This is a list of all the units that can be accessed through this service.
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Conducting a Single Patient Open Trial - Practise exercise 1 (ACT-006-4)
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Writing up your experiences - Practise exercise 2 (ACT-007-4)
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Application of teaching strategies in general practice (ACT-008-4)
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Creating a learning plan (ACT-009-4)
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Creating a learning plan (ACT-009-4-DEMO)
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Developing a clinical question ready for searching - practice exercise 1 (ACT-051-4)
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Developing a clinical question ready for searching - practice exercise 2 (ACT-052-4)
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Shortcuts: high quality summary sources - practice exercise 1 (ACT-053-4)
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Shortcuts: high quality summary sources - practice exercise 2 (ACT-054-4)
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Free databases and how to use them - practice exercise 1 (ACT-055-4)
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Free databases and how to use them - practice exercise 2 (ACT-056-4)
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Quantitative studies: a guide to interpreting a paper - practice exercise 1 (ACT-057-4)
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Quantitative studies: a guide to interpreting a paper - practice exercise 2 (ACT-058-4)
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Studies about diagnostic tests – practice exercise 1 (ACT-059-4)
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Studies about diagnostic tests – practice exercise 2 (ACT-060-4)
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Qualitative studies - questions that ask what, how and why? - practice exercise 1 (ACT-061-4)
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Qualitative studies - questions that ask what, how and why? - practice exercise 2 (ACT-062-4)
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Tailoring the evidence to your patient - practice exercise 1 (ACT-063-4)
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Tailoring the evidence to your patient - practice exercise 2 (ACT-064-4)
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Conducting a Single Patient Open Trial – Practise exercise 2 (ACT-066-4)
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Audit: are you making a difference? Practise exercise 1 (ACT-067-4)
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Audit: are you making a difference? Practise exercise 2 (ACT-068-4)
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Writing up your experiences - Practise exercise 1 (ACT-069-4)
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Having a clinical trial in your practice – Practise exercise 1 (ACT-071-4)
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Having a clinical trial in your practice - Practise exercise 2 (ACT-072-4)
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Beginning to develop a research question - Practise exercise 1 (ACT-073-4)
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Beginning to develop a research question - Practise exercise 2 (ACT-074-4)
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Personal reflections on practice, currency and Evidence-Based Medicine (ACT-2001-6G)
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Personal reflections on practice, currency and Evidence-Based Medicine (ACT-2001-6Q)
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Planning your personalised EBP learning program (ACT-2002-6Q)
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Planning your personalised EBP learning program (ACT-2002-G)
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Practice exercise: formulating a well structured question (ACT-2003-6Q)
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Practice exercise: formulating a well structured question (ACT-2003-G)
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Your own clinical questions: structured for searching (ACT-2004-6Q)
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Your own clinical questions: structured for searching (ACT-2004-G)
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Searching a prepared question (ACT-2005-6Q)
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Searching a prepared question (ACT-2005-7P)
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Searching a prepared question (ACT-2005-G)
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Searching your own questions (ACT-2006-6Q)
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Searching your own questions (ACT-2006-G)
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Practise your critical appraisal skills (ACT-2007-6Q)
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Practise your critical appraisal skills (ACT-2007-7P)
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Practise your critical appraisal skills (ACT-2007-G)
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Practise applying the evidence (ACT-2008-6Q)
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Practise applying the evidence (ACT-2008-G)
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Formulating a personal plan for your future with EBP (ACT-2009-6Q)
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Formulating a personal plan for your future with EBP (ACT-2009-G)
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Personal commitment and planning (ACT-2010-6Q)
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Personal commitment and planning (ACT-2010-G)
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Group formation and dynamics - hypothetical (ACT-2011-6Q)
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Group formation and dynamics - hypothetical (ACT-2011-G)
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Scope and plan a Clinical Practice Guideline (ACT-2012-6Q)
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Scope and plan a Clinical Practice Guideline (ACT-2012-G)
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Practice exercise: critical appraisal of Clinical Practice Guidelines (ACT-2013-6Q)
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Practice exercise: critical appraisal of Clinical Practice Guidelines (ACT-2013-G)
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Practice exercise: critical appraisal of systematic reviews (ACT-2014-6Q)
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Practice exercise: critical appraisal of systematic reviews (ACT-2014-G)
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Practice exercise: critical appraisal of intervention (treatment) studies (ACT-2015-6Q)
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Practice exercise: critical appraisal of intervention (treatment) studies (ACT-2015-G)
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Practice exercise: critical appraisal of prognostic studies (ACT-2016-6Q)
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Practice exercise: critical appraisal of prognostic studies (ACT-2016-G)
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Practice exercise: critical appraisal of diagnostic studies (ACT-2017-6Q)
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Practice exercise: critical appraisal of diagnostic studies (ACT-2017-G)
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Guideline implementation and evaluation: hypothetical (ACT-2018-6Q)
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Guideline implementation and evaluation: hypothetical (ACT-2018-G)
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Formulating Guideline recommendations: hypothetical (ACT-2019-6Q)
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Formulating Guideline recommendations: hypothetical (ACT-2019-G)
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Discussion related to personal experience of formulating recommendations (ACT-2020-6Q)
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Discussion related to personal experience of formulating recommendations (ACT-2020-G)
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Report back on your Guideline project (ACT-2021-6Q)
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Report back on your Guideline project (ACT-2021-G)
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Code of Conduct (ACT-2022-6Q)
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Statement of completion of Queensland Health Code of Conduct training (ACT-2027-6Q)
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Culture, health and identity – what do you think? (ACT-2028-10Q)
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Culture, health and identity – what do you think? (ACT-2028-6Q)
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Who’s who in the local community? (ACT-2029-10Q)
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Who’s who in the local community? (ACT-2029-6Q)
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Aboriginal and Torres Strait Islander health services in the local community. (ACT-2030-10Q)
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Aboriginal and Torres Strait Islander health services in the local community. (ACT-2030-6Q)
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Planning your own project (ACT-2031-6Q)
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Planning your own project (ACT-2031-6Q-DEMO)
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Clinical Pathways in your clinical setting (ACT-2040-6Q)
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Documenting patient care using a Clinical Pathway (ACT-2041-6Q)
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Quality assurance at your place (ACT-2042-6Q)
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Quality assurance at your place (ACT-2042-G)
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Quality improvement at your place (ACT-2043-6Q)
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Quality improvement at your place (ACT-2043-G)
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Do you have a Q allergy? (ACT-2044-6Q)
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Do you have a Q allergy? (ACT-2044-G)
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Clinical quality improvement projects in your workplace (ACT-2045-6Q)
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Clinical quality improvement projects in your workplace (ACT-2045-G)
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Finding the data (ACT-2046-6Q)
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Finding the data (ACT-2046-G)
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Discussion and report back on clinical indicators of practical use in different clinical areas (ACT-2047-6Q)
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Discussion and report back on clinical indicators of practical use in different clinical areas (ACT-2047-6Q-DEMO)
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Discussion and report back on clinical indicators of practical use in different clinical areas (ACT-2047-G)
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Planning for development of a Clinical Pathway in your area (ACT-2048-6Q)
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Developing a Clinical Pathway in your area (ACT-2049-6Q)
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Pharmacists and nutrition counselling - is it practical? (ACT-5000)
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Hot topic: Pharmacists to Issue Fitness to Work Certificates. (ACT-5003)
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Antenatal care for Indigenous women (ACT-5004)
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MOGA Curriculum survey - Palliative care (ACT-5005)
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Hot topic: Brand substitution (ACT-5006)
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Fluoride – what is the fuss all about? (ACT-5007)
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Hot topic - Avian flu (ACT-5008)
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Working in Australia: your personal preparation plan (ACT-5009)
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Exploring who we are: identity and culture (ACT-5010)
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Take me to your home town: an exercise in imagination (ACT-5011)
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Group activity: The context for medical practice (ACT-5012)
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Group activity: Strategies to avoid misunderstanding patients (ACT-5013)
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Strategies for communicating with patients (ACT-5014)
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Group activity: Australian culture and medical practice (ACT-5015)
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Group activity: Strategies for cultural safety and multicultural Aussies (ACT-5017)
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Group activity: Australian families and medical practice (ACT-5018)
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Group activity: Reflecting on professionalism and the workplace (ACT-5019)
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Group activity: Effective team relationships (ACT-5020)
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Group activity: Identifying standards and systems (ACT-5021)
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Group activity: Effective self and other care strategies (ACT-5022)
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Hot topic: Pseudoephedrine (ACT-5023)
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Hot topic: Fluoride supplementation (ACT-5024)
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Putting it all together (ACT-5025)
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Putting it all together (ACT-5025-G)
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Creating P-charts – a guided example (ACT-5026)
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Creating P-charts – a guided example (ACT-5026-G)
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Creating P-charts in your workplace (ACT-5027)
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Creating P-charts in your workplace (ACT-5027-G)
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Creating funnel plots – a guided example (ACT-5028)
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Creating funnel plots – a guided example (ACT-5028-G)
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Applying funnel plots in your workplace (ACT-5029)
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Applying funnel plots in your workplace (ACT-5029-G)
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Applying CUSUM charts in your workplace (ACT-5030)
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Applying CUSUM charts in your workplace (ACT-5030-G)
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CUSUM charts – a guided example (ACT-5031)
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CUSUM charts – a guided example (ACT-5031-G)
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Finishing up on 'Statistical process control and clinical improvement 1: Why measure health care processes?' (ACT-5032-6Q)
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Finishing up on 'Statistical process control and clinical improvement 1: Why measure health care processes? (ACT-5032-G)
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Finishing up on 'Statistical process control and clinical improvement 2: Introduction to the basics' (ACT-5033-6Q)
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Finishing up on 'Statistical process control and clinical improvement 2: Introduction to the basics' (ACT-5033-G)
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Presentation skills for Pharmacists (ACT-5034)
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Hot topic: HPV vaccine (ACT-5035)
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The pen is mightier than the sword (ACT-5037)
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Communicating concern - potential medication errors (ACT-5038)
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Finishing up on 'Statistical process control and clinical improvement 3: Control chart tool kits' (ACT-5039)
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Finishing up on 'Statistical process control and clinical improvement 3: Control chart tool kits' (ACT-5039-G)
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Hot topic: Parkinson's drugs associated with cardiac valve damage (ACT-5040)
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Hot topic: Dengue and Ross River fever – hotting up with the big wet? (ACT-5041)
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Hot topic: NuvaRing® -The ring of choice? (ACT-5043)
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Substance use in sport (ACT-5044)
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Where to from here? (ACT-5055)
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EHC is now S3, what next? (ACT-5056)
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Ritalin – pay attention! (ACT-5057)
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Ethical Issues associated with emergency contraception (ACT-5058)
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Counselling and communication issues with emergency contraception (ACT-5059)
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Hot Topic – There’s something about Stilnox? (ACT-5060)
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Hot Topic – There’s something about Stilnox? (ACT-5060-Trial)
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Who’s that knock knock knocking on warfarin’s door? (ACT-5061)
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Avandia – is it time to panic? (ACT-5063)
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Influenza: who gives the meds? (ACT-5064)
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Hot topic: It’s all in the evidence (ACT-5065)
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Hot topic: Sexually transmitted infections (ACT-5066)
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Hot topic: Not tonight dear! (ACT-5068)
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Hot Topic: Accident and emergencies (ACT-5073)
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To vaccinate or not to vaccinate (ACT-5074)
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Hot topic: Kicking the habit… (ACT-5075)
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Critique some mock reports (ACT-5076)
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Question and answer time (ACT-5077)
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Report templates - friends or foes? (ACT-5078)
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Patient safety – in your hands (ACT-5079)
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Looking at clinical handover in your workplace (ACT-5081)
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Hot topic: Issuing medical certificates (ACT-5082)
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Supporting clinical handover in your workplace (ACT-5083)
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Everyone needs a little support (ACT-5084)
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Imaging test result categories (ACT-5085)
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Closing the communication loop (ACT-5086)
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Hot Topic: Access to cough syrups – not so sweet (ACT-5087)
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Keeping up to date – May 2008 (ACT-5088)
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Hot topic: Shop till you drop (ACT-5090)
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Ear Assessment (ACT-5091)
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Questions from the floor (ACT-5092)
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Hot topic: If it's not depression, why antidepressants? (ACT-5093)
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Hot topic: Can pharmacy help free up the docs? (ACT-5094)
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Hot topic: Better take the long way to the shop if you want a sausage roll (ACT-5097)
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Hot topic: Taming the black dog (ACT-5098)
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000: your rights when the police arrive (ACT-5099)
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000: your rights when the police arrive (ACT-5099-1)
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From death we learn: the role of the Coroner (ACT-5100)
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From death we learn: the role of the Coroner (ACT-5100-1)
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Hot topic: Children’s fever, have we got it right? (ACT-5101)
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The consequences of getting it wrong (ACT-5102)
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Putting the four steps into practice (ACT-5103)
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But the 4 steps don’t work: myths and misconceptions (ACT-5104)
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Holistic care plan for patients with idiopathic Parkinson’s disease (ACT-5105)
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Pay it forward: preventing patient harm (ACT-5106)
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It’s a team effort: moving from theory to practice (ACT-5107)
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The baby is coming – how do you feel? (ACT-5108)
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The logistics (ACT-5109)
