Global Health
Errata
| Item | Errata | Date |
|---|---|---|
| 1. |
The following unit has been cancelled for Semester 2 2020: GLOH5303 International Field Placement |
22/05/2020 |
| 2. |
Departmental permission has been removed from the following unit: GLOH5301 Global Health Capstone |
22/05/2020 |
Global Health
Master of Global Health
Students must complete 72 credit points, including:
(a) 24 credit points of core units of study; and
(b) 6 credit points (minimum) of capstone units of study
(c) 6 credit points (minimum) of core elective (policy/system/management) units of study; and
(d) 6 credit points (minimum) of core elective (advanced skills) units of study; and
(e) 30 credit points (maximum) of elective units of study, including at least 12 credit points of GLOH-prefixed units of study
Core units
(a) Full-time students take 24 credit points of core units in Semester 1 of a given year.
(b) Part-time students usually take 12 credit points in Semester 1 in each of two consecutive years.
(c) Students commencing enrolment in Semester 2 of a given year will need to do elective units before core units.
GLOH5101 Foundations of Global Health
Credit points: 6 Teacher/Coordinator: Dr Seye Abimbola, Dr Giselle Manalo Session: Semester 1 Classes: 1x3hr seminar per week for 13 weeks, 1x1day group presentations Prohibitions: MIPH5131 or MIPH5132 Assessment: 1x1500 word assignment (25%), 1x asynchronized debate presentation and participation for online and face-to-face students (25%), 1x2500 word assignment (40%), assessable tutorial discussion (10%) Mode of delivery: Normal (lecture/lab/tutorial) day, Online
This core unit for the Master of Global Health will give students insight into historical and contemporary issues in global health. The unit begins with a chronology of transformations in global health (from mid-twentieth century to present), by looking at global health as a system of individual and organisational actors on a quest for equity in health outcomes globally. The unit then explores the place of ethics and culture, and of measurement and metrics in global health. Designed as an introduction to contemporary debates in global health and development, students will engage actively and critically in discussions on the role of trade/capitalism, democracy/freedom, foreign aid/local initiative, securitisation/altruism, technological/social determinants of health et cetera ¿ in creating and/or addressing inequities in global health. The unit will provide students with a broad but deep appreciation for big question and ideas, concepts and theories in global health, international relations, political economy, and development economics.
Textbooks
Readings are available on the unit's eLearning site
GLOH5102 Skills for Working in Global Health
Credit points: 6 Teacher/Coordinator: Dr Sarah Bernays Session: Semester 1 Classes: 1.5-hour facilitated face to face/ online content and 2-hour tutorial/distance learning session for 12 weeks Assessment: 1x2000wd exploration of a health systems challenge (30%), 1x2500wd health systems solution proposal (40%), 1xhealth system case study presentation (15%), participation including in workshops (15%) Mode of delivery: Normal (lecture/lab/tutorial) evening, Online
Health systems and the delivery of healthcare are complex and multi-faceted, even more so in resource-limited settings. Successful health systems and healthcare delivery require attention to political economy, governance, institutions, and local context. It is also important to be able to identify and prioritise cost-effective interventions, engage communities and equip health workers. This unit will cover health systems and healthcare delivery in low-income countries to equip students with a conceptual understanding and a set of tools to address major public health challenges from a health systems and delivery perspective with an explicit focus on building effective primary health care.
With a focus on systems thinking and 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. We will also explore healthcare delivery in a novel integrated course design to highlight the perspectives of both health administrators and policymakers as well as health workers, patients and communities. 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, knowledge translation and bringing interventions to scale.
With a focus on systems thinking and 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. We will also explore healthcare delivery in a novel integrated course design to highlight the perspectives of both health administrators and policymakers as well as health workers, patients and communities. 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, knowledge translation and bringing interventions to scale.
Textbooks
Readings are available on the unit's eLearning site
PUBH5010 Epidemiology Methods and Uses
Credit points: 6 Teacher/Coordinator: Professor Tim Driscoll, Dr Erin Mathieu Session: Semester 1 Classes: 1x 1hr lecture and 1x 2hr tutorial per week for 13 weeks - face to face or their equivalent online Prohibitions: BSTA5011 or CEPI5100 Assessment: 1x 6 page assignment (25%), 10 weekly quizzes (5% in total) and 1x 2.5hr supervised open-book exam (70%). For distance students, it may be possible to complete the exam externally with the approval of the course coordinator. Mode of delivery: Normal (lecture/lab/tutorial) day, Normal (lecture/lab/tutorial) evening, Online
This unit provides students with core skills in epidemiology, particularly the ability to critically appraise public health and clinical epidemiological research literature regarding public health and clinical issues. This unit covers: study types; measures of frequency and association; measurement bias; confounding/effect modification; randomized trials; systematic reviews; screening and test evaluation; infectious disease outbreaks; measuring public health impact and use and interpretation of population health data. In addition to formal classes or their on-line equivalent, it is expected that students spend an additional 2-3 hours at least each week preparing for their tutorials.
Textbooks
Webb, PW. Bain, CJ. and Page, A. Essential Epidemiology: An Introduction for Students and Health Professionals Third Edition: Cambridge University Press 2017.
