Master of Science (Epidemiology)
Course code: MC-SCIEPI
March
Commonwealth Supported Places (CSPs) available
Access Melbourne is available
March
AUD $60,992 (2026 indicative first year fee)
IELTS 6.5: with no band less than 6.0
Course structure
Overview
Course structure
The Master of Science (Epidemiology) is a 200-point course, made up of:
- Discipline core subjects (75 points)
- Discipline elective subjects (25–37.5 points)
- Professional skills subjects (25–50 points)
- A research project (50 points).
All students undertake a research project over two consecutive semesters.
You can select approved subjects from within the Master of Public Health, including subjects on ageing, gender and women’s health, global health, health economics and economic evaluation, health program evaluation, health social sciences, indigenous health and sexual health.
Students without a background in biology may select up to two approved relevant biology subjects.
Explore this course
Explore the subjects you could choose as part of this degree.
Complete all of the following subjects:
| Accordion | |
|---|---|
| Epidemiology 1 · 12.5 pts |
This subject is a core subject within the Master of Public Health, the Master of Epidemiology, the Master of Science (Epidemiology) and the Master of Biostatistics. Students should enrol in this subject early in their program of study. Epidemiology is the study of the distribution and determinants of disease frequency in human populations and the application of this study to control health problems. It is a fundamental science of public health. Three main tasks of epidemiology include description, causal inference and prediction. This subject focuses on the first two and emphasises the application of epidemiological evidence to informing public health practice and policy. Description: the epidemiological measures of disease frequency and summary measures of population health are introduced and used to describe patterns and trends in disease occurrence within and between populations. The role of routinely collected data, particularly for surveillance of infectious diseases, is discussed. Causal inference: is key to applying epidemiological evidence to controlling health problems if interventions are to be effective. In this subject, causal inference is considered within the modern counterfactual framework. Causal diagrams, which are an integral part of this approach to causal inference are introduced. The common experimental and observational study designs, and systematic reviews, and their relative strengths and weaknesses are discussed. The implications of common types of bias (selection bias, information bias, and confounding) are discussed, as are methods to minimise them. Methods to control for confounding, including standardisation, are discussed. Differences in characteristics of the major sources of morbidity (infectious disease, non-communicable disease, and injury) are discussed in the context of prevention and early detection of disease. Transmission dynamics of infectious diseases are introduced in this context. The applicability of epidemiological evidence (external validity) to interventions in target populations is introduced. Measures of the validity and performance of tests for early detection are introduced. |
| Biostatistics · 12.5 pts |
This subject is compulsory for students enrolled in the Master of Public Health, Master of Epidemiology and the Master of Science (Epidemiology). Students should enrol in this subject early in their program of study. |
| Epidemiology 2 · 12.5 pts |
This subject is a core subject within the Master of Science (Epidemiology) and an elective within the Master of Public Health, the Master of Environment, and the Master of Biostatistics. Epidemiology 2 is an in-depth exploration of research study design and development. Within this subject, students will learn contemporary approaches to designing studies for clinical and public health research and analysing their results. Students will develop the skills to design and critique a variety of experimental and observational studies (cluster randomised controlled trials, randomised controlled trial variants, case control study variants and ecological studies). Complex causal diagrams will be introduced to assist with identifying confounders and assessing bias. Students learn how to apply quantitative bias analyses to quantify the direction and magnitude of bias in clinical and public health studies. Additionally, the concept of a target trial will be introduced, and students will learn to apply this method in their future research. Alongside the target trial approach, students will learn the latest analytic strategies to control for confounding, including g-computation and inverse proportional weighting. The subject will also cover the concept of effect-measure modification and how it differs from interaction, and its impact on external validity. By the end of the course, students will be able to estimate the potential effects of population and clinical interventions on a wider population. |
| Regression Methods in Health Research · 12.5 pts |
This subject is compulsory for students doing a Master of Epidemiology or a Master of Science – Epidemiology. The subject covers linear regression methods for continuous outcome variables and logistic regression methods for binary outcome variables. The subject equips students with the practical skills to apply these regression methods to data from epidemiological studies using the statistical package Stata. Also covered is how to adjust for confounding and investigate effect modification using regression models. The focus is on the practical interpretation of the measures of association estimated by these regression models. |
| Survival Analysis & Regression for Rates · 12.5 pts |
