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Unit of study description for 2015
BETH5104 Bioethics, Law and Society
Credit points: 6 Teacher/Coordinator: Dr Sascha Callaghan Session: Semester 1 Classes: 4x8hr intensives or online. Attendance is compulsory if enrolled in face-to-face block mode. Assessment: 1x2000wd problem (40%); 1x3500 word essay (60%) Mode of delivery: Online
Note: A three-year undergraduate degree in science, medicine, nursing, allied health sciences, philosophy/ethics, sociology/anthropology, law, history, or other relevant field, or by special permission
This unit of study begins by introducing students to intersections amongst health care, ethics, and the law. In particular students will explore the moral basis of law and the means by which law influences moral norms, clinical practice, and health policy. Students learn how to critically read and analyse primary sources of law relevant to bioethics. Students will then examine a number of areas of law that have particular significance for bioethics and society including consent, tort law, competence, advance directives, maternal-foetal conflicts, abortion, reproduction, end-of-life-decision-making, genetics and infectious disease.
All assessments must be completed to pass this Unit.
Required: Kerridge, Lowe and Stewart (2013), Ethics and law for the health profession, 4th Edition (Federation Press). All other compulsory readings are provided to students in digital format. Most supplementary readings can be accessed through the library collection.
BETH5203 Ethics and Public Health
Credit points: 6 Teacher/Coordinator: A/Professor Stacy Carter Session: Semester 2 Classes: 5x8hr Intensives; or Distance Education (online). Prerequisites: A three-year undergraduate degree in science; medicine; nursing; allied health sciences; philosophy/ethics; sociology/anthropology; history; or other relevant field; or by special permission. Prohibitions: BETH5206 Assessment: 5xOnline Quiz (50%); 1x2500wd essay (50%) Mode of delivery: Online
This unit provides students with an overview of the ethical and political issues that underlie public health and public health research. The unit 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 critical history of public health and an examination of public health law provide important context. Students also explore the ethical dimensions of central public health problems, including modifying lifestyles, managing communicable diseases, researching communities, responding to global health challenges and using evidence. 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.
Students are provided with a book of readings (in digital format).
BETH5206 Introduction to Public Health Ethics
Credit points: 2 Teacher/Coordinator: A/Professor Stacy Carter Session: Semester 2a Classes: 2x8hr intensives; or Distance Education (online). Prohibitions: BETH5203 Assessment: 2xOnline Quiz (40%); 1x1500wd essay (60%) Mode of delivery: Block mode
Note: Students enrolled in the Graduate Diploma or Master of Public Health may choose to take BETH5203 (6CP) instead of BETH5206 (2CP).
This unit provides students with an introduction to the ethical and political issues that underlie public health and public health research. The unit 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. Most learning occurs in the context of two teaching intensives, which are highly interactive and focus on the development and application of reasoning skills.
By the end of the Unit you will be able to identify the values and ideas upon which public health rests and ready to start thinking proactively about the ethical issues raised by public health interventions and health policy. This is a Core Unit for Graduate Diploma and Master in Public Health students.
Students are provided with a book of readings (in digital format). Most supplementary readings can be accessed through the library or online.
BETH5209 Medicines Policy, Economics and Ethics
Credit points: 6 Teacher/Coordinator: Dr Wendy Lipworth Session: Semester 1 Classes: Block mode (2x2 days) and online or fully online Assumed knowledge: A degree in science, medicine, pharmacy, nursing, allied health, philosophy/ethics, sociology/anthropology, history, law, communications, public policy, business, economics, commerce, organisation studies, or other relevant field, or by special permission. Assessment: Online exercises (15%) 1x1500 word essay (35%) 1x3000 word essay (50%) Mode of delivery: Online
Medicines and medical devices save lives but they can be costly and can have serious adverse effects. Value-laden decisions are continuously being made at individual, institutional, national and international levels regarding the medicines and devices we need, want and can afford. In this unit of study, we will explore and critique global and national policies and processes related to medicines and medical devices, examining how research and development agendas are set; how medicines and other health technologies are assessed and evaluated; and how new technologies are translated into practice. We will also explore broader trends such as globalisation, commercialisation and changing consumer expectations. By the end of the course, students will understand the forces shaping the development, regulation, funding and uptake of health technologies both nationally and internationally, and the political, ethical, legal and economic issues that are at stake. This course is designed to appeal to a wide range of student from ethics, law, public health, health care, policy, communications, economics, business, politics, administration, and biomedical science. Students will be encouraged to focus on issues of most relevance to their own area of study or work.
