6 Year 2 Semester 1 MRSCXXXX Professional Practice Nuclear

Medicine 3 6

MRSCXXXX Medical Radiation Science 2 6 MRSCXXXX Clinical Studies 3 6 MRSCXXXX Research Studies 2 6 Year 2 Semester 2 MRSCXXXX Professional Practice Nuclear

Medicine 4 6

MRSCXXXX Medical Radiation Science 3 6 MRSCXXXX Integrated Imaging and Treatment 6 MRSCXXXX Clinical Studies 4 6 Electives may be taken from within or outside the Faculty of Health Sciences, subject to availability, prerequisites and minimum student enrolment. Students must discuss their choice of elective with their academic advisor prior to enrolment. Students may chose from the suggested pool of electives: BIOS 5053 Body Function for Health Professionals BIOS 5050 Clin Orientated Musculoskeletal Anatomy HIMT 5067 Evidence Based Health Care BIOS 5051 Function and Dysfunction of Body Systems BACH 5322 Sociology for Health Professionals HIMT 5027 Introduction to Epidemiology BACH 5146 Occupational Health MRTY 5056 Patient/Practitioner Communication BACH 5321 Psychology for Graduate Students Honours Program At the end of semester 1 year 1 and the completion of 24 credit points of study, students who meet the academic criteria may articulate into the Masters Honours program. To be eligible, students must have achieved a Weighted Average Mark of at least 70% in their first semester of study. Students will enrol in the UOS BACH5268 Developing a Research Project instead of choosing an elective as per the pass program. Honours students will complete the specific UOS Honours Dissertation A (MRSCXXXX) and Honours Dissertation B (MRSCXXXX). The Honours Dissertation will follow the University policy regarding length of written output, that it should not exceed 20,000 words [http://www.usyd.edu.au/ab/policies/Guidelines_Terms.pdf]. Honours grades will be determined by the performance of students in the Honours Dissertation as well as related units of study and follow university guidelines on assessment of coursework Masters Honours [http://www.fhs.usyd.edu.au/policies/acdocs/mhonsmkngmatrix.pdf] Table 4: Master of Nuclear Medicine (Honours) Course Code: XXXX on campus, full time, 4 semesters Award Total 96 credit points Year 1 Semester 1 Unit Code CP MRSCXXXX Professional Practice Nuclear

Medicine 1 6

MRSCXXXX Medical Radiation Science 1 6 MRSCXXXX Foundations of Health Care

Practice 6

MRSCXXXX Clinical Studies 1 6

19

Year 1 Semester 2 MRSCXXXX Professional Practice Nuclear

Medicine 2 6

MRSCXXXX Clinical Studies 2 6 BACH5268 Developing a Research Project 6 MRSCXXXX Honours Dissertation A 6 Year 2 Semester 1 MRSCXXXX Professional Practice Nuclear

Medicine 3 6

MRSCXXXX Medical Radiation Science 2 6 MRSCXXXX Clinical Studies 3 6 MRSCXXXX Honours Dissertation B 6 Year 2 Semester 2 MRSCXXXX Professional Practice Nuclear

Medicine 4 6

MRSCXXXX Medical Radiation Science 3 6 MRSCXXXX Integrated Imaging and Treatment 6 MRSCXXXX Clinical Studies 4 6 Master of Radiation Therapy The MRT aims to prepare graduates who hold an undergraduate degree, for professional practice as a radiation therapist. As this program leads to eligibility to practice, students in the course will be assisted in achieving prescribed professional competencies through practical and theoretical skill acquisition and by undertaking clinical fieldwork placements. Students visit centres which are part of both the public and private sector. During these placements they have the opportunity to develop an understanding of the career path they have chosen and its place in the modern medical environment. The pace of work in the MRT is reflective of post-graduate expectations as is the level and complexity of the issues dealt with in the degree, including research project design. A Radiation Therapist is responsible for the accurate and precise planning, calculation and delivery of radiation to cure or relieve the symptoms of malignant disease. A Radiation Therapist is involved in the localisation of the treatment area using CT scans and treatment simulators, the design and calculation of the treatment technique using sophisticated 3 dimensional computerised planning systems, and the daily treatment of patients. They also provide emotional, social and educational support to their patients and because patients undergo treatment for several weeks, Radiation Therapists have the opportunity to develop friendly and supportive relationships with their patients. Course Outline The course will be offered full time at a postgraduate level leading to the award of the degree, Master of Radiation Therapy. The degree will be offered at the pass or honours level. The general structure of the course is 2 years, full time with four semesters of 4 x 6 credit point subjects including theoretical and clinical units of study, as based on a 16 week teaching calendar. Clinical placements will occur both during semester times and outside normal semester times as detailed in the clinical placement calendars. Table 5: Master of Radiation Therapy Course Code: XXXX on campus, full time, 4 semesters Award Total 96 credit points

Year 1 Semester 1 Unit Code CP MRSCXXXX Professional Practice Rad Therapy 1 6 MRSCXXXX Medical Radiation Science 1 6 MRSCXXXX Foundations of Health Care Practice 6

20

MRSCXXXX Clinical Studies 1 6 Year 1 Semester 2 MRSCXXXX Professional Practice Rad Therapy 2 6 MRSCXXXX Clinical Studies 2 6 MRSCXXXX Elective – choose 1 6 MRSCXXXX Research Studies 1 6 Year 2 Semester 1 MRSCXXXX Professional Practice Rad Therapy 3 6 MRSCXXXX Medical Radiation Science 2 6 MRSCXXXX Clinical Studies 3 6 MRSCXXXX Research Studies 2 6 Year 2 Semester 2 MRSCXXXX Professional Practice Rad Therapy 4 6 MRSCXXXX Medical Radiation Science 3 6 MRSCXXXX Integrated Imaging and Treatment 6 MRSCXXXX Clinical Studies 4 6 Electives may be taken from within the Faculty of Health Sciences, subject to availability, prerequisites and minimum student enrolment. Students must discuss their choice of elective with their academic advisor prior to enrolment. Students may chose from the suggested pool of electives: BIOS 5053 Body Function for Health Professionals BIOS 5050 Clin Orientated Musculoskeletal Anatomy HIMT 5067 Evidence Based Health Care BIOS 5051 Function and Dysfunction of Body Systems BACH 5322 Sociology for Health Professionals HIMT 5027 Introduction to Epidemiology BACH 5146 Occupational Health MRTY 5056 Patient/Practitioner Communication BACH 5321 Psychology for Graduate Students Honours Program At the end of semester 1 year 1 and the completion of 24 credit points of study, students who meet the academic criteria may articulate into the Masters Honours program. To be eligible, students must have achieved a Weighted Average Mark of at least 70% in their first semester of study. Students will enrol in the UOS BACH5268 Developing a Research Project instead of choosing an elective as per the pass program. Honours students will complete the specific UOS Honours Dissertation A (MRSCXXXX) and Honours Dissertation B (MRSCXXXX). The Honours Dissertation will follow the University policy regarding length of written output, that it should not exceed 20,000 words [http://www.usyd.edu.au/ab/policies/Guidelines_Terms.pdf]. Honours grades will be determined by the performance of students in the Honours Dissertation as well as related units of study and follow university guidelines on assessment of coursework Masters Honours [http://www.fhs.usyd.edu.au/policies/acdocs/mhonsmkngmatrix.pdf] Table 6: Master of Radiation Therapy (Honours) Course Code: XXXX on campus, full time, 4 semesters Award Total 96 credit points Year 1 Semester 1 Unit Code CP MRSCXXXX Professional Practice Rad Therapy 1 6 MRSCXXXX Medical Radiation Science 1 6 MRSCXXXX Foundations of Health Care Practice 6 MRSCXXXX Clinical Studies 1 6

