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Unit outline_

HPOL5003: Analysing Health Policy

Semester 2 Early, 2020 [Block mode] - Camperdown/Darlington, Sydney

This unit aims to develop skills for undertaking policy research and analysis, and is underpinned by principles from systems thinking and complexity approaches. A mult-idisciplinary approach familiarises students with fundamental frameworks and methodologies that can be applied to research and analysis of health policy by drawing on multiple disciplines including public health, social and political sciences, behavioural sciences, public policy and history. By the end of the unit students will be able to: Define policy and formulate research questions that can be used to analyse policy and policy processes; Understand and apply systems thinking approaches to policy analysis and research; Understand and explain the different methodological approaches and research paradigms that can be applied in policy analysis and research; Apply a critical analysis to a case study of policy success or failure; Identify appropriate study designs, research methodologies, data collection methods and analysis frameworks for specific policy research questions; Design a systems thinking-informed analysis of a current policy issue.

Unit details and rules

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

None

Available to study abroad and exchange students

No

Teaching staff

Coordinator Samantha Rowbotham, samantha.rowbotham@sydney.edu.au
Lecturer(s) Samantha Rowbotham, samantha.rowbotham@sydney.edu.au
Tutor(s) Gai Moore, gabriel.moore@sydney.edu.au
Leah Marks, leah.marks@sydney.edu.au
Type Description Weight Due Length
Assignment Research project proposal
Research Proposal
50% Formal exam period
Due date: 20 Nov 2020 at 23:59
3000 words
Outcomes assessed: LO1 LO3 LO4 LO5
Small continuous assessment Participation
Participation
15% Ongoing 1000 words
Outcomes assessed: LO1 LO4 LO3
Assignment Analysis of policy success
Report
35% Week 09
Due date: 06 Oct 2020 at 23:59
2000 words
Outcomes assessed: LO1 LO2

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 -01 Familiarise yourself with the resources in ‘Getting Started,’ ‘Unit Outline,’ Assessment', and 'Timetable' pages on Canvas Independent study (1 hr)  
Week 01 What is health policy analysis and systems thinking? Independent study (8 hr) LO1
Week 02 Research paradigms in health policy analysis Independent study (8 hr) LO3 LO4
Week 03 Dominant frameworks for health policy analysis Independent study (8 hr) LO3 LO4
Week 04 Case studies and comparative approaches Independent study (8 hr) LO3 LO4
1. Recap of material covered so far; 2. Developing health policy questions and applying policy frameworks; 3. What is policy success?; 4. Applying systems thinking to a health policy issue; 5. How can case study approaches enhance our understanding of complex policy issues Online class (12 hr) LO1 LO2 LO3 LO4
Week 05 Analysing policy success Independent study (4 hr) LO2
Week 06 Alternative frameworks for health policy analysis Independent study (5 hr) LO4
Week 07 Designing health policy research Independent study (5 hr) LO4 LO5
Week 09 Complexity approaches to health policy analysis Independent study (5 hr) LO3
Week 10 Doing systems-thinking informed health policy research and analysis Independent study (6 hr) LO3
Week 11 Context-free versus context-embedded approaches to health policy evaluation Independent study (6 hr) LO4
Week 12 Interpretivist approaches for health policy research and analysis Independent study (4 hr) LO4
1. Brief recap of material so far; 2. Interpretivist approaches to health policy analysis; 3. Context free vs context embedded study designs for health policy; 4. Modelling as a policy analysis tool; 5. Identifying research questions, frameworks and approaches to data collection Online class (12 hr) LO1 LO3 LO4 LO5
Week 13 Novel data sources for health policy research and analysis Independent study (4 hr) LO4

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.

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. define policy and formulate research questions that can be used to analyse policy and policy processes
  • LO2. apply a critical analysis to questions of policy success or failure
  • LO3. understand and explain the different methodological approaches that can be applied in policy research
  • LO4. identify appropriate research methodologies, data collection methods, and analysis for specific policy research questions
  • LO5. design a systems thinking informed health policy research project.