Readings will be provided
CISS6004 Health and Security
Credit points: 6 Session: Semester 2 Classes: 1x2hr seminar/week Assessment: 1x2000wd Issue brief (40%), 1x4000wd Research essay (60%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit assesses the political and security significance of disease-related events and developments. Whether one contemplates historical experiences with smallpox, the contemporary challenges posed by diseases such as HIV/AIDS and SARS, or the risks arising from new scientific developments such as synthetic biology, it is clear that diseases exercise a powerful influence over civilised humankind. The unit concentrates on areas in which human health and security concerns intersect most closely, including: biological weapons; fast-moving disease outbreaks of natural origin; safety and security in microbiology laboratories; and the relationships between infectious disease patterns, public health capacity, state functioning and violent conflict. The overall aim of the unit is to provide students with a stronger understanding of the scientific and political nature of these problems, why and how they might threaten security, and the conceptual and empirical connections between them.
HPOL5000 Introduction to Health Policy
Credit points: 6 Teacher/Coordinator: A/Prof James Gillespie Session: Semester 1 Classes: Distance Education with compulsory Intensive workshops on Campus. 2 x 2-day workshops, online lectures and discussions Assessment: 1 x 1500wd written assignment (30%); 1 x 3000wd written assignment (50%); Online learning quiz (5%); online problem based learning exercise (15%) Mode of delivery: Distance education/intensive on campus
To develop a critical and comparative understanding of the history, theory and practice of health policy. To give an overview of the political choices and frameworks - national and global - that shape policymaking.
- acquire a critical understanding of the basic history and features of the Australian health system
- understand the main frameworks used to analyse and make policy
- understand the main issues in the translation of policy into practice
- demonstrate the capacity to apply these understandings in particular settings through case studies.
This unit explores the main structures and institutions that make health policy. The unit examines debates over policy frameworks, and the evidence and advocacy in setting priorities. Conflicts over health policy will be placed in broader contexts - comparing different health systems and assessing global influences. Case studies will be used to examine the relationships between policy and practice.
Buse K, Mays N, Walt G (2012). Making health policy. Second edition. Open University Press: London. Other recommended reading materials will be available on the unit's eLearning site
HPOL5001 Economics and Finance for Health Policy
Credit points: 6 Teacher/Coordinator: A/Prof James Gillespie,, A/Prof Stephen Jan Session: Semester 1 Classes: Distance Education with compulsory Intensive workshops on Campus. 2 x two day workshops plus online discussion Assessment: Health Economics Exercise (50%), Health finance assignment (50%) Mode of delivery: Distance education/intensive on campus
This unit aims to provide students with an understanding of the financial and economic aspects of health policy. It introduces the main concepts and analytical methods of health economics, political economy and finance. Learning objectives:
- understand the main models and debates regarding health funding in developed OECD countries and the implications for equity, delivery and governance of health services.
- apply this knowledge to current Australian and global health systems and debates over reform.
- understand the role of economic analysis in evaluating health policy change
- be familiar with theoretical frameworks underlying health economics and analysis.
This unit introduces the main concepts and analytical methods of health economics, political economy and finance to examine the workings of health systems in Australia and comparable countries. It looks at the main models of health system funding and their implications for the structure, planning and delivery of services. The first module focuses on the basic concepts and methodologies of health economics and political economy and their contribution to policy analysis. The second module places funding structures in a broader political and policy context. Topics include the debates over the public-private mix and governance and accountability - who makes decisions about funding priorities? To whom should decision makers be held accountable and for what aspects of their work? How does health finance shape broader policy reform?