This subject presents methods for the analysis of data where outcome events occur over time, particularly in the context of a cohort study or more general longitudinal designs. It starts with the estimation of constant rates and two-group comparison of rates using the rate ratio, and progresses to the use of life tables and the Kaplan-Meier procedures to estimate a survival curve when rates are not assumed to be constant over time and (possibly right-censored) time-to-event data are available. Much of the subject is devoted to studying Poisson and proportional hazards (Cox) regression methods that allow adjustment for confounding variables when comparing rates between two or more primary exposure groups. Emphasis is on practical application and interpretation of results in the context of standard epidemiological study designs and particularly longitudinal studies. Practical work estimating rates and fitting models to data will use the statistical package Stata. |
| Epidemiology in Practice · 12.5 pts |
Within ‘Epidemiology in Practice’ students will work to address issues in health and public health by learning and applying epidemiological concepts. Students will learn systematic review and meta-analysis methodology through undertaking a small systematic review and meta-analysis, and then making policy recommendations. Students will also learn questionnaire development principles and apply these principles in appraising and developing a questionnaire. Also in this subject, students will apply the concepts and methods involved in developing studies to assess the validity of questionnaires and tests to real-world examples in health/public health. The purpose and evaluation of screening programs will be discussed and applied to current controversies in screening. Lastly, students will learn about the role of natural experiments and how these study designs can be used to answer policy-relevant questions in public health. |
Students must complete at least two of the following subjects:
| Accordion | |
|---|---|
| Health Promotion · 12.5 pts |
Students will have the opportunity to learn the history of health promotion and the models of health and health promotion, along with key theoretical approaches explaining change in individuals, organisations and systems. |
| Health Program Evaluation 1 · 12.5 pts |
This subject examines the diverse purposes health program evaluations can serve and the wide range of environments in which health program evaluations are conducted. Using Australian and overseas evaluation examples, students gain an overview of conceptual and methodological issues in the key evaluation approaches. The three major stages in the conduct of an evaluation are covered: planning and negotiating the terms and design of the evaluation; data collection and analysis; and the provision of findings. Each stage is considered through example and critique of those examples, with opportunities to apply these skills in the development of an evaluation plan for a real, work-based program. |
| Introduction to Economic Evaluation · 12.5 pts |
This subject provides an introduction to the principles, concepts and methods of economic evaluation and their application to health care and public health. Students are introduced to the foundations of economic evaluation in economic theory and the principal methods used by health economists: cost benefit analysis, cost effectiveness analysis, cost consequences analysis and cost utility analysis. In each case, the steps involved in identifying, measuring and valuing incremental costs and outcomes will be explained. Students will learn the key elements of an economic evaluation study design and be able to critically review economic evaluation studies. Contemporary issues and approaches in economic evaluation will be introduced, including the use of distributional cost effectiveness to capture reductions in inequality; and subjective wellbeing and other approaches for extending the measurement of benefit beyond the Quality Adjusted Life Year (QALY) |
| Health Economics 1 · 12.5 pts |
This subject introduces students to health economics as a sub-discipline of economics. Students are provided with a comprehensive introduction to micro-economics, so the subject is suitable for students with no prior knowledge of economics. It paves the way for students to apply micro-economic concepts to the analysis of contemporary issues in public health and health care. Topics to be studied include the following:
|
| Genetic Epidemiology · 12.5 pts |
The majority of chronic diseases share a common risk factor: the family history for that disease. Epidemiologists can use families to assess the role of the interrelated genetic and environmental risk factors. This subject provides an introduction to epidemiological methods that are used to determine the role of inherited factors on disease risk. Concepts, methodologies, and interpretation of familial risk factors for chronic diseases are the major topics in this subject. Topics covered include: how disease runs in families, how to identify genetic risk factors and how they can be used to estimate risk of disease, design of family studies, how to identify people at genetic risk and how to use genetics to reduce the burden of disease. |
| Infectious Disease Epidemiology · 12.5 pts |
The epidemiology of infectious diseases differs from chronic disease - cases may be the source of infection for further cases, immunity is an important factor in disease transmission and control, and there is often the need for urgency in the detection and response to disease. This subject introduces students to the strategies used to identify and respond to infectious disease problems. Content is updated weekly to incorporate topical infectious disease events, and emphasis is given to a practical understanding and application of infectious disease epidemiology. Students will learn the basic principles of infectious disease surveillance and response, and will develop the terminology, and written and oral skills for effective reporting. Students will also develop problem-solving skills in scenario-based exercises. |
| Gender and Health · 12.5 pts |
Gender is one of the most influential social determinants of health globally. In this subject, students will develop an understanding of gender as a social construct distinct from biological sex and explore the role of gender in shaping health inequities. Through critical analysis of research, theory and real-world case studies, students will apply gender concepts and gender analysis to pressing global health challenges including transgender health, genital modification practices and gender-based violence. This subject adopts a non-binary approach to understanding and examining gender and is grounded in a social determinants of health framework. It encourages students to apply an intersectional focus by considering how gender intersects with other social identities, such as race, sexuality and disability, to impact on the health of individuals, communities and populations. |
