Health Policy
Graduate Certificate in Health Policy
(GradCertHPol) KG006
Graduate Diploma in Health Policy
(GradDipHPol) KF041
Master of Health Policy
(MHPol) KC054
| Course | Credit points for award | Duration full-time | Duration part-time |
|---|---|---|---|
| GradCertHPol | 24 | not available | 1 to 3 years |
| GradDipHPol | 36 | 1 year | 1.5 to 4 years |
| MHPol | 48 | 1 year | 1.5 to 6 years |
Overview
The Graduate Program in Health Policy offers a critical perspective on how our health care system operates. It emphasises the importance of power and value choices, focusing on the interaction of governments with the private and community sectors in shaping policy.
This unique program extends the professional skills of students.
The master's program includes intensive training in policy analysis and critical appraisal techniques. These are applied to practical tasks of policy development and writing.
Classes are conducted in intensive mode, including weekend workshops and web-based learning.
Course outcomes
By the end of the course students will understand the forces shaping the health policy environment, work with professional confidence across the health sector, and be familiar with the workings of high-level national and international health policy networks.
Students learn how to develop and implement health policy through the application of knowledge to health policy issues and analysis of current health policy trends.
Degree resolutions
Sydney Medical School resolutions and the printed handbook are the official statement of faculty policy. The resolutions contained in the printed handbook are accurate as at August 2011. If a conflict is perceived between the content of the printed handbook and information available elsewhere, Sydney Medical School resolutions and the information available in the handbook online shall always take precedence. See the handbook online website:
sydney.edu.au/handbooks/medicine/
See the Policy Online website: sydney.edu.au/policy, for copies of University policies.
Master of Health Policy
These resolutions must be read in conjunction with applicable University By-laws, Rules and policies including (but not limited to) the University of Sydney (Coursework) Rule 2000 (the 'Coursework Rule'), the Resolutions of the Faculty, the University of Sydney (Student Appeals against Academic Decisions) Rule 2006 (as amended) and the Academic Board policies on Academic Dishonesty and Plagiarism.
Course resolutions
1 Course codes
| Code | Course title |
|---|---|
| KG006 | Graduate Certificate in Health Policy |
| KF041 | Graduate Diploma in Health Policy |
| KC054 | Master of Health Policy |
2 Attendance pattern
0.
The attendance pattern for the Master of Health Policy and the Graduate Diploma in Health Policy is full time or part time according to candidate choice. The attendance pattern for the Graduate Certificate in Health Policy is part time only.
3 Master's type
0.
The master's degree in these resolutions is a professional master's course, as defined by the Coursework Rule.
4 Embedded courses in this sequence
(2)
Providing candidates satisfy the admission requirements for each stage, a candidate may progress to the award of any of the courses in this sequence. Only the longest award completed will be conferred.
5 Admission to candidature
(1)
Available places will be offered to qualified applicants based on merit, according to the following admissions criteria. In exceptional circumstances the Dean may admit applicants without these qualifications who, in the opinion of the Faculty, have qualifications, evidence of experience and achievement sufficient to successfully undertake the award.
0.0
a bachelor's degree from the University of Sydney, or equivalent qualification, for which the minimum time to qualify was at least four academic years;
0.0
a bachelor's degree with first or second class honours from the University of Sydney or an equivalent qualification;
0.0
a pass bachelor's degree from the University of Sydney or equivalent qualification. Applicants must have completed work equivalent to a first or second class honours bachelor's degree or pass a preliminary examination(s) as prescribed by the faculty.
6 Requirements for award
(1)
The units of study that may be taken for the courses are set out in the Table of Units of Study: Health Policy.
(2)
To qualify for the award of the Graduate Certificate of Health Policy a candidate must successfully complete 24 credit points, including:
(b)
6 credit points of elective units of study, or other postgraduate units of study as approved by the course coordinator.
(3)
To qualify for the award of the Graduate Diploma of Health Policy a candidate must successfully complete 36 credit points, including:
(b)
12 credit points of elective units of study, or other postgraduate units of study as approved by the course coordinator.
(4)
To qualify for the award of the Master of Health Policy a candidate must successfully complete 48 credit points, including:
(b)
12 credit points of elective units of study, or other postgraduate units of study as approved by the course coordinator.