Buse K, Mays N, Walt G (2012). Making health policy. Second edition. Open University Press: London. Other required and recommended reading materials available from eLearning site.
HPOL5003 Analysing Health Policy
Credit points: 6 Teacher/Coordinator: Professor Andrew Wilson and A/Prof James Gillespie Session: Semester 2 Classes: Distance Education with compulsory Intensive workshops on Campus. 2 x two day workshops plus online discussion Assessment: 1x2500 word assignment (50%), 1x3000 word assignment (50%) Mode of delivery: Distance education/intensive on campus
This unit develops skills for the effective critical appraisal of health policy. It familiarizes students with the principles, and limitations, of evidence-based health policy and how this is shaped by the health and political systems.
- to develop critical appraisal skills to critique the research that underpins policy
- to identify and analyse the main influences on policy development
- to evaluate existing policy frameworks and processes in relation to evidence, political context and broader community values
This unit builds policy analysis and analytical skills by exploring policy design, implementation and evaluation. It looks at the methods and limitations of evidence-based health policy and the problems of integrating equity concerns when developing and applying health policy. The workshops focus on the critical use of epidemiological and public policy analysis to build the evidence base for policy, taking into account political and social contexts.
Buse K, Mays N, Walt G (2012). Making health policy. Second edition. Open University Press: London. Other required and recommended readings and reference lists will be available through eLearning
HPOL5007 Global Health Policy
Credit points: 6 Teacher/Coordinator: Dr Carmen Huckel Schneider, Dr Anne Marie Thow Session: Semester 2 Classes: Distance Education with compulsory Intensive workshops on Campus or online. 2 x 2 day workshops plus 4 tutorials (tutorials offered face-to-face or online) Assessment: 1 x 2000 word essay (35%), Tutorial discussion papers or online discussion (15%), 1 x 3000 word essay (50%) Mode of delivery: Online
This unit explores the impact of globalization the health of populations and policy making processes. It also investigates the potential to improve health outcomes globally through policy. The aim of this course 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. The unit will explore global health threats that transcend national boundaries; especially those whose causes or results transcend the capacity of individual states to influence. We analyse the influence and power of institutions and actors in the development and implementation of global health policy, including the World Health Organisation, UNICEF, the World Bank, the WTO, the Gates Foundation and NGOs. We will also investigate the governance of global health policy responses. Teaching will make extensive use of current case studies from recognised experts in the field.
Buse K, Mays N, Walt G (2012). Making health policy. Second edition. Open University Press: London.
HPOL5008 Evidence into Policy and Practice
Credit points: 6 Teacher/Coordinator: Dr Carmen Huckel Schneider Session: Semester 1 Classes: Distance Education with compulsory Intensive workshops on Campus. 2 x 2 day workshops Course leaders will assist students with online advice and supervision for their assignments. Corequisites: HPOL5000 and HPOL5001 Assessment: 1 x 2000 word evidence based business to support a policy or practice change (30%), 1 class presentation of the business case (20%), 1 x 2500 word evidence based submission to a government consultation or inquiry (50%) Mode of delivery: Block mode
There is a growing recognition of the importance of the evidence from research in informing the development and evaluation of health policy and practice. The aim of this module is to increase students' understanding about the links between evidence and policy and practice and, using academic and real-world examples, how evidence from research can be applied policy change processes.
In this unit students will learn about theories of links between evidence and policy and apply practical tools for using evidence from research in building a case advocating for policy change. Specifically, students will learn how evidence can be used to identify areas that require effective interventions, implement the most effective interventions, and monitor and evaluate outcomes. The unit also explores the challenges inherent in effectively using research to inform policy and political decisions.
Content: The teaching of this course will include: - lectures, guest presentations from leading policy makers and researchers on current issues-and student presentations of how evidence from research can assist them to address real world issues in their jobs.