21

Year 1 Semester 2 MRSCXXXX Professional Practice Rad Therapy 2 6 MRSCXXXX Clinical Studies 2 6 BACH5268 Developing a Research Project 6 MRSCXXXX Honours Dissertation A 6 Year 2 Semester 1 MRSCXXXX Professional Practice Rad Therapy 3 6 MRSCXXXX Medical Radiation Science 2 6 MRSCXXXX Clinical Studies 3 6 MRSCXXXX Honours Dissertation B 6 Year 2 Semester 2 MRSCXXXX Professional Practice Rad Therapy 4 6 MRSCXXXX Medical Radiation Science 3 6 MRSCXXXX Integrated Imaging and Treatment 6 MRSCXXXX Clinical Studies 4 6 Master of Diagnostic Radiography, master of Nuclear Medicine and Master of Radiation Therapy Clinical Program Clinical Education During the Graduate entry Masters course, students are given the opportunity to gain experience in the practice of their profession whilst on clinical placements. Students visit centres which are part of both the public and private sector. During these placements they have the opportunity to develop an understanding of the career path they have chosen and its place in the modern medical environment. It is a requirement that all students obtain a certificate of competency in Cardiopulmonary Resuscitation (CPR) at least two months prior to attending their first clinical placement. Courses on CPR are available throughout the metropolitan and country regions. Students are also required to undergo a criminal records check. Any student who does not receive clearance at criminal records check will not be able to attend clinical placements. Prior to undertaking any clinical placement, students must return a signed copy of the Prohibited Employment Declaration to Student Administration. If you have enquiries regarding this process please contact Student Administration on (02) 9351 9574. Students must also sign a declaration that they have understood and will abide by the NSW Health Privacy Act. Participation in screening and vaccination according to the NSW Health circular 2002/97 is a prerequisite for students for clinical placements in facilities of NSW Health. Failure to do so may jeopardise any such placement and the fulfilment of course requirements. All students must wear a personal radiation monitor (PRM) that will be issued by the School, and its loss will require a replacement fee. Students are responsible for exchanging the monitor when required. Information updates are provided on the School website and must be checked regularly. All students are required to spend at least six (6) weeks away from the Sydney region. A list of currently approved centres appears in the clinical education section of this handbook. Students are advised to plan ahead for at least one away from home placement. Uniforms Female The white School polo shirt, purchased from the Student Guild, worn with EITHER • A navy blue skirt OR • Navy blue trousers AND • If stockings are worn they must be flesh, grey or white coloured • Closed, flat-heeled leather shoes in black, navy blue or white (NO sports shoes unless they are of the appropriate colour, neat and tidy)

22

• A cardigan, jumper or sleeveless woollen vest in navy blue • An identification badge and radiation monitor must be worn at all times. The length of skirts should be at least to the top of the knee. Male The white School polo shirt, purchased from the Student Guild, worn with navy trousers (not shorts) AND • Closed shoes in black or brown leather (NO sports shoes unless they are of the appropriate colour, neat and tidy) • A cardigan, jumper or sleeveless woollen vest in navy blue • An identification badge and radiation monitor must be worn at all times.

23

UNIT OF STUDY DESCRIPTIONS Common Units Year 1, Semester 1

Unit of study codes: MRSCXXXX Unit of study name: Medical Radiation Sciences 1 Award course: Master of Diagnostic Radiography, Master of Nuclear Medicine, Master of Radiation Therapy Credit point value: 6 credit points When offered (semester/Year): Semester 1 Year 1 Staff: TBA Classes: On campus Assumed knowledge: ---- Prerequisite: ---- Co requisite: ---- Qualifier: ---- Prohibitions: ---- Assessment: Assignments Important note: ---- Description: This unit of study introduces the student to ionizing radiation and its interactions with matter. The physical principles of the appropriate use of ionizing radiations in the medical radiation sciences including its radio-biological effects will be covered. The student will be introduced to the fundamental principles of radiation protection and equipment. Cellular biology applicable to the medical radiation sciences will be covered. Practical: TBA Textbook: TBA Unit of study codes: MSRCXXXX Unit of study name: Foundations of Health Care Practice Award course: Master of Diagnostic Radiography, Master of Nuclear Medicine, Master of Radiation Therapy Credit point value: 6 credit points When offered (semester/year): Semester 1 Year 1 Staff: TBA Classes: On campus Assumed Knowledge: ---- Prerequisite: ----Qualifier: ---- Prohibitions: ----Assessment: Case based portfolio Important Note: ---- Description: This unit of study introduces the student to the Australian health care system and health care delivery to the Australian Public. Safety issues will be addressed concurrently with ethical and legal issues relating to professional practice. Within this UOS a library literacy module will be included. A scenario based learning approach covering healthcare, ethical and legal issues will be used with a strong emphasis on integration of concepts specific to the disciplines. An MRS specific module is included focussing on occupational radiation safety. Practical: TBA Textbook: No text is prescribed for this unit of study. Unit of study codes: MSRCXXXX Unit of study name: Clinical Studies 1 Award course: Master of Diagnostic Radiography, Master of Nuclear Medicine, Master of Radiation Therapy Credit point value: 6 credit points When offered (semester/year): Semester 1 Year 1 Staff: TBA Classes: On campus/clinical centres Assumed Knowledge: ---- Prerequisite: ----Qualifier: ---- Prohibitions: ----Assessment: Case studies, practical assessment, assignments Important Note: ---- Description: This unit of study is the first of four units in clinical education in which students are placed in the clinical environment within their respective professional fields. The unit will provide introductory clinical awareness, develop interpersonal skills and allow the application of theory to practice. The role of a medical radiation science practitioner will be integrated with the professional practice subjects. Textbook: Students will be supplied with workbooks. Diagnostic Radiography Units Unit of study codes: MRSCxxxx Unit of study name: Professional Practice Radiography 1 Award course: Master of Diagnostic Radiography Credit point value: 6 credit points When offered (semester/Year): Semester 1 Year 1 Staff: TBA Classes: on campus, lectures, directed independent work, practical Assumed knowledge: ----Prerequisite: ---- Corequisite: ---- Qualifier: ---- Prohibitions: ---- Assessment: Assignments, Exam Important note:---- Description: This unit of study introduces the student the professional practice of Diagnostic Radiography. The techniques covered will include routine procedures that the student will encounter in the clinical setting. Anatomy, physiology and pathology will be integrated with corresponding techniques of selected body systems. Planar anatomy and imaging will be included as appropriate. This unit will apply theory to practice and integrate basic applied sciences to imaging techniques. Students will be expected to supplement and broaden their learning by independent research on relevant topics. Practical: Practical classes will provide students with experience in positioning techniques and pathology Textbook: TBA Nuclear Medicine Units Unit of study codes: MRSCxxxx Unit of study name: Professional Practice Nuclear Medicine 1 Award course: Master of Nuclear Medicine Credit point value: 6 credit points When offered (semester/Year): Semester 1 Year 1 Staff: TBA Classes: on campus, lectures, directed independent work, practical