7 Transitional provisions
Table of units of study: Health Policy
| Unit of study | Credit points | A: Assumed knowledge P: Prerequisites C: Corequisites N: Prohibition | Session |
|---|---|---|---|
Core units |
|||
| Core units for graduate certificate students are HPOL5000, HPOL5001 and HPOL5003 | |||
| Core units for graduate diploma students are HPOL5000, HPOL5001, HPOL5003 and HPOL5007 | |||
| HPOL5000 Introduction to Health Policy |
6 | Semester 1 |
|
| HPOL5001 Economics and Finance for Health Policy |
6 | Semester 1 |
|
| HPOL5003 Analysing Health Policy |
6 | Semester 2 |
|
| HPOL5007 Global Health Policy |
6 | Semester 2 |
|
| HPOL5008 Evidence into Policy and Practice |
6 | C HPOL5000 and HPOL5001 |
Semester 1 |
| HPOL5009 Health Policy Project |
6 | P HPOL5008 C HPOL5003 |
Semester 2 |
Elective units |
|||
| BETH5104 Bioethics, Law and Society |
6 | A A three-year undergraduate degree in science, medicine, nursing, allied health sciences, philosophy/ethics, sociology/anthropology, history, or other relevant field, or by special permission |
Semester 1 |
| BETH5203 Ethics and Public Health |
6 | A A three-year undergraduate degree in science, medicine, nursing, allied health sciences, philosophy/ethics, sociology/anthropology, history, or other relevant field, or by special permission. A limited number of students may be granted permission to take this unit during their honours year. |
Semester 2 |
| GOVT6318 Crises, Disasters and Public Management |
6 | Semester 1b |
|
| MEDF5005 Health Research Methods and Ethics |
6 | Semester 1 Semester 2 |
|
| MIPH5135 Health Systems in Developing Countries |
4 | Semester 2 |
|
| MMHU6909 Risk and Health: Communication, Policy |
6 |
Note: Department permission required for enrolment Students request permission from the unit of study coordinator to enrol in this unit. The coordinator emails the Postgraduate Student Administration Unit advice that the student has permission to enrol. |
Semester 2 |
| PUBH5308 Health Workforce Policy Analysis |
2 | Int October |
|
| PUBH5309 Translational Health |
2 | Semester 2b |
|
| PUBH5414 Public Health Advocacy |
2 | Int Sept |
|
| PUBH5418 Tobacco Control in the 21st Century |
6 | Int August |
|
| PUBH5420 Public Health Advocacy Strategies |
4 | C PUBH5414 |
Semester 2b |
| PUBH5500 Introducing Qualitative Health Research |
6 | Int March |
|
| QUAL5002 Qualitative Methodologies & Study Design |
6 | A Basic understanding of the nature of qualitative knowledge and the processes of qualitative research. C PUBH5500 or equivalent Departmental permission is required for students who have not completed PUBH5500 |
Int May |
| QUAL5003 Qualitative Research Analysis & Writing |
6 | A Basic understanding of the nature of qualitative knowledge and types of qualitative data. P PUBH5500 or equivalent Departmental permission is required for students who have not completed PUBH5500 |
Semester 2 |
Additional elective units of study for the master's course |
|||
| PUBH5302 Health Economic Evaluation |
4 | P PUBH5010 and PUBH5018 |
Int Sept |
| Students may be allowed to enrol in an elective units of study that is not on this list with the prior approval of both the course coordinator and the unit of study coordinator. | |||
Further enquiries
Dr Jim Gillespie
Phone: +61 2 9351 5048
Fax: +61 2 9351 7420
Email:
Website: sydney.edu.au/medicine/public-health/future/coursework/healthpolicy
Units of study description for 2012
BETH5104 Bioethics, Law and Society
Credit points: 6 Session: Semester 1 Classes: 3 x 8hr intensives Assumed knowledge: A three-year undergraduate degree in science, medicine, nursing, allied health sciences, philosophy/ethics, sociology/anthropology, history, or other relevant field, or by special permission Assessment: 1 x Problem 1500 wds (40%); 1 x 2000wd essay (60%) Campus: Camperdown/Darlington Mode of delivery: Block Mode
The unit of study will begin by introducing students to interrelationships between health care, ethics and the law. In particular students will explore the moral basis of law and the means by which law influences moral norms, clinical practice and health policy. Students will be shown how to critically read and analyse primary sources of law relevant to bioethics. Students will then examine a number of areas of law that have particular significance for bioethics and society including the law of tort (consent and standards of care), contract (confidentiality), criminal law (euthanasia and abortion), public health law, administrative law and law reform.