HPOL5009 Health Policy Project
Credit points: 6 Teacher/Coordinator: A/Prof James Gillespie, Dr Anne Marie Thow Session: Semester 1,Semester 2 Classes: 2 x 1 day workshops plus online or online only Corequisites: HPOL5008 Assessment: 1x abstract (5%), 1x5000 word policy document (65%), and 1xclass presentation (30%) Mode of delivery: Distance education/intensive on campus
To develop a research project that demonstrates an ability to apply theory, tools and skills developed in previous units of study to a real life problem or issue where health policy can make a difference.
- to develop skills to effectively research, write and communicate a new policy
- to understand and analyse the key components of policy development
- to identify the features supporting and resisting the policy change, and the strategies required to facilitate adoption of the change.
This unit is a capstone project that builds on the skills developed in HPOL5008 to provide students with an opportunity to develop their issues analysis and subsequent policy development skills under close supervision of an allocated academic mentor. Students will choose an approved policy project. This can be drawn from their work experience or identified with the assistance of their academic mentor. The first workshop will be devoted to the skills needed for the policy writing project. By the conclusion of the project, students will have developed a policy document including: a critical literature review; an appraisal of relevant evidence and possible options; an analysis of the environment in which the policy will be introduced; a communication strategy, and; implementation, evaluation and accountability mechanisms. The project will be presented at the final student workshop.
MEDF5005 Health Research Methods and Ethics
Credit points: 6 Teacher/Coordinator: Dr Timothy Schlub Session: Semester 1 Classes: 2x compulsory in person interactive full day workshops, 4x optional in person 3hr tutorials, 5x online lectures and discussions, 2x online elective module readings Assessment: Study design and ethics assignment (40%), statistics
assignment (50%),online self-study elective task (10%). Mode of delivery: Distance education/intensive on campus
This unit of study introduces students to the fundamental skills that are required for postgraduate research in medicine and health. Students will learn how to conduct research that is scientifically and ethically sound, and be able to critically appraise and review literature. Students will understand the strengths and limitations of common study designs and develop simple but important statistical analysis skills, including how to present and interpret data, basic data management skills, and how to determine the required sample size for a study. Obtaining ethics approval is necessary for any study involving the collection or analysis of data involving humans, animals or their tissues. Hence, this unit will also cover ethics in research and when and how to apply for ethics approval. These fundamental skills promote a scholarly attitude towards knowledge and understanding, and are essential for engagement with the research community.
MIPH5135 Health Systems in Developing Countries
Credit points: 4 Teacher/Coordinator: Dr Joel Negin, Associate Professor Alexandra Martiniuk Session: Semester 2 Classes: 1x 2hr lecture per week for 10 weeks; plus 2x 0.5 day workshops Assessment: 1x1500 word research proposal (40%), 1x2000 word case study report (50%), and participation (10%) Mode of delivery: Normal (lecture/lab/tutorial) day
Health systems are complex and multi-faceted. Successful health systems require attention to political economy, governance, institutions, and local context. This unit will cover health systems in developing countries to equip students with a conceptual understanding and a set of tools to address major public health challenges from a health systems perspective. With a focus on evidence-based decision making, the unit will provide an understanding of health systems including specific topics such as health workforce, financing, service delivery, information systems and policy, and how these impact health interventions and health status in less developed countries. A multi-sectoral, integrated model will be used to understand the varied aspects of development challenges related to health systems. A case study approach will then provide students with concrete examples of health systems challenges and will strengthen students' ability to view health problems in a holistic, multi-faceted manner. The unit will provide students with the tools needed to make a practical difference in health systems in less developed countries with emphasis on implementation of health projects and bringing interventions to scale.
Readings are available on the unit's eLearning site.