PUBH5018 Introductory Biostatistics
Credit points: 6 Teacher/Coordinator: Dr Timothy Schlub, Dr Erin Cvejic Session: Semester 1 Classes: 2 x 2hr lectures, 10 x 1hr lectures, 11 x 2hr tutorials, 2 x 1hr and 8 x 0.5hr statistical computing self directed learning tasks over 12 weeks - lectures and tutorials may be completed online Assessment: Weekly quizzes (10%), 1x4 page assignment (20%), 1x1hr online test (20%) and 1x1.5hr open-book exam (50%). For distance students it may be possible to complete the exam externally with the approval of the course coordinator. Mode of delivery: Normal (lecture/lab/tutorial) day, Normal (lecture/lab/tutorial) evening, Online
This unit introduces students to statistical methods relevant in medicine and health. Students will learn how to appropriately summarise and visualise data, carry out a statistical analysis, interpret p-values and confidence intervals, and present statistical findings in a scientific publication. Students will also learn how to determine the appropriate sample size when planning a research study. Students will learn how to conduct analyses using calculators and statistical software.
Specific analysis methods of this unit include: hypothesis tests for one-sample, two paired samples and two independent samples for continuous and binary data; distribution-free methods for two paired samples, two independent samples; correlation and simple linear regression; power and sample size estimation for simple studies; and introduction to multivariable regression models;.
Students who wish to continue with their statistical learning after this unit are encouraged to take PUBH5217 Biostatistics: Statistical Modelling.
Specific analysis methods of this unit include: hypothesis tests for one-sample, two paired samples and two independent samples for continuous and binary data; distribution-free methods for two paired samples, two independent samples; correlation and simple linear regression; power and sample size estimation for simple studies; and introduction to multivariable regression models;.
Students who wish to continue with their statistical learning after this unit are encouraged to take PUBH5217 Biostatistics: Statistical Modelling.
Textbooks
Course notes will be made available.
Core Elective units
Students who have not completed all core units should be aware of prerequisites before enrolling in electives.
Stream 1: Policy/System/Management
GLOH5135 Global Health Systems and Delivery
Credit points: 6 Teacher/Coordinator: Prof Joel Negin and Folarin Abimbola Session: Semester 1 Classes: 1x2hr interactive case-based learning sessions per week for 10 weeks; plus 1 full day workshop and 2x0.5day workshops (workshops 27 abbreviated, with no full stops are offered to online students through e-learning site through recordings and group discussions) Prohibitions: HPOL5001 Assessment: 1x2500wd priority primary care case submission (40%), 1x2500wd health systems solution proposal (40%), 1x250wd formative assessment (10%), participation in face to face sessions or online discussion boards (10%) Mode of delivery: Online, Normal (lecture/lab/tutorial) day
Health systems are complex and multi-faceted - even more so in resource limited settings. 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 an explicit focus on building effective primary health care systems. 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, knowledge translation and bringing interventions to scale.
Textbooks
Readings are available on the unit's eLearning site
GLOH5219 Global Health Project Management
Credit points: 6 Teacher/Coordinator: Prof Mu Li, Dr Erin Hunter Session: Semester 2 Classes: 1x1.5 hr lecture per week for 10 weeks, 1x1.5 hr tutorial per week for 9 weeks, 1x1 day workshop, 1x1 day group presentations Prerequisites: GLOH5101 and GLOH5102 OR (PUBH5010 and PUBH5018) Assessment: 1x1000 words individual written assignment (30%), 1x20 min plus 10min questions group presentation (20%), peer-self evaluation on group project contribution (15%), 1x4000 words group written assignment (35%) Mode of delivery: Normal (lecture/lab/tutorial) day, Normal (lecture/lab/tutorial) evening
Effective health project design and management contribute to improving health and achieving health equity for people worldwide. The unit aims to give students a good understanding of the concepts and key elements of project design and evaluation, and to demonstrate tools and techniques used in effective project management. A detailed step by step application of the Logical Framework Approach (LFA) in project design will be presented. The Unit also gives students an opportunity for hands-on practice through the design of a project in a global setting and allows them to consider the challenges and practical issues faced by people involved in international health project management. The key topic areas covered include: concepts and principles of global health project management; context and situation analysis; the LFA for project design; project management functions including managing information, resources, risk, quality and change; and project monitoring and evaluation. At the end of the course, students should be able to: apply the Logical Framework Approach for project planning and design in global settings, apply principles and skills you have learnt in the MGH course in project design; recognise challenges and practical issues and be able to take those issues into considerations in the development of a project proposal.
Textbooks
Readings are available on the unit's eLearning site
HPOL5001 Health Systems and Financing
Credit points: 6 Teacher/Coordinator: A/Professor James Gillespie, Dr Carmen Huckel Schneider Session: Semester 1 Classes: Online students: 12 x week by week online tasks and activities (lectures, discussion boards, quizzes, short videos, interactive readings). Block Mode students: 2 x 2 full day workshops, plus 12 x week by week online tasks Prohibitions: GLOH5135 Assessment: compulsory contributions (5%), online quiz (15%), assignment 1: 2500 word individual written report on comparative health systems analysis (40%) assignment 2: 2500 word individual written report on analysis of health finance and policy objectives (40%) Mode of delivery: Block mode, Online
This unit aims to equip students with operational knowledge of the structures and financing of health systems. The focus will be on Australia and comparable countries. However, we will also look at particular issues around lower income and aid dependent health systems. Topics covered include funding priorities and mechanisms, the debates over the public-private mix, governance and accountability. The unit addresses questions such as: Who makes decisions about funding priorities? To whom should decision makers be held accountable and for what aspects of their work? How does health financing shape universal health coverage? By the end of this unit students will be able to: Apply a critical understanding of the basic history and features of the Australian and comparable health systems; Debate the main models and principles of health system funding, including principles of insurance, risk-pooling, equity, delivery and governance; Undertake a cross-country comparative analysis of health system features and outcomes, including low and middle income countries; Critically analyse national health budgets and funding programs; Locate finance policy in the wider context of health systems and economies.