24

Assumed knowledge: ----Prerequisite: ---- Corequisite: ---- Qualifier: ---- Prohibitions: ---- Assessment: Assignments/Exam Important note:---- Description: This unit of study introduces the student to professional practice in Nuclear Medicine. The techniques covered will include routine procedures that the student will encounter in the clinical setting. The theory of anatomy, physiology, pathology and radiopharmacy of selected body systems will be taught in context with the technique. Sectional anatomy and imaging will be integrated throughout this unit. This unit will apply theory to practice and integrate basic applied sciences to imaging techniques. Students will be expected to supplement and broaden their learning by independent research on relevant topics. Practical: Practical classes will provide students with experience in procedures and radiopharmacy. Textbook: Christen, P, Bernier, D and Langan, J. (2000) Nuclear Medicine and PET Technology and Techniques 5th ed. Mosby. Radiation Therapy Units Unit of study codes: MRSCxxxx Unit of study name: Professional Practice Rad Therapy 1 Award course: Master of Nuclear Medicine Credit point value: 6 credit points When offered (semester/Year): Semester 1 Year 1 Staff: TBA Classes: on campus, lectures, directed independent work, practical Assumed knowledge: ----Prerequisite: ---- Corequisite: ---- Qualifier: ---- Prohibitions: ---- Assessment: Assignment/Exam Important note:---- Description: This unit of study introduces the student to professional practice in Radiation Therapy. The techniques covered will include routine procedures that the student will encounter in the clinical setting. The theory of anatomy, physiology and pathology of selected body systems will be taught in context with the technique. Sectional anatomy and imaging will be integrated throughout this unit. This unit will apply theory to practice and integrate basic applied sciences to treatment techniques. Students will be expected to supplement and broaden their learning by independent research on relevant topics. Practical: TBA Textbook: TBA Common Units Year 1, Semester 2 Unit of study codes: MSRCXXXX Unit of study name: Clinical Studies 2 Award course: Master of Diagnostic Radiography, Master of Nuclear Medicine, Master of Radiation Therapy Credit point value: 6 credit points When offered (semester/year): Semester 2 Year 1 Staff: TBA Classes: On campus/clinical centres Assumed Knowledge: ---- Prerequisite: Clinical Studies 1 Qualifier: ---- Prohibitions: ----Assessment: Case studies, practical assessment, assignments Important Note: ---- Description: This unit of study is the second of four units in clinical education in which students are placed in the clinical environment. This unit will build upon student’s ability to achieve competence in performing routine procedures as integrated with the professional practice subjects. Students will participate in a range of practitioner skills workshops in preparation for more complex procedures. Textbook: Students will be supplied with workbooks.

Unit of study codes: MRSCXXXX Unit of study name: Research Studies 1 Award course: Master of Diagnostic Radiography, Master of Nuclear Medicine, Master of Radiation Therapy Credit point value: 6 credit points When offered (semester/Year): Semester 2 Year 1 Staff: TBA Classes: On campus Assumed knowledge: ---- Prerequisite: ---- Co requisite: ---- Qualifier: ---- Prohibitions: ---- Assessment: Portfolio satisfying key learning outcomes Important note: ---- Description: This unit of study is the first of two research units that will introduce the student to the principles of research design and delivery. The development of a research proposal including ethical considerations will be produced. A literature review focused on a specific aspect of evidence based practice will be completed. The research project will be completed as a group project. Practical: none Textbook: none.

Unit of study codes: MRSCXXXX Unit of study name: Honours Dissertation A Award course: Master of Diagnostic Radiography (Hons), Master of Nuclear Medicine (Hons), Master of Radiation Therapy (Hons) Credit point value: 6 credit points When offered (semester/Year): Semester 2 Year 1 Staff: TBA Classes: On campus Assumed knowledge: ---- Prerequisite: ---- Co requisite: ---- Qualifier: ---- Prohibitions: ---- Assessment: Portfolio satisfying key learning outcomes Important note: ----

25

Description: This unit of study is the first of two research units incorporated into the Honours Pathway. Student will be introduced to the principles of research design and delivery, working at a pace reflective of an honours student. The development of an individual literature review and research proposal including ethics considerations and submission will be included. Practical: none Textbook: none. Diagnostic Radiography Units Unit of study codes: MRSCxxxx Unit of study name: Professional Practice Radiography 2 Award course: Master of Diagnostic Radiography Credit point value: 6 credit points When offered (semester/Year): Semester 2 Year 1 Staff: TBA Classes: on campus, lectures, directed independent work, practical Assumed knowledge: ----Prerequisite: Professional Practice Radiography 1 Corequisite: ---- Qualifier: ---- Prohibitions: ---- Assessment: Assignments/ Exam Important note:---- Description: This unit of study will develop the students’ knowledge in the professional practice of Diagnostic Radiography. The techniques covered will build upon routine procedures that the student will encounter in the workplace. Anatomy, physiology and pathology will be integrated with corresponding techniques of selected body systems. Planar anatomy and imaging will be included as appropriate. Students will be expected to supplement and broaden their learning by independent research on relevant topics. Practical: Practical classes will provide students with experience in positioning techniques and pathology Textbook: TBA Nuclear Medicine Units Unit of study codes: MRSCxxxx Unit of study name: Professional Practice Nuclear Medicine 2 Award course: Master of Nuclear Medicine Credit point value: 6 credit points When offered (semester/Year): Semester 2 Year 1 Staff: TBA Classes: on campus, lectures, directed independent work, practical Assumed knowledge: ----Prerequisite: Professional Practice Nuclear Medicine 1 Corequisite: ---- Qualifier: ---- Prohibitions: ---- Assessment: Assignments/Exam Important note:---- Description: This unit of study will develop the students’ knowledge in the professional practice of Nuclear Medicine. The techniques covered will build upon routine procedures that the student will encounter in the workplace. The theory of anatomy, physiology, pathology and radiopharmacy of selected body systems will be taught in context with the technique. Sectional anatomy and imaging will be integrated throughout this unit. Students will be expected to supplement and broaden their learning by independent research on relevant topics. Practical: Practical classes will provide students with experience in procedures and radiopharmacy. Textbook: Christen, P, Bernier, D and Langan, J. (2000) Nuclear Medicine and PET Technology and Techniques 5th ed. Mosby. Radiation Therapy Units Unit of study codes: MRSCxxxx Unit of study name: Professional Practice Rad Therapy 2 Award course: Master of Nuclear Medicine Credit point value: 6 credit points When offered (semester/Year): Semester 2 Year 1 Staff: TBA Classes: on campus, lectures, directed independent work, practical Assumed knowledge: ----Prerequisite: Professional Practice Radiation Therapy 1 Corequisite: ---- Qualifier: ---- Prohibitions: ---- Assessment: Assignments/Exam Important note:---- Description: This unit of study will develop the students’ knowledge in the professional practice of Radiation Therapy. The techniques covered will build upon routine procedures that the student will encounter in the workplace. The theory of anatomy, physiology and pathology of selected body systems will be taught in context with the technique. Sectional anatomy and imaging will be integrated throughout this unit. Students will be expected to supplement and broaden their learning by independent research on relevant topics. Practical: TBA Textbook: TBA Common Units Year 2, Semester 1 Unit of study codes: MRSCXXXX Unit of study name: Research Studies 2 Award course: Master of Diagnostic Radiography, Master of Nuclear Medicine, Master of Radiation Therapy Credit point value: 6 credit points When offered (semester/Year): Semester 1 Year 2 Staff: TBA Classes: On campus Assumed knowledge: ---- Prerequisite: ---- Co requisite: ---- Qualifier: ---- Prohibitions: ----

26

Assessment: Assignment, Nominated research presentation Important note: ---- Description: This unit of study builds upon Research Studies 1 and applies research skills to implement a discrete group research project. Effective data collection and critical analysis will be required. A presentation of the findings suitable for dissemination will be produced. Practical: none Textbook: none. Unit of study codes: MRSCXXXX Unit of study name: Honours Dissertation B Award course: Master of Diagnostic Radiography (Hons), Master of Nuclear Medicine (Hons), Master of Radiation Therapy (Hons) Credit point value: 6 credit points When offered (semester/Year): Semester 1 Year 2 Staff: TBA Classes: On campus Assumed knowledge: ---- Prerequisite: ---- Co requisite: ---- Qualifier: ---- Prohibitions: ---- Assessment: Dissertation Important note: ---- Description: This unit of study builds upon Research Dissertation A and is the second of two units specific to the Honours pathway. Students will be expected to apply research skills to implement an individual research project. The dissertation may take the format of those forms approved by the faculty for a Masters Coursework Honours Dissertation. Practical: none Textbook: none.