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Hot Topic: Jumping through whoops (ACT-5110)
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Working in rural and remote areas – how will it differ? (ACT-5111)
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Reflecting on the money and how it is spent (ACT-5112)
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What to expect and how to survive (ACT-5113)
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What should I know before I go? (ACT-5114)
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Three short case scenarios (ACT-5116)
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Hot Topic: Exorcising the menopause demon (ACT-5117)
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Activity: Reflecting on the legal and professional frameworks (ACT-5118)
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To fall or not to fall: do patients get a choice? (ACT-5119)
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Making changes (ACT-5121)
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Why do falls and pressure ulcers still happen? (ACT-5123)
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What’s happening at your place? (ACT-5124)
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Clinical handover: putting the evidence into practice (ACT-5125)
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Improving handover at your workplace (ACT-5126)
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From learning to action – standardising handover (ACT-5127)
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Hot topic: Lower back pain (ACT-5128)
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Is it a bird? Is it a plane?....No, it's a health care model (ACT-5129)
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Activity: Thinking about professional conduct (ACT-5130)
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Are you a team player? (ACT-5131)
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Who ya gonna call? (ACT-5132)
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Onward and upward: Making a professional development plan (ACT-5133)
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Keeping it real (ACT-5134)
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Having someone to turn to (ACT-5135)
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Hitting the ground running (ACT-5136)
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Hitting the ground running (ACT-5136-TPNEP)
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Hot topic: Floods and fever (ACT-5137)
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Take it to the floor (ACT-5139)
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Making a mud map of your community’s culture (ACT-5141)
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Planning your new life (ACT-5142)
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‘How many roads must a nurse walk down……?’ Mapping your local health care system (ACT-5144)
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Local policies and procedures (ACT-5145)
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The machine that goes ‘ping!’: orienting yourself to local equipment (ACT-5146)
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All hands on deck - emergency personnel (ACT-5150)
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Emergency equipment (ACT-5151)
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Emergency policies and procedures (ACT-5152)
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Reflecting on a clinical emergency (ACT-5153)
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Reflecting on your primary and secondary survey skills (ACT-5154)
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Planning, preparation and rehearsal for a clinical emergency: an activity (ACT-5157)
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Looking after yourself (ACT-5161)
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Who’s who in the zoo? (ACT-5164)
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Go forth and assess: practising your assessment skills (ACT-5165)
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The different stages of care for mental health and wellbeing (ACT-5166)
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Practising a respiratory assessment (ACT-5167)
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Practising your abdominal assessment (ACT-5168)
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Practising your neurological assessment (ACT-5169)
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Practising your cardiovascular assessment (ACT-5170)
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Principles of mental health assessment (ACT-5171)
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Ear assessment (ACT-5172)
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Eye assessment (ACT-5173)
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Preparing for the unexpected: having a strategy and knowing who to call for support (ACT-5174)
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Reflecting on your ability in primary care (ACT-5175)
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Finding out about your rural and remote pharmacy (ACT-5176)
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Clinical skill assessment: General anaesthetic nursing care (ACT-5180)
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Why bother with standardised documents? (ACT-5182)
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Health promotion (ACT-5183)
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Are you game? (ACT-5184)
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Intervention time (ACT-5185)
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Issues and challenges of addressing substance abuse (ACT-5186)
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Culture, health and identity – what do you think? (ACT-5188)
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Who’s who in the local community? (ACT-5189)
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Aboriginal health services in the local community. (ACT-5190)
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Coming together and closing the gap (ACT-5191-10Q)
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Practice examination - online examination technique (AP-PRXM)
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Medications in chronic kidney disease – avoiding potential problems and maximising therapeutic goals (ART-5000)
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Assessment for Pulse (ASM-PULSE)
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Assessment for 'Special communication requirements for healthcare teams' (ASSESSMENT-4611)
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Assessment for 'Clinicians making things happen through projects and people' (ASSESSMENT-4613)
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Assessment for 'The Australian healthcare system: Present and future challenges' (ASSESSMENT-4614)
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Assessment for Patient safety and quality: Principles and practice (ASSESSMENT-4631)
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Assessment for 'Achieving patient-centred, evidence-based healthcare' (ASSESSMENT-4632)
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Assessment for Managing for quality and performance in healthcare services (ASSESSMENT-4633)
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Assessment for Introduction to clinical education (ASSESSMENT-4651)
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Assessment for Professional practice educational intervention, design and assessment (ASSESSMENT-4653)
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Assessment for 'Planning and evaluating health professional development' (ASSESSMENT-4655)
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Assessment for The business of health (ASSESSMENT-4673)
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Assessment for Skills for healthcare team leaders (ASSESSMENT-4674)
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Assessment for 'Leading innovation in health services' (ASSESSMENT-4691)
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Assessment for Human face of change in healthcare (ASSESSMENT-4692)
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Assessment for Workforce innovation (ASSESSMENT-4696)
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Assessment for 'Developing evidence based Clinical Practice Guidelines' (ASSESSMENT-4712)
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Assignment submission and check-out for 'Special communication requirements for healthcare teams' (ASSIGNMENT-4611)
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Assignment submission and check-out for 'Clinicians making things happen through projects and people' (ASSIGNMENT-4613)
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Assignment submission and check-out for 'The Australian healthcare system: Present and future challenges' (ASSIGNMENT-4614)
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Assignment submission and check-out for Patient safety and quality: Principles and practice (ASSIGNMENT-4631)
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Assignment submission and check-out for 'Achieving patient-centred, evidence-based healthcare' (ASSIGNMENT-4632)
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Assignment submission and check-out for 'Managing for quality and performance in healthcare services' (assignment-4633)
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Assignment submission and check-out for 'Introduction to clinical education' (ASSIGNMENT-4651)
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Assignment submission and check-out for Professional practice educational intervention, design and assessment (ASSIGNMENT-4653)
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Assignment submission and check-out for 'Planning and evaluating health professional development' (ASSIGNMENT-4655)
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Assignment submission and check-out for The business of health (ASSIGNMENT-4673)
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Assignment submission and check-out for Skills for healthcare team leaders
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Assignment submission and check-out for 'Leading innovation in health services' (ASSIGNMENT-4691)
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Assignment submission and check-out for 'Human face of change in healthcare' (ASSIGNMENT-4692)
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Assignment submission and check-out for 'Workforce innovation' (ASSIGNMENT-4696)
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Assignment submission and check-out for 'Developing evidence based Clinical Practice Guidelines' (ASSIGNMENT-4712)
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Storyboarding - level 1and 2 (BAT-001)
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RACGP Points instructions (BAT-003)
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So you want to make a staff training unit? (BAT-004)
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How to link to an existing document from a BAT (BAT-005)
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Instructions for recording with 'Adobe Audition' (BAT-006)
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AUDIO - Publishing and streaming (BAT-007)
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Editing video with 'Pinnacle Studio Plus' (BAT-008)
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Unit types for MESCollege 2005 - introduction (BAT-010)
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Error report template (BAT-011)
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Unit types for MESCollege 2005 - advanced (BAT-012)
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Proxy setting and how to change them (BAT-014)
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Types of units (BAT-015)
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Orientation to pigeon holes and library system (BAT-016)
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Stage 5 QA checklist (BAT-017)
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Stage 6 QA checklist (BAT-018)
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Stage 7 QA checklist (BAT-019)
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MES Education Portal search facility (Introduction) (BAT-020)
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Unit types and educational theory (BAT-021)
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Jobsheets (BAT-022)
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Interaction access types explained (BAT-023)
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Further information standard (BAT-024)
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How to file a unit in the archive (BAT-025)
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How to find a unit in the archive (BAT-026)
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Placeholder forms (BAT-027)
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How to QA a word document in stage 5 or 6 (BAT-028)
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Introduction to our hypothetical GP team (BAT-029)
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Evaluations - don’t reinvert the wheel. Clone! (BAT-030)
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How to add 'Product Collections' to units on OPS (BAT-031)
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How to QA a unit on the development (build) environtment (BAT-032)
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MES Library - Literature searching and EndNote (BAT-033)
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Linking within units (BAT-034)
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Stage 6 template – active learning units (BAT-035)
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Stage 6 template – group activities units (BAT-036)
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Stage 6 template – resource units (BAT-037)
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Literature searching (BAT-038)
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MESCollege and PriMeD style standards (BAT-039)
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Mobile Phone Teaching and Learning (BAT-040)
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How to - do a needs analysis (BAT-041)
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Unit conversion from Web form to Print (BAT-042)
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How to build a PriMeD Pharmacy Newsletter (BAT-043)
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Med-E-Serv – telephone user guide (BAT-044)
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FACILITATOR TRAINING UNIT (BAT-045)
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MCQ Design Tips (BAT-046)
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View Non-collaborative Units in the PriMeD Coordinator’s Facilitation List (BAT-048)
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What's a POD? (BAT-049)
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How to build a POD page (BAT-050)
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Useful Education Reports (BAT-052)
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Blog: Education Innovation Ideas (BAT-053)
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The ins and outs of referencing... (BAT-054)
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Project Filing Standards (BAT-056)
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Kolb's learning theory (BAT-057)
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www.www.love.com (BAT-058)
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What is 'Unit Glue'? (BAT-061)
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Education production process (BAT-062)
|
|
Med-E-Serv curriculum matrix (BAT-063)
|
|
Mes Quest Changes and Versioning (BAT-066)
|
|
Instructional design – recording sessions (BAT-067)
|
|
Resource tracking (BAT-068)
|
|
Pre-release checklist (BAT-069)
|
|
The recording process (BAT-070)
|
|
What you need to know about quiz writing (BAT-071)
|
|
Plagiarism and copyright (BAT-072)
|
|
Stage 5/6 template (BAT-073)
|
|
Multimedia showcase (BAT-074)
|
|
Tips and tricks - Microsoft word/power point (BAT-075)
|
|
The Med-E-Serv LAN alphabet (BAT-076)
|
|
Introduction to timesheeting (BAT-078)
|
|
Organisational overview - who's who in the zoo? (BAT-079)
|
|
Business of Education Portals (BAT-080)
|
|
Stage 4: Everything you need to know but were afraid to ask (BAT-081)
|
|
Unit types: From GRP to TRT (BAT-082)
|
|
Education Development Team – Structure and Roles (BAT-084)
|
|
Education Development Team – Working together to develop education (BAT-085)
|
|
Overview of the Med-E-Serv Education Development Production Process (BAT-086)
|
|
Med-E-Serv Education Glossary (BAT-088)
|
|
A unit's life (BAT-101)
|
|
The design pitch and program definition (BAT-103)
|
|
Introduction to Stage 7 (Web) (BAT-114)
|
|
How to access MESCollege reports and unit data (BAT-119)
|
|
Med-E-Serv Education Framework explained (BAT-126)
|
|
Education Framework – from a unit’s perspective (BAT-127)
|
|
Education Framework – focus on unit interactions (BAT-128)
|
|
Introduction to Stage 7 (Print) (BAT-149)
|
|
Eye examination equipment audit (CAM-001-4)
|
|
Taking a substance use history (CAM-006-4)
|
|
A risk management audit for general practice (CAM-5002)
|
|
How do you find information on drugs in pregnancy? (CAM-5003)
|
|
Educational material on mental health in your practice? (CAM-5004)
|
|
Educational material on mental health in your pharmacy (CAM-5005)
|
|
Compounding - are you meeting the standards? (CAM-5007)
|
|
How do you find information on drugs in pregnancy? (CAM-5008)
|
|
How do your communication skills measure up? (CAM-5009)
|
|
Mr Geoff Hebbel (age 28) is stressed (CBL-001-4)
|
|
Mrs Peatey (age 78) has a headache and is vomiting (CBL-002-4)
|
|
Alan Pope (age 52) is not himself (CBL-012-4)
|
|
Fred Baker (age 67) manages his depression (CBL-029-4)
|
|
Kate Miller (age 43) is anxious and teary (CBL-039-4)
|
|
Peter Fredriksen (age 38) is worried about his health (CBL-046-4)
|
|
Mrs Joan Grey (48 years old) has a breast lump (CBL-049-4)
|
|
Pregnant Julia (age 29) is breathless (CBL-068-4)
|
|
Marg Hinkley (age 60) has some complications of poorly controlled hypertension (CBL-074-4)
|
|
Gladys Price (age 55 years) is worried about her blood sugar levels (CBL-092-4)
|
|
Misty Peaks Medical Centre has a new medical student (CBL-093-4)
|
|
Misty Peaks Medical Centre has a new medical student (CBL-093-4-DEMO)
|
|
Eve Hanson discovers the many roles and responsibilities of a GP (CBL-094-4)
|
|
Trouble in Paradise Springs (CBL-2001-6Q)
|
|
Trouble in Paradise Springs (CBL-2001-6Q-DEMO)
|
|
Trouble in Paradise Springs (CBL-2001-G)
|
|
St Albert’s Hospital must reduce its asthma readmission rate! (CBL-2002-6Q)
|
|
St Albert’s Hospital must reduce its asthma readmission rate! (CBL-2002-G)
|
|
The Stroke Guideline team develops clinical indicators for stroke management (CBL-2003-6Q)
|
|
The Stroke Guideline team develops clinical indicators for stroke management (CBL-2003-G)
|
|
Tragic death in fire at Shimmering Waters hospital (CBL-2004-6Q)
|
|
Tragic death in fire at Shimmering Waters hospital (CBL-2004-G)
|
|
Out of the ashes at Shimmering Waters (CBL-2005-6Q)
|
|
Out of the ashes at Shimmering Waters (CBL-2005-G)
|
|
A Clinical Pathway solves some troubles in Paradise Springs (CBL-2006-6Q)
|
|
Tom becomes a classified patient (CBL-2007-10Q)
|
|
Tom becomes a classified patient (CBL-2007-6Q)
|
|
Pauline is charged with an offence whilst on an 'involuntary treatment order' (CBL-2009-10Q)
|
|
Pauline is charged with an offence whilst on an 'involuntary treatment order' (CBL-2009-6Q)
|
|
Pauline is charged with an offence whilst on an 'involuntary treatment order' (CBL-2009-8Q)
|
|
Peter requires mental health assessment (CBL-2010-10Q)
|
|
Peter requires mental health assessment (CBL-2010-6Q)
|
|
Peter requires involuntary treatment (CBL-2011-10Q)
|
|
Peter requires involuntary treatment (CBL-2011-6Q)
|
|
Charlie, an ITO inpatient, is missing from the ward (CBL-2015-10Q)
|
|
Charlie, an ITO inpatient, is missing from the ward (CBL-2015-6Q)
|
|
Bobbie requires hospitalisation for further assessment (CBL-2016-10Q)
|
|
Bobbie requires hospitalisation for further assessment (CBL-2016-6Q)
|
|
Jenny Fletcher (aged 57) wants weight-loss advice (CBL-5010)
|
|
Eddie Walker (aged 43) has a diabetic foot ulcer (CBL-5011)
|
|
Eddie Walker (age 43) has a diabetic foot ulcer (CBL-5012)
|
|
Benito wants more Ventolin (CBL-5014)
|
|
A script for tramadol (CBL-5015)
|
|
Controlling Mrs Lin’s blood pressure (CBL-5016)
|
|
Will baby Judith ever stop crying? (CBL-5017)
|
|
Isaac’s Ventolin puffer is empty (CBL-5018)
|
|
A failing heart (CBL-5019)
|
|
Mr Henry is discharged from hospital...again (CBL-5020)
|
|
Mrs Jones (not Bridget) presents a new script (CBL-5021)
|
|
Tim comes in 'huffing and puffing' (CBL-5022)
|
|
Mr Brown wants to see a male pharmacist...’in private' (CBL-5023)
|
|
Mr Henry needs help with his medications (CBL-5024)
|
|
Gary Evans (age 55), is jaundiced, with acute abdominal pain (CBL-5026)
|
|
Shirley Sargent (age 49) has recurrent abdominal pain (CBL-5027)
|
|
Julie Creed (age 50) is enquiring about HRT (CBL-5028)
|
|
Jasmine Macke (age 2) has a urinary tract infection (CBL-5029)
|
|
Seb tells us about a near miss (CBL-5030)
|
|
Clive Brown's insurance medical turns up a surprise (CBL-5031)
|
|
Seb and Clive take on a challenge (CBL-5032)
|
|
A frustrated bed-wetter…and her parent! (CBL-5033)
|
|
What’s wrong with Paul? (CBL-5037)
|
|
Timida sees her favourite patient (CBL-5038)
|
|
Martha is sick and tired of being sick and tired (CBL-5039)
|
|