Textbooks
Recommended: Blank, RH and Burau, V. Comparative Health Policy (5th Edition) Macmillan, 2017. (Readings are available on the unit's eLearning site)
HPOL5007 Global Health Policy
Credit points: 6 Teacher/Coordinator: Dr Carmen Huckel Schneider, Dr Anne Marie Thow Session: Semester 2 Classes: Block mode 2 x 2 day workshops plus 4 online tutorials. Online mode: pre-recorded lectures plus 4 online tutorials and week-by-week online activities and discussion. Assessment: 1 x 2000 word essay (35%), Tutorial discussion papers or online discussion (15%), 1 x 3000 word essay (50%) Mode of delivery: Block mode, Online
The aim of this unit is to equip students with the knowledge and skills to identify and articulate political and policy processes at the global level, become familiar with institutions and actors involved in global health policy, and utilize strategies for influencing policy making at the global level. We analyse the influence and power of institutions and actors in the development and implementation of global health policy, and investigate the governance of global health policy responses. Teaching makes extensive use of current case studies from recognised experts in the field. By the end of this unit students will be able to: Explain the effects of globalization on health of populations; Demonstrate how events and trends in health and non-health areas affect global health policy; Identify and classify the different types of actors/institutions that influence health policy; Undertake a policy stakeholder analysis with reference to power, influence and interests; Develop strategies to influence global health policy development and implementation; Define global health governance and its role in structuring and regulating global health policy.
Textbooks
Buse K, Mays N, Walt G (2012). Making health policy. Second edition. Open University Press: London.
Stream 2: Advanced Skills
GLOH5201 Global Qualitative Health Research
Credit points: 6 Teacher/Coordinator: Dr Sarah Bernays Session: Semester 2 Classes: Online: 12 x weekly modules: lecture+ content reading+ exemplar reading+ case study video+ individual activity
Block mode: 5 days (9am-5pm) of workshops made up of individual modules: face-to-face lecture + content reading + exemplar reading+ case study video+ face-to-face individual activity. Prerequisites: GLOH5102 Prohibitions: PUBH5500 or QUAL5005 or QUAL5006 or PUBH5505 Assessment: 1x interviewing activity (35%); 1x2000-word essay (35%); 3 x multiple choice quizzes (20%); assessable tutorial discussion (10%) Mode of delivery: Block mode, Online
This unit of study introduces you to qualitative research in a global health setting, providing you with core concepts and skills. It is designed for beginners and people who want an advanced-level introduction. Over the course of the unit we will address: What is qualitative research? How is it different from quantitative research? What is its history? What research problems can it address? How do I design a qualitative study? What are the different (and best) ways to generate data? How do you analyse qualitative data? Is methodology different to method? What are ontology and epistemology? What is reflexivity (and aren't qualitative researchers biased)? What are the ethical issues? What is good quality qualitative research? How can I use qualitative evidence in policy or practice? You will get practical experience and skills through carrying out an observation, participating in a focus group, conducting an interview, analysing data, arguing for qualitative research in health, and appraising the quality of published literature. You will hear from working qualitative researchers about how they use qualitative methods in their work. This unit will give you the skills and confidence to begin conducting and using qualitative research.
PUBH5217 Biostatistics: Statistical Modelling
Credit points: 6 Teacher/Coordinator: Associate Professor Patrick Kelly, Associate Professor Kevin McGeechan Session: Semester 2 Classes: 1.5hr lecture and 2hr computer lab/tutorial per week for 13 weeks Prerequisites: PUBH5018 Prohibitions: (PUBH5211 or PUBH5212 or PUBH5213) Assessment: 1x 4pg data analysis assignment (equivalent to 1200wds) (25%) and 10x online quizzes (15%) and 1x 10pg data analysis assignment (equivalent to 3000wds) (60%) Mode of delivery: Normal (lecture/lab/tutorial) day, Online
Note: The statistical software package used in this unit is web-based. There is no cost/fee to use this software.
In this unit, you will learn how to analyse health data using statistical models. In particular, how to fit and interpret the results of different statistical models which are commonly used in medicine and health research: linear models, logistic models, and survival models. This unit is ideal for those who wish to further develop their research skills and/or improve their literacy in reading and critiquing journal articles in medicine and health.
The focus of the unit is very applied and not mathematical. Students gain hands on experience in fitting statistical models in real data. You will learn how to clean data, build an appropriate model, and interpret results. This unit serves as a prerequisite for PUBH5218 Advanced Statistical Modelling.
The focus of the unit is very applied and not mathematical. Students gain hands on experience in fitting statistical models in real data. You will learn how to clean data, build an appropriate model, and interpret results. This unit serves as a prerequisite for PUBH5218 Advanced Statistical Modelling.
Textbooks
Course notes are provided.
PUBH5224 Advanced Epidemiology
Credit points: 6 Teacher/Coordinator: Professor Tim Driscoll, Dr Erin Mathieu Session: Semester 2 Classes: Weekly classes (combined lectures and tutorials) for 13 weeks. Prerequisites: (PUBH5010 or CEPI5100) and PUBH5018 Assessment: 1x 1500 word assignment or equivalent class presentation (30%); 1x 4000 word assignment (or equivalent answers to specific methodological questions) (70%); short answers to questions each week to be submitted prior to class. Mode of delivery: Normal (lecture/lab/tutorial) day
This unit of study is intended for students who have completed Epidemiology Methods and Uses (or an equivalent unit of study) at a credit or higher level. It is designed to extend students' practical and theoretical knowledge of epidemiology beyond basic principles and in particular to give them a practical understanding of how epidemiological principles and practices are used in real world settings. Students are given an opportunity to acquire some of the practical knowledge and skills needed to undertake epidemiological research and also to consolidate their critical appraisal skills.
Textbooks
There is no specific textbook but readings or equivalent will be required to prepare for each week.
