Health Policy
Graduate Certificate in Health Policy
(GradCertHPol) KG006 or GCHEAPOL1000
Graduate Diploma in Health Policy
(GradDipHPol) KF041 or GNHEAPOL1000
Master of Health Policy
(MHPol) KC054 or MAHEAPOL1000
| 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 will extend 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.
Further enquiries
Associate Professor Jim Gillespie
Phone: +61 2 9351 5048
Fax: +61 2 9351 7420
Email:
Website:
sydney.edu.au/medicine/public-health/future/coursework/healthpolicy
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 2012. 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. |
Semester 2 |
| MEDF5005 Health Research Methods and Ethics |
6 | Semester 1 Semester 2 |
|
| MIPH5135 Health Systems in Developing Countries |
4 | Semester 2 |
|
| PSYC5012 Health and Risk Communication |
6 | 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 |
| QUAL5002 Qualitative Methodologies & Study Design |
6 | A Basic understanding of the nature of qualitative knowledge and the processes of qualitative research. C PUBH5500 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 |
Semester 2 |
| QUAL5005 Introducing Qualitative Health Research |
4 | N PUBH5500 This is a Core Unit for Graduate Diploma or Master in Public Health students; students who complete the more advanced Unit PUBH5500 can apply for a waiver for QUAL5005. Non-Graduate Diploma or Master in Public Health students are encouraged to consider PUBH5500 instead of this Unit. |
Semester 1a |
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 elective units of study that are not on this list with the prior approval of both the course coordinator and the unit of study coordinator. | |||
Units of study description for 2013
BETH5104 Bioethics, Law and Society
Credit points: 6 Teacher/Coordinator: A/Professor Cameron Stewart Session: Semester 1 Classes: 4 x 8hr intensives. This course is offered in face-to-face mode OR distance mode (fully online). 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 or On-line
This unit of study begins by introducing students to intersections amongst 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 learn 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 consent, tort law, competence, advance directives, maternal-foetal conflicts, abortion, reproduction, end-of-life-decision-making, genetics and infectious disease.
Textbooks
: The text is the 4th edition of Kerridge, Lowe and Stewart, Ethics and law for the health profession (Federation Press), to be released before the start of Semester 1, 2013. All other readings are provided to students on a CD ROM and most are also available online through the university library. Most supplementary readings can be accessed through the library or online.
BETH5203 Ethics and Public Health
Credit points: 6 Teacher/Coordinator: A/Professor Ian Kerridge Session: Semester 2 Classes: 4 x 8hr Intensives. This course is offered in face-to-face mode or distance mode (fully online). 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: 12 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 or On-line
This unit of study provides students with an overview of the broader philosophical, ethical, socio-political 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 examines 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 examines 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.
Textbooks
Students are provided with a book of readings (in digital format). Most supplementary readings can be accessed through the library or online.
HPOL5000 Introduction to Health Policy
Credit points: 6 Teacher/Coordinator: Dr Anne Marie Thow & Professor Stephen Leeder Session: Semester 1 Classes: 2 x 2-day workshops, online lectures and discussions Assessment: 1 x 1500wd written assignment (30%); 1 x 3000wd written assignment (50%); Online learning quiz (5%); online problem based learning exercise (15%) Campus: Camperdown/Darlington Mode of delivery: Distance Education/Intensive on Campus
To develop a critical and comparative understanding of the history, theory and practice of health policy. To give an overview of the political choices and frameworks - national and global - that shape policymaking.
Learning objectives:
- acquire a critical understanding of the basic history and features of the Australian health system
- understand the main frameworks used to analyse and make policy
- understand the main issues in the translation of policy into practice
- demonstrate the capacity to apply these understandings in particular settings through case studies.
Content:
This unit explores the main structures and institutions that make health policy. The unit examines debates over policy frameworks, and the evidence and advocacy in setting priorities. Conflicts over health policy will be placed in broader contexts - comparing different health systems and assessing global influences. Case studies will be used to examine the relationships between policy and practice.
Learning objectives:
- acquire a critical understanding of the basic history and features of the Australian health system
- understand the main frameworks used to analyse and make policy
- understand the main issues in the translation of policy into practice
- demonstrate the capacity to apply these understandings in particular settings through case studies.
Content:
This unit explores the main structures and institutions that make health policy. The unit examines debates over policy frameworks, and the evidence and advocacy in setting priorities. Conflicts over health policy will be placed in broader contexts - comparing different health systems and assessing global influences. Case studies will be used to examine the relationships between policy and practice.
Textbooks
Buse K, Mays N, Walt G (2005). Making health policy. Open University Press: London.
