HLTH SC 2012 - Hacking Health

North Terrace Campus - Semester 1 - 2021

Hacking Health will bring together health professionals and technologists to both understand problems that need to be solved and to use cutting edge technology to develop innovative solutions for these problems. Hacking Health uses the principles of Translational Science to provide students with skills and practical knowledge to (i) creatively assess current health challenges in the community and collaboratively develop innovative solutions (ii) identify and appraise current technologies/interventions and strategies for effectiveness (iii) scope the role for potential new technologies/interventions (iv) consider the determinants of successful implementation of new or existing technologies/interventions. The course will build on the foundation skills developed in Clinical Skills and Simulation. Health clinicians and researchers from a wide range of disciplines will showcase successful innovation projects and students will then work in groups on solutions for a significant challenge within the health system.

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Course Details

Course Code	HLTH SC 2012
Course	Hacking Health
Coordinating Unit	Public Health
Term	Semester 1
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 3 hours per week
Available for Study Abroad and Exchange	N
Incompatible	HLTH SC 2105
Restrictions	BHlthMedSc (Advanced) students only
Assessment	Quizzes, Reflective Journal, Oral Presentation, Final Report.

Course Staff

Course Coordinator: Ms Jacqueline Parsons

Course staff:
Jacqueline Parsons, School of Public Health
Rick Wiechula, Adelaide Nursing School
David Foley, Adelaide Nursing School

Course Timetable

The full timetable of all activities for this course can be accessed from .

A full course timetable will be available in MyUni Canvas.

Key topics include:
Module 1: Needs assessment of population health needs + Service mapping (identifying a priority area, describing and quantifying a health problem)
Module 2: Option appraisal (identifying potential solutions through searching the literature)
Module 3: Evaluation process (assessing potential solutions based on the quality of the evidence, applicability of the intervention and cost implications)
Module 4: Implementation frameworks/models
Module 5: Business case development and student presentations

This course will be presented as a mix of lecture/seminars and workshops and delivered in 1/2 hour blocks. Weekly 1 hour lectures (including guest speakers) will be used to introduce and illustrate the course components, and will be prerecorded and uploaded to MyUni weekly. Workshops (2 hours/week) will be conducted in small groups (SGDE), providing interactive group discussions to clarify and apply the course components from seminars and improve understanding. SGDE will expose students to knowledge translation experts from disciplines across the Faculty who have different bodies of knowledge and perspectives on the topic enhancing cross-disciplinary interactions as most often applicable to real world health problems.

Course Learning Outcomes

1. Describe the principles and processes of knowledge translation
2. Employ strategies to identify and prioritise health problems and opportunities for change
3. Appraise current health practices to determine areas of deficit and need for new innovations
4. Demonstrate knowledge of the design and innovation process to develop new solutions to health problems
5. Develop frameworks to implement solutions
6. Demonstrate an understanding and apply alternative study designs to the evaluation of successful implementation
7. Display communication and collaborative skills working in small groups to apply the knowledge translation process to a specific health problem

University Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

University Graduate Attribute	Course Learning Outcome(s)
Deep discipline knowledge informed and infused by cutting edge research, scaffolded throughout their program of studies acquired from personal interaction with research active educators, from year 1 accredited or validated against national or international standards (for relevant programs)	1-6
Critical thinking and problem solving steeped in research methods and rigor based on empirical evidence and the scientific approach to knowledge development demonstrated through appropriate and relevant assessment	2-6
Teamwork and communication skills developed from, with, and via the SGDE honed through assessment and practice throughout the program of studies encouraged and valued in all aspects of learning	7
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	1-7
Intercultural and ethical competency adept at operating in other cultures comfortable with different nationalities and social contexts able to determine and contribute to desirable social outcomes demonstrated by study abroad or with an understanding of indigenous knowledges	1-7
Self-awareness and emotional intelligence a capacity for self-reflection and a willingness to engage in self-appraisal open to objective and constructive feedback from supervisors and peers able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate	6,7

Learning Resources

Required Resources

There is no set textbook for this course. All resources, including links to journal articles and reading lists, will be disseminated via Canvas.