PUBH5312 Health Economic Evaluation
Credit points: 6 Teacher/Coordinator: A/Prof Alison Hayes Session: Intensive September Classes: on-line components and 4 non-consecutive workshop days Prerequisites: HPOL5000 and (PUBH5010 or CEPI5100) and PUBH5018 Prohibitions: PUBH5302 Assessment: on-line quiz (5%), in-class presentation (5%), short answer questions, calculations, and critical appraisal (equivalent to 3000 words) (20%), critical appraisal (equivalent to 2000 words) (20%), protocol report (2000 words) (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
The overall aim of the course is to develop students' knowledge and skills of economic evaluation as an aid to priority setting in health care. Students will be introduced to the principles of economic evaluation and develop skills in the application of those principles to resource allocation choices. Emphasis will be placed on learning by case study analysis and problem solving in small groups. This unit covers: principles and different types of economic evaluation; critical appraisal guidelines; measuring and valuing benefits; methods of costing; modeling in economic evaluation, the role of the PBAC, introduction to advanced methods including use of patient-level data and data linkage. The workshops consist of interactive lectures, class exercises and quizzes.
Textbooks
Recommended book: Michael F. Drummond , Mark J. Sculpher , George W. Torrance, Bernie J. O'Brien, Greg L. Stoddart. Methods for the Economic Evaluation of Health Care Programmes (Paperback), Oxford University Press, 2005. Essential chapters available on-line.
PUBH5317 Advanced Economic and Decision Analysis
Credit points: 6 Teacher/Coordinator: Professor Kirsten Howard and A/Prof Andrew Martin Session: Semester 2 Classes: 3 x 1 day workshops plus 1 x 2 day workshop Prerequisites: (PUBH5010 or CEPI5100) and PUBH5018 Corequisites: PUBH5312 Prohibitions: PUBH5205 PUBH5307 Assessment: completion of in class practicals (10%), 2 x in-class quizzes (30%), 2 x written assignments (1 x 1500 word - 20% and 1 x 2500 word - 40%) (60%) Mode of delivery: Block mode
Note: Department permission required for enrolment
This unit combines decision theory and more advanced health economic concepts to provide students with hands-on skills in specialised analysis methods, and modelling techniques, for evaluating healthcare options and reaching recommendations in the face of uncertainty. Students will calculate and analyse data from clinical studies, extrapolate clinical study results to other settings, and construct models that synthesise evidence (and expert opinion) from multiple sources. Specific topics of study include: decision trees; expected utility theory; sensitivity and threshold analysis; the value of information (including screening and diagnostic tests); the calculation and analysis of costs and quality-adjusted survival using individual patient data (including bootstrapping techniques); Markov processes and micro-simulation; and presenting and interpreting the results of (health economic) evaluations. Lectures are accompanied by practical exercises and readings. Students gain experience applying the methods presented in lectures via computer practicals using Excel and decision analysis software (TreeAge).
Textbooks
Reading materials are provided
Elective units
GLOH5112 Global Communicable Disease Control
Credit points: 6 Teacher/Coordinator: Dr Justin Beardsley Session: Semester 2 Classes: face to face students: 13x1.5hr lecture and 11x1.5hr tutorial, 1x4hr workshop and 1x8hr presentation online students: 13x1.5hr online lecture and 11 weeks of tutorial discussion, 4hr online workshop content and 8hr online presentation content Assessment: 1x3000 word written essay (50%) tutorial facilitation and participation (20%) -face-to-face students will each facilitate a 1.5hr tutorial session -online students will each facilitate a 1-week online discussion board 1 x student group presentation (25%) -face-to-face student groups will give a 30-min oral presentation (accompanied by a PowerPoint) -online student groups will upload a 30-min PowerPoint presentation peer evaluation of student presentation (5%) Mode of delivery: Normal (lecture/lab/tutorial) day, Online
This unit gives candidates essential knowledge of prevention and control of communicable diseases in low- and middle-income countries using country-specific examples. After successfully completing this unit of study, candidates will understand the key issues in communicable diseases and their control in developing countries, as well as gain the knowledge and insight on how prevention and control mechanisms and programs are developed for these diseases in resource-poor settings. The unit covers disease emergence, respiratory tract infections (including TB), vector-borne infections, food- and water-borne infections, neurological infections, neglected tropical diseases, bloodborne and sexually transmitted infections (including HIV) and drug-resistant infections.
Textbooks
Readings are available on the unit's eLearning site
GLOH5115 Women's and Children's Health
Credit points: 6 Teacher/Coordinator: Associate Professor Camille Raynes-Greenow Session: Semester 1 Classes: 1x1.5-2hr lecture per week for 12 weeks, 1x1hr tutorial per week for 10 weeks Prohibitions: MIPH5115 Assessment: 1x2500 word assignment (40%), 1x 8 pages group written report (30%), peer-evaluation of group work contribution (10%), assessable tutorial discussion and facilitation (20%). Mode of delivery: Normal (lecture/lab/tutorial) day, Online
This unit gives an introduction to the health status of women and children in low and middle income countries and highlights the interconnectedness of women's and children's health, and why it is important to understand women and children's health. It presents some of the major causes of mortality and morbidity and interventions and approaches to improving outcomes from a public health perspective. We discuss case studies, and how public health can address these problems. Each week an expert describes a different topic and discusses their field experiences
Textbooks
Readings are available on the unit's eLearning site
GLOH5124 Humanitarian Crises and Refugee Health
Credit points: 6 Teacher/Coordinator: Ms Bronwen Blake, Dr Megan Cox Session: Intensive October Classes: 60 hours of online lectures and interactive tasks in between 2 workshops of 2 days each.