HPOL5001 Economics and Finance for Health Policy
Credit points: 6 Teacher/Coordinator: A/Prof James Gillespie, A/Prof Christine Giles, A/Prof Stephen Jan Session: Semester 1 Classes: 2 x two day workshops plus online discussion Assessment: Health Economics Exercise (50%), Health finance and policy reform assignment (50%) Campus: Camperdown/Darlington Mode of delivery: Distance Education/Intensive on Campus
This unit aims to provide students with an understanding of the financial and economic aspects of health policy. It introduces the main concepts and analytical methods of health economics, political economy and finance.
Learning objectives:
- understand the main models and debates regarding health funding in developed OECD countries and the implications for equity, delivery and governance of health services.
- apply this knowledge to current Australian health systems and debates over reform.
- understand the role of economic analysis in evaluating health policy change
- be familiar with theoretical frameworks underlying health economics and analysis
Content
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?
Learning objectives:
- understand the main models and debates regarding health funding in developed OECD countries and the implications for equity, delivery and governance of health services.
- apply this knowledge to current Australian health systems and debates over reform.
- understand the role of economic analysis in evaluating health policy change
- be familiar with theoretical frameworks underlying health economics and analysis
Content
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?
Textbooks
Buse K, Mays N, Walt G (2005). Making health policy. Open University Press: London.
HPOL5003 Analysing Health Policy
Credit points: 6 Teacher/Coordinator: Associate Professor James Gillespie, Professor Stephen Leeder Session: Semester 2 Classes: 2 x two day workshops plus online discussions Assessment: 1x2500 word assignment (50%), 1x3000 word assignment (50%) Campus: Camperdown/Darlington Mode of delivery: Distance Education/Intensive on Campus
To develop skills for the effective critical appraisal of health policy. To familiarize students with the principles, and limitations, of evidence-based health policy and a broader understanding of its political context.
Learning objectives:
- to develop critical appraisal skills to critique the research that underpins policy
- to identify and analyse the main influences on policy development
- to evaluate existing policy frameworks and processes in relation to evidence, political context and broader community values
Content:
This unit builds policy analysis and analytical skills by exploring policy design, implementation and evaluation.
It looks at the methods and limitations of evidence-based health policy and the problems of integrating equity concerns when developing and applying health policy.
The workshops focus on using and critiquing epidemiological and social science literature to understand and build the evidence base for policy, and on understanding the political and social contexts in which agendas are set and policies implemented.
Learning objectives:
- to develop critical appraisal skills to critique the research that underpins policy
- to identify and analyse the main influences on policy development
- to evaluate existing policy frameworks and processes in relation to evidence, political context and broader community values
Content:
This unit builds policy analysis and analytical skills by exploring policy design, implementation and evaluation.
It looks at the methods and limitations of evidence-based health policy and the problems of integrating equity concerns when developing and applying health policy.
The workshops focus on using and critiquing epidemiological and social science literature to understand and build the evidence base for policy, and on understanding the political and social contexts in which agendas are set and policies implemented.
Textbooks
Buse K, Mays N, Walt G (2005). Making health policy. Open University Press: London.
HPOL5007 Global Health Policy
Credit points: 6 Teacher/Coordinator: Dr Anne Marie Thow, Dr Carmen Huckel Schneider Session: Semester 2 Classes: 2 x 2 day workshops plus 4 tutorials (tutorials offered face-to-face or online) Assessment: 1 x 2000 word essay (35%), Tutorial discussion papers or online discussion (15%), 1 x 3000 word essay (50%) Campus: Camperdown/Darlington Mode of delivery: Distance Education/Intensive on Campus or On-line
This unit explores the impact of globalization on health policy, and the way in which global health problems, such as HIV/AIDS and chronic diseases, shape policy. It also investigates the potential to improve health outcomes globally through policy.
Learning objectives:
- Be able to identify and articulate political and policy processes at the global level
- Familiarity with institutions and actors involved in global health policy
- Be equipped with strategies for influencing policy making at the global level
- Develop strong group communication and collaborative skills.
Content;
The unit will explore global health threats that transcend national boundaries; especially those whose causes or results transcend the capacity of individual states to influence, such as avian flu. We will analyse the influence and power of institutions and actors in the development and implementation of global health policy, including the World Health Organisation, UNICEF, the World Bank, the WTO, the Gates Foundation and NGOs. We will also investigate the governance of global health policy responses. Teaching will make extensive use of current case studies from recognised experts in the field.
Learning objectives:
- Be able to identify and articulate political and policy processes at the global level
- Familiarity with institutions and actors involved in global health policy
- Be equipped with strategies for influencing policy making at the global level
- Develop strong group communication and collaborative skills.