PUBH5024 Obesity and Health Promotion
Credit points: 2 Teacher/Coordinator: Dr Louise Hardy Session: Intensive August Classes: compulsory attendance at 2.5 one-day workshops including participation in small group work during the workshop. Prerequisites: (PUBH5010 or CEPI5100), PUBH5033 and PUBH5020 Assessment: Workshop participation and small group work presentation (30%) and 1x written assignment (2000 words) (70%). Mode of delivery: Normal (lecture/lab/tutorial) day
This unit will build on introductory public health core units of study, and apply them to consideration of global obesity as a public health problem. The unit will develop students' skills in approaches to obesity monitoring, prevention programs and policies, extending research methods, critical appraisal skills, introductory health promotion and disease prevention in MPH. Students will develop an understanding of surveillance systems to monitor obesity, and develop skills in evidence based obesity prevention interventions in diverse social, cultural and community contexts. The course will include discussions of policies and international approaches to obesity prevention, as part of non-communicable disease prevention and control.
Pre-readings will be provided
PUBH5025 Physical Activity and Public Health
Credit points: 2 Teacher/Coordinator: Professor Adrian Bauman Session: Intensive August Classes: Compulsory attendance at 2 x 1 day workshops, followed by two weeks on line discussion. In addition, in 2014, participants are expected to register for the course 3-4 weeks in advance [with Catherine.Kiernan@sydney.edu.au] so they can be directed to the website to watch the compulsory pre-course videos [there are 6-8 10-15 minute videos on physical activity and public health that we have created]. Prerequisites: Content of Core MPH electives noted as prerequisites Assessment: Attendance and participation at workshop (20%), 1x written assignment (1500-2000 words) (80%) Mode of delivery: Distance education/intensive on campus
This course will build on introductory public health core units of study and apply them to an examination of physical activity and public health. The epidemiological and other evidence for health and social benefits and reasons for activity will be considered, as well as evidence-based strategies and settings for increasing physical activity at the population level. The course will consider the differences between local level 'exercise programs' and large scale public efforts, and develop an understanding of policy and advocacy as applied to physical activity promotion.
Bauman, A., Bellow, B., Vita, P., Brown, W., Owen, N. Getting Australia Active I: towards better practice for the promotion of physical activity. National Public Health Partnership. Melbourne, Australia, March 2002 ISBN: 0-9580326-2-9
PUBH5302 Health Economic Evaluation
Credit points: 4 Teacher/Coordinator: TBC Session: Intensive September Classes: 2x 2day compulsory workshops Prerequisites: ((PUBH5010 or CEPI5100) and PUBH5018) or (HPOL5001 as a prerequisite and HPOL5003 as a co-requisite) Corequisites: Prerequisites: ((PUBH5010 or CEPI5100) and PUBH5018) or (HPOL5001 as a prerequisite and HPOL5003 as a co-requisite) Assessment: assignment 1 (40%), assignment 2 (60%) Mode of delivery: Block mode
This unit aims to develop students' knowledge and skills of economic evaluation as an aid to priority setting in health care. This unit covers: principles of economic evaluation; critical appraisal guidelines; measuring and valuing benefits; methods of costing; modeling in economic evaluation. The workshops consist of interactive lectures and class exercises.
A course manual will be provided to each student.
PUBH5308 Health Workforce Policy Analysis
Credit points: 2 Teacher/Coordinator: Professor Deborah Schofield, Michelle Cunich Session: Intensive October Classes: Weekly on-line plus compulsory attendance at one day workshop. Assessment: Assignment on a selected health workforce policy analysis topic (100%) Mode of delivery: Block mode
This unit will examine the major components of health workforce planning in Australia. The Australian health workforce context will be considered (including total workforce size, payment mechanisms and employment arrangements) and the processes by which health workforce planning is influenced through government policy and workforce data translated and integrated with policy and planning explored. The framework for future labour force planning will be discussed. Current health workforce issues such as adequacy of the workforce, ageing of the workforce, the distribution of the workforce, professional registration, and special needs communities will be addressed. Approaches to planning for an adequate workforce and evaluating the quality of evidence on models of care will be examined including practical examples.
