Skip to main content
Unit outline_

BETH5203: Ethics and Public Health

Semester 2, 2021 [Block mode] - Remote

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.

Unit details and rules

Academic unit Public Health
Credit points 6
Prerequisites
? 
None
Corequisites
? 
None
Prohibitions
? 
BETH5206
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Kathryn MacKay, kathryn.mackay@sydney.edu.au
Type Description Weight Due Length
Online task Discussion posts
Online discussion post
10% Multiple weeks 400 words
Outcomes assessed: LO1 LO3 LO2
Online task Discussion posts
Online discussion post
10% Multiple weeks 200 words
Outcomes assessed: LO1 LO3 LO2
Online task Discussion posts
Online discussion post
10% Multiple weeks 200 words
Outcomes assessed: LO1 LO3 LO2
Online task Quiz 1
Online quiz
10% Week 03 10 questions
Outcomes assessed: LO1
Online task Quiz 2
Online quiz
10% Week 05 10 questions
Outcomes assessed: LO1
Assignment Essay
Written assessment
50% Week 13 2500 words
Outcomes assessed: LO1 LO2 LO3

Assessment summary

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name

Mark range

Description

High distinction

85 - 100

 

Distinction

75 - 84

 

Credit

65 - 74

 

Pass

50 - 64

 

Fail

0 - 49

When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

Use of generative artificial intelligence (AI) and automated writing tools

You may only use generative AI and automated writing tools in assessment tasks if you are permitted to by your unit coordinator. If you do use these tools, you must acknowledge this in your work, either in a footnote or an acknowledgement section. The assessment instructions or unit outline will give guidance of the types of tools that are permitted and how the tools should be used.

Your final submitted work must be your own, original work. You must acknowledge any use of generative AI tools that have been used in the assessment, and any material that forms part of your submission must be appropriately referenced. For guidance on how to acknowledge the use of AI, please refer to the AI in Education Canvas site.

The unapproved use of these tools or unacknowledged use will be considered a breach of the Academic Integrity Policy and penalties may apply.

Studiosity is permitted unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission as detailed on the Learning Hub’s Canvas page.

Outside assessment tasks, generative AI tools may be used to support your learning. The AI in Education Canvas site contains a number of productive ways that students are using AI to improve their learning.

Simple extensions

If you encounter a problem submitting your work on time, you may be able to apply for an extension of five calendar days through a simple extension.  The application process will be different depending on the type of assessment and extensions cannot be granted for some assessment types like exams.

Special consideration

If exceptional circumstances mean you can’t complete an assessment, you need consideration for a longer period of time, or if you have essential commitments which impact your performance in an assessment, you may be eligible for special consideration or special arrangements.

Special consideration applications will not be affected by a simple extension application.

Using AI responsibly

Co-created with students, AI in Education includes lots of helpful examples of how students use generative AI tools to support their learning. It explains how generative AI works, the different tools available and how to use them responsibly and productively.

WK Topic Learning activity Learning outcomes
Week 02 Intro to public health ethics Block teaching (7 hr) LO1 LO2
Week 04 Autonomy & Privacy Block teaching (7 hr) LO1 LO2 LO3
Week 06 Health promotion & nudging Block teaching (7 hr) LO1 LO2 LO3
Week 08 Mental Health and Thinking Risk Block teaching (7 hr) LO1 LO2 LO3
Week 10 Global Health and Infectious Disease Block teaching (7 hr) LO1 LO2 LO3

Attendance and class requirements

Intensives: 

All students are expected to attend all five intensives, online or in person (if offered). All of the material covered in class is assessed.

Preparedness:

Students are expected to arrive in class having done the assigned readings for the session, thought about them, and prepared to discuss them throughout the lecture or seminar. In order to make the most out of our sessions, there will not be any time for reading or reviewing assigned readings during class time. Students will be responsible for engaging with the material during class sessions, by asking questions, responding to questions posed by the lecturer and their peers, and interpreting and critiquing the ideas presented in readings and lecture. In order to succeed in written course-work components, students must be prepared to read the assigned materials carefully and critically.

Devices:

Students are encouraged to limit the use of laptops and tablets during lectures and seminars, unless to refer to course readings provided electronically. This course engages with critical thinking, reading, and discussion; it is crucial in this class that students engage and participate in the lectures and seminars, and avoid distractions online. Please silence mobile phones and keep them in your bags. 

Exclusionary Speech:

Exclusionary speech and behaviour hurt our ability to maintain an open, safe, and productive class environment, in which all are able to participate and learn. Exclusionary speech can happen unintentionally, by using unreflective language that privileges dominant perspectives over others. Comments that assume that everyone in the classroom has had the same life experiences and holds the same attitudes or preferences excludes members of the group who identify differently from the perspective assumed by the speaker, and may damage their feelings of inclusion and their ability to speak from their perspective. We all have an interest in maintaining openness and inclusivity in our discussions, first because it enables the learning of everyone in the classroom, and second because it contributes to the maintenance of rich and interesting conversations and debates. We may sometimes fall short of our goals of inclusivity and openness, but students are expected to be conscientious about avoiding exclusionary speech in discussions and debates.
 

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

All readings are available via the unit of study Canvas site. They are listed on module pages, and on the Reading List.

Learning outcomes are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

At the completion of this unit, you should be able to:

  • LO1. demonstrate an understanding of a wide range of relevant concepts in public health ethics
  • LO2. form considered arguments about the ethical dimensions of public health
  • LO3. apply ethical concepts to analyse cases in public health policy and/or practice.

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1 Depth of disciplinary expertise

Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.

GQ2 Critical thinking and problem solving

Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.

GQ3 Oral and written communication

Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.

GQ4 Information and digital literacy

Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.

GQ5 Inventiveness

Generating novel ideas and solutions.

GQ6 Cultural competence

Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.

GQ7 Interdisciplinary effectiveness

Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.

GQ8 Integrated professional, ethical, and personal identity

An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.

GQ9 Influence

Engaging others in a process, idea or vision.

Outcome map

Learning outcomes Graduate qualities
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

This section outlines changes made to this unit following staff and student reviews.

N/A

Disclaimer

The University reserves the right to amend units of study or no longer offer certain units, including where there are low enrolment numbers.

To help you understand common terms that we use at the University, we offer an online glossary.