BETH5203 Ethics and Public Health
Credit points: 6 Session: Semester 2 Classes: 3 x 8hr Intensives Assumed knowledge: A three-year undergraduate degree in science, medicine, nursing, allied health sciences, philosophy/ethics, sociology/anthropology, history, or other relevant field, or by special permission. Assessment: 10 x Online tasks 250-400wds (20%); 1 x 1000 wd essay (30%); 1 x 2500 wd essay (50%) Campus: Camperdown/Darlington Mode of delivery: Block Mode
Note: A limited number of students may be granted permission to take this unit during their honours year.
This unit will provide students with an overview of the broader philosophical, ethical, sociopolitical and cultural issues that underlie public health and public health research. Students will first review the history of public health and examine the values that underpin health promotion and disease prevention. The second part of the unit will critique the place of facts and values in public health and the construction and use of information, with particular reference to evidence-based-medicine. The third part of the unit will examine the cultural, moral and social context of public health including the social determinants of health, the construction of health services, the determination of research priorities and issues relating to human rights and global health. Learning activities will include 2-hour weekly seminars and readings. Assessment tasks will consist of essays and a presentation/project.
GOVT6318 Crises, Disasters and Public Management
Credit points: 6 Teacher/Coordinator: Prof Allan McConnell Session: Semester 1b Classes: 7hrs/day Saturday and Sunday weeks 3 and 5 of session 8 Assessment: 1x1500wd case study (25%), 1x2500wd project (45%), 1x2hr class test (30%) Campus: Camperdown/Darlington Mode of delivery: Normal (lecture/lab/tutorial) Day
Crises and disasters encompass a range of phenomena. They include natural disasters (hurricanes, floods and tsunamis), terrorist bombings (Bali, New York, Madrid, London), corporate failures (Enron, Worldcom), threats to human and animal welfare (SARS, foot and mouth disease, BSE), critical incidents (rail crashes, aviation accidents, mass shootings), environmental degradation (rain forests, ozone layer), and policy failures (UK Poll Tax, Australian Wheat Board). Some of these are 'sudden' crises which arrive on agendas without warning, while others are 'creeping' crises - the build-up of many months and often years of problems. The common denominator is that they pose a threat to prevailing patterns of organisational, social, economic and political interaction. It is for this reason that governments and public authorities are at the forefront of dealing with crises and disasters. This unit focuses on the causes and consequences of crises and disasters, as well as the strengths and weakness of different public policy responses to managing these extraordinary phenomena. Teaching and learning is via a combination of lectures, seminars, role play workshops and video case studies.
HPOL5000 Introduction to Health Policy
Credit points: 6 Teacher/Coordinator: Dr James Gillespie, Professor Stephen Leeder Session: Semester 1 Classes: 2 x 2-day workshops in early March and early May, online lectures and discussions Assessment: 1x1500word paper (25%), 1x3000word paper (50%), and online learning activities (25%) Campus: Camperdown/Darlington Mode of delivery: Distance Education/Intensive on Campus
This unit aims to develop a critical and comparative grasp of the theory and practice of health policy and to give an overview of the political choices and frameworks that shape policymaking. The unit explores the main structures and institutions that make health policy. Students will debate policy reform and the priorities of the current system: comparing national approaches and global influences. Case studies, a problem-based learning exercise and discussions with practitioners link theory and practice.