Unit of study codes: MRSCXXXX Unit of study name: Medical Radiation Sciences 2 Award course: Master of Diagnostic Radiography, Master of Nuclear Medicine, Master of Radiation Therapy Credit point value: 6 credit points When offered (semester/Year): Semester 1 Year 2 Staff: TBA Classes: On campus Assumed knowledge: ---- Prerequisite: Medical Radiation Sciences 1 Co requisite: ---- Qualifier: ---- Prohibitions: ---- Assessment: Assignments Important note: ---- Description: This unit of study is the second of three units which cover the physical principles of the appropriate use of ionizing radiation and quality management in the medical radiation sciences. The concepts of biology, chemistry and oncology as required will be synchronized with the learning undertaken in the professional practice studies. Image production and physics of ionising radiation equipment and instrumentation will be taught. Practical: TBA Textbook: TBA. Unit of study codes: MSRCXXXX Unit of study name: Clinical Studies 3 Award course: Master of Diagnostic Radiography, Master of Nuclear Medicine, Master of Radiation Therapy Credit point value: 6 credit points When offered (semester/year): Semester 1 Year 2 Staff: TBA Classes: On campus/clinical centres Assumed Knowledge: ---- Prerequisite: Clinical Studies 2 Qualifier: ---- Prohibitions: ----Assessment: Case studies, practical assessment, assignments Important Note: ---- Description: This unit of study is the third of four units in clinical education in which students are placed in the clinical environment. This unit will consolidate the student’s competence in routine procedures and allow a broadening of knowledge and experience in more specialised procedures and modalities. The development of lifelong learning and professional skills are encouraged. Textbooks: Students will be supplied with workbooks. Diagnostic Radiography Units Unit of study codes: MRSCxxxx Unit of study name: Professional Practice Radiography 3 Award course: Master of Diagnostic Radiography Credit point value: 6 credit points When offered (semester/Year): Semester 1 Year 2 Staff: TBA Classes: on campus, lectures, directed independent work, practical Assumed knowledge: ----Prerequisite: Professional Practice Radiography 2 Corequisite: ---- Qualifier: ---- Prohibitions: ---- Assessment: Assignment/Exam Important note:---- Description: This unit of study will continue to develop the students’ knowledge in the professional practice of Diagnostic Radiography. The techniques covered will introduce more specialised procedures that the student will encounter in the workplace. Anatomy, physiology and pathology will be integrated with corresponding techniques of selected body systems. Planar anatomy and imaging will be included as appropriate. Students will be expected to supplement and broaden their learning by independent research on relevant topics. Practical: Practical classes will provide students with experience in procedures. Textbook: TBA Nuclear Medicine Units Unit of study codes: MRSCxxxx Unit of study name: Professional Practice Nuclear Medicine 3 Award course: Master of Nuclear Medicine Credit point value: 6 credit points When offered (semester/Year): Semester 1 Year 2 Staff: TBA Classes: on campus, lectures, directed independent work, practical Assumed knowledge: ----Prerequisite: Professional Practice Nuclear Medicine 2 Corequisite: ---- Qualifier: ---- Prohibitions: ---- Assessment: Assignment/Exam Important note:---- Description: This unit of study will continue to develop the students’ knowledge in the professional practice of Nuclear Medicine. The techniques covered will introduce more specialised procedures that the student will encounter

27

in the workplace. The theory of anatomy, physiology, pathology and radiopharmacy of selected body systems will be taught in context with the technique. Sectional anatomy and imaging will be integrated throughout this unit. Students will be expected to supplement and broaden their learning by independent research on relevant topics. Practical: Practical classes will provide students with experience in procedures and radiopharmacy. Textbook: Christen, P, Bernier, D and Langan, J. (2000) Nuclear Medicine and PET Technology and Techniques 5th ed. Mosby. Radiation Therapy Units Unit of study codes: MRSCxxxx Unit of study name: Professional Practice Rad Therapy 3 Award course: Master of Nuclear Medicine Credit point value: 6 credit points When offered (semester/Year): Semester 1 Year 2 Staff: TBA Classes: on campus, lectures, directed independent work, practical Assumed knowledge: ----Prerequisite: Professional Practice Radiation Therapy 2 Corequisite: ---- Qualifier: ---- Prohibitions: ---- Assessment: Assignment /Exam Important note:---- Description: This unit of study will continue to develop the students’ knowledge in the professional practice of Radiation Therapy. The techniques covered will introduce more specialised procedures that the student will encounter in the workplace. The theory of anatomy, physiology and pathology of selected body systems will be taught in context with the technique. Sectional anatomy and imaging will be integrated throughout this unit. Students will be expected to supplement and broaden their learning by independent research on relevant topics. Practical: TBA Textbook: TBA Common Units Year 2, Semester 2

Unit of study codes: MRSCXXXX Unit of study name: Medical Radiation Sciences 3 Award course: Master of Diagnostic Radiography, Master of Nuclear Medicine, Master of Radiation Therapy Credit point value: 6 credit points When offered (semester/Year): Semester 2 Year 2 Staff: TBA Classes: On campus Assumed knowledge: ---- Prerequisite: Medical Radiation Sciences 2 Co requisite: ---- Qualifier: ---- Prohibitions: ---- Assessment: Assignments Important note: ---- Description: This unit of study is the final of three units which consolidates the students’ knowledge of radiation physics. The application of a range of digital imaging modalities and specialised procedures will be covered. Image manipulation and storage will be included. A discipline specific module related to recent advances in practice will complete this unit. Practical: TBA Textbook: TBA

Unit of study codes: MRSCXXXX Unit of study name: Integrated Imaging and Treatment Award course: Master of Diagnostic Radiography, Master of Nuclear Medicine, Master of Radiation Therapy Credit point value: 6 credit points When offered (semester/Year): Semester 2 Year 2 Staff: TBA Classes: On campus Assumed knowledge: ---- Prerequisite: Professional Practice in Radiography 3, Professional Practice in Nuclear Medicine 3, Professional Practice in Radiation Therapy 3 Co requisite: ---- Qualifier: ---- Prohibitions: ---- Assessment: Portfolio of case based scenarios Important note: ---- Description: This unit of study will allow students to critically explore the integrated imaging and treatment for a number of key patient cases. This unit builds upon the professional practice units of study and consolidates the generic attributes of graduates of the university. The focus will be inter-professional ethical practice and will follow an evidence based practice approach. Students will be expected to supplement and broaden their learning by independent group research. Practical: TBA Textbook: TBA Unit of study codes: MSRCXXXX Unit of study name: Clinical Studies 4 Award course: Master of Diagnostic Radiography, Master of Nuclear Medicine, Master of Radiation Therapy Credit point value: 6 credit points When offered (semester/year): Semester 2 Year 2 Staff: TBA Classes: On campus/clinical centres Assumed Knowledge: ---- Prerequisite: Clinical Studies 3 Qualifier: ---- Prohibitions: ----Assessment: Case studies, practical assessment, assignments Important Note: ---- Description: This is the final unit of study in clinical education in which students are placed in the clinical environment. This unit provides the student with additional exposure and practice of more complex procedures. At the completion