Attendance at all 4 days of the workshops is mandatory. The coursework and assessment will include a tabletop simulation exercise. Prohibitions: MIPH5124 Assessment: Online activity (20%), simulation task (30%), individual reflection writing task (10%), individual essay (40%) Mode of delivery: Block mode, Online
This unit gives students an overview of global health aspects of forced migration and humanitarian emergencies. This includes considering problems faced by government and non-government organisations in humanitarian emergency relief efforts as well as the increasing pressures of forced migration resulting from these. Topics covered in the unit include international and human rights law, the role of donor agencies, refugee health, nutritional emergencies, site planning for refugee camps, water and sanitation, sexual violence, protection of vulnerable groups, and communicable disease surveillance and control.
Textbooks
Readings are available on the unit's eLearning site
GLOH5136 Nutrition in Global Settings
Credit points: 6 Teacher/Coordinator: Prof Michael Dibley Session: Semester 2 Classes: Face to face: 10 x 2hr interactive learning sessions plus online lectures and activities. Online: 10 x 1hr synchronous or asynchronous tutorials plus online lectures and activities. Assumed knowledge: Introductory knowledge of epidemiology Assessment: 1x2500wd nutrition assessment submission (30%), 1x3500wd nutrition intervention design submission (60%), assessable discussion (10%) Mode of delivery: Normal (lecture/lab/tutorial) day, Online
This unit aims to provide students with insights into the major nutrition-related public health problems in low- and middle-income countries; knowledge and practical skills about nutritional assessment; and the design and evaluation of nutritional interventions. The content areas include an overview of nutrition as a major determinant of health and disease; methods to assess community nutritional status; the impact of maternal and child under-nutrition on mortality and overall disease burden; design and evaluation of effective interventions; issues surrounding food security; agriculture and nutrition; and nutrition policies and resources. The unit has three major segments with the first focusing on nutritional assessment, the second on prioritizing nutrition-related public health problems in low- and middle-income countries, and the third on design and evaluation of interventions. On completion, students should be able to recognise key nutritional problems facing low- and middle-income countries; have acquired knowledge and practical skills as to how to assess these problems, and have gained insights into different multi-sectoral approaches to address these problems.
Textbooks
Readings are available on the unit's eLearning site
PUBH5019 Cancer Prevention and Control
Credit points: 6 Teacher/Coordinator: TBC Session: Semester 2 Classes: 5 x online modules each comprising online lectures, readings and quiz, plus 4 x online group interactions. Prerequisites: PUBH5010 or CEPI5100 Assessment: 5 x online quizzes (10%) + 1 x 1500wd assignment (30%) + 1 x 3000wd assignment (50%) + participation in online discussions for at least three modules (10%). Mode of delivery: Online
Note: Department permission required for enrolment
This unit introduces students to the concepts, methods and applications underpinning cancer prevention and control at the population level. It is designed to offer a broad-based perspective on public health approaches to cancer across the continuum from prevention through to screening, diagnosis, treatment, survivorship and palliative and supportive care. We will critically appraise policies and interventions that have the potential to reduce cancer incidence and mortality, prolong survival and improve quality of life. Although each topic will be presented in the context of specific cancers and the Australian health care system, the principles and frameworks will be relevant for regional and global cancer control efforts. At the completion of the unit, students will be equipped with the basic tools to design, plan, implement and evaluate cancer control strategies and programs.
Textbooks
Elwood JM, Sutcliffe SB (Eds). Cancer Control. New York: Oxford University Press, 2010 (pp1-469)
PUBH5020 Chronic Disease Prevention and Control
Credit points: 6 Teacher/Coordinator: Dr Yvonne Laird Session: Semester 1 Classes: 20 hrs online lectures, plus 6-7 weeks of online discussions Assumed knowledge: PUBH5033, PUBH5010 or CEPI5100 or equivalent Assessment: 1000 word assignment (20%), 2000 word assignment (40%), on-line discussions (40%) Mode of delivery: Online
Note: PUBH5020 is an advanced MPH elective in the area of chronic disease prevention. Some epidemiological concepts, such as population attributable risk and introductory concepts in health promotion are expected knowledge for understanding this unit. For example, attributable risk is necessary to understand the Burden of Disease concept in NCD prevention, and is part of Module 2 of this unit. In addition, this MPH elective predominantly takes a population and global perspective on NCD prevention with a lesser emphasis on clinical or health services prevention perspectives.
This course provides a systems-informed and high-level public health approach to examining the global issue of chronic diseases (e.g. cardiovascular disease, type 2 diabetes, cancer, chronic lung disease) and their prevention. The course examines why chronic disease is a global problem, and describes WHO frameworks for chronic disease prevention. It also reviews the epidemiology of specific chronic diseases including trends in and surveillance of these conditions, and their antecedent risk factors and conditions, and discusses the global (and country level) burden of disease. The unit will include some discussion of clinical prevention, in particular, the role of primary care, other clinicians and allied health professionals in providing lifestyle advice for people with chronic disease (tertiary prevention) and for people without chronic disease (primary prevention). Students will be involved in evaluating the effectiveness of different prevention strategies and will examine the role of health policy and strategic planning in developing effective and sustainable chronic disease management programs and health services in different settings (in Australia and the region). This unit is complementary to PUBH5555 Lifestyle and Chronic Disease Prevention, which focuses on addressing each of the major individual behavioural risk factors.