HPOL5001 Economics and Finance for Health Policy
Credit points: 6 Teacher/Coordinator: Dr James Gillespie, Associate Professor Christine Giles, Dr Stephen Jan Session: Semester 1 Classes: 2x2day workshops in mid March and mid May, online discussion Assessment: 1x2500 word assignment (50%), 1x3000 word assignment (50%) Campus: Camperdown/Darlington Mode of delivery: Distance Education/Intensive on Campus
This unit introduces the main concepts and analytical methods of health economics, political economy and finance to examine the workings of health systems in Australia and comparable countries. It looks at the main models of funding used in developed countries and their implications for the structure, planning and delivery of services. The first module focuses on the basic concepts and methodologies of health economics and political economy and their contribution to policy analysis. The second module places funding structures in a broader political and policy context. Topics include the debates over the public-private mix and governance and accountability - who makes decisions about funding priorities? To whom should decision makers be held accountable and for what aspects of their work?. How does health finance shape broader policy reform?
HPOL5003 Analysing Health Policy
Credit points: 6 Teacher/Coordinator: Dr James Gillespie, Professor Stephen Leeder Session: Semester 2 Classes: Two 2-day workshops in mid August and late October, online discussions Assessment: 1x2500 word assignment (50%), 1x3000 word assignment (50%) Campus: Camperdown/Darlington Mode of delivery: Distance Education/Intensive on Campus
This unit develops skills for the effective critical appraisal of health policy, with an examination of the principles and limitations, of evidence-based health policy and evaluation of the research that underpins policy proposals. It builds policy analysis and analytical skills by exploring policy design, implementation and evaluation using approaches drawn from public policy, political science and public administration to look at the role of politics and equity in health policy development and implementation. The workshops cover the use of epidemiological and social science literature in policy development.
HPOL5007 Global Health Policy
Credit points: 6 Teacher/Coordinator: Dr James Gillespie Session: Semester 2 Classes: Two 2 days workshops workshops in early August and in early October and 6x2hr tut or 12hrs online tut Assessment: 1x 2000wd essay (30%), 1x tutorial or online paper (20%), 1x 2500wd essay (50%) Campus: Camperdown/Darlington Mode of delivery: Distance Education/Intensive on Campus
This unit explores the impact of globalization on health policy, and the way in which global health problems such as HIV/AIDS and emerging chronic diseases shape policy for less developed countries. The unit aims to equip students with the skills to appraise critically global health policy proposals and to offer informed advice how these policies may be made more effective. The unit will achieve this goal by doing three things.
First, it will explore new global health threats that transcend national boundaries; especially those whose causes or results transcend the capacities of individual states. Second, it will examine the governance of the policy responses, good and poor, that these global health threats evoke. The influence and power of agencies in the United Nations system will be examined, including the World Health Organisation and UNICEF, the World Bank, the Gates Foundation and activist organizations such as Médecins sans Frontières. Third, teaching will make extensive use of current case studies. Students will be assessed on their acquisition of skills in global policy and critical analysis and their application to emerging problems.
First, it will explore new global health threats that transcend national boundaries; especially those whose causes or results transcend the capacities of individual states. Second, it will examine the governance of the policy responses, good and poor, that these global health threats evoke. The influence and power of agencies in the United Nations system will be examined, including the World Health Organisation and UNICEF, the World Bank, the Gates Foundation and activist organizations such as Médecins sans Frontières. Third, teaching will make extensive use of current case studies. Students will be assessed on their acquisition of skills in global policy and critical analysis and their application to emerging problems.
HPOL5008 Evidence into Policy and Practice
Credit points: 6 Teacher/Coordinator: Dr James Gillespie Session: Semester 1 Classes: Two 2-day workshops in late March and late May and 12 hrs online tutorials Corequisites: HPOL5000 and HPOL5001 Assessment: 1x2000 word essay (30%), 1 class presentation (20%), and 1x2500 word essay (50%) Campus: Camperdown/Darlington Mode of delivery: Distance Education/Intensive on Campus
There is a growing recognition of the importance that the evidence from research informs the development and evaluation of health policy.
Strengthening understanding of the links between evidence and policy and practice is a crucial element in the improvement of health systems. This unit will equip students with skills to critically appraise policy proposals and to offer informed advice on making policies more effective by using evidence.
Students will gain experience in techniques to assess evidence needed for policy development, including systematic and rapid reviews. Specifically, students will learn how evidence can be used to a) identify areas that require effective interventions, b) implement the most effective interventions and c) monitor and evaluate outcomes. . The unit emphasizes the manner in which political processes and imperatives shape new policy approaches.
