The course examines the regulation of health care in Australia, involves analysis and development of moral and bioethical argument about the development of health law in Australia, and addresses the principal human rights issues which arise in the practice of health care law.

The course begins with an overview of the Australian health system and its constitutional and legislative framework. Emphasis is placed on the concepts of medical ethics, patients' rights and efficiency and safety in health care including healthcare whistleblowing. Particular topics which are covered include: confidentiality, consent, negligence, accountability, health records, expert evidence, research and experimentation, organ donation, emergency treatment, intensive care, abortion, safety and cost effectiveness regulation of pharmaceuticals and new medical technologies, nanomedicine and biotechnology regulation, stem cells and medical research, new reproductive technologies, and death and dying. Consideration is also given to the law relating to mental health and public health, as well as the impact of international trade agreements on access to essential medicines and Australia's health care system.

Draft academic article (essay) (2000 words) or participation in a medico-legal moot in the ACT Supreme Court or ACT Magistrates Court with medical students from the ANU Medical School - 45 per cent and end of course examination (45 per cent). 10 per cent class participation based on demonstration of above learning outcomes in face-to-face situation. Details of final assessment will be provided on the course home page by the first week of semester.

Completed or completing five LAWS courses at 1000 level.

A reading guide will be available on the course web page and will relate to the materials.

The teaching approach is informed by student-centred pedagogy which means that students drive their own learning rather than it being led by the lecturer. The lecturer is a facilitator of learning. There a number of ways in which the student can drive their learning. An example includes choosing a topic from within the broad scope of the health law, bioethics and human rights domain that they are interested in learning in more detail for their essay rather than having the topic chosen for them by the lecturer. Another way is for the student to exploring concepts raised in the course by participating and contributing to informed discussions and debate in class with teachers and peers. This course considers broad principles, encourages critical thinking and requires student engagement and participation in their learning for best results.