| Social Determinants of Health Inequality · 12.5 pts |
Our health is shaped by the conditions in which we are born, grow, live, work and age. The unequal distribution of money, power and resources from local to global levels has significant effects on health. This subject will provide an overview of Australian and international evidence on how social, economic, environmental and cultural processes affect population health. More specifically, the subject examines how health and wellbeing are shaped by a range of determinants including gender, poverty, socio-economic position, housing, employment and working conditions, race/ethnicity, discrimination and place. Students also explore structural barriers associated with colonialism, sexism, ableism, racism, stigma and violence. By integrating evidence from across these topics, this subject will use contemporary examples to unpack how health inequalities are generated and how health interventions might generate more equitable outcomes in population health. |
| Health Policy · 12.5 pts |
The subject explores the policy decisions, usually made by governments, that determine present and future country or regional level objectives relating to health services; programs; and the regulatory, organisational, social, cultural, physical and natural environments that contribute to population health and well-being. The subject explores the nature of health policy, types of policy instruments, and policy making processes including agenda setting and policy influencing frameworks and theories. The role of evidence in policy formation including the significance of the balance between effectiveness, efficiency and equity as objectives of health policy will be debated. In doing so, students will be introduced to the importance and process of policy analysis and explore the relevant legal, political, managerial, sociological, ethical, epidemiological and economic perspectives to instrument selection and policy implementation across a range of health policy contexts. Australian and international country contexts will be used throughout the subject. |
| Foundations of Public Health · 12.5 pts |
This subject is a compulsory subject within the Master of Public Health. It lays the foundation for the degree and provides an orientation to the field of public health. It provides a critical overview of public health historical development, conceptual underpinnings and practice in the following domains. History and distinguishing features of public health and population health: The historical development of public health is traced. The distinguishing features of public health, emphasising the health of groups and populations rather than a focus on the health of an individual, are presented and explored. Key points of transition in the health of populations over time are identified. The scientific disciplines that make up the toolbox of modern population health are described. Determinants of the health of individuals, groups and populations: Determinants of health affecting the health of individuals, and populations are identified, recognising that social determinants work in concert with environmental and biological factors. The health of Indigenous people in Australia is examined and resources provided to assist in understanding common influences on the health of Indigenous people world-wide. The increasing importance of health and human rights locally and globally is discussed, including an examination of the ethical frameworks relevant to public health practice. Strategies and Systems: Major strategies and approaches to public health including health protection, health improvement and health care quality assessment are presented, with illustrations from local and international experience. The elements and function of health systems are defined and the roles of principal public health agencies internationally and nationally are described. Achievements and challenges: The significant achievements in public health from the late 20 th century through to the 21 st century are identified and emerging challenges and possible solutions are explored, including in relation to Indigenous populations. |
| Qualitative Research in Public Health · 12.5 pts |
This is a compulsory subject in the Master of Public Health. Qualitative research plays an important role in public health as it can explain how people experience a particular health issue or why they perform a health-related behavior, taking into account specific social, political and economic contexts. Public health practitioners need to be able to undertake and interpret a range of published research (including qualitative research) in order to gather evidence for practice, identify gaps in evidence and evaluate current practice. |
| Bioethics in Practice · 12.5 pts |
This subject introduces students to ethical decision-making, with a focus on health. It explores ethical issues in public health and clinical care, in both Australian and global contexts. Students will be introduced to frameworks for making rigorous ethical decisions in practice, and learn skills for analysing ethical problems across diverse types of health work and in interprofessional groups. Topics include: vaccination, voluntary assisted dying, reproduction, children’s healthcare, and resource allocation. |
| Infectious Diseases Modelling · 12.5 pts |
Faced with the rising cost of vaccines and increasing drug resistance, public health decision makers increasingly rely on epidemiological models of infectious disease transmission to predict the impact, and define optimal implementation of, intervention strategies. Such considerations are particularly critical in resource-constrained settings. This subject introduces students to the concepts of infectious diseases modelling required to interpret modelling papers relevant to the public health context. By considering real world examples of the use of models to support practice, they will learn to distinguish between different types of modelling frameworks, and understand their relevance to alternative questions and settings. Building on their strengths in infectious diseases epidemiology, students will develop confidence in assessing whether model frameworks incorporate all relevant knowledge and are ‘fit for purpose’ to support decision making. |