Australia's Health Workforce, Productivity Commission Research Report, 2005 Available at: http://www.pc.gov.au/study/healthworkforce/finalreport/index.html
PUBH5309 Translational Health
Credit points: 2 Teacher/Coordinator: Emeritus Professor Jack Dowie, Professor Glenn Salkeld Session: Semester 2b Classes: Weekly on-line plus one compulsory day workshop. Assessment: Multiple Choice Questions [MCQ] and creation of an original Annalisa Decision Aid construct (30%), 1500-2000 word Report (70%) Mode of delivery: Distance education/intensive on campus
Translational Health introduces the main existing translational methods and models in healthcare, most of which focus on 'knowledge translation' and 'bringing evidence into practice', i.e. on moving results from the basic sciences through clinical and public health science and guidelines into clinical and public health decision and policy making. Most of these models diagnose the problem of 'loss in translation' in terms of institutional and professional barriers and blocks along the translation pathways. While acknowledging these, Translational Health focuses on the modelling method - the 'language' and 'vocabulary' - most likely to perform the translation task effectively in relation to patient-centered practice. The technique underlying the method is Multi-Criteria Decision Analysis (in contrast to conventional Decision Analysis) and the template for its practical implementation is the Annalisa 2.0+ software. It is shown how high quality clinical and public health decision making needs to be based on 'values translation' as well as 'knowledge translation'. And how the approach can facilitate the desirable 'backwards translation' to ensure research is practice-relevant in both content and format. Students choose from a set of topics within which to pursue the principles, follow empirical examples and develop their own analyses in a practicum.
PUBH5418 Tobacco Control in the 21st Century
Credit points: 6 Teacher/Coordinator: Dr Becky Freeman Session: Intensive August Classes: 1x3 day workshop of lectures and problem-focused discussions, followed by 4 weeks of problem-based online discussions Assessment: 2x 2000 word essays (60%), 1x 100 item online quiz (10%) and online discussion and participation (30%) Mode of delivery: Distance education/intensive on campus
The unit consists of learning topics, each of which is supported by extensive Web based resources, and 4 moderated online discussion forums, each focusing on a problem related to tobacco use and control. Lecture topics include: history of tobacco use and control; the burden of illness from tobacco use; secondhand smoke: the research evidence; measuring tobacco use, uptake and cessation in communities; international trends in tobacco consumption; the tobacco industry; the WHO's Framework Convention on Tobacco Control and new forms of tobacco advertising and promotion. Problem focused discussion forums include: Harm reduction and tobacco control, regulation of tobacco, improving and implementing pack warnings; promoting smoking cessation, prevention of uptake (youth programs); denormalisation of the tobacco industry; controlling advertising; and controlling exposure to tobacco smoke, making news on tobacco and influencing political policy on tobacco.
PUBH5420 Public Health Advocacy Strategies
Credit points: 4 Teacher/Coordinator: Dr Becky Freeman Session: Semester 2b Classes: 2 full days followed by 3 weeks of online Assessment: 2500 word essay (70%), online participation (30%) Mode of delivery: Block mode
Students will have the opportunity to critique and analyse case studies from a variety of both successful and unsuccessful public health advocacy examples. There will be an emphasis on how online environments and social media tools are contributing to public health advocacy debates and campaigns. Recent examples of how online media have influenced health policy and programming will be presented. Students will examine and prepare writing for online media such as news, blogs, and social media. The lectures will include guest speakers from non-government organisations, government and other experienced stakeholders from across the public heath sector.
Recommended: Chapman S. (2007) Public Health Advocacy and Tobacco Control: Making Smoking History. Oxford: Blackwell.
PUBH5422 Health and Risk Communication
Credit points: 6 Teacher/Coordinator: Associate Professor Julie Leask, Professor Phyllis Butow, Dr Claire Hooker Session: Semester 2 Classes: Block / intensive - 5 days Monday - Friday Assessment: Assignment 1 x 3000 word (55%), Assignment 2 x 2000 words (35%), Pre-block online activities (10%) Mode of delivery: Block mode
In this unit, students will develop a critical awareness of the determinants of effective communication, particularly in relation to health risks to the individual and to society.