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of this unit of study students should be competent in the knowledge and skills required for practitioner entry into the medical radiation sciences. Textbook: Students will be supplied with workbooks. Diagnostic Radiography Units Unit of study codes: MRSCxxxx Unit of study name: Professional Practice Radiography 4 Award course: Master of Diagnostic Radiography Credit point value: 6 credit points When offered (semester/Year): Semester 2 Year 2 Staff: TBA Classes: on campus, lectures, directed independent work, practical Assumed knowledge: ----Prerequisite: Professional Practice Radiography 3 Corequisite: ---- Qualifier: ---- Prohibitions: ---- Assessment: Assignment/Exam Important note:---- Description: This is the final unit of study which will complete the students’ learning in professional practice of Diagnostic Radiography. The techniques covered will include routine procedures that the student will encounter in the clinical setting. The theory of anatomy, physiology and pathology of selected body systems will be taught in context with the technique. Sectional anatomy and imaging will be integrated throughout this unit. Students will critically explore variations in techniques found in the clinical setting using a problem solving approach. Students will critically evaluate current practice from an evidence based perspective. Students will be expected to supplement and broaden their learning by independent research on relevant topics. Practical: Practical classes will provide students with experience in procedures Textbook: TBA Nuclear Medicine Units Unit of study codes: MRSCxxxx Unit of study name: Professional Practice Nuclear Medicine 4 Award course: Master of Nuclear Medicine Credit point value: 6 credit points When offered (semester/Year): Semester 2 Year 2 Staff: TBA Classes: on campus, lectures, directed independent work, practical Assumed knowledge: ----Prerequisite: Professional Practice Nuclear Medicine 3 Corequisite: ---- Qualifier: ---- Prohibitions: ---- Assessment: Assignment / Exam Important note:---- Description: This is the final unit of study which will complete the students’ learning in professional practice of Nuclear Medicine. The techniques covered will include routine procedures that the student will encounter in the clinical setting. The theory of anatomy, physiology, pathology and radiopharmacy of selected body systems will be taught in context with the technique. Sectional anatomy and imaging will be integrated throughout this unit. Students will critically explore variations in techniques found in the clinical setting using a problem solving approach. Students will critically evaluate current practice from an evidence based perspective. Students will be expected to supplement and broaden their learning by independent research on relevant topics. Practical: Practical classes will provide students with experience in procedures and radiopharmacy. Textbook: Christen, P, Bernier, D and Langan, J. (2000) Nuclear Medicine and PET Technology and Techniques 5th ed. Mosby. Radiation Therapy Units Unit of study codes: MRSCxxxx Unit of study name: Professional Practice Rad Therapy 4 Award course: Master of Nuclear Medicine Credit point value: 6 credit points When offered (semester/Year): Semester 2 Year 2 Staff: TBA Classes: on campus, lectures, directed independent work, practical Assumed knowledge: ----Prerequisite: Professional Practice Radiation Therapy 3 Corequisite: ---- Qualifier: ---- Prohibitions: ---- Assessment: Assignment / Exam Important note:---- Description: This is the final unit of study which will complete the students’ learning in professional practice of Radiation Therapy. The techniques covered will include routine procedures that the student will encounter in the clinical setting. The theory of anatomy, physiology and pathology of selected body systems will be taught in context with the technique. Sectional anatomy and imaging will be integrated throughout this unit. Students will critically explore variations in techniques found in the clinical setting using a problem solving approach. Students will critically evaluate current practice from an evidence based perspective. Students will be expected to supplement and broaden their learning by independent research on relevant topics. Practical: TBA Textbook: TBA

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Appendix 4: EAC Minutes

School of Medical Radiation Sciences, The University of Sydney Minutes from the External Advisory Committee Meeting, 5 October 2005

Present: Jenny Cox, Ann Poulos, Sarah Lewis, Edwina Adams, Warren Reed, Mark West,

Ingrid Singleton. Amanda Crow (Sonography), Gary Minch (Nuclear Medicine), Lorna Hughes (Radiography), Glen Burt (Radiography)

1. Welcome, Introduction and Apologies

JC welcomed the group and introduced Mark West and Ingrid Singleton. Apologies had been received from Dr Colin Bull, Jill Lewis and Justine Trpezanovski.

2. Head of School report – a report was circulated (attached)

a) JC ran through the enrolment figures and estimated graduates for 2005 under each stream and highlighted the fact that the number of PG coursework students related to number of bodies rather than full-time students. She also reported that the number of graduates from the Postgraduate coursework programme (58) did not include the Sonography steam and it is expected that approximately 35 students will graduate. JC also reported that the Master in Health Sciences programme (MRS) introduced in 1999 had continued to grow in numbers steadily over the years. The program also resulted in a number of students showing an interest in research, both elements of which enables the school to justify the programme.

JC reported that the major problem for the school was finding clinical placements, although this was also a faculty-wide problem. She advised the group that the Pro-Dean was in constant talks with the Department of Health on how to overcome this problem. A discussion took place on the different approaches that different professions and hospitals were taking.

b) JC reported on what was currently happening within the faculty:

- a Basic sciences review is being undertaken across the whole of the College of Health Sciences, which the faculty of Health Sciences is located under along with the Faculties of Dentistry, Medicine, Nursing & Midwifery and Pharmacy. JC reported that the review should have little impact on the School.

- a review of Yoorang Goorang – the School of Indigenous Health – again little impact should be experienced.

- an administrative services review – this would have more impact on the school as the Dean is hoping to condense the number of schools within the faculty down from 10 with a number of administrative burdens including budgetary responsibility being taken away from the schools.

3. School Direction – Research productivity Covered in part c) of Head of School report.

JC reported on the newly approved Cancer Institute Associate Professor role which would be advertised worldwide within the next few weeks and hopefully be in place by January 2006. The grant would cover salary costs for 5 years and would include additional money to support a research assistant. The scope of the project was quite wide though, and the four hospitals involved had agreed to fund a 0.5 FTE radiation therapist each in addition to the grant funded element to support the position.

JC circulated a spreadsheet showing the number of recent grant applications submitted, and which had been approved. She explained that the University gives additional money to each department who secures research funding, although this is some 3 years after the start of the project. Also, only members of staff with a PhD are likely to be successful with research grants.

The Government is currently looking at the way it funds universities nationwide and will perhaps go down the route of the UK system ie. giving more money to research-active universities. JC reported therefore that the

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University is anticipating this by encouraging academic staff to become more research active and at the moment the definition of “research active” was quite soft but can only get harder. The University would expect academics to spend 40% of their time teaching, 40% researching and 20% on administration. The School is trying to encourage students to follow the Honours pathway, as once they graduate with an Honours, they can apply for a scholarship to undertake a PhD.

4. Staffing Issues – NSW Cancer Institute grant – Jenny Cox Covered in 3. above. 5. Development of New Degree programmes – Sarah Lewis

SL ran through the processes that had already occurred and reported that the Standing Committee had approved in principle the introduction of 3 new named Graduate Entry Masters programmes, one in each of the 3 different streams – Diagnostic Radiography, Nuclear Medicine and Radiation Therapy. The start date for each programme would be Semester 1, 2007 and they run for 2 years. They would be open to full time fee paying students, with an estimated cost of between $13-16,000 per year. Each will consist of on-campus training with 25 weeks of clinical placements and an honours pathway would also be offered. SL ran through the differences between this programme and Monash University’s “cadetship” Masters programme in which the student becomes an employee of the hospital where they undertake “on-the-job” training whilst being paid. The option of offering an Honours pathway through Sydney’s programme will enable students to continue into research and therefore makes the programme more innovative and also allows it to lie alongside the normal undergraduate degree rather than replacing it. SL reported that the overarching goal of the programme is “to produce an entry level practitioner with the potential to become a leader in the medical radiation sciences”, and that the learning outcomes are:

- demonstrate competency in their field as a member of a multi-disciplinary team - demonstrate analytical and critical reasoning skills - demonstrate the skills to be a self-directed learner - demonstrate an ability to use evidence based practice - demonstrate excellent communication skills - demonstrate an understanding of ethical and professional behaviour in clinical practice and

research - demonstrate innovation.

