HLTH SC 2012 - Hacking Health

North Terrace Campus - Semester 1 - 2023

Hacking health uses the principles of Translational Science to develop students' skills in engaging with literature, scientific writing, critical thinking, and knowledge evaluation and synthesis. This course will provide students with the skills and practical knowledge to: (i) creatively assess current health challenges in the community and collaboratively develop innovative solutions; (ii) identify and appraise current knowledge of interventions and strategies for effectiveness; (iii) scope the role for potential new interventions; (iv) consider the determinants of successful implementation of new or existing interventions.

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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	Project proposal (including problem identification, needs assessment search strategy, literature evaluation), peer assessment, and workshop preparation and participation.

Course Staff

Course Coordinator: Dr Emma Muhlack

Jacqueline Parsons, School of Public Health
Lucylynn Lizarondo, Johanna Briggs Institute, School of Public Health
Craig Lockwood, Johanna Briggs Institute, School of Public Health

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.

This course is delivered via weekly 2 hour workshops in which students will develop course skills by undertaking a Knowledge Translation project across the semester. Requisite knowledge for the project will be delivered via readings, videos, and pre- and post-workshop activities.

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)
Attribute 1: Deep discipline knowledge and intellectual breadth Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.	1-6
Attribute 2: Creative and critical thinking, and problem solving Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.	2-6
Attribute 3: Teamwork and communication skills Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.	7
Attribute 4: Professionalism and leadership readiness Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.	1-7
Attribute 5: Intercultural and ethical competency Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.	1-7
Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.	1-3,5
Attribute 7: Digital capabilities Graduates are well prepared for living, learning and working in a digital society.	2,3,7
Attribute 8: Self-awareness and emotional intelligence Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.	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 online content delivery (approx. 1 hour per week expected time commitment) workshops (2 hour timetabled sessions). Online content will introduce and illustrate the course components, developed by knowledge translation specialists from the Johanna Briggs institue and academics from the School of Public Health. Workshops will be conducted in small groups, following a knowledge translation project accorss the semester.

Workload

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

Hacking Health 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

A detailed timetable of classes and assessment tasks will be available on MyUni. The topics covered include:
- identifying problems and associated needs in health
- developing targeted literature searches
- critical analysis, synthesis, and application of literature
- developing health solutions

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
KT Project 1a: Problem Identification	Summative	10%	1, 2
KT Project 1b: Needs Assessment	Summative	15%	1, 2, 3
KT Project 2a: Search Strategy	Summative	10%	1, 4, 7
KT Project 2b: Critical Evaluation of Literature	Summative	15%	1, 4-7
KT Project 3: Intervention proposal	Summative	25%	1 - 7
Project Group Peer Assesment A	Formative	-	7
Project Group Peer Assessment B	Summative	5%	7
Project Group Documentation	Summative	5%	7
Workshop Preparation & Participation	Summative	15%	1-7

Assessment Detail

Assessment for this course is centred around a Knowledge Translation group project. Each group will choose a health topic from a limited list, determine the nature of a problem within that topic, and then develop a solution by synthesising available knowledge through the Knowledge Translation process.

This begins with each student's individual identification of a health problem, along with their assessment of the unmet needs causing this problem (KT Project 1a (problem identification) and 1b (needs assessment)). Groups will then choose a problem to focus on, and begin developing their KT Project strategy.

Each student will develop a search of the literature (KT Project 2a) aimed at finding literature appropriate for the project, and evaluate the quality and applicability of a chosen source as it relates to the group's project aims (KT Project 2b).

Finally, students will present their Intervention Proposal in week 13 (KT Project 3).

As part of this project, students are expected to establish group norms and practices and document these for submission (Project Group Documentation). Students will also complete two peer reviews of each member's contribution to the group: one formative, partway through the course, and one summative, in week 13. Students will also be assessed throughout on their preparedness for classes and the nature of their engagement with peers and teaching staff in the classroom (Workshop preparation & participation).

Submission

No information currently available.

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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