Textbooks
Readings for this unit will be available on the eLearning site
PUBH5033 Disease Prevention and Health Promotion
Credit points: 6 Teacher/Coordinator: A/Professor Philayrath Phongsavan, Dr James Kite Session: Semester 1 Classes: 3 half-day workshops, 9 face-to-face tutorials or online discussion; fully online version available Assessment: 1x1500 word assignment (30%); 1 presentation (15%); 1 x 2500 word assignment (45%); tutorial participation (10%) Mode of delivery: Block mode, Online
This core unit of study introduces students to evidence-based health promotion as a fundamental approach to promoting and improving health and wellbeing, preventing disease and reducing health inequalities in populations. The unit is divided into three modules: (i) the building blocks of disease prevention and health promotion, (ii) using evidence to develop disease prevention and health promotion interventions, and (iii) evaluating disease prevention and health promotion programs to inform policy and practice. This unit will give students an understanding of disease prevention and health promotion and their relationship to public health, introduce design, implementation, and evaluation of disease prevention and health promotion interventions, and develop and refine students' research, critical appraisal, and communication skills.
Textbooks
Course Readings Provided
PUBH5422 Health and Risk Communication
This unit of study is not available in 2020
Credit points: 6 Teacher/Coordinator: Dr Claire Hooker, Associate Professor Julie Leask, Professor Phyllis Butow Session: Semester 2 Classes: Block/intensive 2 blocks of 2 x 9-5 full days; please check with the coordinator for scheduling Assessment: Assignment 1: 1 x 2500 word (35%), Assignment 2: 1 x 2500 words or equivalent (35%), online activities (30%). Attendance at intensives is compulsory and 80% attendance is required to pass the unit of study. Mode of delivery: Block mode
In this unit, students learn how to communicate effectively with respect to health risks, both to individuals with health concerns, and with respect to risks to the public. The first half covers individual health risk communication in clinical settings, including: theories of health communication, patient centred care and shared decision making; evidence-based communication skills; research paradigms including interaction analysis; cross-cultural communication in health care; discussing prognosis; and informed consent. The second half explores risk communication for public health, including: how to effectively manage outbreak or other crisis situations; how to communicate about issues where the risk is low but ublic concern is high (such as with respect to the fluoridation of water); and how to best manage controversies. We teach theories of risk perception and communication with particular application to public health incident responses. We give practical guides to media messages, risk message framing, public engagement, traditional and social media, and the ethical aspects of public communication. The unit offers students the opportunity to learn from outstanding guest lecturers who work in these areas and interactive opportunities for students to try their skills in risk communication and decision making.
Textbooks
Students are provided with a list of readings (in digital format). Most supplementary readings can be accessed through the library or online.
PUBH5551 Climate Change and Public Health
Credit points: 6 Teacher/Coordinator: Dr Ying Zhang Session: Semester 2 Classes: For face to face students - block workshops and tutorials (1 x 2 days early semester + 1 x 2 days late semester); for online students - recorded seminars and online tutorials (1 x 1 week early semester + 1 x 1 week late semester) Assessment: 1x 1500 word annotated climate change bibliography - individual assignment (30%) 1x quiz - equivalent to 1000 words (20%) 1x 3500 word essay - individual assignment (50%) Mode of delivery: Block mode, Online
The unit presents critical views of climate change and the ways in which it interacts with human behaviour and population health from various disciplines, e. g. planetary health, international environmental governance and law, environmental economics, urban planning and environmental and social injustice. It addresses major public health risks associated with climate change and extremes, e. g. infectious disease, nutrition, cardiovascular disease, mental health, and indigenous health, in a broader concept of sustainability and global change. Scenarios with regards to responses to climate change, including adaptation and mitigation, will be introduced to build community resilience. This unit will provide both Australian and international perspectives on climate change and health, supported by theoretical and empirical research in both developed and developing countries.
Textbooks
None, readings will be provided
BETH5203 Ethics and Public Health
Credit points: 6 Teacher/Coordinator: Dr Kate MacKay Session: Semester 2 Classes: 5 x 7 hour intensive workshops; or Online only. Prohibitions: BETH5206 Assessment: 5 x Online Quiz (50%); 1 x 2500 word essay (50%) Mode of delivery: Block mode, Online
Note: If an insufficient number of students opt to attend intensives on campus, the coordinator may choose to teach this unit of study in online mode only. Students will be contacted if this occurs.
This unit provides students with an overview of the ethical and political issues that underlie public health and public health research. The unit begins with some fundamentals: the nature of ethics, of public health (and how it might be different to clinical medicine) and of public health ethics. It introduces key concepts in public health ethics including liberty, utility, justice, solidarity and reciprocity, and introduces students to different ways of reasoning about the ethics of public health. A range of practical public health problems and issues will be considered, including ethical dimensions of communicable and non-communicable diseases in populations, and the ethical challenges of public health research. Throughout, the emphasis is on learning to make sound arguments about the ethical aspects of public health policy, practice and research. Most learning occurs in the context of five teaching intensives, which are highly interactive and focus on the development and application of reasoning skills.
Textbooks
Students are provided with a list of readings (in digital format).
HPOL5003 Analysing Health Policy
Credit points: 6 Teacher/Coordinator: Dr Samantha Rowbotham Session: Semester 2 Classes: Block Mode: 2 x 2 day workshops plus online activities.
Online mode: pre-recorded lectures and week-by-week online discussion and activities. Assessment: 1 x 2000 word assignment (35%), participation grade (5 x short online or face-to-face learning activities) (15%), 1 x 3000 word policy analysis project proposal (50%) Mode of delivery: Block mode, Online
This unit aims to develop skills for undertaking policy research and analysis, and is underpinned by principles from systems thinking and complexity approaches. A mult-idisciplinary approach familiarises students with fundamental frameworks and methodologies that can be applied to research and analysis of health policy by drawing on multiple disciplines including public health, social and political sciences, behavioural sciences, public policy and history. By the end of the unit students will be able to: Define policy and formulate research questions that can be used to analyse policy and policy processes; Understand and apply systems thinking approaches to policy analysis and research; Understand and explain the different methodological approaches and research paradigms that can be applied in policy analysis and research; Apply a critical analysis to a case study of policy success or failure; Identify appropriate study designs, research methodologies, data collection methods and analysis frameworks for specific policy research questions; Design a systems thinking-informed analysis of a current policy issue.