JC stated that the school would be reducing their overall number of HECS places by 60 in order to accommodate the anticipated number of graduate entry students. SL showed the group the programme structure which consists of all 6 credit point units with clinical placements beginning in Semester 1, week 6 as 3 days per week and then progressing into block placements in Year 2 and which would hopefully consist of 4 different placements in different regions. GB stated that he liked the idea of 3 days each week for a longer period on placement as this would enable the supervisors to share their time between different cohorts of students. It was felt within the University this combined teaching + placement would be beneficial for the students as they would be able to research specific cases depending on their curriculum. AC asked whether this group of students would be on placement at the same time as other cohorts of students, SL thought that there would be a slight overlap but it was difficult to accommodate all blocks of clinical at different times given the University’s semester structure. Obviously the scheduling of placements would need to be looked at if a larger number of applicants requested the graduate entry level pathway and SL assured the group that this would be borne in mind. AC felt that the clinical supervisors would be happy to see graduate entrants and she would anticipate that they would be more inquisitive and ask more in-depth questions. JC anticipated that the acceptance of the cohort could be different in different settings, ie rural versus metropolitan placements. A group discussion ensued and overall no objections to the programme were raised by the group, only positive comments were received. The group felt that this programme would be a better option for graduate and mature students as they would be more willing to learn and would also have invested more in their future.

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LH raised the question about whether the staff felt that undergraduates would resent this group? SL replied that the School would be meeting with the Student reps tomorrow (6/10/05) but did not envisage any negative comments apart from maybe a slight increase in workplace competition. JC reported that the University does not allow postgraduates to be taught with undergraduates. GM felt that this could mean a greater division existing between the two groups, JC agreed however she stated that communication would occur between the 3 different streams within the graduate entry programme as common subjects would be taught together. SL reported that the pre-requisite degree was still being looked at within the School and that a discussion had occurred at the Colloquium (4/10/05) over what could be accepted as relevant. AC hoped that graduates would hold useful language skills, WR agreed that students who had achieved a degree would have at least 3 years working knowledge of the English language, which would stand them in good stead for applying their language skills for this new programme. SL stated that all applicants would need to complete a selection questionnaire, however, she felt that speakers of other languages could only add value in the workplace and could communicate with patients in their mother tongue, JC agreed. SL asked the group to think about the importance of when the student passed their degree, EA replied that in her experience, the graduates would pick up knowledge quickly anyway, no matter when they graduated. AC could see the new research method of internet searching being difficult to pick up by students not familiar with the technology, SL reported that one of the first Units contains a section on library orientation, where electronic searching would be covered.

GB and JC thought that the programme may contain too much physics as practitioners would only be expected to know how the equipment works and not how to fix it. GB liked the definitions of the three different professions within Appendix 3.

JC liked the fact that there would be synergies between all 3 groups of students and that this would foster links between the professions.

GB reported that he would be attending a Department of Health meeting shortly and would be asking for a definition on beginner Practitioners, including requesting a ruling on the minimum amount of supervision required.

6. General feedback from EAC As above. 7. Any Other Business There were no other items of business and the meeting concluded at 8.30pm.

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Appendix 5: Planning Day Minutes

Graduate Entry Masters Programme – Planning Day Monday 26th September 2005

Present: Sarah Lewis, Edwina Adams, Warren Reed, Mark West, Ingrid Singleton

Simon Cowell (ANZSNM Accreditation Board Rep), Jo Page (NSW AIR Chair) Apologies: Tracey Smith (ANZSNM NSW Chair), John Thomas (Consultant - Diagnostic Radiography) SL outlined the aim of the meeting – to give the group an overview of the new Graduate Entry Masters degrees in Radiation Therapy, Nuclear Medicine and Diagnostic Radiography which the School hopes to offer in 2007; to ask the group for their input in the design of the programmes and also to keep them informed of the developments. SL reported that the School had been given permission to give the new degrees specific names, therefore they would be known as: Master in Diagnostic Radiation; Master in Nuclear Medicine and Master in Radiation Therapy. The degrees are full-time, 2 year programmes and will start in Semester 1, 2007 and be open to full fee paying students only. SL reported that the cost would probably be between $13-16,000. All 3 degrees would consist of on campus study and clinical fieldwork and the students would have the option of undertaking an Honours pathway. SL reported that the admission requirements at the moment were a previous degree in any subject however this may be firmed up later in the development stage. SC informed the group that previous guidelines produced by the ANZSNM accreditation board required students to have previous MRS qualifications before embarking on a Masters programme. Action: SC to clarify the position with the new ANZSNM regulations. The Aim of the new programme was not to simply compress a normal 3 year degree programme into 2 years, but to add value and incorporate additional elements. SL listed a number of broad learning outcomes and reported that the students would be expected to undertake an element of self-directed learning, especially if they lacked specific subject background. The overall Goal of the programme were to put out practitioners who are clearly suited to each specific field and are highly motivated, independent thinkers and practitioners and supportive of lifelong learning. EA asked the groups advice on how to sell the programme to potential students? The group felt the need was to recruit motived students, but those with realistic expectations. SL reported that these 3 new degrees would not be replacing any of the other degree pathways that the school runs. The School would be putting out the same number of graduates overall as the number of clinical placements available dictates the number of degree places that the School can offer. SC reported that the ANZ board would be agreeable to accredit the programme as long as it could be shown that the graduates from this new programme were what the profession needed. He also mentioned that the Board had previously shown a preference for flexible programmes. SL showed the group a draft unit of study structure, which consist of all 6 credit units. Four subjects would be taught per semester with both a Clinical subject and a Professional Practice unit in each semester. One elective unit during year 1 semester 2 would be chosen from 36 post graduate subjects. All 3 streams of students would be taught some common subjects together which would allow for inter-disciplinary communication and learning. The students would complete a total of 25 weeks of clinical study – year 1 would consist of 3 days/wk on placement, whilst year 2 would contain block placements. During Year 1 a dedicated number of clinical days would be spent on campus being taught expert clinical modules such as allergic reactions, ECG, venipuncture. The group asked JP what subjects should be incorporated into the RT stream. JP felt that venipuncture would not be required by the group of

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Radiation Therapy students as this would not be put into practice, however she felt that a number of subjects could prove useful:- Communicating with the sick Death & Dying Occupational Health & Safety, safely moving patients Time Management Psychology Chemotherapy or Drugs in general - especially a general understanding of both prescribed and self-administered drugs and their effects on treatment. The group felt that this kind of dialogue would prove really valuable in designing a program to suit the profession and would ask representatives from both Nuclear Medicine and Diagnostic Radiology the same question. SC acknowledged that the ANZSNM Board would be looking for a minimum of 800 hours or 22 weeks of clinical practice and therefore this programme design would fit. Action: IS to research AIR policy on minimum number of clinical hours. A discussion took place about the need for students to undertake PDY prior to them being eligible for employment within the health sector. SC suggested the group put a proposal to the ANZSNM Board to look at changing this system. JP stated that the only other point she would like to make would be that the profession was already oversubscribed with graduates now and gave an estimate of 80 PDY places being available for 130 graduates. However, EA reported that throughout the world there still remains a shortage of RT/NM/DR qualified people. SC gave SL a copy of the ANZ guidelines for approval of courses and reported that their focus in the past had been on outputs. However, their professional standards were currently being revised. He suggested that the University formally write to the Board at least 9 months prior to the first intake of students to request accreditation. SL went through the development timeframe:- 5th October – External Advisory Committee to meet 3rd November – the proposal to be put to the University of Sydney’s Graduate Studies Committee. SL reported that after the EAC meeting of 5th October, a more detailed document would be sent out to all representatives. Action: Formally inform the Accreditation Boards of the intention to offer these 3 new programmes.

Obtain guidelines for approval of Graduate Entry Programmes from AIR and ANZSNM. Keep the representative groups informed of all developments.

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Appendix 6: Student Reps Minutes

Graduate Entry Masters Programme Minutes from the Student Rep Meeting held on 6 October 2005

Present: Warren Reed, Ingrid Singleton.