Content;
The unit will explore global health threats that transcend national boundaries; especially those whose causes or results transcend the capacity of individual states to influence, such as avian flu. We will analyse the influence and power of institutions and actors in the development and implementation of global health policy, including the World Health Organisation, UNICEF, the World Bank, the WTO, the Gates Foundation and NGOs. We will also investigate the governance of global health policy responses. Teaching will make extensive use of current case studies from recognised experts in the field.
Textbooks
Reading list available on eLearning
HPOL5008 Evidence into Policy and Practice
Credit points: 6 Teacher/Coordinator: Dr Anne Marie Thow Session: Semester 1 Classes: 2 x 2 day workshops
Course leaders will assist students with online advice and supervision for their assignments. Corequisites: HPOL5000 and HPOL5001 Assessment: These assessments have been designed so that the final deliverables could be used by students in their working lives (eg. preparing a submission for an independent inquiry or government committee; a review of evidence structured for a presentation to executives to make the case for a change in policy or practice; analysis of a current policy or program where there are known to be problems)
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.
1 x 2000 word evidence based business to support a policy or practice change (30%), 1 class presentation of the business case (20%), 1 x 2500 word evidence based submission to a government consultation or inquiry (50%) Campus: Camperdown/Darlington Mode of delivery: Distance Education/Intensive on Campus
There is a growing recognition of the importance of the evidence from research in informing the development and evaluation of health policy and practice.
The aim of this module is to increase students' understanding about the links between evidence and policy and practice and, using academic and real-world examples, how evidence from research is used in policy and practice.
Learning objectives:
This unit will equip students with advanced skills to critically appraise policy proposals and to offer informed advice on making policies more effective by using evidence from research. 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 also explores the challenges inherent in effectively using research to inform policy and political decisions. It will equip students with the skills necessary to identify and interpret appropriate evidence, and develop strategies to enhance the use of evidence in policy making and practice.
Content:
The teaching of this course will include:
- lectures ;
- presentation and discussion of international and national case studies where (a) evidence from research influenced policy making and (b) evidence did not inform policy making, and the subsequent consequences;
- guest presentations from leading policy makers and researchers on current issues. Topics will include: healthcare reform; indigenous health; safety and quality in healthcare; managing and monitoring clinical variations; childhood obesity and preventative health (subject to change)
- student presentations of how evidence from research can assist them to address real world issues in their jobs .
The aim of this module is to increase students' understanding about the links between evidence and policy and practice and, using academic and real-world examples, how evidence from research is used in policy and practice.
Learning objectives:
This unit will equip students with advanced skills to critically appraise policy proposals and to offer informed advice on making policies more effective by using evidence from research. 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 also explores the challenges inherent in effectively using research to inform policy and political decisions. It will equip students with the skills necessary to identify and interpret appropriate evidence, and develop strategies to enhance the use of evidence in policy making and practice.
Content:
The teaching of this course will include:
- lectures ;
- presentation and discussion of international and national case studies where (a) evidence from research influenced policy making and (b) evidence did not inform policy making, and the subsequent consequences;
- guest presentations from leading policy makers and researchers on current issues. Topics will include: healthcare reform; indigenous health; safety and quality in healthcare; managing and monitoring clinical variations; childhood obesity and preventative health (subject to change)
- student presentations of how evidence from research can assist them to address real world issues in their jobs .
HPOL5009 Health Policy Project
Credit points: 6 Teacher/Coordinator: A/Prof James Gillespie, Dr Anne Marie Throw Session: Semester 2 Classes: 2 x 2 day workshops Prerequisites: HPOL5008 Corequisites: HPOL5003 Assessment: 1x5000 word policy document (80%), and 1xclass presentation (20%) Campus: Camperdown/Darlington Mode of delivery: Distance Education/Intensive on Campus
To develop a research project that demonstrates an ability 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.
Learning objectives:
- to develop skills to effectively research, write and communicate a new policy
- to understand and analyse the key components of policy development
- to identify the features supporting and resisting the policy change, and the strategies required to facilitate adoption of the change.
Content:
This unit is a capstone project that builds on the skills developed in HPOL5008 to provide 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.
Learning objectives:
- to develop skills to effectively research, write and communicate a new policy
- to understand and analyse the key components of policy development
- to identify the features supporting and resisting the policy change, and the strategies required to facilitate adoption of the change.
Content:
This unit is a capstone project that builds on the skills developed in HPOL5008 to provide 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 Timothy Schlub and Prof Petra Macaskill Session: Semester 1,Semester 2 Classes: 2x in person interactive full day workshops, 4x in person 3hr tutorials, 5x online lectures and discussions, 2x online elective module readings Assessment: 1x study design and ethics assignment (30%), 1x statistics assignment (40%), 1x online self-study elective task (10%), 1x reflective essay (diary) for students conducting a research project or a critical appraisal of published research otherwise (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, and be able to critically appraise and review literature. Students will understand the strengths and limitations of common study designs and develop simple but important statistical analysis skills, including 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 ethics in research and when and how to apply for ethics approval.