Anne (29 years old) is coughing all night (CBL-5040)
|
|
Walter sees the new doctor in town (CBL-5043)
|
|
Mr Walter O’Malley sees Dr Elena Hilaga – Part 2 (CBL-5044)
|
|
Janet De Niro, aged 35 years, wants to get pregnant (CBL-5045)
|
|
Multicultural Australia: a birth plan for the baby (CBL-5047)
|
|
Tracey Smith wants contraception (CBL-5048)
|
|
Dr Ingmar Matthias' performance appraisal (CBL-5049)
|
|
The health team in action (CBL-5050)
|
|
Dr Ingmar Matthias takes notes (CBL-5051)
|
|
A new doctor in town (CBL-5052)
|
|
Madison Phillips (aged 23) requests a ‘natural medicine’ for her depression (CBL-5053)
|
|
Tony Camilleri (aged 56) seeks a natural remedy for his arthritis (CBL-5054)
|
|
A fracture waiting to happen (CBL-5055)
|
|
Fiona is hot and bothered (CBL-5058)
|
|
Soula has questions about her therapy (CBL-5059)
|
|
Diane gets a surprise (CBL-5061)
|
|
Andrea thinks she can't cope (CBL-5062)
|
|
Madison Phillips (aged 23) requests a ‘natural medicine’ for her depression (CBL-5064)
|
|
Tony Camilleri (aged 56) seeks a natural remedy for his arthritis (CBL-5065)
|
|
George presents a management dilemma (CBL-5066)
|
|
Mark Perkins (aged 31) has a wound that won't heal (CBL-5067)
|
|
Are Mrs Patterson's kidneys OK? (CBL-5068)
|
|
The story behind the news – SPC working for you (CBL-5069-6Q)
|
|
The story behind the news – SPC working for you (CBL-5069-G)
|
|
Anna is off duty this weekend (CBL-5070)
|
|
Special and common cause variation at work (CBL-5071-6Q)
|
|
Special and common cause variation at work (CBL-5071-G)
|
|
Bruce, SPC and a vanilla martini (CBL-5072-6Q)
|
|
Bruce, SPC and a vanilla martini (CBL-5072-G)
|
|
A case of itchy feet (CBL-5073)
|
|
A case of itchy feet (CBL-5073-TRAINING)
|
|
Focus Group survey - Palliative Cancer Treatment Education Program (CBL-5074)
|
|
Secret women’s business: what keeps you awake at night? (CBL-5075)
|
|
Fluconazole case (CBL-5076)
|
|
Graham (aged 55) presents with back pain (CBL-5077)
|
|
Ray (aged 65) has lung cancer with bony metastases (CBL-5078)
|
|
Has Cheryl twisted her knee playing netball? (CBL-5079)
|
|
Larry Edgerton (aged 51) presents with painless jaundice (CBL-5080)
|
|
Larry Edgerton (now aged 52) has been well for 12 months (CBL-5082)
|
|
Judy Brown tells her story (CBL-5083)
|
|
The Giorgio Mattiou story (CBL-5084)
|
|
‘Clicky hips’ run in the family – two short cases on DDH (CBL-5085)
|
|
Case on suspected small bowel obstruction (CBL-5086)
|
|
Modeling clinical handover (CBL-5087)
|
|
A day in a patient’s life (CBL-5088)
|
|
Doc, my gut really hurts! (CBL-5093)
|
|
Case on upper abdominal pain and fever (CBL-5094)
|
|
Why isn’t Josie’s ulcer healing? (CBL-5095)
|
|
Mark Jones presents with shoulder stiffness (CBL-5096)
|
|
Drug treatment in an elderly person, newly diagnosed with idiopathic Parkinson's disease (CBL-5097)
|
|
Drug treatment in a young person, newly diagnosed with idiopathic Parkinson's disease (CBL-5098)
|
|
James' medication is no longer working (CBL-5099)
|
|
Thomas is experiencing involuntary movements after taking his medication (CBL-5100)
|
|
Helen keeps freezing up (CBL-5101)
|
|
Agnes is having hallucinations and has become delusional (CBL-5102)
|
|
Managing depression in people with idiopathic Parkinson's disease (CBL-5103)
|
|
Marilyn is about to give birth (CBL-5104)
|
|
After care for Marilyn and baby James (CBL-5105)
|
|
Suzie is asked to change the IV – a case on scope of practice (CBL-5106)
|
|
Operating within scope of practice? - a case (CBL-5107)
|
|
Following the assessment and management of a sick adult (CBL-5109)
|
|
Following the assessment and management of a sick adult (CBL-5109-TPNEP)
|
|
Making it work (CBL-5110)
|
|
Starting off with good intentions (CBL-5111)
|
|
Late one night… (CBL-5116)
|
|
A primary care challenge: getting to the heart of it (CBL-5117)
|
|
Multidisciplinary team handover at the whiteboard (CBL-5118)
|
|
Treatment of hypersalivation in idiopathic Parkinson's disease (CBL-5120)
|
|
Treatment of orthostatic hypotension in idiopathic Parkinson's disease (CBL-5121)
|
|
A day in the life of a rural and remote nurse: Kristie is in Crowsville (CBL-5122)
|
|
A day in the life of a rural and remote nurse: Lucy is on Turtle Island (CBL-5123)
|
|
A day in the life of a rural and remote nurse: Mark is in Minesville (CBL-5124)
|
|
A rural health care team in action (CBL-5125)
|
|
A remote health care team in action (CBL-5126)
|
|
You can’t always get want you want…or can you? A case on professional support (CBL-5127)
|
|
The new EN is stressed – a case on personal support (CBL-5128)
|
|
Case: A patient with a head injury (primary survey) (CBL-5129)
|
|
Communication techniques in a clinical emergency (CBL-5131)
|
|
Case: A patient with a head injury (secondary survey) (CBL-5132)
|
|
Preparing for transfer: air (CBL-5133)
|
|
Preparing for transfer: road (CBL-5134)
|
|
Preparing for transfer: road (CBL-5134-TPNEP)
|
|
Crisis in Crowsville – a case needing road transfer (CBL-5135)
|
|
An emergency presents to Cape River (CBL-5136)
|
|
A sudden death in the community. Part 1: family considerations (CBL-5137)
|
|
A sudden death in the community. Part 2: staff considerations (CBL-5138)
|
|
Is it an MI? Or pneumonia? (CBL-5140)
|
|
Elsie phones in: primary survey adult case (CBL-5141)
|
|
Dave rushes in: primary survey paediatric case (CBL-5142)
|
|
Elsie phones in: secondary survey adult case (CBL-5143)
|
|
Dave rushes in: secondary survey paediatric case (CBL-5144)
|
|
A sticky situation: a case on lacerations (CBL-5145)
|
|
Terry takes a tumble: a case on burns (CBL-5146)
|
|
Bitten by a snake (CBL-5147)
|
|
Kari has a discharging ear (CBL-5148)
|
|
Kristie is off duty this weekend: a dental emergency (CBL-5149)
|
|
A mental health emergency in Rangeton (CBL-5150)
|
|
A mental health emergency in Cape River (CBL-5151)
|
|
Case: after hours at rural Minesville (CBL-5152)
|
|
Case: a morning in the clinic at remote Cape River (CBL-5153)
|
|
Identifying the need for assessment: a case from Crowsville (part 1) (CBL-5154)
|
|
Cultural considerations: a case from Cape River (CBL-5155)
|
|
Assessing risk of self-harm or suicidal behaviour: a case from Crowsville (Part 2) (CBL-5156)
|
|
Managing suicidal behaviour: a case from Turtle Island (CBL-5157)
|
|
Using the Consumer Intake and Consumer Demographic Information forms (CBL-5158)
|
|
Using the Consumer Assessment Form (CBL-5159)
|
|
Using the Recovery Plan (CBL-5160)
|
|
Using the Consumer End of Episode/Discharge Summary (CBL-5161)
|
|
Baby Jess is 'Spewin’ and hot' in Cape River (CBL-5162)
|
|
Ted is ‘crook in the guts’ in Rangeton (CBL-5163)
|
|
Bruce ‘just thought he would pop in’ - Minesville (CBL-5164)
|
|
Jodie has a cough on Turtle Island (CBL-5165)
|
|
Carl falls off his quad bike in Crowsville (CBL-5166)
|
|
Using the Consumer Care Review Summary (CBL-5167)
|
|
Questions for a smoker: a case from Turtle Island (CBL-5168)
|
|
Case: sexual assault in Minesville (CBL-5169)
|
|
Case: domestic violence in Rangeton (CBL-5170)
|
|
Case: child neglect in Cape River (CBL-5171)
|
|
Health promotion for Molly (CBL-5172)
|
|
Inhalant misuse: a case from Minesville (CBL-5173)
|
|
Alcohol intoxication: a case from Crowsville (CBL-5174)
|
|
Rose is wilting … nip it in the bud (CBL-5175)
|
|
It’s all about Lolly (CBL-5176)
|
|
Bob’s BP is up (CBL-5177)
|
|
Bob wants to help manage his BP (CBL-5178)
|
|
There’s a hole in the data, dear Lucy (CBL-5179)
|
|
Dorothy feels frustrated – a case of cultural differences (CBL-5180-10Q)
|
|
Harry presents to the clinic – a case about communication (CBL-5181-10Q)
|
|
Belinda feels undervalued (CBL-5182-10Q)
|
|
Your role in action (CBL-5229)
|
|
Eye disorders in children 1 (CBM-001-4)
|
|
Eye disorders in children 2 (CBM-002-4)
|
|
Eye disorders in adults (CBM-003-4)
|
|
Do these patients have diabetes? (CBM-051-4-TPNEP)
|
|
Application of the Code of Conduct in the workplace (CBM-2001-6Q)
|
|
Application of the Code of Conduct in client care settings (CBM-2002-6Q)
|
|
Applications of the Code of Conduct for administrative and operational staff (CBM-2003-6Q)
|
|
Application of the Code of Conduct for managers and supervisors (CBM-2004-6Q)
|
|
Application of the Code of Conduct in small communities (CBM-2005-6Q)
|
|
Identifying opportunities for improvement. (CBM-2010-6Q)
|
|
Identifying opportunities for improvement. (CBM-2010-G)
|
|
Applying the theory of clinical indicators to practice (CBM-2011-6Q)
|
|
Applying the theory of clinical indicators to practice (CBM-2011-G)
|
|
Closing the loop (CBM-2012-6Q)
|
|
Closing the loop (CBM-2012-G)
|
|
What should you do about BCC? (CBM-4001-4)
|
|
Treating SCC and its precursors – what do you need to know? (CBM-4002-4)
|
|
A morning of dispensing anti-hypertensives (CBM-5001)
|
|
Short cases: prescribed medicines for type 2 diabetes (CBM-5002)
|
|
Chronic heart failure prescriptions (CBM-5003)
|
|
I just need this script filled (CBM-5004)
|
|
Issues in paediatric urology - urinary tract infections and circumcision (CBM-5011)
|
|
Complicated chest tube insertions – recognising when something is going wrong (CBM-5013)
|
|
3 short cases on menopause and HRT (CBM-5014)
|
|
A paediatric urogenital morning (CBM-5015)
|
|
Medical records – the best evidence of your patient care (CBM-5016)
|
|
What should you do about BCC? (CBM-5017)
|
|
Treating SCC and its precursors – what do you need to know? (CBM-5018)
|
|
Patients presenting with vomiting – when to refer (CBM-5020)
|
|
Drug interactions with complementary medicines (CBM-5022)
|
|
Safety of OTC products in pregnancy (CBM-5023)
|
|
Safety of prescription drugs in pregnancy (CBM-5024)
|
|
Infant feeding - the pharmacist's role (CBM-5026)
|
|
Shirley, Ian and Frank – do they have CKD? (CBM-5027)
|
|
A day of seeing children with ‘funny tummies’ (CBM-5028)
|
|
Drug interactions with complementary medicines (CBM-5029)
|
|
Difficult case scenarios – recognising when something is going wrong (CBM-5030)
|
|
Difficult case scenarios – recognising when something is going wrong (CBM-5030-G)
|
|
Spoilt for choice (CBM-5031)
|
|
Managing pain in palliative cancer patients (CBM-5032)
|
|
Communication of imaging test results: Case studies (CBM-5034)
|
|
Cases on ankle and foot pain (CBM-5035)
|
|
Cases on assessment, education and referral of diabetic feet (CBM-5036)
|
|
Cases on differentially diagnosing foot ulcers, and assessing and managing diabetic foot ulcers (CBM-5037)
|
|
Is it idiopathic or secondary Parkinson's disease? (CBM-5038)
|
|
Speak for the dead to protect the living: practice reporting a death (CBM-5040)
|
|
Speak for the dead to protect the living: practice reporting a death (CBM-5040-1)
|
|
Practise dealing with the police (CBM-5041)
|
|
Practise dealing with the police (CBM-5041-1)
|
|
Index of suspicion (CBM-5049)
|
|
Preventing deterioration (CBM-5050)
|
|
Short cases on planning and preparing for a clinical emergency (CBM-5051)
|
|
Early intervention: a case from Minesville (CBM-5052)
|
|
Continuing care: a case from Rangeton (CBM-5053)
|
|
Complicated chest tube insertions – recognising when something is going wrong (CBM-5056)
|
|
The Handbook in action (CBM-5057)
|
|
Eye disorders (CBM-5058)
|
|
Promotion and prevention: a case from Turtle Island (CBM-5061)
|
|
Short cases on pharmacy management (CBM-5062)
|
|
Clinical supervision and clinical education (CE-8001)
|
|
Clinical supervision and clinical education (CE-8001-TRAINING)
|
|
The basics of clinical supervision (CE-8002)
|
|
Understanding the way adults learn (CE-8003)
|
|
The clinical setting as a learning environment (CE-8004)
|
|
Effective learning in a clinical setting (CE-8005)
|
|
Planning learning (CE-8006)
|
|
Facilitation of learning: effective communication (CE-8007)
|
|
Facilitation of learning: clinical teaching skills (CE-8008)
|
|
Facilitating learning: developing student performance (CE-8009)
|
|
Clinical assessment (CE-8010)
|
|
HI4390 - Assessment (CE-ASSESSMENT-8001)
|
|
HI4330 - Assessment (CE-ASSESSMENT-DIABETES)
|
|
HI4390 - Assignment (CE-ASSIGNMENT-8001)
|
|
HI4330 - Assignment (CE-ASSIGNMENT-DIABETES)
|
|
Learning Log Book - Clinical Supervision and Clinical Education (CE-LLB-8001)
|
|
Learning Log Book - The basics of clinical supervision (CE-LLB-8002)
|
|
Learning Log Book - Understanding the way adults learn (CE-LLB-8003)
|
|
Learning Log Book - The clinical setting as a learning environment (CE-LLB-8004)
|
|
Learning Log Book - Effective learning in a clinical setting (CE-LLB-8005)
|
|
Learning Log Book - Planning learning (CE-LLB-8006)
|
|
Learning Log Book - Facilitation of learning: effective communication (CE-LLB-8007)
|
|
Learning Log Book - Facilitation of learning: clinical teaching skills (CE-LLB-8008)
|
|
Learning Log Book - Facilitating learning: developing student performance (CE-LLB-8009)
|
|
Learning Log Book - Clinical assessment (CE-LLB-8010)
|
|
Introduction to clinical education principles and practice - Learning Log Book (CE-LOGBOOK-8001)
|
|
Starting Out: Introduction to clinical education principles and practice (CE-ORI-8001)
|
|
Wrapping up: Introduction to clinical education principles and practice (CE-WRAP-8001)
|
|
Difficult case scenarios – recognising when something is going wrong (client-review-CBM-5030-G)
|
|
Managing underwater seal drains - alternative devices, patient transport and education (client-review-ILS-5015-G)
|
|
Managing underwater seal drains – principles, management and troubleshooting for nurses (client-review-ILS-5026-G)
|
|
Managing underwater seal drains – principles, management and troubleshooting for doctors (client-review-ILS-5071)
|
|
Lung physiology – the bare bones (client-review-INA-5001)
|
|
Assessing risk and analysing why complications occur (client-review-INA-5045-G)
|
|
Assessing risk and minimising complications in chest tube insertion (client-review-INA-5068)
|
|
‘Cheat sheets’ for chest tube insertion and chest drain management (client-review-TRT-5011)
|
|
Cheat sheets for small bore catheter insertion and management (client-review-TRT-5049)
|
|
Clinical Skills Assessment Tools (CPO-0700)
|
|
Assessing the patient (CPO-ACT-0101)
|
|
Death of a patient (CPO-ACT-0202)
|
|
Atmospheric pollution (CPO-ACT-0301)
|
|
Latex allergy (CPO-ACT-0302)
|
|
Patient consent scenarios (CPO-CBM-0201)
|
|
Evaluation (CPO-EVN)
|
|
The perioperative nurse and the nursing process (CPO-GLX-0100)
|
|
Law and ethics (CPO-GLX-0200)
|
|
Environmental safety (CPO-GLX-0300)
|
|
Patient safety (CPO-GLX-0400)
|
|
Infection prevention (CPO-GLX-0500)
|
|
Preparation of equipment and supplies for surgery (CPO-GLX-0600)
|
|
Human errors and patient safety (HEAPS) (CPO-INA-0401)
|
|
Overview (CPO-OVR)
|
|
Graded assertiveness (CPO-SCM-0402)
|
|
Is healthcare a team sport? (CS01-001)
|
|
Learning Log Book: ‘Why teamwork matters’ (CS01-001-LLB)
|
|
Teamwork in healthcare (CS01-002)
|
|
Learning Log Book: ‘Why teamwork is more than getting on with colleagues’ (CS01-002-LLB)
|
|
Teamwork terminology (CS01-003)
|
|
Teamwork terminology (CS01-003-1)
|
|
Learning Log Book: ‘Teamwork in relation to patient care goals’ (CS01-003-LLB)
|
|
Modelling teamwork (CS01-004)
|
|
Modelling teamwork (CS01-004-1)
|
|
Learning Log Book: ‘Clinical team decision making processes’ (CS01-004-LLB)
|
|
High performance teams (CS01-005)
|
|
Learning Log Book: ‘Clinical team communication processes’ (CS01-005-LLB)
|
|
Working on the challenges in building teams in healthcare (CS01-006)
|
|
Learning Log Book: ‘Individual contributions to team ‘work’: making a difference' (CS01-006-LLB)
|
|
Establishing goals for patient care (CS01-007)
|
|
Establishing goals for patient care (CS01-007-1)
|
|
Clarification of the ‘sense of shared purpose’ (CS01-008)
|
|
Clarification of the ‘sense of shared purpose’ (CS01-008-1)
|
|
The case of Judy: Part 1 (CS01-009)
|
|
Teamwork and care decisions (CS01-010)
|
|
The case of Judy: Part 2 (CS01-011)
|
|
Team work: Making decisions about making decisions (CS01-012)
|
|
Identifying communication risks with and within teams (CS01-013)
|
|
Teamwork and communication (CS01-014)
|
|
Clinical teamwork and patient outcomes (CS01-015)
|
|
Developing teamwork skills for everyone (CS01-016)
|
|
Why teamwork matters (CS01-M01)
|
|
Why teamwork is more than getting on with colleagues (CS01-M02)
|
|
Teamwork in relation to patient care goals (CS01-M03)
|
|
Clinical team decision making processes (CS01-M04)
|
|
Clinical team communication processes (CS01-M05)
|
|
Individual contributions to team work: making a difference (CS01-M06)
|
|
Orientation to 'Effective clinical teams' (CS01-M07)
|
|
Summing up - ‘Effective clinical teams’ (CS01-M08)
|
|
Action learning worksheet – Effective clinical teams (CS01-W01)
|
|
How communication relates to safety and quality (CS02-001)
|
|
Learning Log Book: ‘Communication - it's life and death!' (CS02-001-LLB)
|
|
Why communication for safety and quality is not innate (CS02-002)
|
|
Why communication for safety and quality is not innate (CS02-002-1)
|
|
Learning Log Book: Is your communication science as good as your clinical science? (CS02-002-LLB)
|
|
A model for communication (CS02-003)
|
|
Learning log book: Listening effectively (CS02-003-LLB)
|
|
Getting the message across: A clinical communication case scenario (CS02-004)
|
|
Learning Log Book: ‘Communication protocols and the role of standardisation’ (CS02-004-LLB)
|
|
How communication styles influence effectiveness (CS02-005)
|
|
Learning Log Book: Clinical handover: one of the top five safety topics (CS02-005-LLB)
|
|
The heart of listening (CS02-006)
|
|
Learning Log Book: Clinical handover communication (CS02-006-LLB)
|
|
Communication techniques: Active listening and Read-back / Repeat-back (CS02-007)
|
|
Standardisation, Safety and Communication (CS02-008)
|
|
Standardised communication protocols: ISOBAR and SBAR (CS02-009)
|
|
Using graded assertiveness to ensure patient safety (CS02-010)
|
|
What is clinical handover? (CS02-011)
|
|
A primary care challenge: getting to the heart of it (CS02-012)
|
|
The importance of good clinical handover (CS02-013)
|
|
Clinical handover: it’s all about communication (CS02-014)
|
|
Clinical handover: it’s all about teams and the patient (CS02-015)
|
|
Multidisciplinary team handover at the whiteboard (CS02-016)
|
|
Designing clinical handover: what does the evidence say? (CS02-017)
|
|
A guide to designing handover solutions (CS02-018)
|
|
Clinical handover: putting the evidence into practice (CS02-019)
|
|
The OSSIE Guide to Clinical Handover Improvement (CS02-020)
|
|
Clinical handover: everybody needs some support (CS02-021)
|
|
From learning to action – standardising handover (CS02-022)
|
|
Systems for clinical handover – standard operating protocols (CS02-023)
|
|
Systems for clinical handover - electronic information tools (CS02-024)
|
|
Optional extension module: Clinical handover – sourcing the literature? (CS02-EXT-001)
|
|
Optional extension module: Committing to clinical handover (CS02-EXT-002)
|
|
Communication – it’s life or death! (CS02-M01)
|
|
Is your communication science as good as your clinical science? (CS02-M02)
|
|
Listening effectively (CS02-M03)
|
|
Communication protocols and the role of standardisation (CS02-M04)
|
|
Clinical handover: one of the top five safety topics (CS02-M05)
|
|
Clinical handover communication (CS02-M06)
|
|
Orientation to 'Effective clinical communication' (CS02-M07)
|
|
Summing up ‘Effective clinical communication’ (CS02-M08)
|
|
Action learning worksheet: Effective clinical communication (CS02-W01)
|
|
Introducing projects and project management (CS03-001)
|
|
Introducing projects and project management (CS03-001-training)
|
|
The structure of a project (CS03-002)
|
|
The structure of a project (CS03-002-training)
|
|
The Downlands Home Care Service (CS03-004)
|
|
The Downlands Home Care Service (CS03-004-training)
|
|
The Downlands Home Care Service (CS03-004-training2)
|
|
Learning Log Book: Bridging the gap between intent and achievement (CS03-005-LLB)
|
|
Learning Log Book: Planning and evaluating a project (CS03-006-LLB)
|
|
Successful planning for any project (CS03-007)
|
|
Disseminating successful project initiatives and sustaining the gains (CS03-008)
|
|
Evaluating your project (CS03-009)
|
|
Planning your own project (CS03-010)
|
|
Managing risk in projects (CS03-013)
|
|
Controlling the project outcome (CS03-014)
|
|
Completing a risk assessment (CS03-016)
|
|
Managing project risk in the real world (CS03-017)
|
|
Learning Log Book: Dealing with risk and change (CS03-018-LLB)
|
|
Identifying stakeholders (CS03-019)
|
|
Managing stakeholders (CS03-020)
|
|
Analysing the stakeholders (CS03-022)
|
|
Dealing with stakeholders in a real project (CS03-023)
|
|
Learning Log Book: Keep your friends close and your stakeholders closer (CS03-024-LLB)
|
|
Breaking the project into manageable pieces (CS03-025)
|
|
Executing and closing a project (CS03-026)
|
|
Getting started on a WBS! (CS03-028)
|
|
Making project execution easier! (CS03-029)
|
|
Learning Log Book: 'Who needs to know what and when?' (CS03-030-LLB)
|
|
Running the project team (CS03-031)
|
|
Planning and managing project communications (CS03-032)
|
|
Organising and running a real project team (CS03-033)
|
|
Developing a project communications plan (CS03-034)
|
|
The Downlands Home Care Service (CS03-035)
|
|
Learning Log Book: Getting from concept to completion (CS03-035-LLB)
|
|
Developing a project communications plan (CS03-036)
|
|
Bridging the gap between intent and achievement (CS03-M01)
|
|
Bridging the gap between intent and achievement (CS03-M01-training)
|
|
Planning and evaluating a project (CS03-M02)
|
|
Dealing with risk and change (CS03-M03)
|
|
Keeping your friends close and your stakeholders closer! (CS03-M04)
|
|
Getting from concept to completion (CS03-M05)
|
|
Who needs to know what and when? (CS03-M06)
|
|
Summing up ‘Making things happen (project management)’ (CS03-M07)
|
|
Orientation to 'Making things happen (project management)' (CS03-M08)
|
|
Trends in healthcare in perspective (CS04-001)
|
|
Learning Log Book ‘Trends in reform ' (CS04-001-LLB)
|
|
Towards healthcare reform (CS04-002)
|
|
Learning Log Book: ‘Towards a national primary health care strategy: a discussion paper from the Australian Government’ (CS04-002-LLB)
|
|
The key resource (CS04-003)
|
|