Assessments will allow students to demonstrate their acquisition of policy assessment / interpretation skills, critical analysis of data and evidence and their application to emerging problems. This unit prepares students for the policy research project in HPOL5009, for which it is a prerequisite. The unit is taught in conjunction with the Sax Institute and the Menzies Centre for Health Policy (University Sydney).
Strengthening understanding of the links between evidence and policy and practice is a crucial element in the improvement of health systems. This unit will equip students with skills to critically appraise policy proposals and to offer informed advice on making policies more effective by using evidence.
Students will gain experience in techniques to assess evidence needed for policy development, including systematic and rapid reviews. Specifically, students will learn how evidence can be used to a) identify areas that require effective interventions, b) implement the most effective interventions and c) monitor and evaluate outcomes. . The unit emphasizes the manner in which political processes and imperatives shape new policy approaches.
Assessments will allow students to demonstrate their acquisition of policy assessment / interpretation skills, critical analysis of data and evidence and their application to emerging problems. This unit prepares students for the policy research project in HPOL5009, for which it is a prerequisite. The unit is taught in conjunction with the Sax Institute and the Menzies Centre for Health Policy (University Sydney).
HPOL5009 Health Policy Project
Credit points: 6 Teacher/Coordinator: Professor Stephen Leeder Session: Semester 2 Classes: Two 2-day workshops in late July and mid October Prerequisites: HPOL5008 Corequisites: HPOL5003 Assessment: 1x5000 word policy document (80%), and 1xclass presentation (20%) Campus: Camperdown/Darlington Mode of delivery: Block Mode
This unit is a capstone project that allows students to apply theory, tools and skills developed in previous units of study to a real life problem or issue where health policy can make a difference. It provides students with an opportunity to develop their issues analysis and subsequent policy development skills under close supervision of an allocated academic mentor. Students will choose an approved policy project. This can be drawn from their work experience or identified with the assistance of their academic mentor. The first workshop will be devoted to the skills needed for the policy writing project. By the conclusion of the project, students will have developed a policy document including: a critical literature review; an appraisal of relevant evidence and possible options; an analysis of the environment in which the policy will be introduced; a communication strategy, and; implementation, evaluation and accountability mechanisms. The project will be presented at the final student workshop.
MEDF5005 Health Research Methods and Ethics
Credit points: 6 Teacher/Coordinator: Dr Pavlina Rumcheva and A/Prof Petra Macaskill Session: Semester 1,Semester 2 Classes: Face to face interactive lectures and tutorials, plus online lectures and discussions Assessment: 1x study design assignment (30%), 1x statistics assignment (40%), 1x online self-study tasks (10%), 1x reflective diary or critical appraisal (20%) Campus: Camperdown/Darlington Mode of delivery: Distance Education/Intensive on Campus
This unit of study introduces students to the fundamental skills that are required for postgraduate research in medicine and health. Students will learn how to conduct research that is scientifically and ethically sound, be able to critically appraise and review literature, and will develop simple but important statistical analysis skills. In particular, students will learn how to present and interpret data, basic data management skills, and how to determine the required sample size for a study.
Obtaining ethics approval is necessary for any study involving the collection or analysis of data involving humans, animals or their tissues. Hence, this unit will also cover when and how to apply for ethics approval.
Obtaining ethics approval is necessary for any study involving the collection or analysis of data involving humans, animals or their tissues. Hence, this unit will also cover when and how to apply for ethics approval.
MIPH5135 Health Systems in Developing Countries
Credit points: 4 Teacher/Coordinator: Mr Joel Negin Session: Semester 2 Classes: 1x 2hr lecture per week for 10 weeks; plus 2x 0.5 day workshop Assessment: 1x1500 word research proposal (40%), 1x2000 word case study report (50%), and participation (10%) Campus: Camperdown/Darlington Mode of delivery: Normal (lecture/lab/tutorial) Day
Health systems are complex and multi-faceted. Successful health systems require attention to political economy, governance, institutions, and local context. This unit will cover health systems in developing countries to equip students with a conceptual understanding and a set of tools to address major public health challenges from a health systems perspective. With a focus on evidence-based decision making, the unit will provide an understanding of health systems including specific topics such as health workforce, financing, service delivery, information systems and policy, and how these impact health interventions and health status in less developed countries. A multi-sectoral, integrated model will be used to understand the varied aspects of development challenges related to health systems. A case study approach will then provide students with concrete examples of health systems challenges and will strengthen students' ability to view health problems in a holistic, multi-faceted manner. The unit will provide students with the tools needed to make a practical difference in health systems in less developed countries with emphasis on implementation of health projects and bringing interventions to scale.