These fundamental skills promote a scholarly attitude towards knowledge and understanding, and are essential for engagement with the research community.
These fundamental skills promote a scholarly attitude towards knowledge and understanding, and are essential for engagement with the research community.
MIPH5135 Health Systems in Developing Countries
Credit points: 4 Teacher/Coordinator: Dr Joel Negin, Dr Alexandra Martiniuk 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
PSYC5012 Health and Risk Communication
Credit points: 6 Session: Semester 2 Classes: lectures, videos, interactive exercises, case study discussions and small group-work. This unit will be taught in a block intensive mode over five days Assessment: Major or two minor essays (100%) Campus: Camperdown/Darlington Mode of delivery: Block Mode
In this unit of study students will consider health communication in the context of the health professional-patient relationship and in the public sphere. This unit of study seeks to develop a critical awareness of the determinants of effective communication, particularly in relation to health risks to the individual and society. The unit of study will investigate: theories of health communication, including patient centred care and shared decision making; evidence regarding the impact of good and poor communication on patient and health professional outcomes; research paradigms in this area including interaction analysis; cross-cultural communication issues in health care; risk communication in the context of informed consent to clinical trials, discussing prognosis and responding to public health risk events; and theories of risk perception and communication. The aim of this unit of study is to provide students with a comprehensive understanding of the key issues related to communication in health care and health policy settings.
PUBH5302 Health Economic Evaluation
Credit points: 4 Teacher/Coordinator: Dr Rachael 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 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: Professor Simon Chapman, Dr 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.
QUAL5002 Qualitative Methodologies & Study Design
Credit points: 6 Teacher/Coordinator: Dr Julie Mooney-Somers Session: Int May Classes: Block mode (2x3 days) Corequisites: PUBH5500 Assumed knowledge: Basic understanding of the nature of qualitative knowledge and the processes of qualitative research. Assessment: 2x1000wd short answer (25%, 25%); 1x 4000wd assignment (50%) 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 intermediate unit assumes a basic understanding of qualitative research and focuses on qualitative methodologies. 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 examine seven qualitative methodologies in detail: narrative inquiry, community based participatory research, ethnography, grounded theory, creative, qualitative synthesis, and case study. We consider their historical and theoretical roots, the research practices they encourage, and their current status. The final session considers 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 Assumed knowledge: Basic understanding of the nature of qualitative knowledge and types of qualitative data. Assessment: practical analysis activities (20%, 20%, 20%), 2000/5000wd draft journal article (40%) Campus: Camperdown/Darlington Mode of delivery: Distance Education/Intensive on Campus
In this Unit you will analyse and write about qualitative data. This intermediate unit assumes a basic understanding of qualitative research and focuses on qualitative analysis and writing. Workshop one will introduce advanced analytic strategies: conversation analysis, content analysis, discourse analysis and Grounded Theory analysis. Between workshops, you will work in pairs to analyse a portfolio of qualitative data. Workshop Two will concentrate on writing; we will practice tricks and tips for starting writing, structuring articles, and editing your own work. 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.
QUAL5005 Introducing Qualitative Health Research
Credit points: 4 Teacher/Coordinator: Dr Julie Mooney-Somers Session: Semester 1a Classes: Block/intensive mode (2x2 days); This unit can also be studied by distance (online) Prohibitions: PUBH5500 Assessment: 1xpractical with 500-word essay (50%); 1x1500-word essay (50%) Campus: Camperdown/Darlington Mode of delivery: Block Mode or On-line
Note: This is a Core Unit for Graduate Diploma or Master in Public Health students; students who complete the more advanced Unit PUBH5500 can apply for a waiver for QUAL5005.
Non-Graduate Diploma or Master in Public Health students are encouraged to consider PUBH5500 instead of this Unit.
An introduction to qualitative inquiry in health, QUAL5005 is perfect if you're a beginner and want to gain an overview of this research approach. Workshop One addresses: 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 qualitative literature? How do I design a qualitative study? You will learn about interviewing, focus groups and observation; participate in a focus group; and design and conduct your own interview. Workshop Two addresses: How do you analyse qualitative data? How are theories used in qualitative research? What is good quality qualitative research? Can I generalise qualitative findings? You will analyse your own interview data; and learn how to make arguments for qualitative research in health. In both workshops you will meet working qualitative researchers and hear about their projects. This introductory Unit will give you the skills and confidence to begin evaluating and doing qualitative research for yourself.