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

Alignment with Competency standards

Outcomes Competency standards
LO1
Public Health Dentistry - DBA
1.a. recognising the personal limitations and scope of the specialty and knowing when to refer or seek advice appropriately
1.g. demonstrating specialist professional growth and development through research and learning
1.h. supporting the professional development and education for all members of the dental and/or health community, and
1.i. demonstrating leadership in the profession.
2.c. use of technological and telecommunication aids in planning and delivering specialist treatment
2.d. communicating effectively in all forms of health and legal reporting, and
2.e. interpreting and communicating knowledge, skills and ideas.
3.a. critically evaluating scientific research and literature, products and techniques to inform evidence-based specialist practice, and
3.b. synthesising complex information, problems, concepts and theories.
4.1.a. historical and contemporary literature
4.1.b. the scientific basis of dentistry including the relevant biological, medical and psychosocial sciences
4.2.c. the principles of public health research oral disease prevention at a population level, and
4.2.d. the analysis of oral health needs and services in community and public health settings.
5.2.a. designing, implementing, monitoring and evaluating population oral health programs, and
LO2
Public Health Dentistry - DBA
1.a. recognising the personal limitations and scope of the specialty and knowing when to refer or seek advice appropriately
1.b. practising with personal and professional integrity, honesty and trustworthiness
1.g. demonstrating specialist professional growth and development through research and learning
1.h. supporting the professional development and education for all members of the dental and/or health community, and
1.i. demonstrating leadership in the profession.
2.c. use of technological and telecommunication aids in planning and delivering specialist treatment
2.d. communicating effectively in all forms of health and legal reporting, and
2.e. interpreting and communicating knowledge, skills and ideas.
3.a. critically evaluating scientific research and literature, products and techniques to inform evidence-based specialist practice, and
3.b. synthesising complex information, problems, concepts and theories.
4.1.a. historical and contemporary literature
4.1.b. the scientific basis of dentistry including the relevant biological, medical and psychosocial sciences
4.1.d. the range of investigative, technical and clinical procedures, and
4.2.a. the epidemiology of oral health and disease
4.2.b. the principles of oral health service delivery
4.2.c. the principles of public health research oral disease prevention at a population level, and
4.2.d. the analysis of oral health needs and services in community and public health settings.
5.1.a. applying decision-making, clinical reasoning and judgement to develop a comprehensive diagnosis and treatment plan by interpreting and correlating findings from the history, clinical examinations, imaging and other diagnostic tests
5.1.b. managing complex cases, including compromised patients with multidisciplinary management, and
5.1.c. managing complications.
5.2.a. designing, implementing, monitoring and evaluating population oral health programs, and
5.2.b. writing reports.
LO3
Public Health Dentistry - DBA
1.g. demonstrating specialist professional growth and development through research and learning
1.i. demonstrating leadership in the profession.
2.e. interpreting and communicating knowledge, skills and ideas.
3.a. critically evaluating scientific research and literature, products and techniques to inform evidence-based specialist practice, and
3.b. synthesising complex information, problems, concepts and theories.
4.1.a. historical and contemporary literature
4.1.b. the scientific basis of dentistry including the relevant biological, medical and psychosocial sciences
4.1.d. the range of investigative, technical and clinical procedures, and
4.2.b. the principles of oral health service delivery
4.2.c. the principles of public health research oral disease prevention at a population level, and
LO4
Public Health Dentistry - DBA
1.g. demonstrating specialist professional growth and development through research and learning
1.i. demonstrating leadership in the profession.
2.e. interpreting and communicating knowledge, skills and ideas.
3.a. critically evaluating scientific research and literature, products and techniques to inform evidence-based specialist practice, and
3.b. synthesising complex information, problems, concepts and theories.
4.1.a. historical and contemporary literature
4.1.b. the scientific basis of dentistry including the relevant biological, medical and psychosocial sciences
4.1.d. the range of investigative, technical and clinical procedures, and
4.2.b. the principles of oral health service delivery
4.2.c. the principles of public health research oral disease prevention at a population level, and
LO5
Public Health Dentistry - DBA
1.g. demonstrating specialist professional growth and development through research and learning
1.h. supporting the professional development and education for all members of the dental and/or health community, and
1.i. demonstrating leadership in the profession.
2.a. identifying and understanding a patient’s, or their parent’s, guardian’s or carer’s expectations, desires and attitudes when planning and delivering specialist treatment
2.b. communicating effectively with patients, their families, relatives and carers in a manner that takes into account factors such as their age, intellectual development, social and cultural background
2.c. use of technological and telecommunication aids in planning and delivering specialist treatment
2.d. communicating effectively in all forms of health and legal reporting, and
2.e. interpreting and communicating knowledge, skills and ideas.
3.a. critically evaluating scientific research and literature, products and techniques to inform evidence-based specialist practice, and
3.b. synthesising complex information, problems, concepts and theories.
4.1.a. historical and contemporary literature
4.1.b. the scientific basis of dentistry including the relevant biological, medical and psychosocial sciences
4.1.d. the range of investigative, technical and clinical procedures, and
4.1.e. management and treatment planning with multidisciplinary engagement for complex cases, including compromised patients.
4.2.a. the epidemiology of oral health and disease
4.2.b. the principles of oral health service delivery
4.2.c. the principles of public health research oral disease prevention at a population level, and
4.2.d. the analysis of oral health needs and services in community and public health settings.
5.1.a. applying decision-making, clinical reasoning and judgement to develop a comprehensive diagnosis and treatment plan by interpreting and correlating findings from the history, clinical examinations, imaging and other diagnostic tests
5.1.b. managing complex cases, including compromised patients with multidisciplinary management, and
5.1.c. managing complications.
5.2.a. designing, implementing, monitoring and evaluating population oral health programs, and
5.2.b. writing reports.

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

No changes have been made since this unit was last offered.

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