Select 2-4 of the following subjects:
Business skills
| Accordion | |
|---|---|
| Business Tools: Money People & Processes · 12.5 pts |
This subject will give an overview of the tools required to operate successfully in an organisational environment. The focus of the subject is the internal workings of an organisation and specifically addresses three main areas: working with people, managing budgets and understanding basic accounting, and managing processes and projects. |
Communication skills
| Accordion | |
|---|---|
| Communication for Research Scientists · 12.5 pts |
As a scientist, it is not only important to be able to experiment, research and discover, it is also vital that you can communicate your research effectively in a variety of ways. Even the most brilliant research is wasted if no one knows it has been done or if your target audience is unable to understand it. In this subject you will develop your written and oral communication skills to ensure that you communicate your science as effectively as possible. We will cover effective science writing and oral presentations across a number of formats: writing a thesis; preparing, submitting and publishing journal papers; searching for, evaluating and citing appropriate references; peer review, making the most of conferences; applying for grants and jobs; and using social media to publicise your research. You will have multiple opportunities to practice, receive feedback and improve both your oral and written communication skills. Please note: students must be undertaking their own research in order to enrol in this subject. |
| Science Communication · 12.5 pts |
Why is it essential that scientists learn to communicate effectively to a variety of audiences? What makes for engaging communication when it comes to science? How does the style of communication need to change for different audiences? What are the nuts and bolts of good science writing? What are the characteristics of effective public speaking? Weekly seminars and tutorials will consider the important role science and technology plays in twenty-first century society and explore why it is vital that scientists learn to articulate their ideas to a variety of audiences in an effective and engaging manner. These audiences may include school students, agencies that fund research, the media, government, industry, and the broader public. Other topics include the philosophy of science communication, talking about science on the radio, effective public speaking, writing press releases and science feature articles, science performance, communicating science on the web and how science is reported in the media. Students will develop skills in evaluating examples of science and technology communication to identify those that are most effective and engaging. Students will also be given multiple opportunities to receive feedback and improve their own written and oral communication skills. Students will work in small teams on team projects to further the communication skills developed during the seminar programme. These projects will focus on communicating a given scientific topic to a particular audience using spoken, visual, written or web-based communication. |
Science skills
| Accordion | |
|---|---|
| Ethics and Responsibility in Science · 12.5 pts |
What is conflict of interest? What should a scientist do when they find fraud is occurring on a scientific research team? How does a scientist write and defend an animal ethics submission and get it approved? What are the ethical issues associated with peer review? This subject is intended to give students a broad overview of research ethics in a scientific context. It will include topics on scientific integrity; conflicts of interest; data recording management; authorship and peer review; animal experimentation and regulations; privacy and confidentiality of records; and, finally, research in humans. |
| Systems Modelling and Simulation · 12.5 pts |
Modern science and business makes extensive use of computers for simulation, because complex real-world systems often cannot be analysed exactly, but can be simulated. Using simulation we can perform virtual experiments with the system, to see how it responds when we change parameters, which thus allows us to optimise its performance. We use the language R, which is one of the most popular modern languages for data analysis. |
| Introduction to Programming · 12.5 pts |
AIMS This subject introduces the fundamental concepts of computing programming, and how to solve simple problems using high-level procedural language, with a specific emphasis on data manipulation, transformation, and visualisation of data. INDICATIVE CONTENT Fundamental programming constructs; fundamental data structures; abstraction; basic program structures; algorithmic problem solving; use of modules. The subject assumes no prior knowledge of computer programming and is not suitable for students with prior programming experience. |
| Introduction to Quantum Computing · 12.5 pts |
This subject will introduce students to the world of quantum information technology, focusing on the fast developing area of quantum computing. The subject will cover basic principles of quantum logic operations in both digital and analogue approaches to quantum processors, through to quantum error correction and the implementation of quantum algorithms for real-world problems. In lab-based classes students will learn to use state-of-the-art quantum computer programing and simulation environments to complete a range of projects. |
| Introduction to Statistical Computing · 12.5 pts |