Recommended Resources

N/A

Online Learning

The primary means of communication outside of formal contact hours will be via Canvas. Announcements and discussion boards will be the main method of communicating with the student cohort. Course material will be supported by online resources, with recordings via Canvas. Material will be sequentially released in line with the teaching and learning activities in each week.
Learning & Teaching Activities

Learning & Teaching Modes

This course will be presented as a mix of lectures and workshops and delivered in 1/2 hour blocks. Lectures (including guest speakers) will be used to introduce and illustrate the course components, and will be pre-recorded and uploaded weekly to MyUni. Workshops (2 hours/week) will be conducted in small groups (SGDE), providing interactive group discussions to clarify and apply the course components from seminars and improve understanding.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

Is a 3 unit course so the total workload (including contact and non-contact) for a 3 unit course is 156 hours.

Learning Activities Summary

Key topics include:
Module 1: Needs assessment of population health needs + Service mapping (identifying a priority area, describing and quantifying a health problem)
Module 2: Option appraisal (identifying potential solutions through searching the literature)
Module 3: Evaluation process (assessing potential solutions based on the quality of the evidence, applicability of the intervention and cost implications)
Module 4: Implementation frameworks/models
Module 5: Business case development and student presentations

Small Group Discovery Experience

Students will be placed in groups. Groups will work on dveloping a project proposal that will address a priority health issue. Supervisors will assist in applying course components including the identification and analysis of a health priority, potential solutions, and the evaluation of options followed by an implementation plan. They will also facilitate a cross-disciplinary collaborative experience. Project parts 1 and 2 will be submitted and marked individually, and project part 3 will be submitted and presented as a group and marked as a group. Students will also be assessed on the group work via a peer assessment and via development of a team charter and log of group work as the semester proceeds.

The University's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

Assessment Task	Task Type	Weighting	Course Learning Outcomes
Quiz 1	Summative	10%	1 - 4
Project proposal part 1	Summative	20%	1 - 7
Quiz 2	Summative	10%	1 - 4
Group presentation	Summative	25%	1 - 7
Project proposal final	Summative	20%	1 - 7
Peer assessment of group work	Summative	5%	1 - 7
Workshop attendance	Summative	5%	1 - 7
Team Charter and Group Work Log	Summative	5%	1-7

Assessment Detail

Quizzes: Each student will be required to complete two short quizzes online, testing students’ understanding of concepts addressed in the course. 20% total weighting (2 X 10%).

Project proposal part 1: For the Project Part 1 of the proposal you need to describe the area of healthcare practice and give a rationale for why you believe action is required. This should include:

a needs assessment: what is the issue, how big is the problem (E.g., prevalence, incidence, numbers) what are the impacts (E.g., quality of life, healthcare use, costs)?
service mapping: what is happening now to address this problem, what services are currently provided?
Although we expect that you will have been working together as a group to get started with this, Project Part 1 should be your own work. It should be no more than 700 words; tables and figures are encouraged where appropriate. Project Part 1 is worth 20% of your final mark

Group presentation: Groups will give a presentation to students and teaching staff in which they present their project proposal. 25% weighting

Final project proposal: Students will individually submit a 1000 word report on their proposed project. For this assessment you will need to undertake a search for interventions to address your health issue. You will do this as a group, using the skills in literature searching that you have gained. Each group member will need to then select a paper that describes and evaluates an intervention. Your work will include:

a description of your search strategy (where you searched and how, including your search strings)
a description of the paper (eg study design, population, intervention, comparator, outcomes)
a quality appraisal of the paper (eg, was bias or confounding likely, are the results believable)
a description of how well the intervention would work in your setting (eg, is the setting of the study similar to conditions in SA?)
Your search strategy is expected to be very similar across your group, however each individual will do a different paper so the rest of this assessment must be your own work. It should be no more than 1000 words. Project Part 2 is worth 20%

Workshop attendance is compulsory. The workshops provide a focal point for group work and skill development to be used in constructing the group assignment. 5% weighting

Group work is central to this course. All students are expected to make an equitable contribution to the gropu proposal. Students will have the opportunity of evaluation their own and other group members contribution. 5% weighting.

Algined with the significant amount of group work students will enroll in a Team Charter and Generate an Objective Group Work log (akin to minutes of a professional meeting) this document accounts for 5% of student marks.

Submission

Details will be made available on MyUni Canvas

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through .

Student Feedback

The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

The eSELT feedback has raised a number of issues with regard to the following.
1. Level of detail regarding assessment items. As a result rubrics will be provided with increased detail for assignments.
2. In-equitable contributions from group members. As a result we have introduced peer assessment for group work and compulsory attendance at workshops.
Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.

The 成人大片 is committed to regular reviews of the courses and programs it offers to students. The 成人大片 therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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