Textbooks
Required and recommended readings and reference lists will be available through eLearning.
HPOL5008 Evidence into Health Policy and Planning
Credit points: 6 Teacher/Coordinator: Dr Carmen Huckel Schneider Session: Semester 1 Classes: Block Mode with compulsory intensive workshops on Campus. 2 x 2 day workshops.Unit Coordinators will assist students with online advice and supervision for their assignments. Assessment: 1 x literature search strategy (10%), 1 x 2000 word evidence based case for a policy or practice change (30%), 1 class presentation of the case for change (20%), 1 x 2500 word evidence based submission to a government consultation or inquiry (40%) Mode of delivery: Block mode
The aim of this unit is to increase students' understanding about the links between evidence and policy and planning and to build skills for making an evidence based case for change and implementing evidence based policy. The unit also advances conceptualisations of evidence for policy to include citizen, consumer and community experience as evidence. The teaching of this course will include: lectures, critical appraisal workshops, guest presentations from leading policy makers and student presentations of how evidence from research can assist them to address real world issues.. By the end of this unit students will be able to: Use evidence to identify areas that require policy change; Search for and critically appraise evidence for policy design and implementation; Understand key theories of the use of evidence in policy and practice; Critically analyse the role of evidence in policy and political processes; Understand citizen and community experience as evidence; Use evidence effectively in a case for policy change.
Textbooks
Required and recommended readings and reference lists will be available through eLearning.
SEXH5414 Public Health: Sexual and Reproductive Health
Credit points: 6 Teacher/Coordinator: Associate Professor Iryna Zablotska-Manos, Dr Shailendra Sawleshwarkar Session: Semester 2 Classes: Normal day: compulsory attendance at 2-4 hours of lectures per week; Online: 2-4 hours of online lectures per week. International students including Australian Awards Scholarship students must enrol into the face-to-face version Prohibitions: SEXH5008 or SEXH5418 or SEXH5419 Assessment: Written assignments (70%); Online quizzes (20%); Discussion board participation (10%) Mode of delivery: Normal (lecture/lab/tutorial) day, Online
This unit of study is a combination of three (3), two (2) credit point units (SEXH5008, SEXH5418 and SEXH5419) and deals with public health aspects of sexual and reproductive health (SRH), Sexually Transmitted Infections (STIs) and HIV. This unit addresses sexuality, sex education, HIV/AIDS and STIs, unintended pregnancies, access to SRH services, maternal mortality, sexual violence, sexual and reproductive rights and discrimination/stigmatisation of vulnerable populations. Aspects of HIV/STIs and reproductive health will be discussed in the context of the UN's Sustainable Development Goalas (SDGs) focusing on SDG 3 on health and SDG 5 on gender equality and women's and girls' empowerment. The unit further explores the epidemiological, societal and population aspects of SRH, STIs and HIV. Surveillance strategies, policy development and legislative responses will be discussed, with regards to the potential public health consequences. Emphasis will be placed on the delivery of effective prevention and management strategies.
Textbooks
Recommended: Van Look, P., (2011). Sexual and Reproductive Health: A Public Health Perspective. 1st Ed. Elsevier: ISBN: 9780128102329
Capstone units
Students select a minimum of 6 credit points and a maximum of 12 credit points from this list
GLOH5301 Global Health Capstone
Credit points: 6 Teacher/Coordinator: Dr Ying Zhang Session: Semester 1,Semester 2 Classes: supervision as required Prerequisites: Completed at least 48 credits for Master of Global Health Assessment: 1x1000 word proposal (10%); a written output (e.g. ethics application, or literature review) or a multi-media presentation, equivalent to 5000 words (90%) Mode of delivery: Supervision
Note: Department permission required for enrolmentin the following sessions:Semester 2
The capstone unit is to be completed in the last semester of the candidature. This unit provides students with an opportunity to draw together and integrate their learning in the cores and elective units and apply the knowledge and skills gained. Students will be expected to complete a task which illustrates how a global health problem or issue can be analyzed and an appropriate response formulated (including action to be taken and a plan to evaluate the impact of the action). This work may be completed individually or in small groups. For example students may design a simple study or intervention evaluation or a practical project incorporating quantitative and qualitative methodologies to address a global health problem in a specific global setting. Students who have already collected data can analyze the data and write up as the capstone. Assessment will be a final product (e. g. a report, a literature review, an application or multimedia) or a manuscript, which is to the standard of publication.
GLOH5302 Global Health Dissertation
Credit points: 12 Teacher/Coordinator: Professor Robert Cumming Session: Semester 1,Semester 2 Assessment: 1000-word project proposal (required); 10, 000 - 15, 000-word dissertation or a paper suitable for publication, as negotiated with supervisor (100%) Mode of delivery: Supervision
Note: Department permission required for enrolment
Note: Students should have a confirmed supervisor and approval of the unit coordinator, and are expected to have a WAM of at least 75 per cent in the first 48 credit points of the Master of Global Health.
Students will do an independent research project in an area of interest relevant to global health. The student will work with a supervisor, who will help the student select a topic and then guide the student through the process of conducting a research project. The project may be a systematic review of the literature, analysis of an existing dataset, a quantitative or qualitative research study, a policy analysis or some other project acceptable to the dissertation supervisor. Students considering doing this unit should submit an expression of interest, with proposed topic and supervisor, at least one semester prior to enrolment in the unit. This is necessary to enable supervisors to give advice about relevant elective units and, if necessary, to prepare applications for ethics committee approval.