Learning Log Book: ‘Australia’s health workforce: Productivity Commission research report' (CS04-003-LLB)
|
|
Post your ideas (CS04-004)
|
|
Learning Log Book: ‘Australia’s health workforce: Productivity Commission research report' (CS04-004-LLB)
|
|
Post your responses (CS04-005)
|
|
Learning Log Book: ‘A healthier future for all Australians: Interim report – December 2008 ’ (CS04-005-LLB)
|
|
The key resource (CS04-006)
|
|
Learning Log Book: ‘Pulling it all together – future trends in healthcare’ (CS04-006-LLB)
|
|
A brief overview of the interim report – ‘A healthier future for all Australians’ (CS04-007)
|
|
Trends in reform (CS04-M01)
|
|
‘Towards a national primary health care strategy: a discussion paper from the Australian Government’ (CS04-M02)
|
|
Australia’s health workforce: Productivity Commission research report (CS04-M03)
|
|
Australia’s health workforce: Productivity Commission research report (part 2) (CS04-M04)
|
|
A healthier future for all Australians: Interim report – December 2008 (CS04-M05)
|
|
Pulling it all together – future trends in healthcare (CS04-M06)
|
|
Orientation to ‘Future trends in healthcare' (CS04-M07)
|
|
Summing up ‘Future trends in healthcare’ (CS04-M08)
|
|
Worksheet - Future trends in healthcare (CS04-W01)
|
|
Leaders are born not made....right? (CS05-001)
|
|
Learning Log Book ‘Clinicians as leaders' (CS05-001-LLB)
|
|
Working models for everyday leadership (CS05-002)
|
|
Learning Log Book: ‘Leadership and self awareness' (CS05-002-LLB)
|
|
So you think you can lead - Episode 1 (CS05-003)
|
|
Learning Log Book: ‘Leadership and followership’ (CS05-003-LLB)
|
|
Self awareness and leadership (CS05-004)
|
|
Learning Log Book: ‘Leadership and the team’ (CS05-004-LLB)
|
|
Action Learning Worksheet - Everyday leadership (CS05-005)
|
|
Learning Log Book: ‘Leadership and communication’ (CS05-005-LLB)
|
|
Learning Log Book: ‘Choosing to champion’ (CS05-006-LLB)
|
|
Leadership and self awareness: behavioural theory (CS05-007)
|
|
So you think you can lead? - Episode 2 (CS05-008)
|
|
Followership and leadership (CS05-009)
|
|
Developing leadership in communities of practice (CS05-010)
|
|
So you think you can lead? – episode 3 (CS05-011)
|
|
Types of teams (CS05-012)
|
|
Working on the challenges in building teams in healthcare (CS05-013)
|
|
So you think you can lead? – episode 4 (CS05-014)
|
|
Leading a team (CS05-015)
|
|
Communication basics (CS05-016)
|
|
An overview of roles in teams (CS05-017)
|
|
So you think you can lead? – episode 5 (CS05-018)
|
|
Angie's journey (CS05-019)
|
|
Pete's journey (CS05-020)
|
|
Adrian's journey (CS05-021)
|
|
Lee's journey (CS05-022)
|
|
Everyday leadership in action (CS05-023)
|
|
Clinicians as leaders (CS05-M01)
|
|
Leadership and self awareness (CS05-M02)
|
|
Leadership and followership (CS05-M03)
|
|
Leadership and the team (CS05-M04)
|
|
Leadership and communication (CS05-M05)
|
|
Choosing to champion (CS05-M06)
|
|
Orientation to ‘Everyday leadership (leading people)’ (CS05-M07)
|
|
Summing up ‘Everyday Leadership (Leading people)' (CS05-M08)
|
|
Healthcare consumers: demographics of Australia (CS06-001)
|
|
Learning Log Book: Health 'geography' of Australia (CS06-001-LLB)
|
|
Healthcare Consumer: Morbidity and Mortality (CS06-002)
|
|
Learning Log Book: ‘The Australian healthcare workforce: the journey to becoming a health professional’ (CS06-002-LLB)
|
|
Eye spy on dominant professional groups in the health workforce (CS06-003)
|
|
Learning Log Book ‘The structure and funding mechanisms of the Australian healthcare system’ (CS06-003-LLB)
|
|
Training the health workforce for Australia (CS06-004)
|
|
Learning Log Book: 'Bringing it all together, the sectors of the Australian healthcare system' (CS06-004-LLB)
|
|
An overview of the Australian health care: structure and funding (CS06-005)
|
|
Learning Log Book: 'An international perspective: a look at other healthcare systems' (CS06-005-LLB)
|
|
The structure of the Australian healthcare system (CS06-006)
|
|
Learning Log Book: 'An analysis of the Australian healthcare system' (CS06-006-LLB)
|
|
Funding the Australian healthcare system (CS06-007)
|
|
Case study - Episode 1 (CS06-008)
|
|
Case study - Episode 2 (CS06-009)
|
|
Case study - Episode 3 (CS06-010)
|
|
How do they do it overseas? A look at healthcare in the US, UK and NZ (CS06-011)
|
|
Health 'geography' of Australia (CS06-M01)
|
|
The Australian healthcare workforce: journey to becoming a health professional (CS06-M02)
|
|
The structure and funding mechanisms of the Australian healthcare system (CS06-M03)
|
|
Bringing it all together: the sectors of the Australian healthcare system (CS06-M04)
|
|
An international perspective: a look at other healthcare systems (CS06-M05)
|
|
An analysis of the Australian healthcare system (CS06-M06)
|
|
Orientation to 'Unravelling the Australian healthcare system' (CS06-M07)
|
|
Summing up ‘Unravelling the Australian healthcare system’ (CS06-M08)
|
|
Unravelling the Australian healthcare system worksheet (CS06-W01)
|
|
Starting out: Principles of clinical supervision (CS-ORI-8001)
|
|
Wrapping up: Principles of clinical supervision (CS-WRAP-8001)
|
|
Performing a physical assessment (CTC-ACT-0101)
|
|
Rhythm strip practice (CTC-ACT-0201)
|
|
Use a systematic approach to interpret rhythm strips (CTC-ACT-0202)
|
|
Perform a 12 lead ECG (CTC-ACT-0203)
|
|
What’s the difference between normal and abnormal breath sounds? (CTC-ACT-0301)
|
|
Arterial blood gas collection: What happens in your unit? (CTC-ACT-0302)
|
|
Glasgow Coma Scale (GCS) – test your skills (CTC-ACT-0401)
|
|
Assess and document the GCS (CTC-ACT-0402)
|
|
Evaluation of time critical care (CTC-EVN)
|
|
Challenge quiz: Time critical care (CTC-EXAM5310-1)
|
|
Examination for time critical care course (CTC-GL-EXAM)
|
|
Fundamentals of time critical care nursing (CTC-GLX-0100)
|
|
Cardiac monitoring (CTC-GLX-0200)
|
|
Respiratory monitoring (CTC-GLX-0300)
|
|
Neurological monitoring (CTC-GLX-0400)
|
|
Overview of time critical care (CTC-OVR)
|
|
Clinical teaching - Learning Log Book (DCAL-LLBM-6100)
|
|
dummy (DUMMY)
|
|
Introduction to evidence-based practice for clinicians (EBP-INTRO)
|
|
Constructivism: David Kolb (ED01-001)
|
|
Learning Log Book: Learning frameworks (ED01-001-LLB)
|
|
Constructivism: Howard Gardner (ED01-002)
|
|
Learning Log Book: ‘Models of learning’ (ED01-002-LLB)
|
|
Social constructivism: Lev Vygotsky (ED01-003)
|
|
Learning Log Book: ‘Learning styles’ (ED01-003-LLB)
|
|
Learning Log Book: ‘Memory and Learning’ (ED01-004-LLB)
|
|
Learning Log Book: ‘Influences on learning’ (ED01-005-LLB)
|
|
Learning Log Book: ‘Planned learning’ (ED01-006-LLB)
|
|
Effective learning in a clinical setting (ED01-007)
|
|
Adult learning in a clinical setting (ED01-008)
|
|
Principles of information processing (ED01-009)
|
|
Expert learning vs novice learning (ED01-010)
|
|
Memory and Learning (Part 1) (ED01-019)
|
|
Memory and learning (Part 2) (ED01-020)
|
|
How good is your memory? (ED01-021)
|
|
Helping learners learn: Education delivery for effective learning (ED01-022)
|
|
Learning Frameworks (ED01-M01)
|
|
Models of learning (ED01-M02)
|
|
Learning styles (ED01-M03)
|
|
Memory and learning (ED01-M04)
|
|
Influences on learning (ED01-M05)
|
|
Planned learning (ED01-M06)
|
|
Orientation to 'Learning in a clinical setting' (ED01-M07)
|
|
Summing up: ‘Learning in a clinical setting’ (ED01-M08)
|
|
Learning Log Book: The role of the clinical educator (ED02-001-LLB)
|
|
Learning Log Book: The role of the clinical educator (ED02-001-LLB-training)
|
|
Learning Log Book: ‘Attributes of a good clinical educator’ (ED02-002-LLB)
|
|
Learning Log Book: ‘Mannerisms and techniques of effective educators’ (ED02-003-LLB)
|
|
Learning Log Book: ‘Clinical teaching approaches’ (ED02-004-LLB)
|
|
Learning Log Book: ‘Feedback and assessment’ (ED02-005-LLB)
|
|
Learning Log Book: ‘Overcoming difficulties and challenges with learners’ (ED02-006-LLB)
|
|
Mannerisms and behaviours that influence teaching (ED02-007)
|
|
Designing teaching questions (ED02-008)
|
|
Learning logbook: 'Clinical supervision and clinical education' (ED02-009-LLB)
|
|
The role of the clinical educator (ED02-M01)
|
|
The role of the clinical educator (ED02-M01-training)
|
|
Attributes of a good clinical educator (ED02-M02)
|
|
Mannerisms and techniques of effective educators (ED02-M03)
|
|
Clinical teaching approaches (ED02-M04)
|
|
Feedback and assessment (ED02-M05)
|
|
Overcoming difficulties and challenges with learners (ED02-M06)
|
|
Orientation to ‘Teaching in a clinical setting’ (ED02-M07)
|
|
Summing up 'Teaching in a clinical setting' (ED02-M08)
|
|
Clinical supervision and clinical education (ED02-M09)
|
|
Key success factors for continuing education programs – The educators’ perspective (ED03-001)
|
|
Learning Log Book: ‘Distinguishing professional development from teaching and training’ (ED03-001-LLB)
|
|
Key success factors for continuing education programs – the formula (ED03-002)
|
|
Learning Log Book: ‘Designing professional development: begin with the end in mind’ (ED03-002-LLB)
|
|
Learning Log Book: ‘Clinical education methodologies’ (ED03-003-LLB)
|
|
Learning Log Book: ‘Educational media in the clinical environment’ (ED03-004-LLB)
|
|
Designing professional development (ED03-005)
|
|
Learning Log Book: ‘Clinical education strategies’ (ED03-005-LLB)
|
|
The roles of contributors (ED03-006)
|
|
Learning Log Book: ‘Planning and preparing an effective learning experience' (ED03-006-LLB)
|
|
Learning Log Book: ‘Co-ordinating the program’ (ED03-007-LLB)
|
|
Principles of adult learning and learning styles (ED03-009)
|
|
Established clinical education methodologies (ED03-010)
|
|
Educational media in the clinical environment (ED03-013)
|
|
Educational media: fitness for purpose (ED03-014)
|
|
Simulators are great (ED03-015)
|
|
Nurturing good group dynamics (ED03-017)
|
|
Collaborative learning – shared intellectual effort (ED03-018)
|
|
Developing a plan for a teaching session (ED03-021)
|
|
Organising and sequencing content (ED03-022)
|
|
Accreditation and articulation (ED03-025)
|
|
Distinguishing professional development from teaching and training (ED03-M01)
|
|
Designing professional development: begin with the end in mind (ED03-M02)
|
|
Clinical education methodologies (ED03-M03)
|
|
Educational media in the clinical environment (ED03-M04)
|
|
Clinical education strategies (ED03-M05)
|
|
Planning and preparing an effective learning experience (ED03-M06)
|
|
Co-ordinating the program (ED03-M07)
|
|
Orientation to ‘Developing professional development materials and programs' (ED03-M08)
|
|
Summing up: ‘Developing professional development materials and programs’ (ED03-M09)
|
|
Action learning worksheet - Developing professional development materials and programs (ED03-W01)
|
|
Everything has a purpose (ED04-001)
|
|
Learning Log Book: ‘Assessment purposes and principles’ (ED04-001-LLB)
|
|
It’s the principle of the thing! (ED04-002)
|
|
Learning Log Book: ‘Fundamentals of assessment’ (ED04-002-LLB)
|
|
Learning Log Book: Toolbox of assessment methods (ED04-003-LLB)
|
|
Learning Log Book: ‘Assessment challenges, tips and trends’ (ED04-004-LLB)
|
|
Assessment: formative and summative (ED04-005)
|
|
Developing an assessment strategy: competence or performance (ED04-006)
|
|
Does this assessment design need tweaking? (ED04-008)
|
|
Shaping the future of assessment (ED04-009)
|
|
Assessment purposes and principles (ED04-M01)
|
|
Fundamentals of assessment (ED04-M02)
|
|
Toolbox of assessment methods (ED04-M03)
|
|
360-degree evaluation instrument (ED04-M03-001)
|
|
Chart stimulated recall oral examination (CSR) (ED04-M03-002)
|
|
Checklist evaluation for live or recorded performance (ED04-M03-003)
|
|
Global rating of live or recorded performance (ED04-M03-004)
|
|
Objective structured clinical examination (OSCE) (ED04-M03-005)
|
|
Procedure, operative, or case logs (ED04-M03-006)
|
|
Patient surveys (ED04-M03-007)
|
|
Portfolios (ED04-M03-008)
|
|
Record review (ED04-M03-009)
|
|
Simulations and Models (ED04-M03-010)
|
|
Standardised oral examination (ED04-M03-011)
|
|
Standardised patient examination (SP) (ED04-M03-012)
|
|
Written examination (MCQ) (ED04-M03-013)
|
|
Case scenario 1 – assessing clinical skill development (ED04-M03-014)
|
|
Case scenario 2 – assessing soft skill development (ED04-M03-015)
|
|
Case scenario 3 – get back to work! (ED04-M03-016)
|
|
Toolbox of assessment methods (ED04-M03-GL01)
|
|
Toolbox of assessment methods (ED04-M03-GL02)
|
|
Introduction to 'Toolbox of assessment methods' (ED04-M03-STA)
|
|
Assessment challenges, tips and trends (ED04-M04)
|
|
Orientation to ‘Assessment principles and practice for professional development programs’ (ED04-M07)
|
|
Summing up ‘Assessment, principles and practice for professional development programs' (ED04-M08)
|
|
Action learning worksheet – Assessment principles and practice for professional development programs (ED04-W01)
|
|
Explaining educational design (ED05-001)
|
|
Learning Log Book ‘Explaining Educational Design’ (ED05-001-LLB)
|
|
The education cycle (ED05-002)
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Learning Log Book ‘Curriculum design’ (ED05-002-LLB)
|
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Learning Log Book ‘Needs analysis’ (ED05-003-LLB)
|
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Learning Log Book ‘Delivery design’ (ED05-004-LLB)
|
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Learning Log Book ‘Assessment strategy and curriculum evaluation’ (ED05-005-LLB)
|
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Learning Log Book ‘Making education happen’ (ED05-006-LLB )
|
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Defining the curriculum (ED05-007)
|
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What is a curriculum? (ED05-008)
|
|
Curriculum components (ED05-009)
|
|
Procedural task analysis (ED05-013)
|
|
Derivation of learning outcomes (ED05-014)
|
|
Learning task analysis (ED05-015)
|
|
Generating learning outcomes (ED05-016)
|
|
Delivery methods and media (ED05-019)
|
|
Benchmarks for education quality (ED05-020)
|
|
Assessment Strategy (ED05-025)
|
|
Evaluation strategy (ED05-026)
|
|
The what, when and how of delivery (ED05-031)
|
|
Supporting the Student (ED05-032)
|
|
Explaining educational design (ED05-M01)
|
|
Curriculum design (ED05-M02)
|
|
Needs analysis (ED05-M03)
|
|
Delivery design (ED05-M04)
|
|
Assessment strategy and curriculum evaluation (ED05-M05)
|
|
Making education happen (ED05-M06)
|
|
Orientation to ‘Curriculum design’ (ED05-M07)
|
|
Summing up ‘Curriculum design’ (ED05-M08)
|
|
The tangible benefits of education (ED06-001)
|
|
Learning Log Book: ‘Origins and trends of education evaluation in healthcare’ (ED06-001-LLB)
|
|
Introduction to evaluation (ED06-002)
|
|
Learning Log Book: ‘Evaluation of education: methodology’ (ED06-002-LLB)
|
|
Education evaluation (ED06-003)
|
|
Learning Log Book: ‘Evaluation of education: strategy’ (ED06-003-LLB)
|
|
Learning Log Book: ‘Evaluation of education: indicators' (ED06-004-LLB )
|
|
Learning Log Book: ‘Evaluation of education: extracting data' (ED06-005-LLB )
|
|
Learning Log Book: ‘Evaluation of education: interpretation and reporting’ (ED06-006-LLB)
|
|
Planning for evaluation (ED06-007)
|
|
Downs Base Hospital plan their education evaluation (ED06-008)
|
|
Summative evaluation - an overview (ED06-013)
|
|
Information strategies (ED06-014)
|
|
Question time (ED06-015)
|
|
Indicators: events, results, statistics, values, opinions, etc (ED06-016)
|
|
Use your indicators! (ED06-017)
|
|
The things people collect (ED06-018)
|
|
Method in the madness – methodology and data collection (ED06-019)
|
|
Data analysis and interpretation (ED06-020)
|
|
Evaluation report writing (ED06-021)
|
|
Origins and trends of education evaluation in healthcare (ED06-M01)
|
|
Evaluation of education: methodology (ED06-M02)
|
|
Evaluation of education: strategy (ED06-M03)
|
|
Evaluation of education: indicators (ED06-M04)
|
|
Evaluation of education: extracting data (ED06-M05)
|
|
Evaluation of education: interpretation and reporting (ED06-M06)
|
|
Orientation to ‘Evaluation of professional development programs’ (ED06-M07)
|
|
Summing up: ‘Evaluation of professional development programs’ (ED06-M08)
|
|
Action learning worksheet - Evaluation of professional development programs (ED06-W01)
|
|
All about online examinations (EPIQ-PRXM)
|
|
The science and language of skin (ES-8001)
|
|
Learning Log Book - The science and language of skin (ES-8001-LOGBOOK)
|
|
Dermatological history, examination and investigation (ES-8002)
|
|
Learning Log Book - Dermatological history, examination and investigation (ES-8002-LOGBOOK)
|
|
Inflammatory disorders of the skin (ES-8003)
|
|
Learning Log Book - Inflammatory disorders of the skin (ES-8003-LOGBOOK)
|
|
Infections of skin, hair, scalp and nails (ES-8004)
|
|
Learning Log Book - Infections of skin, hair, scalp and nails (ES-8004-LOGBOOK)
|
|
Cutaneous manifestations of systemic conditions (ES-8005)
|
|
Learning Log Book - Cutaneous manifestations of systemic conditions (ES-8005-LOGBOOK)
|
|
Diagnosis and dermoscopy of pigmented lesions (ES-8007)
|
|
Learning Log Book - Diagnosis and dermoscopy of pigmented lesions (ES-8007-LOGBOOK)
|
|
Pre-malignant lesions (ES-8008)
|
|
Learning Log Book - Pre-malignant lesions (ES-8008-LOGBOOK)
|
|
Non-melanoma malignant lesions (ES-8009)
|
|
Learning Log Book - Non-melanoma malignant lesions (ES-8009-LOGBOOK)
|
|
Melanoma (ES-8010)
|
|
Learning Log Book - Melanoma (ES-8010-LOGBOOK)
|
|
Surgical treatment of skin cancer and other lesions (ES-8011)
|
|
Learning Log Book - Surgical treatment of skin cancer and other lesions (ES-8011-LOGBOOK)
|
|
Pharmacological and other non-surgical treatments of skin cancer and other skin lesions (ES-8012)
|
|
Pharmacological and photodynamic therapy for skin cancer and other skin lesions (ES-8012-11)
|
|
Learning Log Book - Pharmacological and other non-surgical treatments of skin cancer and other skin lesions (ES-8012-LOGBOOK)
|
|
Treatment of skin cancer and other lesions (ES-8013)
|
|
Learning Log Book - Treatment of skin cancer and other lesions (ES-8013-LOGBOOK)
|
|
Ophthalmic history taking in a general practice setting (ES-8014)
|
|
Learning Log Book - Ophthalmic history taking in a general practice setting (ES-8014-LOGBOOK)
|
|
Ophthalmic examination in a general practice setting (ES-8015)
|
|
Learning Log Book - Ophthalmic examination in a general practice setting (ES-8015-LOGBOOK)
|
|
Extended use of eye assessment equipment in primary care (ES-8016)
|
|
Learning Log Book - Extended use of eye assessment equipment in primary care (ES-8016-LOGBOOK)
|
|
Paediatric ophthalmology – development and abnormalities of development (ES-8017)
|
|
Learning Log Book - Paediatric ophthalmology – development and abnormalities of development (ES-8017-LOGBOOK)
|
|
Paediatric ophthalmology – common conditions, red flags and emergencies (ES-8018)
|
|
Learning Log Book - Paediatric ophthalmology – common conditions, red flags and emergencies (ES-8018-LOGBOOK)
|
|
Common presentations in adults: the adnexa and globe (ES-8019)
|
|
Learning Log Book - Common presentations in adults: the adnexa and globe (ES-8019-LOGBOOK)
|
|
Differential diagnosis of the red eye in adults (ES-8020)
|
|
Learning Log Book - Differential diagnosis of the red eye in adults (ES-8020-LOGBOOK)
|
|
Systemic diseases and the eye (ES-8021)
|
|
Learning Log Book - Systemic diseases and the eye (ES-8021-LOGBOOK)
|
|
Management of chronic eye disease in general practice (ES-8022)
|
|
Assesment of diabetic retinopathy in general practice (ES-8022-11)
|
|
Learning Log Book - Management of chronic eye disease in general practice (ES-8022-LOGBOOK)
|
|
Loss of vision - assessment, differential diagnosis and management principles (ES-8023)
|
|
Learning Log Book - Loss of vision - assessment, differential diagnosis and management principles (ES-8023-LOGBOOK)
|
|
Assessment and immediate management principles for ophthalmic trauma: adults and paediatrics (ES-8024)
|
|
Learning Log Book - Assessment and immediate management principles for ophthalmic trauma: adults and paediatrics (ES-8024-LOGBOOK)
|
|
Red flags and emergencies in ophthalmology (ES-8025)
|
|
Learning Log Book - Red flags and emergencies in ophthalmology (ES-8025-LOGBOOK)
|
|
Impact of chronic disease in Australia and internationally (ES-8026)
|
|
Learning Log Book - Impact of chronic disease in Australia and internationally (ES-8026-LOGBOOK)
|
|
Why does chronic disease require a specific approach in general practice? (ES-8027)
|
|
Learning Log Book - Why does chronic disease require a specific approach in general practice? (ES-8027-LOGBOOK)
|
|
Models of care for general practice chronic disease management (ES-8028)
|
|
Learning Log Book - Models of care for general practice chronic disease management (ES-8028-LOGBOOK)
|
|
Using the principles of information management to improve chronic disease outcomes for your patients (ES-8029)
|
|
Learning Log Book - Using the principles of information management to improve chronic disease outcomes for your patients (ES-8029-LOGBOOK)
|
|
Practice systems and how to use them to better manage chronic disease (ES-8031)
|
|
Learning Log Book - Practice systems and how to use them to better manage chronic disease (ES-8031-LOGBOOK)
|
|
Using a team approach to optimise care of people with chronic disease (ES-8032)
|
|
Practice structure and team excellence (ES-8032-11)
|
|
Learning Log Book - Practice structure and team excellence (ES-8032-11-LOGBOOK)
|
|
Learning Log Book - Using a team approach to optimise care of people with chronic disease (ES-8032-LOGBOOK)
|
|
Using EPC items to optimise chronic disease management (ES-8033)
|
|
Learning Log Book - Using EPC items to optimise chronic disease management (ES-8033-LOGBOOK)
|
|
Living with a chronic disease (ES-8034)
|
|
Chronic disease self-management (ES-8034-11)
|
|
Learning Log Book - Chronic disease self-management (ES-8034-11-LOGBOOK)
|
|
Learning Log Book - Living with a chronic disease (ES-8034-LOGBOOK)
|
|
The patient’s role in managing and living with a chronic disease/Changing behaviour (ES-8035)
|
|
Chronic disease management - changing patient behaviour and motivational interviewing (ES-8035-11)
|
|