Anthony Aumatell (DR), Gabrielle Jennings (DR), Monica Zurobski (Student Rep – RT), Taryn Medcalf (Student Rep – RT), Nicholas Plokstys (Student Rep – DR), Tu-Linh Nguyen (DR), Baisy Lin (DR), Susan Dang (DR).

WR gave an outline of the new programme and concluded that the introduction of a graduate entry programme would increase student choice and enable graduates to follow a different pathway, thereby reducing their study time. He reported that the programme would purely be for graduate entry and would not be the same as a Masters degree by coursework or research. WR ran through Sarah Lewis’s presentation and the group raised a number of questions/comments: “Will the new degree mean that the graduates would be more qualified than undergraduates?”

WR replied that although the programme would add value to the existing 3 year programme (which would be condensed into 2 years through this new development) the graduates would still have to undertake a PDY placement, so they should be on the same par as Batchelor of Applied Science graduates. “How much would the programme cost?” WR reported that it was anticipated that the Graduate Entry programme would cost in the region of $13-16,000 per year, which seemed reasonable to the students. WR ran through the differences between this new programme and Monash University’s cadetship scheme. “Would the University be running separate lessons to those offered to undergraduates?” WR reported that the University has a policy of not teaching postgraduates with undergraduates and that this new group of students would be expected to undertake a lot more self-directed study rather than face-to-face learning. He stated that all 3 streams of students would be taught their common subjects together. WR stated that this cohort would be able to follow an Honours pathway which will enable them to apply for UPA and APA to provide scholarship funding for their progression into a PhD. “Cutting down an already condensed programme may disadvantage these students”. WR responded by stating that as this group had already been through a degree programme they should have the maturity and also the desire to learn, and it was envisaged that they would be encouraged to undertake their own learning in areas they felt their prior knowledge was poor. “Bridging courses a good idea”. “Does this programme mean the end of undergraduate courses?” WR reassured the group that for the foreseeable future, both undergraduate and graduate entry (from 2007) programmes would be taught. “At the University of New South Wales, all science units of study were taught together to all groups and only science subjects specific to the different streams were distinguished – this was very beneficial.” WR hoped that this approach could break down some of the barriers that exist between the professions. “Combined learning better to do in year 1 rather than later, as it can give the students a chance to change focus or stream.”

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WR agreed, stating that he hoped this would give people the skills to help them make the right decisions for themselves. “I feel it’s limiting to have to split-up the undergraduates from the postgraduates”. WR stated that this was University policy, although some clinical learning could be taught together, the assessments would have to differ. “How does this new programme improve employment opportunities?” WR reported that the total number of graduates would not increase as the School would reduce the number of undergraduate places to compensate for this new cohort, and he felt it should not make too much different in the job market as he would hope the prospective employer would take into consideration more than the individuals’ qualifications. AA reported that a new pay structure had been introduced for DR’s which equates a higher salary to more qualified staff. WR agreed that this would be good in the sense that if higher qualified staff were going into the profession then the profession would have to raise the pay bar. “More competition for PDY places?” WR mentioned that the reduction in undergraduate places would mean the same number of graduates applying for PDY places. The students were concerned about the 3 days per week clinical placements as “the hospitals have enough difficulty sorting out placements now!” WR replied that this cohort of students would be being taught theory at the same time as they would be on placements and the students agreed that it was a good idea, rather than the block placements like the undergraduate programme. Overall the group supported the programme especially for graduates transferring across from a medical backgrounds, WR replied though that these students would not be eligible for advanced standing unless they had undertaken the subjects at post graduate level.

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Appendix 7: CDAM

School of Medical Radiation Sciences Minutes from the CDAM Meeting held on 11 October 2005

Present: Jenny Cox, Sarah Lewis, Elizabeth Kilburn-Watt, Ingrid Singleton, Edwina Adams, Rachael Beldham-

Collins, Mark West, John Atyeo, Warren Reed, Jane Fonda, Barrie Egerton, Edward Caruana, Simon Cowell, John Robinson, Peter Kench, Craig Opie, Gary Reddy, Steve Meikle, Lucy Taylor-Turner, Rob Heard, Lynne Harris – BACHS, Mary Jane Mahony – Education Connections, Gary Lee – Faculty Office, Janelle Craig – HIM, Gil Vella – BIO, Elaine Tan – Library/Liaison Librarian, Priya Kamineni – Faculty Office

Apologies: Ian Cathers – BIO, Jill Clarke – MRS SL gave her presentation to the group stating that the Standing Committee had given their consent to develop 3 named Graduate Entry Master degrees, which would be known as: Masters in Diagnostic Radiography Masters in Nuclear Medicine Masters in Radiation Therapy Questions RH asked for an explanation on the focus of the “Clinical Practice” and “Professional Practice” units of study. JC replied that the professional practice would be specific to the stream of study eg. professional practice in nuclear medicine. But the main focus of the 3 programmes were to promote inter-professional learning and communication therefore the majority of the common subjects would be taught to the whole cohort. JC reported that the programmes would use a system-based teaching methodology thereby incorporating elements of each of the streams. RH also suggested looking at the UoS titles as some exceeded the maximum of 40 characters. Action: SL to check MJM reported that using the different names MMRS and the Masters programmes could lead to some confusion. SL replied that MMRS (Masters in Medical Radiation Sciences) was the school’s abbreviation and she would refer to the 3 programmes using their correct title. She would also ensure that all written communication refers to the development of 3 distinct degrees using their correct titles. MJM also suggested that showing a 16 week semester, when only 13 weeks incurred teaching was quite misleading and she suggested that all 16 weeks are shown in the timetable with the designated activities listed. JC/SL replied that it was difficult to show the clinical placements in the University’s timetable as these occur outside the normal semester weeks. MJM had discovered some confusing comments and elements in the proposal and suggested SL meet up with her to discuss them. MJM asked for clarification on the Honours pathway and whether it meant that students undertaking the Honours would have to complete a 3rd year of study. SL replied that this was not the case, the Honours students would be studied at the same time as the 2nd year group, the only difference in the curriculum would be the Honours Thesis UoS rather than the Research Project one. MJM replied that the Honours Thesis would be much more than a 6 credit point unit. JC reported that the first year’s Research Project UoS would start the process and Honours students would complete their thesis during the Honours Thesis UoS. MJM suggested changing the name of the UoS to perhaps Dissertation to overcome any confusion. JC reported that an Honours pathway was necessary within the programme so that the students could apply for APA or UPA funding to progress onto a PhD. Action: Change title of UoS “Honours Thesis” GL asked about the admission requirements and how the previous degrees’ relevance would be selected or ranked. SL stated that the programmes would be open to all applicants, however a score/rank would be allocated according to the