The aim of this subject is to equip students with the knowledge and skills required for moderate to high level data manipulation and management in preparation for statistical analysis of data typically encountered in health and medical research. Students will gain hands-on experience with two major statistical software packages (Stata and R), learning to efficiently manage and manipulate data, display and summarize data, check and clean datasets, and link files using unique and non-unique identifiers. Additionally, students will acquire fundamental graphing and programming skills for each of these software packages and will be introduced to key principles of confidentiality and privacy in data storage, management, and analysis. |
| Science and Technology Internship · 12.5 pts |
This subject involves completion of an 80-100 hour science or technology work placement integrating academic learning in science areas of study, employability skills and attributes and an improved knowledge of science and technology organisations, workplace culture and career pathways. The placement is supplemented by pre- and post-placement classes designed to develop an understanding of science and technology professions, introduce skills for developing, identifying and articulating employability skills and attributes and linking them to employer requirements in the science and technology domains. Work conducted during the placement will be suitable for a graduate level of expertise and experience. While immersed in a work environment, students will be expected to challenge themselves by accepting roles and responsibilities that stretch their existing capabilities. They will interrogate the requirements of specific careers and continually monitor their own progress towards developing the necessary knowledge, skills and attributes to thrive in these roles. Students will be responsible for identifying a suitable work placement prior to the semester. Application for credit need to be submitted via the Internships Portal at least 3 weeks prior to internship commencement and within the Key Dates mentioned on the website. More information is available on the subject webpage here: https://science.unimelb.edu.au/students/plan-your-study/internship-subjects. If you have questions on how and where to find internship, you should contact the Careers and Industry team in the Faculty of Science at hyperlink: https://forms.your.unimelb.edu.au/4747166?SID=a3xOY000000018z On completion of the subject, students will have completed and reported on a course-related project in a science or technology workplace. They will also have enhanced employability skills including communication, interpersonal, analytical and problem-solving, organisational and time-management, and an understanding of career planning and professional development. |
Select one of the following options to complete a 50-point research project:
Option 1
| Accordion | |
|---|---|
| Epidemiology Research Project Part 1 · 25 pts |
This subject provides students with the opportunity to plan and execute substantial research-based projects under supervision. Specific research projects will depend upon the availability of appropriate expertise, but may address a broad range of epidemiological issues. Students will be required to undertake two projects from two of the following categories: (i) a systematic literature review, (ii) a protocol design, (iii) an analysis of an existing data set, and (iv) a meta-analysis. They can complete these in any order. Students will give two oral presentations, one for each of their projects describing their findings and analyses. There are two Research Project options in the Master of Science (Epidemiology): A 50-point Major Research Project and a 25-point Minor Research Project. The Research Projects are taken over two consecutive semesters and students complete Part 1 first followed by Part 2. This subject Epidemiology Research Project Part 1 (POPH90278) is Part 1 of the 50-point Major Research Project. Epidemiology Research Project Part 2 (POPH90279) must be taken in the semester following completion of Epidemiology Research Project Part 1 (POPH90278) |
| Epidemiology Research Project Part 2 · 25 pts |
Please refer to POPH90278 Epidemiology Research Project Part 1. |
Option 2
| Accordion | |
|---|---|
| Epidemiology Research Project Part 1 · 12.5 pts |
This subject provides students with the opportunity to plan and execute a research-based projects under supervision. Specific research projects will depend upon the availability of appropriate expertise but may address a broad range of epidemiological issues. Students will be required to undertake a minor research project in one of the following categories:
Students enrolled in the Master of Science (Epidemiology program) are required to complete a 25-point Research Project. Students will need to discuss and receive approval for their proposed Research Project with the course coordinator to ensure they will have completed a total of 25 points by the end of their course. This subject forms part of a pair of two 12.5-point subjects (POPH90280 and POPH90283) with the assessment requirements performed once and overall grade shared across both. |
| Epidemiology Research Project Part 2 · 37.5 pts |
Please refer to POPH90280 Epidemiology Research Project Part 1. |
Option 3
| Accordion | |
|---|---|
| Epidemiology Research Project Part 1 · 37.5 pts |
This subject provides students with the opportunity to plan and execute substantial research-based projects under supervision. Specific research projects will depend upon the availability of appropriate expertise, but may address a broad range of epidemiological issues. Students will be required to undertake two projects from two of the following categories: (i) a systematic literature review, (ii) a protocol design, (iii) an analysis of an existing data set, and (iv) a meta-analysis. They can complete these in any order. Students will give two oral presentations, one for each of their projects describing their findings and analyses. Students enrolled in the Master of Science (Epidemiology program) are required to complete a 50-point Research Project. Students will need to discuss and receive approval for their proposed combination of Research Project subjects (as indicated below) with the course coordinator to ensure they will have completed a total of 50 points by the end of their course. |
| Epidemiology Research Project Part 2 · 12.5 pts |
Please refer to POPH90280 Epidemiology Research Project Part 1. |