Learning Log Book - Chronic disease management - changing patient behaviour and motivational interviewing (ES-8035-11-LOGBOOK )
|
|
Learning Log Book - The patient’s role in managing and living with a chronic disease/Changing behaviour (ES-8035-LOGBOOK)
|
|
Best-practice GP chronic disease management (ES-8036)
|
|
Learning Log Book - Best-practice GP chronic disease management (ES-8036-LOGBOOK)
|
|
Evidence-based approaches to decreasing common risk factors for chronic disease in general practice (ES-8037)
|
|
Learning Log Book - Evidence-based approaches to decreasing common risk factors for chronic disease in general practice (ES-8037-LOGBOOK)
|
|
Managing chronic disease in special groups – children, adolescents and the elderly (ES-8038)
|
|
Learning Log Book - Managing chronic disease in special groups – children, adolescents and the elderly (ES-8038-LOGBOOK)
|
|
History and context of counselling in general practice (ES-8039)
|
|
Learning Log Book - History and context of counselling in general practice (ES-8039-LOGBOOK)
|
|
Understanding processes informing counselling in General Practice (ES-8040)
|
|
Learning Log Book - Understanding processes informing counselling in general practice (ES-8040-LOGBOOK)
|
|
Theories of personality (ES-8041)
|
|
Learning Log Book - Theories of personality (ES-8041-LOGBOOK)
|
|
Trauma therapy and interpersonal therapy (ES-8042)
|
|
Learning Log Book - Trauma therapy and interpersonal therapy (ES-8042-LOGBOOK)
|
|
Solution-focussed therapy (ES-8043)
|
|
Learning Log Book - Solution-focussed therapy (ES-8043-LOGBOOK)
|
|
Narrative therapy (ES-8044)
|
|
Learning Log Book - Narrative therapy (ES-8044-LOGBOOK)
|
|
Change, motivational interviewing, ethics and self-care (ES-8045)
|
|
Learning Log Book - Change, motivational interviewing, ethics and self-care (ES-8045-LOGBOOK)
|
|
Ageing in Australian society (ES-8060)
|
|
Learning Log Book - Ageing in Australian society (ES-8060-LOGBOOK)
|
|
A clinical approach to the assessment and management of frailty (ES-8061)
|
|
Learning Log Book - A clinical approach to the assessment and management of frailty (ES-8061-LOGBOOK)
|
|
Healthy ageing (ES-8062)
|
|
Learning Log Book - Healthy ageing (ES-8062-LOGBOOK)
|
|
Preventative care of older Australians - Part 1 (ES-8063-1)
|
|
Preventative care of older Australians - Part 2 (ES-8063-2)
|
|
Learning Log Book - Preventative care of older Australians (ES-8063-LOGBOOK)
|
|
The management of mobility problems in the older Australian (ES-8064)
|
|
Managing mobility problems in older Australians (ES-8064-11)
|
|
Learning Log Book - The management of mobility problems in the older Australian (ES-8064-LOGBOOK)
|
|
Quality use of medicines in the elderly (ES-8065)
|
|
Learning Log Book - Quality use of medicines in the elderly (ES-8065-LOGBOOK)
|
|
Maintaining and managing continence (ES-8066)
|
|
Maintenance and management of continence (ES-8066-11)
|
|
Learning Log Book - Maintaining and managing continence (ES-8066-LOGBOOK)
|
|
Chronic disease management in the elderly (ES-8067)
|
|
Learning Log Book - Chronic disease management in the elderly (ES-8067-LOGBOOK)
|
|
Cognitive assessment in the elderly and management of dementia (ES-8068)
|
|
Learning Log Book - Cognitive assessment in the elderly and management of dementia (ES-8068-LOGBOOK)
|
|
Caring for ageing Australians (ES-8069)
|
|
Learning Log Book - Caring for ageing Australians (ES-8069-LOGBOOK)
|
|
Clinical, ethical and legal issues confronting doctors caring for older Australians (ES-8070)
|
|
Learning Log Book - Clinical, ethical and legal issues confronting doctors caring for older Australians (ES-8070-LOGBOOK)
|
|
Using healthcare teams to optimise care of the elderly (ES-8071)
|
|
Learning Log Book - Using healthcare teams to optimise care of the elderly (ES-8071-LOGBOOK)
|
|
Residential care options for ageing patients (ES-8072)
|
|
Learning Log Book - Residential care options for ageing patients (ES-8072-LOGBOOK)
|
|
Quiz on retinal camera images (ES-8074)
|
|
Assessment, diagnosis and initial management of type 2 diabetes (ES-8080)
|
|
Learning Log Book - Assessment, diagnosis and initial management of type 2 diabetes (ES-8080-LOGBOOK )
|
|
Advanced diabetic care: patient assessment forms (ES-8081)
|
|
Learning Log Book - Advanced diabetic care: patient assessment forms (ES-8081-LOGBOOK )
|
|
Starting insulin in patients with type 2 diabetes (ES-8082)
|
|
Learning Log Book - Starting insulin in patients with type 2 diabetes (ES-8082-LOGBOOK )
|
|
Complications of type 2 diabetes (ES-8083)
|
|
Learning Log Book - Complications of type 2 diabetes (ES-8083-LOGBOOK)
|
|
HI4340 - Assessment (ES-ASSESSMENT-AGE)
|
|
HI4230 - Assessment (ES-ASSESSMENT-CDM01)
|
|
HI4210 - Assessment (ES-ASSESSMENT-DERM01)
|
|
HI4220 - Assessment (ES-ASSESSMENT-EYES01)
|
|
HI4240 - Assessment (ES-ASSESSMENT-MH01)
|
|
HI4340 - Assignment (ES-ASSIGNMENT-AGE)
|
|
HI4230 - Assignment (ES-ASSIGNMENT-CDM01)
|
|
HI4210 - Assignment (ES-ASSIGNMENT-DERM01)
|
|
HI4220 - Assignment (ES-ASSIGNMENT-EYES01)
|
|
HI4240 - Assignment (ES-ASSIGNMENT-MH01)
|
|
Extended Course: Care of ageing Australians - Learning Log Book (ES-LOGBOOK-AGE)
|
|
Extended Course: Chronic Disease Management in General Practice - Learning Log Book (ES-LOGBOOK-CDM01)
|
|
Extended Course: General Practice Dermatology - Learning Log Book (ES-LOGBOOK-DERM01)
|
|
Extended Course: Advanced Diabetic Care - Learning Log Book (ES-LOGBOOK-DIABETES)
|
|
Extended Course: Primary Care Ophthalmology - Learning Log Book (ES-LOGBOOK-EYES01)
|
|
Extended Course: Mental Health & the GP - Learning Log Book (ES-LOGBOOK-MH01)
|
|
Pulse - Student Evaluation (EVAL-PULSE)
|
|
Examination for Special communication requirements for healthcare teams (EXAM4611-1)
|
|
Examination for Clinicians making things happen through projects and people (EXAM4613-1)
|
|
Examination for The Australian healthcare system: Present and future challenges (EXAM4614-1)
|
|
Course examination for 'The Australian healthcare system: Present and future challenges' (EXAM4614-1-TPNEP)
|
|
Examination for Patient safety and quality: Principles and practice (EXAM4631-1)
|
|
Examination for Achieving patient-centred, evidence-based healthcare (EXAM4632-1)
|
|
Examination for Managing for quality and performance in healthcare services (EXAM4633-1)
|
|
Examination for Professional practice educational intervention, design and assessment (EXAM4653-1)
|
|
Examination for Planning and evaluating health professional development programs (EXAM4655-1)
|
|
Examination for The business of health (EXAM4673-1)
|
|
Examination for Skills for healthcare team leaders (EXAM4674-1)
|
|
Examination for Leading innovation in health services (EXAM4691-1)
|
|
Examination for Human face of change in healthcare (EXAM4692-1)
|
|
Examination for Strategic planning for workforce innovation (EXAM4696-1)
|
|
Examination for Developing evidence-based Clinical Practice Guidelines (EXAM4712-1)
|
|
Finishing up on 'Updates in antenatal care for GPs' (FIN-502)
|
|
Wrapping up on ‘Enhancing palliation in patients with advanced cancer in rural areas of Australia' (FIN-5043)
|
|
Wrapping up: Introduction to Evidence-Based Practice (EBP) (FIN-5046)
|
|
Wrapping up: Critical Appraisal Skills (FIN-5047)
|
|
Wrapping up: Clinical Practice Guideline Development (FIN-5048)
|
|
Wrapping up: Introduction to Health Service Improvement Techniques (FIN-5049)
|
|
Wrapping up: RANZCR 57th Annual Scientific Meeting 2006 (Online presentations) (FIN-5050)
|
|
Wrapping up: Introduction to EBP and Critical Appraisal Skills (FIN-5051)
|
|
Evaluation: QUM (FIN-5053)
|
|
Finishing up on report writing (FIN-5054)
|
|
Finishing up on neonatal and paediatric imaging (FIN-5055)
|
|
Finishing up on ‘Clinical handover – foundational principles’ (FIN-5056)
|
|
Finishing up on ‘The three pillars of clinical handover’ (GL-5057) (FIN-5057)
|
|
Finishing up on communication of critical test results (FIN-5059)
|
|
RANZCR Rural CPD network online program evaluation (FIN-5060)
|
|
Finishing up on Emergency imaging: non-musculoskeletal (FIN-5062)
|
|
Finishing up on Musculoskeletal imaging (FIN-5063)
|
|
Evaluation (FIN-5064)
|
|
RANZCR Online Programs (non-rural members) evaluation (FIN-5083)
|
|
Finishing up ‘Insertion of chest tubes and management of chest drains in adults’ (FIN-5084)
|
|
Finishing up ‘Screening, diagnosis and management of chronic kidney disease – a GP perspective’ (FIN-531)
|
|
Finishing up on 'Dentistry for the non-dental health professional' (FIN-532)
|
|
Finishing up on Short Course: Essentials of Primary Eye Care (FIN-8000)
|
|
Finishing up on Extended Course: Primary Care Ophthalmology (FIN-8001)
|
|
Finishing up on Short Course: Common skin conditions in general practice (FIN-8002)
|
|
Finishing up on Extended Course: General Practice Dermatology (FIN-8003)
|
|
Finishing up on Short Course: Managing chronic disease – working together (FIN-8004)
|
|
Finishing up on Extended Course: Chronic Disease Management in General Practice (FIN-8005)
|
|
Finishing up on Extended Course: Mental Health and the GP (FIN-8006)
|
|
Finishing up on Extended Course: Chronic Disease Management in General Practice (Theory) (FIN-8007)
|
|
Finishing up on Extended Course: Care of ageing Australians (FIN-8012)
|
|
Wrapping up the course: General Practice Dermatology (FIN-8014)
|
|
Wrapping up the course: Primary Care Ophthalmology (FIN-8015)
|
|
Wrapping up the course: Chronic Disease Management in General Practice (FIN-8016)
|
|
Wrapping up the course: Mental Health and the GP (FIN-8017)
|
|
Wrapping up the course: Care of ageing Australians (FIN-8018)
|
|
Finishing up on ‘Short Course: Dermatology – photoageing’ [HI4430] (FIN-8019)
|
|
Finishing up on ‘Short Course: Dermatology – nonsurgical treatment of non-melanoma skin cancer [HI4440] (FIN-8020)
|
|
Finishing up on ‘Short Course: Primary eye care – taking a comprehensive eye history and examination and equipping the practice for high quality eye care’ (FIN-8021)
|
|
Finishing up on ‘Short Course: Primary eye care – common and important eye presentations in primary care and their diagnosis and management’ [HI4490] (FIN-8022)
|
|
Finishing up on 'Short Course: Primary eye care – interpretation and grading of diabetic retinopathy, including accreditation for retinal camera photography’ [HI4500] (FIN-8023)
|
|
Finishing up on ' Short Course: Chronic disease management – helping patients manage lifestyle, including motivational interviewing techniques and application’ [HI4510] (FIN-8024)
|
|
Finishing up on ‘Short Course: Chronic disease management – creating effective teams in the practice – forming, norming and maintaining effective teams’ [HI4520] (FIN-8025)
|
|
Finishing up on ‘Short Course: Advanced diabetic care – self-management techniques, behavioural change and motivational interviewing’ [HI4530] (FIN-8026)
|
|
Finishing up on ‘Short Course: Ageing – common geriatric syndromes and their assessment 1 – delirium/dementia/falls’ [HI4540] (FIN-8027)
|
|
Finishing up on ‘Short Course: Ageing – common geriatric syndromes and their assessment 2 – traps in polypharmacy/managing incontinence/supporting the patient’s carer/family’ [HI4550] (FIN-8028)
|
|
Finishing up on ‘Short Course: Dermatology - comprehensive update on the management of non-melanoma skin cancer and photoageing’ [HI4420] (FIN-8029)
|
|
Finishing up on ‘Short Course: Advanced diabetic care – the GP’s increasingly complex role in diabetes and co-morbidity management’ [HI4560] (FIN-8030)
|
|
Finishing up on ‘Extended Course: Advanced Diabetes Care’ [HI4330] (FIN-8031)
|
|
Finishing up on ‘Prevention of diabetic foot complications’ (FIN-8033)
|
|
Wrapping up: RANZCR 58th Annual Scientific Meeting 2007 (Online presentations) (FIN-8034)
|
|
Finishing up on ‘Assessment and management of diabetic foot ulcers’ (FIN-8035)
|
|
Finishing up on ‘Dealing with death: Coronial management' (FIN-8036)
|
|
Finishing up on ‘Ensuring Correct Patient, Correct Site and Side, Correct Procedure (3Cs)' (FIN-8037)
|
|
Finishing up on 'Idiopathic Parkinson's disease' (FIN-8038)
|
|
Finishing up on ‘Clinical incident management’ (FIN-8039)
|
|
Finishing up on ‘Imminent birth’ (FIN-8040)
|
|
Finishing up on ‘Falls prevention and falls injury prevention for doctors and pharmacists’ (FIN-8048)
|
|
Finishing up on ‘Falls prevention and falls injury prevention for nurses’ (FIN-8049)
|
|
Finishing up on ‘Falls prevention for clinical leaders’ (FIN-8050)
|
|
Finishing up on 'Leading clinical handover' (FIN-8051)
|
|
Finishing up: Pressure ulcer prevention (FIN-8054)
|
|
Finishing up: Pressure ulcer management (FIN-8055)
|
|
Evaluation (FIN-8056)
|
|
Evaluation (FIN-8057)
|
|
Evaluation (FIN-8058)
|
|
Evaluation (FIN-8059)
|
|
Finishing up on ‘Pressure ulcer prevention for clinical leaders’ (FIN-8061)
|
|
Evaluation (FIN-8062)
|
|
Evaluation (FIN-8063)
|
|
Finishing up on ‘A nurses’ guide to insertion and removal of chest tubes and management of chest drains in adults’ (FIN-8065)
|
|
Evaluation (FIN-8066)
|
|
Evaluation (FIN-8067)
|
|
Evaluation (FIN-8068)
|
|
‘Diagnostic and pharmaceutical processes’ course evaluation (FIN-8069)
|
|
Evaluation (FIN-8070)
|
|
Evaluation (FIN-8071)
|
|
Evaluation (FIN-8072)
|
|
Evaluation (FIN-8073)
|
|
Finishing up on ‘COOL’ (FIN-8074-10Q)
|
|
Hand Hygiene: don’t wash away good practices (FIP-ACT-0102)
|
|
Standard precautions: the bigger picture (FIP-ACT-0103)
|
|
When standard precautions are not enough (FIP-ACT-0105)
|
|
Evaluating ‘Key principles of infection prevention' (FIP-FIN-0106)
|
|
Key principles of infection prevention (FIP-GLX-0100)
|
|
Standard precautions: don’t be exposed (FIP-RES-0101)
|
|
Introduction to additional precautions (FIP-RES-0104)
|
|
Law, order and best practice (FMM-ACT-0101)
|
|
The case of Mr Bond (FMM-CBM-0201)
|
|
The case of Mr Bones (FMM-CBM-0202)
|
|
The case of Zac Hamilton (FMM-CBM-0203)
|
|
The case of Mrs Clarke (FMM-CBM-0204)
|
|
The case of Mrs Sun (FMM-CBM-0205)
|
|
The case of Mrs Parker (FMM-CBM-0206)
|
|
Mrs Johnson needs a blood transfusion (FMM-CBM-0208)
|
|
Finishing up on ‘Principles of medication management’ (FMM-FIN-0108)
|
|
Finishing up on ‘Medication management in action’ (FMM-FIN-0209)
|
|
Principles of medication management (FMM-GLX-0100)
|
|
Medication management in action (FMM-GLX-0200)
|
|
Medication management tool box (FMM-KRM-0107)
|
|
Your role in the medication management cycle (FMM-MMR-0102)
|
|
Tricky meds quiz (FMM-QUS-0207)
|
|
The six rights (FMM-RFO-0103)
|
|
Your obligations – human error and medication safety (FMM-RFO-0105)
|
|
Enhancing your medication management skills (FMM-RNO-0104)
|
|
Safety notes on the administration of blood and blood products (FMM-RNO-0106)
|
|
Check your knowledge (FPA-ACT-0102)
|
|
Using graded assertiveness (FPA-ACT-0204)
|
|
Recognition and escalation (FPA-CBL-0205)
|
|
Assessment essentials (FPA-CBM-0103)
|
|
Don’t panic – think it through! (FPA-CBM-0202)
|
|
Evaluating ‘assessment of an adult’ (FPA-FIN-0105)
|
|
Evaluating ‘Recognising and responding to a deteriorating adult’ (FPA-FIN-0207)
|
|
Assessment of an adult (FPA-GLX-0100)
|
|
Recognising and responding to a deteriorating adult (FPA-GLX-0200)
|
|
Overview of patient assessment (FPA-LPR-0101)
|
|
Recognising clinical deterioration (FPA-MMR-0201)
|
|
Critical thinking and communication (FPA-MMR-0203)
|
|
Patient assessment toolkit (FPA-TRT-0104)
|
|
Recognising and responding: a toolkit (FPA-TRT-0206)
|
|
A baby is brought to your facility (FPC-CBL-0102)
|
|
A child’s condition deteriorates (FPC-CBL-0202)
|
|
Recognition and escalation (FPC-CBL-0205)
|
|
Evaluating ‘assessment of a child’ (FPC-FIN-0104)
|
|
Evaluating ‘Recognising and responding to a deteriorating child’ (FPC-FIN-0207)
|
|
Assessment of a child (FPC-GLX-0100)
|
|
Recognising and responding to a deteriorating child (FPC-GLX-0200)
|
|
Clinical assessment of the paediatric patient (FPC-KRM-0105)
|
|
An overview of paediatric assessment (FPC-LPR-0101)
|
|
Recognising and responding to a deteriorating child: an overview (FPC-LPR-0201)
|
|
Paediatric assessment: a toolkit (FPC-TRT-0103)
|
|
Recognising and responding: a toolkit (FPC-TRT-0206)
|
|
Pushing the boundaries – over involvement and under involvement (FPP-ACT-0102)
|
|
Unravelling the delegation dilemma (FPP-ACT-0202)
|
|
Who does what – RNs and AINs (FPP-ACT-0203)
|
|
Does the documentation stack up? (FPP-ACT-0302)
|
|
Your progress notes: perfect or paltry? (FPP-ACT-0303)
|
|
Communication techniques: active listening & read-back / repeat-back (FPP-ACT-0402)
|
|
Patient communication in action (FPP-ACT-0404)
|
|
Evaluating ‘Professional practice standards’ (FPP-FIN-0103)
|
|
Evaluating ‘Maintaining an accurate health record’ (FPP-FIN-0304)
|
|
Evaluating ‘Communication essentials’ (FPP-FIN-0405)
|
|
Professional practice standards (FPP-GLX-0100)
|
|
Scope of practice and delegation (FPP-GLX-0200)
|
|
Maintaining an accurate health record (FPP-GLX-0300)
|
|
Communication essentials (FPP-GLX-0400)
|
|
Professional boundaries – what does it mean in practice? (FPP-RES-0101)
|
|
Scope of practice – a framework for nurses and midwives (FPP-RES-0201)
|
|
Documentation – why it is crucial! (FPP-RES-0301)
|
|
Talking to the team (FPP-RES-0401)
|
|
Getting the basics right – patient communication (FPP-RES-0403)
|
|
Non-melanoma skin cancer for 3M (GL-4002)
|
|
Hypertension and its management: an overview for pharmacists (GL-5000)
|
|
Managing chronic heart failure – the pharmacists’ role (GL-5001)
|
|
Exploring asthma (GL-5002)
|
|
Nutrition and weight management: an update for pharmacists (GL-5003)
|
|
Update on Type 2 diabetes (GL-5004)
|
|
Protect yourself with clinical risk management (GL-5005)
|
|
Non-melanoma skin cancer (GL-5006)
|
|
Prevention and treatment of diabetic complications (GL-5007)
|
|
The diagnosis and management of hepatobiliary conditions (GL-5008)
|
|
Menopause – an evidence-based approach (GL-5009)
|
|
‘Secret boys’ business’, and other paediatric urogenital topics (GL-5010)
|
|
Introduction to evidence-based complementary medicine (GL-5015)
|
|
Drugs in pregnancy (GL-5016)
|
|
Mental health in pharmacy (GL-5017)
|
|
Early detection of chronic kidney disease (CKD) (GL-5018)
|
|
Assessing and classifying chronic kidney disease (CKD) (GL-5019)
|
|
Stroke: an overview for pharmacists (GL-5020)
|
|
Preparing for culture shock (GL-5021)
|
|
Australians and their health care (GL-5022)
|
|
Listening to Australian patients (GL-5023)
|
|
Talking to Australian patients (GL-5024)
|
|
Cultural Awareness and Medical Practice (GL-5025)
|
|
Cultural awareness: multicultural Australia (GL-5027)
|
|
Australian families (GL-5028)
|
|
Professionalism and the workplace (GL-5029)
|
|
The health care team (GL-5030)
|
|
Written communication and medical records (GL-5031)
|
|
Self as professional (GL-5032)
|
|
There's a baby at the counter - feeding, reflux and other infant issues in the pharmacy (GL-5033)
|
|
Paediatric gastroenteritis and constipation: the 'ins' and 'outs' for pharmacists (GL-5034)
|
|
Osteoporosis for pharmacists (GL-5035)
|
|
Clinical practice update - adjuvant hormonal therapy in postmenopausal early breast cancer (GL-5036)
|
|
Intro to evidence-based complementary medicine (GL-5038)
|
|
Fungal infection refresher – part 1 (GL-5039)
|
|
Fungal infection refresher – part 1 (GL-5039-TRAINING)
|
|
Fungal infection refresher – part 2 (GL-5040)
|
|
Weight management and metabolic syndrome – Australians refute the laws of gravity! (GL-5041)
|
|
A nurses’ guide to insertion and removal of chest tubes and management of chest drains in adults (GL-5042)
|
|
Emergency Hormonal Contraception – Part 1 (GL-5044)
|
|
Emergency hormonal contraception: part 2 (GL-5045)
|
|
Quality Use of Medicines (QUM) for health professionals (GL-5052)
|
|
Producing quality reports: standards for communication in radiology (GL-5054)
|
|
Neonatal and paediatric imaging (GL-5055)
|
|
Clinical handover – foundational principles (GL-5056)
|
|
The three pillars of clinical handover (GL-5057)
|
|
Supporting clinical handover: system and organisational factors (GL-5058)
|
|
Communication of critical test results (GL-5059)
|
|
Clinical handover case studies: sharing the lessons learnt (GL-5060)
|
|
Emergency imaging: non-musculoskeletal (GL-5062)
|
|
Musculoskeletal imaging (GL-5063)
|
|
Normal labour and birth (GL-5064)
|
|
Postpartum care (including management of the placenta) (GL-5065)
|
|
Pressure ulcer prevention for nurses (GL-5071)
|
|
Pressure ulcer management for nurses (GL-5072)
|
|
Insertion of chest tubes and management of chest drains in adults (gl-5073)
|
|
A nurses’ guide to insertion and removal of chest tubes and management of chest drains in adults (GL-5074)
|
|
Exploring ‘COOL’ (GL-5075-10Q)
|
|
Keep ‘COOL’ in Aboriginal and Torres Strait Islander communities (GL-5076-10Q)
|
|
‘COOL’ case studies (GL-5077-10Q)
|
|
Support for victims of mentally ill offenders (GL-5078)
|
|
Prevention of diabetic foot complications (GLX-0002)
|
|
Assessment and management of diabetic foot ulcers (GLX-0003)
|
|
Diagnosing idiopathic Parkinson's disease (GLX-0004)
|
|
Management of early idiopathic Parkinson's disease (GLX-0005)
|
|
Management of mid and late stage idiopathic Parkinson’s disease (GLX-0006)
|
|
Idiopathic Parkinson’s disease: the bigger picture (GLX-0007)
|
|
Scope of practice (GLX-0008)
|
|
Summary of legal and professional frameworks (GLX-0009)
|
|
Burbs to Bush: your community (GLX-0010)
|
|
The Primary Clinical Care Manual (PCCM) and other decision support tools (GLX-0011)
|
|
Clinical handover – is it on my radar? (GLX-0012)
|
|
Clinical handover – what does the evidence say? (GLX-0013)
|
|
Clinical handover – communication, teamwork and the patient (GLX-0014)
|
|
Supporting clinical handover – systems and culture (GLX-0015)
|
|
Rural and remote nursing: the bigger picture (GLX-0016)
|
|
Models of care in rural and remote practice (GLX-0017)
|
|
It's a team effort (GLX-0018)
|
|
Professional support (GLX-0019)
|
|
Personal support for nurses in rural and remote locations (GLX-0020)
|
|
Clinical information systems (CIS) (GLX-0021)
|
|
Small-bore catheter insertion using Seldinger technique in adults (GLX-0022)
|
|
Planning, preparation and rehearsal for coping with a clinical emergency (GLX-0023)
|
|
Teamwork in action (GLX-0024)
|
|
Saving lives: the first five minutes (GLX-0025)
|
|