GLOH5303 International Field Placement
Credit points: 12 Teacher/Coordinator: Dr Giselle Manalo, Professor Merrilyn Walton Session: Semester 1,Semester 2 Classes: continuous direct and face to face supervision throughout the final semester by specific gloh, sph staff and a supervisor from host organization; regular meetings with placements unit coordinator; face to face pre departure orientation, pre travel preparations, leadership, cultural competency, language workshops (5 days); 6-12 weeks in country placement; post placement debriefing and a seminar presentation Prerequisites: Completed 48 credit points Assessment: 1 x reflective journal involving continuous reflection throughout the semester including early reflection activities during the pre-departure sessions designed to prepare students for their field placement as they engage and work with host partners and communities; in country reflection to analyze their observations regarding global health practices, ethical issues, community engagement, inter-professional and health service learning and what they are experiencing during their placements; culminating reflective experiences on how these experiences have impacted them. Students will also draw and reflect on their prior academic learning in previous semesters and consider how this apply to the field placement. Students will learn to examine and evaluate their own personal attitudes, implicit biases and how their backgrounds may impact the lens in which they view their field experiences as they work with host partners and diverse communities. 2,000 words (15%)
1 x host institution or organization supervisor report (15%)
1 x portfolio, consisting of tasks, deliverables, or outputs in country as developed by host partners (20%) plus 1 x major written report on an identified field placement specific global health topic or project relevant to the work of the host partner(s) of 5000 words (30%) (total 50%)
1 x oral presentation (20%) Mode of delivery: Supervision
Note: Department permission required for enrolment
Note: This international field placement unit will be completed during the last semester of the candidature. Eligibility will be for students to maintain a weighted average mark of at least 70 per cent in their first 24 core credit points or at discretion of coordinator. Selection is a competitive process involving an expression of interest, interview and based on academic performance.
This international field placement unit will be completed during the last semester of the candidature. Eligible students will maintain a weighted average mark of at least 70 per cent in their first 24 core credit points. Selection is a competitive process involving an (1) expression of interest, (2) interview and (3) based on academic performance including maintaining 70 per cent WAM for 24 credit points in second semester. The field placement expects students to use skills they have learnt from GLOH core units and core electives. Depending on the project a student will be expected to: formulate strategies or methods in the implementation of a program; develop and write training manuals, guidelines, proposals, reports or policy briefs; evaluate programs through collaborative work with the international partner institutions or organizations. Students are also expected to have underpinning knowledge about global health and ethics prior to departure as well as critically reflect on professional development skills, global health practices, health service or community engaged inter-professional learning and their experiences throughout the entire semester; to evaluate their own creative processes, develop effective communication, problem-solving and interpersonal skills. Students will be expected to attend all pre-departure workshops if in Sydney otherwise arrangements will be made to provide information online to distant students. Students should also arrange to meet regularly with their supervisor and placement coordinator and undertake 6-12 weeks continuous work with an assigned host partner institution or organization. All assessment requirements are to be met and submitted for this unit.
Textbooks
One Planet: One Health. Editor Merrilyn Walton, Sydney University Press 2019. (free online)
GLOH5304 Global Health Dissertation A
Credit points: 6 Teacher/Coordinator: Professor Robert Cumming Session: Semester 1 Assessment: 1000-word project proposal (required); 10, 000 - 15, 000-word dissertation or a paper suitable for publication, as negotiated with supervisor (100%) Mode of delivery: Supervision
Note: Department permission required for enrolment
Note: Students should have a confirmed supervisor and approval of the unit coordinator and are expected to have a WAM of at least 75 per cent in the first 48 credit points of the Master of Global Health.
Students will do an independent research project in an area of interest relevant to global health. The student will work with a supervisor, who will help the student select a topic and then guide the student through the process of conducting a research project. The project may be a systematic review of the literature, analysis of an existing dataset, a quantitative or qualitative research study, a policy analysis or some other project acceptable to the dissertation supervisor. Students considering doing this unit should submit an expression of interest, with proposed topic and supervisor, at least one semester prior to enrolment in the unit. This is necessary to enable supervisors to give advice about relevant elective units and, if necessary, to prepare applications for ethics committee approval. NOTE: GLOH5304 and GLOH5305 are intended for part-time students who wish to do their dissertations over two semesters. Students must complete both units of study.
GLOH5305 Global Health Dissertation B
Credit points: 6 Teacher/Coordinator: Professor Robert Cumming Session: Semester 2 Assessment: 1000-word project proposal (required); 10, 000 - 15, 000-word dissertation or a paper suitable for publication, as negotiated with supervisor (100%) Mode of delivery: Supervision
Note: Department permission required for enrolment
Note: Students should have a confirmed supervisor and approval of the unit coordinator and are expected to have a WAM of at least 75 per cent in the first 48 credit points of the Master of Global Health.
Students will do an independent research project in an area of interest relevant to global health. The student will work with a supervisor, who will help the student select a topic and then guide the student through the process of conducting a research project. The project may be a systematic review of the literature, analysis of an existing dataset, a quantitative or qualitative research study, a policy analysis or some other project acceptable to the dissertation supervisor. Students considering doing this unit should submit an expression of interest, with proposed topic and supervisor, at least one semester prior to enrolment in the unit. This is necessary to enable supervisors to give advice about relevant elective units and, if necessary, to prepare applications for ethics committee approval. NOTE: GLOH5305 and GLOH5304 are intended for part-time students who wish to do their dissertations over two semesters. Students must complete both units of study.