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relevant degree/life experience. A questionnaire would be developed along the same lines as that used for Category B applicants. JC added that a specific credit average would also be necessary. Action: SL/JC to look at relevant degrees/previous experience GL asked about the Summer school and bridging courses. JC replied that this would be a chance for the students to study topics which they felt themselves lacking. GL reported that no mention of basic sciences or biology or behavioural science had been given. JC replied that obviously students will degrees or experience with no relevance would be ranked lower as they would find it difficult to cope with the courses. JC reported that at this stage it was difficult to know how many applications would be received, therefore some elements of the programme are still being worked through. MJM suggested that this element needs to be spelt out in the course applications. PK asked whether the courses were open to International applicants. JC replied that yes international students will be able to apply, although the available places were only small – 60 in total (30 – DR, 15 – RT, 15 – NM) and the numbers depend on the clinical placements being available. JC’s philosophy is that the school does not want to exclude anybody which is why the guidelines are slightly vague at the moment. PK asked about marketing strategies for international students. JC had not envisaged needed any specific international marketing. JC reported that as several units of study would need support from the different schools ie. BIO/BACHS, MRS would be negotiating with those schools or relevant personnel over the next few weeks/months. MJM reported that there didn’t seem to be many MRS specific UoS and the programme as a whole could fit faculty wide curriculum and a number of graduate entry programmes. JC reported that the cases being studied through the programmes would be MRS specific. MJM suggested more detailed UoS descriptors be developed. LH suggested that after attending a College meeting she supported the development of a unit in Health Care Systems but JC felt that MRS would be unable to run this unit. JCraig reported that she used to deliver this kind of unit and that the model could be explored for different schools/faculties. MJM asked how the inter-professional teaching would be supported, through clinical, classroom or both. JC replied that it would be impossible to deliver inter-professional teaching through the clinical placements as the professions work in isolation from each other, she hoped that by encouraging the students to work and communicate together in the classroom that they would become familiar with each profession’s activity. GL asked if the students would receive credit for previous study. JC replied that as long as the study for which they want credit was at postgraduate level, credit could be given. A discussion ensued around the University’s policy to teach undergraduate and postgraduate students separately. PK asked how international students could pick up relevant units if they wished to apply but only held an Arts degree. JC felt that it was the students’ responsibility to engage in relevant study and added that they could pick up and study relevant units within their home country. The school has no intention of offering on-line units for such a small proportion of applicants as Macquarie and Charles Sturt University offer on-line units which the applicants could complete prior to them applying for the Masters programmes. JC gave a brief overview of Monash University’s programme, which she felt was the only major competitor. Her concerns were that as the students are employed within hospitals and study via distance learning then it became difficult for the University to manage, and the teaching load was shifted onto the hospital staff. The programme was also dependant on a fragile funding stream and if the hospitals decided not to participate in the programme then it would collapse. She did state it was a “cheaper” programme for the students as they were in paid employment whilst training and they wouldn’t have to undertake their PDY after completing their programme, although as the PDY is a paid position then this shouldn’t cause too much hardship. Action: SL to meet with MJM next week to work though the proposals.

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Faculty of Health Sciences RESOLUTIONS OF THE SENATE DEGREES, DIPLOMAS AND CERTIFICATES IN THE FACULTY OF HEALTH SCIENCES 1. The degrees in the Faculty of Health Sciences shall be:

(a) Bachelor of Applied Science (BAppSc) (b) Bachelor of Health Science (BHlthSc) (c) Bachelor of Behavioural Health Science (BBHSc) (d) Bachelor of Health Sciences (BHlthSci) (e) Master of Applied Science (MAppSc) (f) Master of Communication Disorders (MCommDis) (g) Master of Diagnostic Radiography (MDR) (h) Master of Exercise and Sport Science (MExSpSci) (i)Master of Health Information Management (MHIM) (j) Master of Health Science (MHlthSc) (k) Master of Nuclear Medicine (MNM) (l) Master of Occupational Therapy (MOT) (m) Master of Orthoptics (MOrth) (n) Master of Physiotherapy (MPhty) (o) Master of Radiation Therapy (MRT) (p) Master of Rehabilitation Counselling (MRehabClng) (q) Master of Speech Language Pathology (MSLP)* (q) Master of Physiotherapy (MPhty) (r) Doctor of Philosophy (PhD) (s) Doctor of Health Science (HScD). * May be awarded in the grade of Pass degree or Honours degree. There shall be one level of Honours.

MASTER’S DEGREES The Faculty of Health Sciences offers the following Master’s degrees: (1) Master of Applied Science The degree of Master of Applied Science may be taken:

(a) as a generic degree offered by the Faculty of Health Sciences in appropriate cognate fields; or (b) within the schools in the following subject areas:

(i) Behavioural Science (ii) Biomedical Sciences (iii) Communication Sciences and Disorders (iv) Education (v) Exercise and Sport Science (vi) Gerontology (vii) Health Information Management (viii) Indigenous Community Health (ix) Medical Radiation Sciences (x) Occupational Therapy (xi) Orthoptics (xii) Physiotherapy (xiii) Rehabilitation (xiv) Rehabilitation Counselling (xv) Stuttering

(2) Master of Communication Disorders (by research only)(3) Master of Diagnostic Radiography* (4) Master of Exercise and Sport Science The degree Master of Exercise and Sport Science will be awarded in the following specialisations:-

(i) Master of Exercise and Sport Science (Clinical Exercise Science)* (ii) Master of Exercise and Sport Science (Sports Performance)*

(5) Master of Health Information Management

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(6) Master of Health Science The degree of Master of Health Science may be awarded in the grade of Pass degree or Honours* degree in the following subject areas:

(i) Augmentative and Alternative Communication (ii) Behavioural Science (iii) Cardiopulmonary Physiotherapy (iv) Child and Adolescent Health (vi) Clinical Data Management (vi) Development Disability (vii) Education (viii) Exercise and Sport Science**(ix) Gerontology (x) Health Informatics (xi) Indigenous Community Health (xii) Management (xiii) Manipulative Physiotherapy (xiv) Medical Radiations Sciences (xv) Medical Sonography (xvi) Neurological Physiotherapy (xvii) Occupational Therapy (xviii) Paediatric Physiotherapy (xix) Physiotherapy (xx) Sexual Health (xxi) Speech-Language Pathology (xxii) Sports Physiotherapy

* There shall be one level of Honours. ** Not offered from 2006. (7) The combined degree of Master of Health Science (Sports Physiotherapy) and Master of Health Science (Manipulative Physiotherapy) (4) Master of Health Information Management (8) Master of Nuclear Medicine*(9) Master of Occupational Therapy (10) Master of Orthoptics (11) Master of Physiotherapy (12) Master of Radiation Therapy*(13)Master of Rehabilitation Counselling (14) Master of Speech Language Pathology* (10) Master of Communication Disorders (by research only) (11) Master of Exercise and Sport Science The degree Master of Exercise and Sport Science will be awarded in the following specialisations:-

(i) Master of Exercise and Sport Science (Clinical Exercise Science)* (ii) Master of Exercise and Sport Science (Sports Performance)*

*May be awarded in the grade of Pass degree or Honours degree. There shall be one level of Honours.

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Appendix 8:

Actions from the Meeting relating to Graduate Entry Master Degree Programs EAC Meeting – 5/10/05 No actions Planning Day Meeting – 26/9/05 Action: SC to clarify the position with the new ANZSNM regulations. Pending a meeting to be scheduled by ANZSNM Action: IS to research AIR policy on minimum number of clinical hours. Actioned – the relevant policy was downloaded from the AIR website on 27 September 2005 and has been referred to when drawing up the proposal. Action: Formally inform the Accreditation Boards of the intention to offer these 3 new programmes. Actioned – letters were sent out on 5 September 2005 and 30 September 2005 to inform both PEAB-AIR (RT and DR) and ANZSNW (NM) about the proposed programs. Action: Obtain guidelines for approval of Graduate Entry Programmes from AIR and ANZSNM. Actioned: are contained on the general AIR policy that has been researched. Action: Keep the representative groups informed of all developments. Actioned – in the letter dated 30 September 2005 we informed the Accreditation Boards that after the EAC meeting held on 5 October 2005 a complete set of accompanying documentation would be sent out, and we would keep them updated on progress ie. developments from the CDAM and GSC. Student Reps meeting – 6/10/05 No Actions CDAM – 11/10/05 Action: SL to check UoS titles contain 40 characters or less Actioned – SL has changed any title which contained more than 40 characters Action: Change title of UoS “Honours Thesis” Actioned – title has been changed to include Honours Dissertation A and Honours Dissertation B Action: SL/JC to look at relevant degrees/previous experience Actioned – the relevance of previous degrees/experience will be looked at on a case by case basis. Information contained in the Faculty Questionnaire will be used to ascertain relevance. Action: SL to meet with MJM next week to work though the proposals. Actioned – SL meet with MJM on the 15th of October from 4-5pm.

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