Preparing for transfer (GLX-0026)
|
|
Clinical preparation for transfer (GLX-0027)
|
|
Debriefing and coping (GLX-0028)
|
|
Overview of diagnostic and pharmaceutical processes (GLX-0029)
|
|
Primary care: overall assessment (GLX-0030)
|
|
Pathology in rural and remote areas (GLX-0031)
|
|
Pharmacy - legal and regulatory (GLX-0032)
|
|
Pharmacy – putting it into practice (GLX-0033)
|
|
Danger and response: primary survey (GLX-0034)
|
|
Burns, bites and lacerations (GLX-0035)
|
|
Head to toe, front to back: secondary survey (GLX-0036)
|
|
Mental health: prevention, early intervention and continuing care (GLX-0037)
|
|
Focus on systems: assessment of the respiratory system (GLX-0038)
|
|
Focus on systems: assessment of the abdomen (GLX-0039)
|
|
Focus on systems: assessment of the nervous system (GLX-0040)
|
|
Focus on systems: assessment of the cardiovascular system (GLX-0041)
|
|
Mental health: your role in performing mental health assessments (GLX-0042)
|
|
Ears, eyes and dental trauma (GLX-0043)
|
|
Mental health: managing a mental health emergency in rural or remote practice (GLX-0044)
|
|
Primary care: bringing it all together (GLX-0045)
|
|
Mental health: recognising and managing self-harm, suicide ideation and suicidal behaviour (GLX-0047)
|
|
Managing the patient undergoing general anaesthesia (GLX-0050)
|
|
Orientation to anaesthetic nursing care (GLX-0051)
|
|
Patient assessment and planning (GLX-0052)
|
|
Components of an anaesthetic machine (GLX-0053)
|
|
Infection control (GLX-0054)
|
|
Managing a patient with a regional and L.A. (GLX-0055)
|
|
Emergencies during anaesthesia (GLX-0056)
|
|
Invasive monitoring (GLX-0057)
|
|
Special anaesthetic considerations (GLX-0058)
|
|
Quality assurance (GLX-0059)
|
|
Professional practice (GLX-0060)
|
|
Suzie is asked to change the IV – a case on scope of practice (GLX-0060-CBL-5106)
|
|
Operating within scope of practice? - a case (GLX-0060-CBL-5107)
|
|
Scope of practice and delegation (GLX-0060-MMR-5178)
|
|
Substance abuse (GLX-0061)
|
|
Domestic violence, sexual assault and child neglect (GLX-0062)
|
|
Primary prevention in chronic disease (GLX-0063)
|
|
An overview of the chronic disease program in rural and remote practice (GLX-0064)
|
|
Early detection in chronic disease (GLX-0065)
|
|
Self-management in chronic disease (GLX-0066)
|
|
Managing chronic disease (GLX-0067)
|
|
Continuous quality improvement (GLX-0068)
|
|
Leading innovation in health services (GLX-0069)
|
|
Clinical quality improvement methods (GLX-0070)
|
|
Workforce innovation (GLX-0071)
|
|
Evaluation of innovation (GLX-0072)
|
|
2005 - June's Case of the Month: The "Heartsink" Patient (GPL001)
|
|
Acne - GP case (v2) (GPL002)
|
|
Active Learning Module: Lipid Disorders (GPL003)
|
|
Active Learning Module: Mental Health - Depression (GPL004)
|
|
Active Learning Module: Men's Health - Erectile Dysfunction (GPL005)
|
|
Active Learning Module: Women's Health (GPL006)
|
|
Adolescent Depression Overview/Presentation (GPL007)
|
|
Adolescent Health 1 Multiple Choice Questions (GPL008)
|
|
Adolescent Health 2 Multiple Choice Questions (GPL009)
|
|
Adolescent Health 3 Multiple Choice Questions (GPL010)
|
|
Adolescent Health 4 Multiple Choice Questions (GPL011)
|
|
Adolescent Health Care Principles 1 (GPL012)
|
|
Adolescent Health Care Principles 2 (GPL013)
|
|
Adolescent Health Care Principles 3 (GPL014)
|
|
Adolescent Health Care Principles 4 (GPL015)
|
|
Adolescent Health Care Principles 5 (GPL016)
|
|
Adolescent Health Care Principles 6 (GPL017)
|
|
Adolescent Health Care Principles 7 (GPL018)
|
|
Adolescent Health Care Principles 8 (GPL019)
|
|
Aged Care 1 Multiple Choice Questions (GPL020)
|
|
Aged Care 2 Multiple Choice Questions (GPL021)
|
|
Aged Care 3 Multiple Choice Questions (GPL022)
|
|
Aged Care 4 Multiple Choice Questions (GPL023)
|
|
Alcohol and Drug Multiple Choice Questions (GPL024)
|
|
Arthritis Multiple Choice Questions (GPL025)
|
|
Assessing Fitness to Drive (GPL026)
|
|
Asthma - GP case (v2) (GPL027)
|
|
Asthma Multiple Choice Questions (GPL028)
|
|
Back and Neck Problems Multiple Choice Questions (GPL029)
|
|
Back pain in the Elderly - GP case (GPL030)
|
|
Bertha: facial pain - GP Case (GPL031)
|
|
Betty - GP Case (GPL032)
|
|
Brad: Cardiac Rehabilitation - GP case (GPL033)
|
|
Breast Cancer Multiple Choice Questions (GPL034)
|
|
Cancer Multiple Choice Questions (GPL035)
|
|
Cardiovascular Multiple Choice Questions (GPL036)
|
|
Case of the month (ARCHIVE): 4 year old girl with a vulval itch (GPL037)
|
|
Case of the month (ARCHIVE): Abdominal Pain (GPL038)
|
|
Case of the month (ARCHIVE): Chlamydia (GPL039)
|
|
Case of the Month (ARCHIVE): Daughter with a disability (GPL040)
|
|
Case of the Month (ARCHIVE): Drilling Rig Worker with Dyspnoea (GPL041)
|
|
Case of the Month (ARCHIVE): Foot Ulcer (GPL042)
|
|
Case of the Month (ARCHIVE): Hospitalisation (GPL043)
|
|
Case of the month (ARCHIVE): Industrial Injury (GPL044)
|
|
Case of the month (ARCHIVE): Intermittent Paralysis: The Diversity of GP (GPL045)
|
|
Case of the month (ARCHIVE): Joe O'Neill (Down Syndrome) (GPL046)
|
|
Case of the month (ARCHIVE): Katina, a terminally ill patient (GPL047)
|
|
Case of the month (ARCHIVE): Mad, Bad or just dangerous to know? (GPL048)
|
|
2005 - April's Case of the Month: Malignant Melanoma (GPL049)
|
|
Case of the month (ARCHIVE): Menorrhagia (GPL050)
|
|
Case of the month (ARCHIVE): Paediatrics - Abdominal Pain (GPL051)
|
|
Case of the month (ARCHIVE): Post Natal Concerns (GPL052)
|
|
Case of the Month (ARCHIVE): Semi-Comatose Patient (GPL053)
|
|
Case of the Month (ARCHIVE): Smoking Cessation (GPL054)
|
|
Case of the Month (ARCHIVE): Tiredness (GPL055)
|
|
Case of the Month (ARCHIVE): Vietnam Veteran's Cough (GPL056)
|
|
Cervical Cancer Multiple Choice Questions (GPL057)
|
|
Challenge 1 – Practice Exam Multiple Choice Questions (GPL058)
|
|
Challenge 2 – Practice Exam Multiple Choice Questions (GPL059)
|
|
Child Abuse - GP case (GPL060)
|
|
Child Health 1 Multiple Choice Questions (GPL061)
|
|
Child Health 2 Multiple Choice Questions (GPL062)
|
|
Child Health 3 Multiple Choice Questions (GPL063)
|
|
Child Health 4 Multiple Choice Questions (GPL064)
|
|
Chronic Conditions 1 Multiple Choice Questions v2 (GPL065)
|
|
Chronic Conditions 2 Multiple Choice Questions v2 (GPL066)
|
|
Chronic Conditions 3 Multiple Choice Questions v2 (GPL067)
|
|
Chronic Conditions 4 Multiple Choice Questions v2 (GPL068)
|
|
Contraception Multiple Choice Questions (GPL069)
|
|
Depression Overview/Presentation (GPL070)
|
|
Diabetes Mellitus 1 Multiple Choice Questions (v2) (GPL071)
|
|
Diabetes Mellitus 2 Multiple Choice Questions (v2) (GPL072)
|
|
Diabetes Mellitus 3 Multiple Choice Questions (v2) (GPL073)
|
|
Diabetes Mellitus 4 Multiple Choice Questions (v2) (GPL074)
|
|
Domestic Violence Multiple Choice Questions (GPL075)
|
|
Emily - GP Case (GPL076)
|
|
Gary - GP Case (GPL077)
|
|
George - GP case (GPL078)
|
|
HIV/AIDS Multiple Choice Questions (GPL079)
|
|
HPV/HSV Multiple Choice Questions (GPL080)
|
|
Hyperlipidaemia Multiple Choice Questions (GPL081)
|
|
Hypertension and Hypotension Multiple Choice Questions (GPL082)
|
|
Immunisation Multiple Choice Questions (v2) (GPL083)
|
|
Is this Child Seriously Ill? (GPL084)
|
|
Karen - GP Case (GPL085)
|
|
Liam - GP case (GPL086)
|
|
Lipid Management Guidelines and Heart Disease: 2pph (GPL087)
|
|
Managing Hydration in Adults (GPL088)
|
|
Managing Hydration in Children (GPL089)
|
|
Melinda - GP Case (GPL090)
|
|
Menstrual Disorders Multiple Choice Questions (GPL091)
|
|
Mental Health Disorders Multiple Choice Questions (GPL092)
|
|
Needlestick Injury - GP Case (GPL093)
|
|
Paige: Failure to Thrive - GP case (GPL094)
|
|
Patient & Carer Perspectives i\In Depression (GPL095)
|
|
Patrick - GP Case (GPL096)
|
|
Peggy: Cardiac Murmurs - GP case (GPL097)
|
|
Peter - GP case (GPL098)
|
|
Quit Smoking (GPL099)
|
|
Rachel - GP Case (GPL100)
|
|
Robert - GP Case (GPL101)
|
|
Rosemary - GP Case (GPL102)
|
|
Sarah - GP case (GPL103)
|
|
Sleep Disorders Multiple Choice Questions (GPL104)
|
|
The 5A's: helping patients quit smoking - 2pph (v2) (GPL105)
|
|
Tim - GP case (GPL106)
|
|
Treatment of Lipid Disorders - An Update: 2pph (GPL107)
|
|
Women's Health 1 Multiple Choice Questions (GPL108)
|
|
Women's Health 2 Multiple Choice Questions (GPL109)
|
|
Women's Health 3 Multiple Choice Questions (GPL110)
|
|
Women's Health 4 Multiple Choice Questions (GPL111)
|
|
Sally - GP case (GPL112)
|
|
General Practice Dermatology Discussion Group (HI4210-DISCUSSION)
|
|
Primary Care Ophthalmology Discussion Group (HI4220-DISCUSSION)
|
|
General Practice Chronic Disease Management Discussion Group (HI4230-DISCUSSION)
|
|
Mental Health in General Practice Discussion Group (HI4240-DISCUSSION)
|
|
Advanced Diabetes Care Discussion Group (HI4330-DISCUSSION)
|
|
General Practice Care of Ageing Discussion Group (HI4340-DISCUSSION)
|
|
Clinician behavioural attitudes to money matters (HM03-001)
|
|
Learning Log book: 'Why clinicians need financial literacy' (HM03-001-LLB)
|
|
Health as a service-based business (HM03-002)
|
|
Learning Log Book: ‘Health service income’ (HM03-002-LLB)
|
|
Activities in a service-based business (HM03-003)
|
|
Learning Log Book: Health service costs (HM03-003-LLB)
|
|
Key financial concepts worksheet (HM03-004)
|
|
Learning Log Book: ‘Key money concepts’ (HM03-004-LLB)
|
|
Action learning worksheet – Show me the money 1 (HM03-004-TPNEP)
|
|
Income and income statements (HM03-005)
|
|
Learning Log Book: Everyday financial tools and techniques (HM03-005-LLB)
|
|
Dr Bizzi’s income appraisal (HM03-006)
|
|
Learning Log Book: Management concepts (HM03-006-LLB)
|
|
Health service expenditure (HM03-007)
|
|
Dr Bizzi’s cost appraisal (HM03-008)
|
|
Timing and thinking about money (HM03-009)
|
|
Indirect costs or 'overheads' (HM03-010)
|
|
'Overheads' at Middle Park (HM03-011)
|
|
Financial tools – part 1 (HM03-012)
|
|
Cash flow at Middle Park (HM03-013)
|
|
Financial tools – part 2 (HM03-014)
|
|
Management and financial levers (HM03-015)
|
|
Middle Park explores the financial 'levers' (HM03-016)
|
|
Why clinicians need financial literacy (HM03-M01)
|
|
Health service income (HM03-M02)
|
|
Health service costs (HM03-M03)
|
|
Key money concepts (HM03-M04)
|
|
Everyday financial tools and techniques (HM03-M05)
|
|
Management concepts (HM03-M06)
|
|
Orientation to ‘Show me the money 1: key financial concepts every health professional needs’ (HM03-M07)
|
|
Summing up ‘Show me the money 1: key financial concepts every health professional needs’ (HM03-M08)
|
|
Action Learning Worksheet - The right people on the job (HM04-001)
|
|
Learning Log Book: Who, what, when and how many you need (Effective human resource planning) (HM04-001-LLB)
|
|
Job specification and design (HM04-002)
|
|
Learning Log Book: The right person for the right job (Recruiting and selecting staff) (HM04-002-LLB)
|
|
Legal matters (HM04-003)
|
|
Learning Log Book: Starting on the right foot and moving forward (HM04-003-LLB)
|
|
Writing a job description - the important parts (HM04-004)
|
|
Learning Log Book: Keeping on target (Reviewing and managing performance) (HM04-004-LLB)
|
|
Decision time! (HM04-005)
|
|
Learning Log Book: ‘From surviving to thriving’ (HM04-005-LLB)
|
|
Getting the best from an interview process (HM04-006)
|
|
Learning Log Book: ‘All cylinders firing in time (Developing high performance teams)’ (HM04-006-LLB)
|
|
Effective human resource planning (HM04-007)
|
|
Advertising (HM04-008)
|
|
Three interview scenarios (HM04-009)
|
|
What do you need to get a new employee started? (HM04-010)
|
|
Measuring up (KPIs) (HM04-011)
|
|
Ensuring appropriate training (HM04-012)
|
|
Effective performance management (HM04-013)
|
|
The performance appraisal (HM04-014)
|
|
Recognising and rewarding staff performance (HM04-016)
|
|
Grievance (HM04-017)
|
|
Effective discipline (HM04-018)
|
|
Parting company: dismissing an employee (HM04-019)
|
|
Managing and assessing team effectiveness (HM04-020)
|
|
Team training (HM04-021)
|
|
Who, what, when and how many you need (Effective human resource planning) (HM04-M01)
|
|
A question about interview questions (HM04-M02)
|
|
Starting on the right foot and moving forward (New staff induction and ongoing training and development) (HM04-M03)
|
|
Keeping on target (Reviewing and managing performance) (HM04-M04)
|
|
From surviving to thriving: recognising and rewarding staff performance (HM04-M05)
|
|
All cylinders firing in time (Developing high performance teams) (HM04-M06)
|
|
Orientation to ‘The right people on the job (The basics of human resource management)’ (HM04-M07)
|
|
Summing up: ‘The right people on the job (The basics of human resource management)’ (HM04-M08)
|
|
The ‘what’ and ‘why’ of strategic planning - Part 1 (HM05-001)
|
|
Learning Log Book: ‘Strategic planning’ (HM05-001-LLB)
|
|
The 'what' and 'why' of strategic planning - part 2 (HM05-002)
|
|
Learning Log Book: ‘Strategic planning for effective health services delivery’ (HM05-002-LLB)
|
|
Strategic planning in a private hospital setting (HM05-003)
|
|
Learning Log Book: ‘Formulating the strategy – creating a vision' (HM05-003-LLB)
|
|
Strategic planning in an aged care setting (HM05-004)
|
|
Learning Log Book: ‘Formulating the strategy – key techniques’ (HM05-004-LLB)
|
|
Strategic planning in a palliative care setting (HM05-005)
|
|
Learning Log Book: ‘Formulating the strategy – setting goals' (HM05-005-LLB)
|
|
Strategic planning in the primary care setting (HM05-006)
|
|
Learning Log Book: ‘Consolidating strategic outcomes' (HM05-006-LLB)
|
|
Leading for strategic success (HM05-007)
|
|
Strategic foundations (HM05-008)
|
|
Developing a strategic vision (HM05-009)
|
|
Understanding your environment (HM05-010)
|
|
Ideas generation toolkit (HM05-011)
|
|
Understanding your capability (HM05-012)
|
|
Strategic goals (HM05-013)
|
|
Operational goals (HM05-014)
|
|
Strategic planning in health - key lessons and observations (HM05-015)
|
|
The ‘what’ and ‘why’ of strategic planning (HM05-M01)
|
|
Strategic planning for effective health service delivery (HM05-M02)
|
|
Formulating the strategy – creating a vision (HM05-M03)
|
|
Formulating the strategy – key techniques (HM05-M04)
|
|
Formulating the strategy - setting goals (HM05-M05)
|
|
Consolidating strategic outcomes (HM05-M06)
|
|
Orientation to ‘Strategic planning for health services’ (HM05-M07)
|
|
Summing up - ‘Strategic planning for health services’ (HM05-M08)
|
|
Action learning worksheet – Strategic planning for health services (HM05-W01)
|
|
Financial drivers, budgets and business cases (HM07-001)
|
|
Learning log book: How budgets and business cases influence health service delivery (HM07-001-LLB)
|
|
Financial drivers: a health perspective (HM07-002)
|
|
Learning Log Book: Planning your budget approach (HM07-002-LLB)
|
|
Planning your budget approach – part one (HM07-003)
|
|
Learning Log Book: ‘Budgets with fixed revenue’ (HM07-003-LLB)
|
|
Planning your budget approach – part two (HM07-004)
|
|
Learning Log Book: ‘Budgets with income and cost discretion’ (HM07-004-LLB)
|
|
Budgets with a fixed income (HM07-005)
|
|
Learning Log Book: ‘Business cases for health service investments’ (HM07-005-LLB)
|
|
Thinking about your budget goals (HM07-006)
|
|
Learning Log Book: 'Business cases for change projects in health' (HM07-006-LLB)
|
|
Budget blow-out at Downs Base (HM07-007)
|
|
Budgets with variable income (HM07-008)
|
|
Middle Park General Practice anticipates a ‘boom’ (HM07-009)
|
|
Business cases for health service investments (HM07-011)
|
|
Funding patterns and trends in health (HM07-013)
|
|
The anatomy of a business case (HM07-014)
|
|
Writing successful business cases for change projects in health (HM07-015)
|
|
How budgets and business cases influence health service delivery (HM07-M01)
|
|
Planning your budget approach (HM07-M02)
|
|
Budgets with fixed revenue (HM07-M03)
|
|
Budgets with income and cost discretion (HM07-M04)
|
|
Business cases for capital investments in health (HM07-M05)
|
|
Business cases for change projects in health (HM07-M06)
|
|
Orientation to ‘Show me the money part 2: influencing the way resources are deployed to deliver healthcare’ (HM07-M07)
|
|
Summing up ‘Show me the money 2: Influencing the way resources are deployed to deliver healthcare’ (HM07-M08)
|
|
Action learning worksheet – 'Show me the money 2' (HM07-W01)
|
|
Management roles: levels and skills (HM09-001)
|
|
Learning Log Book ‘The role of the manager' (HM09-001-LLB)
|
|
Learning Log Book: ‘Leadership as a manager' (HM09-002-LLB)
|
|
Learning Log Book: ‘How do teams work?' (HM09-003-LLB)
|
|
Leaders are born not made....right? (HM09-004)
|
|
Learning Log Book: Operations management (HM09-004-LLB)
|
|
Self awareness and leadership (HM09-005)
|
|
Learning Log Book: ‘Coping with the stresses of middle management in healthcare’ (HM09-005-LLB)
|
|
The role of the manager in a highly performing team (HM09-006)
|
|
Learning Log Book: ‘Maintaining effective professional relationships’ (HM09-006-LLB)
|
|
Managing the management team at Jerusalem Gardens (HM09-007)
|
|
Lee’s first challenge as nursing unit manager (HM09-008)
|
|
Are the doctors at Middle Park Clinic a team? (HM09-009)
|
|
Operations management for first line managers (HM09-010)
|
|
Operational expenditure for health service provision (HM09-011)
|
|
Identifying stressors for first line managers (HM09-012)
|
|
Identifying the challenges for Lee, Ayesha and Adrian (HM09-013)
|
|
Strategies for managing stress for first line managers (HM09-014)
|
|
Identifying strategies for Lee and Ayesha (HM09-015)
|
|
Managing people (HM09-016)
|
|
Ayesha has a crisis (HM09-017)
|
|
Managing conflict (HM09-018)
|
|
Adrian’s team has a fall out (HM09-019)
|
|
The role of the manager (HM09-M01)
|
|
Leadership as a manager (HM09-M02)
|
|
How do teams work? (HM09-M03)
|
|
Operations management (HM09-M04)
|
|
Coping with the stresses of middle management in healthcare (HM09-M05)
|
|
Maintaining effective professional relationships (HM09-M06)
|
|
Orientation to 'Managing health service teams' (HM09-M07)
|
|
Summing up ‘Managing health service teams’ (HM09-M08)
|
|
Action learning worksheet - Managing health service teams (HM09-W01)
|
|
A basic concept of innovation (IC01-001)
|
|
Learning Log Book: ‘Why innovate?’ (IC01-001-LLB)
|
|
Why bother with innovation and change? (IC01-002)
|
|
Learning Log Book: ‘What to innovate: choosing your priority’ (IC01-002-LLB)
|
|
Learning Log Book: ‘Getting started with your innovation, how to do it’ (IC01-003-LLB)
|
|
Learning Log Book: ‘Learning in progress: action research’ (IC01-004-LLB)
|
|
Learning Log Book: ‘Why good ideas fail’ (IC01-005-LLB)
|
|
Choosing a priority (IC01-006)
|
|
Learning Log Book: ‘Sustaining innovation’ (IC01-006-LLB)
|
|
‘Good healthcare is safe patient healthcare’: the relationship between innovation and safety. (IC01-007)
|
|
Leading innovation: Getting started considerations (IC01-011)
|
|
Leading innovation: kicking on (IC01-012)
|
|
Action research (IC01-013)
|
|
Action research process (IC01-014)
|
|
Watching out for road blocks! (IC01-015)
|
|
Innovation and teamwork (IC01-016)
|
|
Innovation and adoption (IC01-017)
|
|
Sustainable Innovation (IC01-018)
|
|
Improvement evaporation: a case study from the NHS (IC01-019)
|
|
Sustaining innovations in health – a project in action (IC01-020)
|
|
Why innovate? (IC01-M01)
|
|
What to innovate: choosing your priority (IC01-M02)
|
|
Getting started with innovation: how to do it (IC01-M03)
|
|
Learning in progress: Action research (IC01-M04)
|
|
Why good ideas fail (IC01-M05)
|
|
Sustaining Innovation (IC01-M06)
|
|
Orientation to ‘Ideas to action (leading innovation)’ (IC01-M07)
|
|
Summing up ‘Ideas to action (leading innovation)’ (IC01-M08)
|
|
The inevitability of change (IC02-001)
|
|
Learning Log Book: ‘Understanding change and how you adapt to change’ (IC02-001-LLB)
|
|
Change theory (IC02-002)
|
|
Learning Log Book: ‘Organisational change: it starts with you’ (IC02-002-LLB)
|
|
Organisational change (IC02-003)
|
|
Learning Log Book: ‘Identifying change opportunities’ (IC02-003-LLB)
|
|
Application of change models (IC02-004)
|
|
Learning Log Book: 'Planning for change' (IC02-004-LLB)
|
|
Identify, research and analyse change opportunities (IC02-005)
|
|
Learning Log Book: ‘Implementing, monitoring and evaluating change’ (IC02-005-LLB)
|
|
The case of the unhealthy country practice (IC02-006)
|
|
Learning Log Book: ‘Maintaining the momentum: sustaining change’ (IC02-006-LLB)
|
|
Sharpening the edge: planning change (IC02-007)
|
|
Downlands GP practice makes a plan to change (IC02-008)
|
|
The winds of change and resistance (IC02-009)
|
|
Implementing change (IC02-010)
|
|
Monitoring and evaluating change (IC02-011)
|
|
Downlands GP clinic takes stock of the change (IC02-012)
|
|
Sustaining and integrating change (IC02-013)
|
|
Downlands GP clinic embed their change (IC02-014)
|
|
The big picture of change management in organisations (IC02-015)
|
|
Understanding change and how you adapt to change (IC02-M01)
|
|
Organisational change (IC02-M02)
|
|
Identifying change opportunities (IC02-M03)
|
|
Planning for change (IC02-M04)
|
|
Implementing, monitoring, and evaluating change (IC02-M05)
|
|
Maintaining the momentum: sustaining change (IC02-M06)
|
|
Orientation to ‘Fundamentals of managing change’ (IC02-M07)
|
|
Summing up ‘Fundamentals of managing change’ (IC02-M08)
|
|
Action learning worksheet – fundamentals of managing change (IC02-W01)
|
|
Introduction to evaluation (IC05-001)
|
|
Learning Log Book: 'Origins and trends of innovation evaluation in healthcare' (IC05-001-LLB)
|
|
Development of evaluation techniques for health services innovation: a merging of research and health practice (IC05-002)
|
|
Learning Log Book ‘Evaluation of innovation: methodology’ (IC05-002-LLB)
|
|
Learning Log Book: ‘Evaluation of innovation: strategy’ (IC05-003-LLB)
|
|
Learning Log Book: ‘Evaluation of education: indicators’ (IC05-004-LLB)
|
|
Planning for evaluation (IC05-005)
|
|
Learning Log Book: ‘Evaluation of innovation: extracting and interpreting evaluation data’ (IC05-005-LLB)
|
|
Tips for planning health services innovation evaluation: top ten common boo boos (IC05-006)
|
|
Learning Log Book: ‘Evaluation of innovation: reporting’ (IC05-006-LLB)
|
|