Textbooks
Unit notes supplied by School
MMHU6909 Risk and Health: Communication, Policy
Credit points: 6 Teacher/Coordinator: Dr Claire Hooker Session: Semester 2 Classes: 1x2day intensive plus online learning and assessment Assessment: 1x 3000 wd essay (40%), 1x 1500 wd essay (30%) and participation and report (30%) Campus: Camperdown/Darlington Mode of delivery: Distance Education/Intensive on Campus
Note: Department permission required for enrolment
Note: Students request permission from the unit of study coordinator to enrol in this unit. The coordinator emails the Postgraduate Student Administration Unit advice that the student has permission to enrol.
This single semester unit of study examines connections between risk communication and health policy around a variety of health risk issues. The unit offers a combination of a two-day face-to-face intensive study of psychological and sociological approaches to understanding health risks, and of policy processes in health risk controversies. The central focus will be on communicating with patients and the public as risk events unfold, and on interaction and impacts of policy choices and risk communication. The two day intensive will be followed by a series of online problem based learning and assessment tasks, in which the skills and concepts of risk communication and policy development will be applied to real case examples. Exemplar will include controversies over: immunization, hormone replacement therapy, air and water quality, siting telecommunications towers, cancer clusters and responses to epidemic outbreaks
PUBH5302 Health Economic Evaluation
Credit points: 4 Teacher/Coordinator: Ms Rachel Morton Session: Int Sept Classes: 2x 2day compulsory workshops Prerequisites: PUBH5010 and PUBH5018 Assessment: assignment 1 (40%), assignment 2 (60%) Campus: Camperdown/Darlington Mode of delivery: Block Mode
This unit aims to develop students' knowledge and skills of economic evaluation as an aid to priority setting in health care. This unit covers: principles of economic evaluation; critical appraisal guidelines; measuring and valuing benefits; methods of costing; modeling in economic evaluation. The workshops consist of interactive lectures, class exercises and case history analyses.
Textbooks
A course manual will be provided to each student.
PUBH5308 Health Workforce Policy Analysis
Credit points: 2 Teacher/Coordinator: Professor Deborah Schofield, Dr Michelle Cunich Session: Int October Classes: 1x 2day workshop Assessment: Assignment on a selected health workforce policy analysis topic (100%) Campus: Camperdown/Darlington Mode of delivery: Block Mode
The unit will examine the major components of health workforce planning in Australia. The Australia health workforce context will be considered (including total workforce size, payment mechanisms and employment arrangements) and the processes by which health workforce planning is influenced through government policy and workforce data translated and integrated with policy and planning explored. The framework for future labour force planning will be discussed with reference to the Intergenerational Report. Current health workforce issues such as adequacy of the workforce, ageing of the workforce, the distribution of the workforce, professional registration, and special needs communities will be addressed. Approaches to planning for an adequate workforce and modelling the future of the health workforce will be examined including practical examples.