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. 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 using 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.
Readings will be provided
PUBH5500 Advanced Qualitative Health Research
Credit points: 6 Teacher/Coordinator: Dr Julie Mooney-Somers Session: Semester 1 Classes: 2x3 full day workshop in March/April Prohibitions: QUAL5005 Assessment: interviewing activity with 600wd reflection (35%); 2500wd essay (35%); multiple choice quizzes (2x10%); in-class participation (10%) Mode of delivery: Block mode
This unit of study provides a comprehensive introduction to qualitative inquiry in health. It is designed for beginners and people who want an advanced-level introduction. Workshop One addresses: What is qualitative research? How is it different from quantitative research? What is its history? What research questions can it answer? How can I search for qualitative literature? How do I design a qualitative study? What are the different (and best) ways to generate data? You will get practical experience and skills through carrying out an observation, participating in a focus group and conducting an interview. Workshop Two addresses: 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? How are methodologies and theories used in qualitative research? What is good quality qualitative research? Can I generalise qualitative findings? You will get practical experience and skills through analysing your own interview data, arguing for qualitative research in health, and appraising the quality of published literature. In both workshops you will meet working qualitative researchers and hear about their projects. This advanced unit will show you a new way of thinking critically about research and researching, and give you the skills and confidence to begin evaluating and doing qualitative research for yourself.
QUAL5002 Qualitative Methodologies & Study Design
Credit points: 6 Teacher/Coordinator: Dr Julie Mooney-Somers Session: Intensive May Classes: 2x3 full day workshop Corequisites: PUBH5500 Assumed knowledge: Basic understanding of the nature of qualitative knowledge and the processes of qualitative research. Assessment: group presentation (2x15%); peer review (2x10%); 4000wd assignment (50%) Mode of delivery: Block mode
Note: Departmental permission is required for students who have not completed PUBH5500.
Qualitative methodologies are historical traditions and systems for planning and justifying research methods. This intermediate unit assumes a basic understanding of qualitative research and focuses on qualitative methodologies. Qualitative methodologies are informed by theories from sociology, anthropology, philosophy and other disciplines. They shape the research questions, objectives, design and outcome of a qualitative study. This course begins with general principles of qualitative methodology and study design. We examine several qualitative methodologies in detail, including: narrative inquiry, community based participatory research, ethnography, grounded theory, arts-based, and qualitative synthesis. We consider their historical and theoretical roots, the research practices they encourage, and their current status. The final session considers how we can use methodologies as resources rather than recipes, maintaining both flexibility and coherence in our study designs.
QUAL5003 Qualitative Research Analysis & Writing
Credit points: 6 Teacher/Coordinator: Dr Julie Mooney-Somers Session: Semester 2 Classes: 2x2 full day workshop plus optional tutorials Prerequisites: PUBH5500 Assumed knowledge: Basic understanding of the nature of qualitative knowledge and types of qualitative data. Assessment: practical analysis activities (20%, 20%, 20%), 2000/5000wd draft journal article (40%) Mode of delivery: Block mode
In this Unit you will analyse and write about qualitative data. This intermediate unit assumes a basic understanding of qualitative research and focuses on qualitative analysis and writing. Workshop one will introduce advanced analytic strategies, including: conversation analysis, content analysis, discourse analysis and Grounded Theory analysis. Between workshops, you will work to analyse a portfolio of qualitative data. Workshop Two will concentrate on writing; we will practice tricks and tips for starting writing, structuring articles, and editing your own work. Most importantly, we will practice thinking in genres, asking the question: who is going to read this, and how should I write for them? After completing this Unit you will have a wider range of analytic techniques at your disposal, and will have experience in shaping your writing to make it appropriate for its intended audience.