HLTH SC 2105 - Reflect. Research. Resolve Questions in Health

North Terrace Campus - Semester 1 - 2019

This course involves the interactive, student-centred exploration of specific real-world health problems written to stimulate collaborative analysis and investigation. Students will work in teams to consider contemporary health challenges from a range of perspectives (medical science, public health etc.) and further develop their research, problem solving and teamwork skills.

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Course Details

Course Code	HLTH SC 2105
Course	Reflect. Research. Resolve Questions in Health
Coordinating Unit	Medical Studies
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	Y
Prerequisites	HLTH SC 1002
Incompatible	HLTH SC 2012
Restrictions	Available to BHlthMedSci students only
Assessment	Online quizzes, Poster developed in SGDE, 2 Essays.

Course Staff

Course Coordinator: Dr Kent Algate

Mr Kent Algate
Dr Paul Rothmore

Course Timetable

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

Course Learning Outcomes

1. Apply analytic and critical thinking skills to develop potential solutions to contemporary national and global health challenges.
2. Apply basic public health and pathophysiology concepts
3. Construct reasoned arguments
4. Demonstrate effective teamwork and small group collaborative skills
5. Critically evaluate articles drawn from the literature relevant to their module of choice

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)	1,2
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	1-5
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	4
Career and leadership readiness technology savvy professional and, where relevant, fully accredited forward thinking and well informed tested and validated by work based experiences	1-5
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	1,2,4
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	1-5

Learning Resources

Required Resources

Readings and web links will be made available through MyUni
Learning & Teaching Activities

Learning & Teaching Modes

This course will engage students in the exploration of big health challenges for Australia and internationally.

The first week of the course will be used to introduce the course framework and explain the learning approaches.

Following this, students will attend workshops based on their chosen health topic (from a choice of 1 out of 4 health challenges) which will take place on a by-weekly manner in conjuction with by-weekly research methods lectures.

The formate for each week will be as follows:

Week 1: 1 hour lecture

Week 2: 1 hour online activity + 2 hour interactive workshop + 1 hour SGDE

Week 3: 1 hour online activity + 1 hour lecture

Week 4: 1 hour online activity + 2 hour interactive workshop + 1 hour SGDE

Week 5: 1 hour online activity + 1 hour lecture

Week 6: 1 hour online activity + 2 hour interactive workshop + 1 hour SGDE

Week 7: 1 hour online activity + 1 hour lecture

Week 8: 1 hour online activity + 2 hour interactive workshop + 1 hour SGDE

Week 9: 1 hour online activity + 1 hour lecture

Week 10: 1 hour online activity + 2 hour interactive workshop + 1 hour SGDE

Week 11: 1 hour online activity + 1 hour lecture

In week 12, students will present the outcomes of their SGDE in a poster at a presentation showcase.

Workload

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

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

Please refer to MyUni.

Learning Activities Summary

Conceptual organisation: Students will choose 1 from a choice of 4 health challenges which they will explore through on-line materials, seminars (of about 50 students) and SGDE (groups of 5 students). The health challenges will be chosen from the following areas with more details about the specific topic within these fields to be released at the beginning of the semester.

1. Musculoskeletal Health
2. Addiction and Mental Health
3. Nutritional Health
4. Reproductive and Child Health

Students will address their chosen health challenge using a framework that covers the full range of health and illness determinants, from the biological to the global.

Small Group Discovery Experience

Students will be put into groups (typically of five) and assigned a mentor. The group will be mentored to prepare for a poster on one of the 4 topics covered through the course.

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

Online quizzes - 30%
Group poster - 25%
Participation in poster expo - 5%
1 x 1500 research proposal - 35%
Participation in module sessions - 5%

Assessment Detail

Online quizzes: Students will be required to answer a series of short questions (MCQs/TF/Matching) on each week's topics to consolidate their learning from that week.

Poster: As part of the SGDE students must work together to produce a poster on their particular research topic, which discusses the background and a potential solution to their topic of choice.

2 x 1500 word essays: Each student will participate in two modules (5 weeks each) focussing on a particular health issue (i.e. head injury in sport). As part of the module students will be required to write an essay addressing a particular aspect of the problem - i.e. public health measures, identifying pathophysiology of disease or outline potential treatments.

Submission

Please refer to MyUni.

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.
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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