Textbooks
Australia's Health Workforce, Productivity Commission Research Report, 2005 Available at: http://www.pc.gov.au/study/healthworkforce/finalreport/index.html
PUBH5309 Translational Health
Credit points: 2 Teacher/Coordinator: Emeritus Professor Jack Dowie, Professor Glenn Salkeld Session: Semester 2b Classes: Weekly on-line Assessment: Multiple Choice Questions [MCQ] and creation of an original Annalisa Decision Aid construct (30%), 1500-2000 word Report (70%) Campus: Camperdown/Darlington Mode of delivery: On-line
Translational Health introduces the main existing translational methods and models in healthcare, most of which focus on 'knowledge translation' and 'bringing evidence into practice', i.e. on moving results from the basic sciences through clinical and public health science and guidelines into clinical and public health decision and policy making. Most of these models diagnose the problem of 'loss in translation' in terms of institutional and professional barriers and blocks along the translation pathways. While acknowledging these, Translational Health focuses on the modelling method - the 'language' and 'vocabulary' - most likely to perform the translation task effectively in relation to patient-centered practice. The technique underlying the method is Multi-Criteria Decision Analysis (in contrast to conventional Decision Analysis) and the template for its practical implementation is the Annalisa 2.0+ software. It is shown how high quality clinical and public health decision making needs to be based on 'values translation' as well as 'knowledge translation'. And how the approach can facilitate the desirable 'backwards translation' to ensure research is practice-relevant in both content and format. Students choose from a set of topics within which to pursue the principles, follow empirical examples and develop their own analyses in a practicum.
PUBH5414 Public Health Advocacy
Credit points: 2 Teacher/Coordinator: Professor Simon Chapman Session: Int Sept Classes: 1 x 2 day workshop Assessment: 1x letter to the editor of a newspaper (10%) and 1x 2000 word assignment (90%) Campus: Camperdown/Darlington Mode of delivery: Block Mode
This unit aims to familiarise students with the strategies of public health advocacy and to provide skills in content and discourse analysis of media coverage of health and medical issues. This unit covers the role of media advocacy in advancing public health policy; framing public health issues; news gathering, reporting and editing; strategies for media advocacy; political lobbying in public health advocacy. Teaching and learning activities include interactive lectures, case studies and small group work. Students will be expected to prepare for the sessions. Requirements will be distributed prior to the first day.
Textbooks
(recommended only)
PUBH5418 Tobacco Control in the 21st Century
Credit points: 6 Teacher/Coordinator: Professor Simon Chapman Session: Int August Classes: 1x3 day workshop of lectures and problem-focused discussions, followed by 4 weeks of problem-based online discussions Assessment: 2x 2000 word essays (60%), 1x 100 item online quiz (10%) and online discussion and participation (30%) Campus: Camperdown/Darlington Mode of delivery: Distance Education/Intensive on Campus
The unit consists of learning topics, each of which is supported by extensive Web based resources, and 4 moderated online discussion forums, each focusing on a problem related to tobacco use and control. Lecture topics include: history of tobacco use and control; the burden of illness from tobacco use; secondhand smoke: the research evidence; measuring tobacco use, uptake and cessation in communities; international trends in tobacco consumption; the tobacco industry; the WHO's Framework Convention on Tobacco Control and new forms of tobacco advertising and promotion. Problem focused discussion forums include: Harm reduction and tobacco control, regulation of tobacco, improving and implementing pack warnings; promoting smoking cessation, prevention of uptake (youth programs); denormalisation of the tobacco industry; controlling advertising; and controlling exposure to tobacco smoke, making news on tobacco and influencing political policy on tobacco.
Textbooks
(recommended only)
PUBH5420 Public Health Advocacy Strategies
Credit points: 4 Teacher/Coordinator: Simon Chapman, Becky Freeman Session: Semester 2b Classes: 2 full days followed by 3 weeks of online Corequisites: PUBH5414 Assessment: 2500 word essay (70%), online participation (30%) Campus: Camperdown/Darlington Mode of delivery: Block Mode
This unit builds on content from Public Health Advocacy PUBH5414. Students will have the opportunity to critique and analyse case studies from a variety of both successful and unsuccessful public health advocacy examples. There will be an emphasis on how online environments and social media tools are contributing to public health advocacy debates and campaigns. Recent examples of how online media have influenced health policy and programming will be presented. Students will examine and prepare writing for online media such as news, blogs, and social media. The lectures will include guest speakers from non-government organisations, government and other experienced stakeholders from across the public heath sector.
Textbooks
Recommended: Chapman S. (2007) Public Health Advocacy and Tobacco Control: Making Smoking History. Oxford: Blackwell.