Downlands Home Care Service initiative: Planning the evaluation. (IC05-007)
|
|
Defining evaluation questions (IC05-009)
|
|
Information strategies (IC05-010)
|
|
Downlands Home Care Service initiative: crafting the questions (IC05-011)
|
|
Indicators (IC05-012)
|
|
Downlands Home Care Service initiative: selecting the indicators. (IC05-013)
|
|
Tips and strategies for data collection (IC05-014)
|
|
Downlands Home Care Service initiative: identifying appropriate measurement tools (IC05-015)
|
|
Data analysis and interpretation (IC05-016)
|
|
Data analysis and interpretation (IC05-021)
|
|
Downlands Home Care Service initiative: disseminating the report (IC05-022)
|
|
Origins and trends of innovation evaluation in healthcare (IC05-M01)
|
|
Origins and trends of innovation evaluation in healthcare (IC05-M01-TPNEP)
|
|
Evaluation of innovation: methodology (IC05-M02)
|
|
Evaluation of innovation: strategy (IC05-M03)
|
|
Evaluation of innovation: indicators (IC05-M04)
|
|
Evaluation of innovation: extracting and interpreting evaluation data (IC05-M05)
|
|
Evaluation of innovation: reporting (IC05-M06)
|
|
Orientation to ‘Evaluation of innovation' (IC05-M07)
|
|
Summing up ‘Evaluation of Innovation’ (IC05-M08)
|
|
Action learning worksheet – 'Evaluation of innovation' (IC05-W01)
|
|
Health workforce reform: a critical issue (IC06-001)
|
|
Learning Log Book: ‘Health workforce shortage’ (IC06-001-LLB)
|
|
Contextualising health workforce innovation. A look at HealthCast 2020: Creating a Sustainable Future (IC06-002)
|
|
Learning Log Book: ‘Tribalism to competency: a change in workforce thinking’ (IC06-002-LLB)
|
|
The trend from professional tribes to competency frameworks for health roles (IC06-003)
|
|
Learning Log Book: ‘Role innovation’ (IC06-003-LLB)
|
|
NHS skills escalator: value for Australia? (IC06-004)
|
|
Learning log book: ‘Job redesign’ (IC06-004-LLB)
|
|
Extending and creating new roles for health service delivery (IC06-005)
|
|
Learning log book: ‘Changing work roles’ (IC06-005-LLB)
|
|
Learning Log Book: ‘Legal and governance considerations for workforce reform’ (IC06-006-LLB)
|
|
Performing job redesign (IC06-007)
|
|
Implementing a plan to change work roles (IC06-009)
|
|
Workforce Governance (IC06-010)
|
|
Health workforce shortage (IC06-M01)
|
|
Professional silos to competency: a change in workforce thinking (IC06-M02)
|
|
Role innovation (IC06-M03)
|
|
Job redesign (IC06-M04)
|
|
Changing work roles (IC06-M05)
|
|
Legal and governance considerations for workforce reform (IC06-M06)
|
|
Orientation to ‘Workforce innovation’ (IC06-M07)
|
|
Summing up ‘Workforce innovation’ (IC06-M08)
|
|
Orientation to ‘Implementing and evaluating workforce innovation’ (IC08-M07)
|
|
Quality of working life: the history (IC09-001)
|
|
Learning Log Book: ‘Quality of working life’ (IC09-001-LLB)
|
|
Quality of working life: the model (IC09-002)
|
|
Learning Log Book: Common workplace stressors (IC09-002-LLB)
|
|
Understanding occupational stressors (IC09-003)
|
|
Learning Log Book: ‘How we respond to workplace change’ (IC09-003-LLB)
|
|
Stress Busters: A case study part 1 (IC09-004)
|
|
Learning Log Book: 'Optimising the quality of work environments' (IC09-004-LLB)
|
|
Mechanisms of stress responses (IC09-005)
|
|
Learning Log Book: 'Work climate and the organisational impact ’ (IC09-005-LLB)
|
|
Stress buster: the response to change - a case study (part 2) (IC09-006)
|
|
Learning Log Book: 'Managing up to improve work culture' (IC09-006-LLB)
|
|
A methodology for managing socio-organisational stressors (IC09-007)
|
|
Reviewing the framework: A case study Part 3 (IC09-008)
|
|
Work climate and the organisational impact (IC09-009)
|
|
What is the quality of your working environment? (IC09-010)
|
|
Measuring health and productivity: dos and don’ts (IC09-011)
|
|
Tips for managing up (IC09-012)
|
|
Quality of working life (IC09-M01)
|
|
Common workplace stressors (IC09-M02)
|
|
How we respond to workplace change (IC09-M03)
|
|
Optimising the quality of work environments (IC09-M04)
|
|
Work climate and the organisational impact (IC09-M05)
|
|
Managing up to improve work culture (IC09-M06)
|
|
Orientation to ‘Creating a positive culture in health services’ (IC09-M07)
|
|
Summing up ‘Creating a positive culture in health services' (IC09-M08)
|
|
Action learning worksheet - Creating a positive culture in health services (IC09-W01)
|
|
Introducing your human body (IHB-01)
|
|
Your amazing body (IHB-01-01)
|
|
What a machine! (IHB-02)
|
|
Getting organised – anatomy overview (IHB-02-01)
|
|
Physiology -an overview (IHB-02-02)
|
|
Cellular life: building a foundation (IHB-02-03)
|
|
Tissues - from cells to organs (IHB-02-04)
|
|
Spanner in the works (IHB-03)
|
|
Pathophysiology (IHB-03-01)
|
|
Mission control (IHB-04)
|
|
The nervous system (IHB-04-01)
|
|
The endocrine system (IHB-04-02)
|
|
All systems are go! (IHB-05)
|
|
The cardiovascular system (IHB-05-01)
|
|
The respiratory system (IHB-05-02)
|
|
The gastrointestinal system (IHB-05-03)
|
|
The urinary system (IHB-05-04)
|
|
The musculoskeletal system (IHB-05-05)
|
|
The haematological and immune systems (IHB-05-06)
|
|
The reproductive system (IHB-05-07)
|
|
The integumentary system (IHB-05-08)
|
|
MA4200 - Introduction to the human body: Examination (IHB-EXAM)
|
|
IHB-01: Progressive Online Examination (IHB-EXAM-01)
|
|
IHB-02: Progressive Online Examination (IHB-EXAM-02)
|
|
IHB-03: Progressive Online Examination (IHB-EXAM-03)
|
|
IHB-04: Progressive Online Examination (IHB-EXAM-04)
|
|
IHB-05A: Progressive Online Examination (IHB-EXAM-05A)
|
|
IHB-05B: Progressive Online Examination (IHB-EXAM-05B)
|
|
IHB-05A: Progressive Online Examination (IHB-EXAM-TEST2)
|
|
Orientation to ' MA4200: Introduction to the Human Body’ (IHB-INTRO)
|
|
Introduction to ‘MA4200: Introduction to the human body’ (IHB-ORI)
|
|
MA4201 - Introduction to the human body: RPL (IHB-RPL)
|
|
Respect for the law and the system of government (ILS-2001-6Q)
|
|
Respect for people (ILS-2002-6Q)
|
|
Integrity (ILS-2003-6Q)
|
|
Diligence (ILS-2004-6Q)
|
|
Economy and efficiency (ILS-2005-6Q)
|
|
Affinity diagrams (ILS-2006-6Q)
|
|
Affinity diagrams (ILS-2006-G)
|
|
Focus groups (ILS-2007-6Q)
|
|
Focus groups (ILS-2007-G)
|
|
Brainstorming, multivoting and Nominal Group Technique (ILS-2008-6Q)
|
|
Brainstorming, multivoting and Nominal Group Technique (ILS-2008-G)
|
|
Process flow charts (ILS-2010-6Q)
|
|
Process flow charts (ILS-2010-G)
|
|
Tally sheets and tables (ILS-2011-6Q)
|
|
Tally sheets and tables (ILS-2011-G)
|
|
Cause and effect diagrams (ILS-2012-6Q)
|
|
Cause and effect diagrams (ILS-2012-G)
|
|
Pareto charts (ILS-2013-6Q)
|
|
Pareto charts (ILS-2013-G)
|
|
Run charts and process control charts (ILS-2014-6Q)
|
|
Run charts and process control charts (ILS-2014-G)
|
|
Dazzle your friends with Q words (ILS-2015-4-TPNEP)
|
|
Dazzle your friends with Q words (ILS-2015-6Q)
|
|
Dazzle your friends with Q words (ILS-2015-G)
|
|
Introduction to indicators (ILS-2016-6Q)
|
|
Introduction to indicators (ILS-2016-G)
|
|
Surveys (ILS-2017_OLD-6Q)
|
|
Surveys (ILS-2017-6Q)
|
|
Surveys (ILS-2017-G)
|
|
Introduction to Clinical Pathways (ILS-2018-6Q)
|
|
Using Clinical Pathways effectively (ILS-2019-6Q)
|
|
Defining and documenting variances (ILS-2020-6Q)
|
|
Communicating with Aboriginal and Torres Strait Islander people (ILS-2021-10Q)
|
|
Cross-cultural communication (ILS-2021-6Q)
|
|
Planning for a successful Clinical Pathways development project (ILS-2022-6Q)
|
|
Classified patient provisions and documents (ILS-2023-10Q)
|
|
Classified patient provisions and documents (ILS-2023-6Q)
|
|
Classified patient processes (ILS-2024-10Q)
|
|
Classified patient processes (ILS-2024-6Q)
|
|
Initial assessment and treatment orders for classified patients (ILS-2025-10Q)
|
|
Initial assessment and treatment orders for classified patients (ILS-2025-6Q)
|
|
The transition from classified patient status (ILS-2026-10Q)
|
|
The transition from classified patient status (ILS-2026-6Q)
|
|
Temporary absence, moving and transfer of classified patients (ILS-2027-10Q)
|
|
Temporary absence, moving and transfer of classified patients (ILS-2027-6Q)
|
|
Forensic provisions and the determination of criminal charges (ILS-2029-10Q)
|
|
Forensic provisions and the determination of criminal charges (ILS-2029-6Q)
|
|
Forensic provisions and the determination of criminal charges (ILS-2029-8Q)
|
|
Review of forensic patients and fitness for trial (ILS-2030-10Q)
|
|
Review of forensic patients and fitness for trial (ILS-2030-6Q)
|
|
Review of forensic patients and fitness for trial (ILS-2030-8Q)
|
|
Limited community treatment (LCT) and moving and transfer of forensic patients (ILS-2031-10Q)
|
|
Limited community treatment (LCT) and moving and transfer of forensic patients (ILS-2031-6Q)
|
|
Limited community treatment (LCT) and moving and transfer of forensic patients (ILS-2031-8Q)
|
|
Involuntary assessment process and criteria (ILS-2033-10Q)
|
|
Involuntary assessment process and criteria (ILS-2033-6Q)
|
|
Taking a person to a health service for involuntary assessment, including warrants and entry to places (ILS-2034-10Q)
|
|
Taking a person to a health service for involuntary assessment, including warrants and entry to places (ILS-2034-6Q)
|
|
Involuntary treatment provisions and orders (ILS-2035-10Q)
|
|
Involuntary treatment provisions and orders (ILS-2035-6Q)
|
|
Statement of patient rights, access to information and involvement in decisions (ILS-2036-10Q)
|
|
Statement of patient rights, access to information and involvement in decisions (ILS-2036-6Q)
|
|
Allied persons and substituted decision-makers (ILS-2037-10Q)
|
|
Allied persons and substituted decision-makers (ILS-2037-6Q)
|
|
Limited community treatment and classified patients (ILS-2038-10Q)
|
|
Limited community treatment and classified patients (ILS-2038-6Q)
|
|
A guided tour of the CDP website (ILS-2039-6Q)
|
|
What’s that spot? (ILS-4006-4)
|
|
A guided tour of the Med-E-Serv Education ‘study desktop’ (ILS-5002)
|
|
A guided tour of Med-E-Serv Online Education (ILS-5003)
|
|
Principles of underwater seal drains (ILS-5004)
|
|
What’s that spot? (ILS-5005)
|
|
Standard technique for chest tube insertion in adults (ILS-5007)
|
|
The 5 steps of Evidence-Based Practice (ILS-5008)
|
|
Assessing the patient with suspected depression (ILS-5009)
|
|
Long-term management and relapse prevention strategies in common mental health disorders (ILS-5010)
|
|
A blast from the past: kidney pathophysiology (ILS-5011)
|
|
The role of adjuvant hormone therapy in postmenopausal early breast cancer (ILS-5012)
|
|
Assisting with chest tube insertion in adults (ILS-5014)
|
|
Assisting with chest tube insertion in adults (ILS-5014-G)
|
|
Managing underwater seal drains - alternative devices, patient transport and education (ILS-5015)
|
|
Managing underwater seal drains - alternative devices, patient transport and education (ILS-5015-G)
|
|
Management principles of complications of chronic kidney disease (ILS-5016)
|
|
Removal of chest tubes (ILS-5017)
|
|
Removal of chest tubes (ILS-5017-G)
|
|
Update on the use of Rh (D) immunoglobulin in Australia (ILS-5018)
|
|
Gestational diabetes – diagnosis and management principles (ILS-5019)
|
|
Lifestyle and dental health (ILS-5020)
|
|
Medicines and Dentistry (ILS-5021)
|
|
Gestational diabetes – diagnosis and management principles (ILS-5022)
|
|
Rules for interpreting charts (ILS-5023)
|
|
Rules for interpreting charts (ILS-5023-G)
|
|
Sunscreen - essential beachwear this summer (ILS-5024)
|
|
Metabolic Syndrome – Keeping up with Krebs (ILS-5025)
|
|
Managing underwater seal drains – principles, management and troubleshooting (ILS-5026)
|
|
Managing underwater seal drains – principles, management and troubleshooting for nurses (ILS-5026-G)
|
|
Keeping up to date - March 2007 (ILS-5027)
|
|
Keeping up-to-date in April 2007 (ILS-5028)
|
|
Refresher on the female reproductive cycle (ILS-5029)
|
|
Keeping up-to-date in May 2007 (ILS-5032)
|
|
Keeping up-to-date in June 2007 (ILS-5033)
|
|
Keeping up-to-date in July 2007 (ILS-5034)
|
|
Keeping up-to-date in August 2007 (ILS-5035)
|
|
Keeping up-to-date in September 2007 (ILS-5036)
|
|
Keeping up-to-date in October 2007 (ILS-5038)
|
|
Emergency contraception (ILS-5039)
|
|
Emergency contraception (ILS-5039-Trial)
|
|
Understanding the quality use of medicines (ILS-5040)
|
|
Keeping up-to-date in November 2007 (ILS-5041)
|
|
Keeping up-to-date in December 2007 (ILS-5042)
|
|
Keeping up-to-date in January 2008 (ILS-5043)
|
|
Keeping up-to-date in February 2008 (ILS-5045)
|
|
Keeping up-to-date in March 2008 (ILS-5046)
|
|
Keeping up-to-date in April 2008 (ILS-5047)
|
|
Case Study: nurse-nurse handover at the bedside (ILS-5051)
|
|
Case study: Multidisciplinary team handover at the whiteboard (Queensland Health) (ILS-5052)
|
|
Keeping up-to-date in June 2008 (ILS-5053)
|
|
Keeping up-to-date in July 2008 (ILS-5054)
|
|
Keeping up-to-date in August 2008 (ILS-5055)
|
|
Pulse teacher orientation (ILS-5056)
|
|
Keeping up-to-date in September 2008 (ILS-5057)
|
|
Keeping up-to-date in October 2008 (ILS-5058)
|
|
Keeping up-to-date in November 2008 (ILS-5059)
|
|
Stepping up to the challenge: managing clinical incidents at the unit level (ILS-5060)
|
|
An overview of a normal labour and birth (ILS-5061)
|
|
Keeping up-to-date in December 2008 (ILS-5063)
|
|
The QNC Scope of Practice – Framework for Nurses and Midwives (ILS-5064)
|
|
Keeping up-to-date in January 2009 (ILS-5065)
|
|
Keeping up-to-date in February 2009 (ILS-5066)
|
|
Keeping up to date – March 2009 (ILS-5067)
|
|
Determining pressure ulcer staging: 1 to 4 (ILS-5068)
|
|
Mental health in rural and remote Australia: an overview (ILS-5069)
|
|
Insertion of large bore chest tube by blunt dissection in adults (ILS-5070)
|
|
Managing underwater seal drains – principles, management and troubleshooting for doctors (ILS-5071)
|
|
Removal of chest tubes (ILS-5072)
|
|
Managing underwater seal drains - alternative devices, patient transport and education (ILS-5073)
|
|
Cross-cultural communication (ILS-5075)
|
|
Support for victims of mentally ill offenders (ILS-5076)
|
|
Lung physiology – the bare bones (INA-5001)
|
|
Anatomy refresher (INA-5002)
|
|
Assessing risk and minimising complications in chest tube insertion (INA-5003)
|
|
The basics of constructing a searchable question (INA-5004)
|
|
Overcoming barriers to Evidence-Based Practice (INA-5005)
|
|
An approach to counselling in general practice (INA-5006)
|
|
Latest news and views – Australian Pharmacist July 2005 (INA-5007)
|
|
Australian Pharmacist July 2005 – news and complementary questions (INA-5008)
|
|
What was your last experience supervising a medical student? (INA-5009)
|
|
What was your last experience supervising a medical student? (INA-5009-DEMO)
|
|
Putting it altogether (INA-5010)
|
|
Australian Pharmacist March 2006: macular degeneration and home monitoring of warfarin (INA-5011)
|
|
Extension activities: ‘Australians and their health care’ (INA-5012)
|
|
Extension activities: ‘Listening to Australian patients’ (INA-5013)
|
|
Extension activities: ‘Talking to Australian patients’ (INA-5014)
|
|
Extension activities: ‘Cultural Awareness and Medical Practice’ (INA-5015)
|
|
Extension activities: ‘Multicultural Australia’ (INA-5017)
|
|
Extension activities: ‘Australian families’ (INA-5018)
|
|
Extension activities: ‘Professionalism and the workplace’ (INA-5019)
|
|
Extension activities: ‘The health care team’ (INA-5020)
|
|
Extension activities: ‘Written communication and medical records’ (INA-5021)
|
|
Extension activities: ‘Self as professional’ (INA-5022)
|
|
Australian Pharmacist and the NPS News - have you read the April 2005 issues? (INA-5023)
|
|
AJP, ADRAC Bulletin and the PBS/RPBS updates - what’s new in April 2005? (INA-5024)
|
|
Australian Pharmacist - have you read the May 2005 issue? (INA-5025)
|
|
What’s new in the May 2005 issue of the AJP? (INA-5026)
|
|
It’s asthma season again - have you read the NAC information papers? (INA-5027)
|
|
AJP and the Australian Prescriber - what’s new in June 2005? (INA-5028)
|
|
Asthma and allergy, and lung function tests (INA-5029)
|
|
Asthma and pain relievers, and air pollution (INA-5030)
|
|
Asthma and complementary therapies, and infant bedding (INA-5031)
|
|
Asthma and diet in childhood, and wheezing in the first years of life (INA-5032)
|
|
Australian Pharmacist and NPS Radar - have you read the August 2005 issues? (INA-5033)
|
|
ADRAC Bulletin and PBS updates - what's new in August 2005? (INA-5034)
|
|
Australian Pharmacist - cardiovascular topics in the September 2005 issue (INA-5035)
|
|
Australian Pharmacist - Botox, ageing and wound management (INA-5036)
|
|
Australian Pharmacist October 2005 – childhood obesity, diabetes and otitis media (INA-5037)
|
|
Australian Prescriber and PBS updates - what's new in October 2005? (INA-5038)
|
|
Australian Pharmacist November 2005 – medication safety and news (INA-5039)
|
|
Australian Pharmacist November 2005 - old drug, new indication and product news (INA-5040)
|
|
Australian Pharmacist February 2006 – kids’ safety and hypertension (INA-5041)
|
|
ADRAC Bulletin and PBS updates - what's new in February 2006? (INA-5042)
|
|
Australian Pharmacist March 2006: CMI and old drug - new indication (INA-5043)
|
|
Anatomy and physiology refresher for insertion and management of chest drains (INA-5044)
|
|
Anatomy and physiology refresher for insertion and management of chest drains (INA-5044-G)
|
|
Assessing risk and analysing why complications occur (INA-5045)
|
|
Assessing risk and analysing why complications occur (INA-5045-G)
|
|
Brand substitution, osteoporosis and new drugs (INA-5046)
|
|
Meals and medicines, interactions and hepatotoxicity (INA-5047)
|
|
Obesity, tiagabine and serotonin toxicity (INA-5048)
|
|
Product news and PBS amendments (INA-5049)
|
|
Combining aspirin and clopidogrel, old drug new indication and ADRAC reports (INA-5050)
|
|
TNF inhibitors and drug treatment of neuropathic pain (INA-5051)
|
|
Ciprofloxacin for otitis media and a new COX-2 selective NSAID (INA-5052)
|
|
New alendronate formulation and some late PBS amendments (INA-5053)
|
|
Interpreting improvement with control charts (INA-5054)
|
|
Interpreting improvement with control charts (INA-5054-G)
|
|
Methadone for chronic pain and xerostomia (INA-5055)
|
|
ADRAC reports - biphosphonates, enoxaparin and terbinafine (INA-5056)
|
|
ADRAC reports - Beware the triple whammy! Also, new drug - darifenacin hydrobromide (INA-5057)
|
|
H2 antagonist – fixing more than a pain in your stomach (INA-5058)
|
|
Anaemia, vitamin B12 and folate (INA-5059)
|
|
What’s new with cholesterol-lowering drugs and hypertension? (INA-5060)
|
|
CVD prevention and some important new findings (INA-5061)
|
|
RU486 – from controversy to cure, and Hepatitis serology (INA-5062)
|
|
Current management for spider bites and gingival bleeding (INA-5063)
|
|
Things that go bump in the night – that’s enough to raise your blood pressure (INA-5064)
|
|
Getting to the sole of the problem – diabetic foot care and renal impairment (INA-5065)
|
|
Insertion of chest tubes in adults: assessment quiz (INA-5066)
|
|
Anatomy refresher (INA-5067)
|
|
Assessing risk and minimising complications in chest tube insertion (INA-5068)
|
|
Action learning worksheet – ‘Assessing Mal’s mental state’ (INT-0002)
|
|
jmtest3 (JMTEST3)
|
|
test release (JMTEST4)
|
|
test (JMTEST52)
|
|
jmtest53 (JMTEST53)
|
|
jmtest54 (JMTEST54)
|
|
Alan’s journey (JRNY-ALAN)
|
|
Daranga's journey (JRNY-DARANGA)
|
|
Richard’s journey (JRNY-RICHARD)
|
|
Queensland Health Code of Conduct 2006 (KRM-2001-6Q)
|
|
The Queensland Health Quality Policy (KRM-2002-6Q)
|
|
Protocol for provision of orlistat (KRM-5000)
|
|
Litigation in general practice: reducing the risk – part I (KRM-5001)
|
|
Litigation in general practice: reducing the risk – part II (KRM-5002)
|
|
Litigation in general practice: reducing the risk – part III (KRM-5003)
|
|
Prescribing medicines in pregnancy (KRM-5004)
|
|
Common dental conditions (KRM-5005)
|
|
Writing a statement and being a witness (KRM-5007)
|
|
Writing a statement and being a witness (KRM-5007-1)
|
|
Practice tip: Education brochures (KRM-5010)
|
|
Pathology resources (KRM-5011)
|
|
Health checks (KRM-5012)
|
|
Self-management (KRM-5013)
|
|
Primary health information systems (KRM-5014)
|
|
Mandatory activity: Patient positioning (LLB-0001)
|
|
Mandatory activity: Patient assessment and planning (LLB-0002)
|
|
Mandatory activity:Components of an anaesthetic machine (LLB-0003)
|
|
Anaesthetic nursing care - assessment (LLBM-0001)
|
|
Learning Log Book for 'Special communication requirements for healthcare teams' (LLBM-4611)
|
|
Learning Log Book for 'Clinicians making things happen through projects and people' (LLBM-4613)
|
|
Learning Log Book for 'The Australian Healthcare system: present and future challenges' (LLBM-4614)
|
|
Learning Log Book for Patient safety and quality: Principles and practice (LLBM-4631)
|
|
Learning Log Book for 'Achieving patient-centred, evidence-based healthcare' (LLBM-4632)
|
|
Learning Log Book for Managing for quality and performance in healthcare services (LLBM-4633)
|
|
Learning Log Book for Professional practice educational intervention design and assessment (LLBM-4653)
|
|
Learning Log Book for 'Planning and evaluating health professional development programs' (LLBM-4655)
|
|
Learning Log Book for The business of health (LLBM-4673)
|
|
Learning Log Book for Skills for healthcare team leaders (LLBM-4674)
|
|
Learning Log Book for 'Leading innovation in health services' (LLBM-4691)
|
|
Learning Log Book for Human face of change in healthcare (LLBM-4692)
|
|
Learning Log Book for Strategic planning for workforce innovation (LLBM-4696)
|
|
Developing evidence based Clinical Practice Guidelines - Learning Log Book (LLBM-4712)
|
|
Learning Log Book - Pulse (LLB-PULSE)
|
|
Local community Aboriginal cultural orientation (LMO-0534)
|
|
Introduction to Evidence-Based Practice for clinicians (LMO-2001-6G)
|
|
Introduction to Evidence-Based Practice for clinicians (LMO-2001-6Q)
|
|
Introduction to the Clinical Practice Guideline development process (LMO-2002-6Q)
|
|
Introduction to the Clinical Practice Guideline development process (LMO-2002-G)
|
|
Getting organised to develop a Clinical Practice Guideline (LMO-2003-6G)
|
|
Getting organised to develop a Clinical Practice Guideline (LMO-2003-6Q)
|
|
Guideline development: getting down to work (LMO-2004-6Q)
|
|
Guideline development: getting down to work (LMO-2004-G)
|
|
Getting your clinical question ready for searching (LMO-2005-6Q)
|
|
Getting your clinical question ready for searching (LMO-2005-G)
|
|
Uncovering the evidence: literature searching basics (LMO-2006-6G)
|
|
Uncovering the evidence: literature searching basics (LMO-2006-6Q)
|
|
Introduction to critical appraisal (LMO-2007-6Q)
|
|
Introduction to critical appraisal (LMO-2007-G)
|
|
Critically appraising Clinical Practice Guidelines (LMO-2008-6Q)
|
|
Critically appraising Clinical Practice Guidelines (LMO-2008-G)
|
|
Critically appraising systematic reviews (LMO-2009-6Q)
|
|
Critically appraising systematic reviews (LMO-2009-G)
|
|
Critically appraising intervention (treatment) studies (LMO-2010-6Q)
|
|
Critically appraising intervention (treatment) studies (LMO-2010-G)
|
|
Critically appraising prognostic studies (LMO-2011-6Q)
|
|
Critically appraising prognostic studies (LMO-2011-G)
|
|
Critically appraising diagnostic studies (LMO-2012-6Q)
|
|
Critically appraising diagnostic studies (LMO-2012-G)
|
|
Making EBP work for you and your patients (LMO-2013-6Q)
|
|
Making EBP work for you and your patients (LMO-2013-G)
|
|
Formulating Guideline recommendations (LMO-2014-6Q)
|
|
Formulating Guideline recommendations (LMO-2014-G)
|
|
Dissemination and evaluation of Clinical Practice Guidelines (LMO-2015-6Q)
|
|
Dissemination and evaluation of Clinical Practice Guidelines (LMO-2015-G)
|
|
The Queensland Health Code of Conduct 2000 (LMO-2016-6Q)
|
|
Local community Aboriginal and Torres Strait Islander cultural orientation (LMO-2017-6Q)
|
|
Classified patients and the Mental Health Act 2000 (LMO-2018-10Q)
|
|
Classified patients and the Mental Health Act 2000 (LMO-2018-6Q)
|
|
The forensic provisions of the 'Mental Health Act 2000' (LMO-2019-10Q)
|
|
The forensic provisions of the 'Mental Health Act 2000' (LMO-2019-6Q)
|
|
The forensic provisions of the 'Mental Health Act 2000' (LMO-2019-8Q)
|
|
Introduction to quality (LMO-2021-6G)
|
|
Introduction to quality (LMO-2021-6Q)
|
|
Quality processes (LMO-2022-6G)
|
|
Quality processes (LMO-2022-6Q)
|
|
Indicators and how to measure them (LMO-2023-6Q)
|
|
Indicators and how to measure them (LMO-2023-G)
|
|
The user's guide to Clinical Pathways (LMO-2024-6Q)
|
|
The developer’s guide to Clinical Pathways (LMO-2025-6Q)
|
|
Introduction to project management (LMO-2026-6Q)
|
|
Involuntary assessment and treatment provisions of the Mental Health Act 2000 (LMO-2027-10Q)
|
|
Involuntary assessment and treatment provisions of the Mental Health Act 2000 (LMO-2027-6Q)
|
|
The Queensland Health Code of Conduct 2006 (LMO-2028-6Q)
|
|
The return provisions of the Mental Health Act 2000 (LMO-2029-10Q)
|
|
The return provisions of the Mental Health Act 2000 (LMO-2029-6Q)
|
|
Queensland Health Code of Conduct 2000 (LMO-2099-6Q)
|
|
Short Course: Mental Health Skills for General Practitioners (LMO-501)
|
|
Short Course: Evidence-based practice (LMO-515)
|
|
Short Course: Research skills for GPs (LMO-516)
|
|
Short Course: Teaching in general practice (LMO-517)
|
|
Northside District Evaluation Pre Workshop (LMO-533)
|
|
Paediatric eyes 1 - abnormal vision, amblyopia and squint (LPR-001-4)
|
|
Paediatric eyes 2 - ophthalmic infections and injuries (LPR-002-4)
|
|
Paediatric eyes 3 - disorders of adnexa and globe (LPR-003-4)
|
|
Paediatric eyes 4 - examination techniques (LPR-004-4)
|
|
Ophthalmic agents (LPR-005-4)
|
|
Ophthalmic examination - adult (LPR-009-4)
|
|
Glaucoma (LPR-010-4)
|
|
Disorders of the adnexa and globe (LPR-011-4)
|
|
Red and irritated eyes (LPR-012-4)
|
|
Systemic diseases and the eye (LPR-013-4)
|
|
Flashes, floaters and loss of vision (LPR-014-4)
|
|
The coughing child (LPR-031-4)
|
|
Childhood chest infections (LPR-032-4)
|
|
The child with cystic fibrosis (LPR-033-4)
|
|
Getting your questions ready for searching (LPR-101-4)
|
|
Shortcuts: high quality summary sources (LPR-102-4)
|
|
Free databases and how to use them (LPR-103-4)
|
|
Quantitative studies: a guide to interpreting a paper (LPR-104-4)
|
|
Studies about diagnostic tests (LPR-105-4)
|
|
Qualitative studies - questions that ask what, how and why? (LPR-106-4)
|
|
Tailoring the evidence to your patient (LPR-107-4)
|
|
Conducting a Single Patient Open Trial (SPOT) (LPR-108-4)
|
|
Audit: are you making a difference? (LPR-109-4)
|
|
Writing up your experiences: peer review and the dissemination of new knowledge (LPR-110-4)
|
|
Having a clinical trial in your practice (LPR-111-4)
|
|
Beginning to develop a research question (LPR-112-4)
|
|
Primary and secondary prevention of stroke (LPR-117-4)
|
|
Acute management principles of stroke and transient ischaemic attack (LPR-118-4)
|
|
Rehabilitation after stroke and long-term sequelae (LPR-119-4)
|
|
Issues in cancer management - the GP's role (LPR-123-4)
|
|
Psychosocial aspects of cancer management - the GP's role (LPR-124-4)
|
|
Learning in the clinical setting (LPR-174-4)
|
|
Teaching about clinical knowledge and practical skills in general practice (LPR-175-4)
|
|
Teaching about community perspective and the professional responsibilities of practice (LPR-176-4)
|
|
Developing a learning plan and giving feedback (LPR-177-4)
|
|
Introduction to Evidence-Based Practice (LPR-2001-6G)
|
|
Introduction to Evidence-Based Practice (LPR-2001-6Q)
|
|
Introduction to Evidence-Based Practice (LPR-2001-7P)
|
|
How to formulate an answerable clinical question (LPR-2002-6Q)
|
|
How to formulate an answerable clinical question (LPR-2002-7P)
|
|
How to formulate an answerable clinical question (LPR-2002-G)
|
|
Basic search techniques (LPR-2003-6Q)
|
|
Basic search techniques (LPR-2003-7P)
|
|
Basic search techniques (LPR-2003-G)
|
|
Searching databases on CKN (LPR-2004-6Q)
|
|
Critical appraisal concepts (LPR-2005-6Q)
|
|
Critical appraisal concepts (LPR-2005-7P)
|
|
Critical appraisal concepts (LPR-2005-G)
|
|
Basic biostatistics (LPR-2006-6Q)
|
|
Basic biostatistics (LPR-2006-7P)
|
|
Basic biostatistics (LPR-2006-G)
|
|
Applying clinical evidence (LPR-2007-6Q)
|
|
Applying clinical evidence (LPR-2007-G)
|
|
Your future development as an evidence-based practitioner (LPR-2008-6Q)
|
|
Your future development as an evidence-based practitioner (LPR-2008-G)
|
|
Clinical Practice Guidelines: Why bother? (LPR-2009-6Q)
|
|
Clinical Practice Guidelines: Why bother? (LPR-2009-G)
|
|
Overview of Clinical Practice Guideline development (LPR-2010-6Q)
|
|
Overview of Clinical Practice Guideline development (LPR-2010-G)
|
|
Organising to develop a Clinical Practice Guideline (LPR-2011-6G)
|
|
Organising to develop a Clinical Practice Guideline (LPR-2011-6Q)
|
|
Effective Guideline development groups (LPR-2012-6Q)
|
|
Effective Guideline development groups (LPR-2012-G)
|
|
Setting clear objectives (LPR-2013-6Q)
|
|
Setting clear objectives (LPR-2013-G)
|
|
Laying out the tasks and timelines (LPR-2014-6Q)
|
|
Laying out the tasks and timelines (LPR-2014-G)
|
|
Critical appraisal of Clinical Practice Guidelines (LPR-2015-6Q)
|
|
Critical appraisal of Clinical Practice Guidelines (LPR-2015-G)
|
|
Critical appraisal of systematic reviews (LPR-2016-6Q)
|
|
Critical appraisal of systematic reviews (LPR-2016-G)
|
|
Critical appraisal of intervention (treatment) studies (LPR-2017-6Q)
|
|
Critical appraisal of intervention (treatment) studies (LPR-2017-G)
|
|
Critical appraisal of prognostic studies (LPR-2018-6Q)
|
|
Critical appraisal of prognostic studies (LPR-2018-G)
|
|
Critical appraisal of diagnostic studies (LPR-2019-6Q)
|
|
Critical appraisal of diagnostic studies (LPR-2019-G)
|
|
Formulating Guideline recommendations (LPR-2020-6Q)
|
|
Formulating Guideline recommendations (LPR-2020-G)
|
|
Guideline presentation techniques (LPR-2021-6Q)
|
|
Guideline presentation techniques (LPR-2021-G)
|
|
Maximising the impact of your Clinical Practice Guidelines (LPR-2022-6Q)
|
|
Maximising the impact of your Clinical Practice Guidelines (LPR-2022-G)
|
|
Evaluation and review of Clinical Practice Guidelines (LPR-2023-6Q)
|
|
Evaluation and review of Clinical Practice Guidelines (LPR-2023-G)
|
|
Overview of the Code of Conduct 2006 (LPR-2024-6Q)
|
|
Coming to grips with culture (LPR-2025-10Q)
|
|
Coming to grips with culture (LPR-2025-6Q)
|
|
The Mental Health Court, forensic orders and special notification forensic patients (LPR-2026-10Q)
|
|
The Mental Health Court, forensic orders and special notification forensic patients (LPR-2026-6Q)
|
|
The Mental Health Court, forensic orders and special notification forensic patients (LPR-2026-8Q)
|
|
Summary of the return provisions of the Mental Health Act 2000 – part 1 (LPR-2028-10Q)
|
|
Summary of the return provisions of the Mental Health Act 2000 – part 1 (LPR-2028-6Q)
|
|
Summary of the return provisions of the Mental Health Act 2000 – part 2 (LPR-2029-10Q)
|
|
Summary of the return provisions of the Mental Health Act 2000 – part 2 (LPR-2029-6Q)
|
|
Beginners guide to quality systems and principles (LPR-2036-6Q)
|
|
Beginners guide to quality systems and principles (LPR-2036-G)
|
|
Beginners guide to quality improvement in action (LPR-2037-6Q)
|
|
Beginners guide to quality improvement in action (LPR-2037-G)
|
|
Successful planning for any project (LPR-2038-6Q)
|
|
Principles of clinical quality improvement (LPR-2039-6Q)
|
|
Principles of clinical quality improvement (LPR-2039-G)
|
|
Quality and safety in patient care: fitting the pieces together (LPR-2040-6Q)
|
|
Quality and safety in patient care: fitting the pieces together (LPR-2040-G)
|
|
Quality improvement projects: phase 1 - planning (LPR-2041-6Q)
|
|
Quality improvement projects: phase 1 - planning (LPR-2041-G)
|
|
Quality improvement projects: phase 2 - diagnosis (LPR-2042-6Q)
|
|
Quality improvement projects: phase 2 - diagnosis (LPR-2042-G)
|
|
Quality improvement projects: phase 3 - intervention (LPR-2043-6Q)
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Quality improvement projects: phase 3 - intervention (LPR-2043-G)
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Quality improvement projects: phase 4 - evaluation (LPR-2044-6Q)
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Quality improvement projects: phase 4 - evaluation (LPR-2044-G)
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Quality improvement projects: phase 5 - sustaining the gains (LPR-2045-6Q)
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Quality improvement projects: phase 5 - sustaining the gains (LPR-2045-G)
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Clinical indicators – big and small (LPR-2046-6Q)
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Clinical indicators – big and small (LPR-2046-G)
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Evaluating your project (LPR-2047-6Q)
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Taking a Clinical Pathway from planning to implementation and review (LPR-2048-6Q)
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All about the Queensland Health Clinical Pathway template (LPR-2049-6Q)
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Dissemination of successful project initiatives and sustaining the gains (LPR-2050-6Q)
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Basal cell carcinoma (LPR-4002-4)
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Squamous cell carcinoma and related tumours (LPR-4003-4)
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Infectious hepatitis (LPR-5001)
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Gallbladder and pancreatic disease in general practice (LPR-5002)
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Non-viral liver disease (LPR-5003)
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Therapy for the menopause - an evidence-based approach (LPR-5004)
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Women’s Health Initiative in perspective (LPR-5005)
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Assessment of the well woman of menopausal age (LPR-5006)
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Nocturnal enuresis (LPR-5007)
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The investigation and treatment of urinary tract infection in children (LPR-5008)
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Care of the foreskin in infants and children (LPR-5009)
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Basal cell carcinoma (LPR-5010)
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Squamous cell carcinoma and related tumours (LPR-5011)
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Diabetic complications 1: prevention and management of macrovascular complications (LPR-5012)
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Diabetic complications 2: prevention and management of microvascular complications (LPR-5013)
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The metabolic syndrome (LPR-5014)
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Basal cell carcinoma (LPR-5015)
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The use of complementary medicines in Australia (LPR-5016)
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Evidence-based evaluation of complementary medicines (LPR-5017)
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Common complementary medicines: benefits and risks (LPR-5018)
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Mental health assessment (LPR-5022)
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Principles of management of anxiety disorders (LPR-5023)
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Principles of management of anxiety disorders (LPR-5023-PSA)
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Management strategies in depression (LPR-5024)
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Management strategies in depression (LPR-5024-PSA)
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Assessing the patient with a suspected anxiety disorder (LPR-5025)
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Assessment, staging and immediate management of chronic kidney disease (CKD) (LPR-5026)
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Primary and secondary prevention of stroke (LPR-5027)
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Paediatric gastroenteritis (LPR-5028)
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Paediatric constipation (LPR-5029)
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Understanding osteoporosis (LPR-5030)
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Prevention and treatment of osteoporosis (LPR-5031)
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Confirmation and counselling in early pregnancy (LPR-5032)
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The use of complementary medicines in Australia (LPR-5035)
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Evidence-based evaluation of complementary medicines (LPR-5036)
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Common complementary medicines: benefits and risks (LPR-5037)
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The changing face of the pharmaceutical industry: an update on current trends (LPR-5038)
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Australian healthcare funding (LPR-5041)
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Initiating and supplying drugs (LPR-5044)
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Clinical Information systems: the why, the what and the where (LPR-5045)
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Focus on secondary survey (LPR-5046)
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ECGs and X-rays (LPR-5047)
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Primary care: assessing the adult (LPR-5048)
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Primary care: assessing the infant and child (LPR-5049)
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Focus on primary survey (LPR-5050)
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Focus on secondary survey (LPR-5051)
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Quality use of medications and medication safety (LPR-5052)
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Recognising and managing self-harm, suicide ideation and suicidal behaviour in rural or remote practice: an overview (LPR-5053)
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Assessing, managing and supporting patients with substance abuse problems (LPR-5054)
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Domestic violence, sexual assault and child neglect (LPR-5055)
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Primary care practice in rural and remote Australia (LPR-5056)
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Coming to grips with culture (LPR-5057)
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The Medicines Australia Code of Conduct - Introduction (MA-1A)
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Medicines Australia Code of Conduct - Introduction (MA-1A-01)
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Medicines Australia Code of Conduct - Introduction (MA-1A-01-P1)
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The Medicines Australia Code of Conduct - Introduction (MA-1A-10)
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The Medicines Australia Code of Conduct - Introduction (MA-1A-2)
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The Medicines Australia Code of Conduct - Introduction (MA-1A-3)
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The Medicines Australia Code of Conduct - Introduction (MA-1A-4)
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The Medicines Australia Code of Conduct - Introduction (MA-1A-5)
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The Medicines Australia Code of Conduct - Introduction (MA-1A-6)
|
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The Medicines Australia Code of Conduct - Introduction (MA-1A-7)
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The Medicines Australia Code of Conduct - Introduction (MA-1A-8)
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The Medicines Australia Code of Conduct - Introduction (MA-1A-9)
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1A: Progressive Online Examination (MA-1A-EXAM)
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1A: Progressive Online Examination (MA-1A-EXAM_)
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1A: Progressive Online Examination (MA-1A-EXAM-10)
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1A: Progressive Online Examination (MA-1A-EXAM-2)
|
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1A: Progressive Online Examination (MA-1A-EXAM-3)
|
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1A: Progressive Online Examination (MA-1A-EXAM-4)
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1A: Progressive Online Examination (MA-1A-EXAM-5)
|
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1A: Progressive Online Examination (MA-1A-EXAM-6)
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1A: Progressive Online Examination (MA-1A-EXAM-7)
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1A: Progressive Online Examination (MA-1A-EXAM-8)
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1A: Progressive Online Examination (MA-1A-EXAM-9)
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1A: Learning Log Book (MA-1A-LOGBOOK)
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1A: Learning Log Book (MA-1A-LOGBOOK-10)
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1A: Learning Log Book (MA-1A-LOGBOOK-3)
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1A: Learning Log Book (MA-1A-LOGBOOK-4)
|
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1A: Learning Log Book (MA-1A-LOGBOOK-5)
|
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1A: Learning Log Book (MA-1A-LOGBOOK-6)
|
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1A: Learning Log Book (MA-1A-LOGBOOK-7)
|
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1A: Learning Log Book (MA-1A-LOGBOOK-8)
|
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1A: Learning Log Book (MA-1A-LOGBOOK-9)
|
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Medicines Australia Code of Conduct - Introduction to the changes (MA-1A-REF-16)
|
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MA4111 - Assessment (MA-1-ASSESSMENT-1)
|
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MA4119 - Assessment (MA-1-ASSESSMENT-10)
|
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MA4112 - Assessment (MA-1-ASSESSMENT-2)
|
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MA4113 - Assessment (MA-1-ASSESSMENT-3)
|
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MA4114 - Assessment (MA-1-ASSESSMENT-4)
|
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MA4115 - Assessment (MA-1-ASSESSMENT-5)
|
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MA4116 - Assessment (MA-1-ASSESSMENT-6)
|
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MA4117 - Assessment (MA-1-ASSESSMENT-7)
|
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MA4118 - Assessment (MA-1-ASSESSMENT-8)
|
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MA4119 - Assessment (MA-1-ASSESSMENT-9)
|
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The Medicines Australia Code of Conduct - Information (MA-1B)
|
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The Medicines Australia Code of Conduct - Information (MA-1B-01)
|
|
The Medicines Australia Code of Conduct - Information (MA-1B-01-P1)
|
|
The Medicines Australia Code of Conduct - Information (MA-1B-10)
|
|
The Medicines Australia Code of Conduct - Information (MA-1B-2)
|
|
The Medicines Australia Code of Conduct - Information (MA-1B-3)
|
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The Medicines Australia Code of Conduct - Information (MA-1B-4)
|
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The Medicines Australia Code of Conduct - Information (MA-1B-5)
|
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The Medicines Australia Code of Conduct - Information (MA-1B-6)
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