PUBH5500 Introducing Qualitative Health Research
Credit points: 6 Teacher/Coordinator: Dr Julie Mooney-Somers Session: Int March Classes: Block mode (2 x 3 days) Assessment: 2x 2000wd assignments (2x40%) plus 2x 500wd reflections on workshops (2x10%) Campus: Camperdown/Darlington Mode of delivery: Block Mode
This unit overviews qualitative inquiry. It is perfect if you're a beginner or unsure about the basics of qualitative research. Workshop One answers these questions: What is qualitative research? How is it different from quantitative research? What is its history? What research questions can it answer? How can I search for it? How do I design a qualitative study? You will learn about qualitative data collection: interviewing, focus groups and observing; participate in a focus group and design and conduct your own individual interview. Workshop Two answers these questions: What is the place of qualitative research in health and medicine? Is methodology different to method? What are ontology and epistemology? What is reflexivity (and aren't qualitative researchers biased)? How are methodologies and theories used in qualitative research? How is qualitative research synthesised and evaluated? Can I generalise qualitative findings? You will analyse the interview data you collected in class, and use your own data to briefly explore the qualitative data management software NVivo. In both workshops you will meet working qualitative researchers and hear about their projects. This Unit will show you a new way of thinking critically about research and researching. By the end of the Unit you will be ready to begin evaluating and doing qualitative research for yourself.
QUAL5002 Qualitative Methodologies & Study Design
Credit points: 6 Teacher/Coordinator: Dr Julie Mooney-Somers Session: Int May Classes: Block mode (2x3 days) Corequisites: PUBH5500 or equivalent Assumed knowledge: Basic understanding of the nature of qualitative knowledge and the processes of qualitative research. Assessment: 1x 4000wd assignment (60%) plus 2x 1000wd responses to workshops (2x20%). Campus: Camperdown/Darlington Mode of delivery: Block Mode
Note: Departmental permission is required for students who have not completed PUBH5500
Qualitative methodologies are historical traditions and systems for planning and justifying research methods. This is an intermediate unit focused on qualitative methodologies. If you are seeking answers to basic questions about qualitative research (How is qualitative different from quantitative research? What questions can it answer? Is qualitative research generalisable or biased? How do I collect qualitative data?) please do not take this Unit: first take PUBH5500. Qualitative methodologies are informed by theories from sociology, anthropology, philosophy and other disciplines. They shape the research questions, objectives, design and outcome of a qualitative study. This course begins with general principles of qualitative methodology and study design. We then examine five common qualitative methodologies in detail: phenomenology, narrative inquiry, community based participatory research, ethnography and grounded theory. We will consider their historical and theoretical roots, the research practices they encourage, and their current status. The final day covers recent work about cases and case study, methodologies for synthesizing qualitative data and some leading contemporary social science methodologists. Finally we will ask how we can use methodologies as resources rather than recipes, maintaining both flexibility and coherence in our study designs.
QUAL5003 Qualitative Research Analysis & Writing
Credit points: 6 Teacher/Coordinator: Dr Julie Mooney-Somers Session: Semester 2 Classes: 2x 2 day workshops plus assessed online activities Prerequisites: PUBH5500 or equivalent Assumed knowledge: Basic understanding of the nature of qualitative knowledge and types of qualitative data. Assessment: online analytic work (60%), 2000/5000wd draft journal article (40%) Campus: Camperdown/Darlington Mode of delivery: Distance Education/Intensive on Campus
Note: Departmental permission is required for students who have not completed PUBH5500
In this Unit you will analyse and write about qualitative data. This is an intermediate Unit. If you seek answers to basic questions (How is qualitative different from quantitative research? What questions can it answer? Is qualitative research generalisable or biased? How do I collect qualitative data?) then please take PUBH5500 first.. There are many techniques for qualitative analysis. In Intensive One, we will build on PUBH5500 and QUAL5002, introducing approaches not taught in those Units: conversation analyses, content analyses, discourse analyses and analyses in Grounded Theory. Between intensives, you will analyse a portfolio of qualitative data online with feedback and support. In Intensive Two we will practice tricks and tips for writing articles, fieldnotes and memos, and for theorising, editing and responding to reviews, and learn about the publishing process. Most importantly, we will practice thinking in genres, asking the question: who is going to read this, and how should I write for them? After completing this Unit you will have a wider range of analytic techniques at your disposal, and will have experience in shaping your writing to make it appropriate for its intended audience.