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Unit outline_

MECO6919: Health Communication

Semester 1, 2023 [Online] - Camperdown/Darlington, Sydney

This unit introduces key concepts in health communication. Students will explore micro- and macro-level theories of health (behaviour) communication that inform the design and implementation of health communication campaigns, planned and unplanned effects of communication campaigns, and the evaluation of such campaigns. It aims to give students a critical and practical understanding of theory and research concerning the role of communication in health promotion efforts.

Unit details and rules

Academic unit Media and Communications
Credit points 6
Prerequisites
? 
None
Corequisites
? 
None
Prohibitions
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Catherine Page Jeffery, catherine.pagejeffery@sydney.edu.au
Tutor(s) Jodie Wrigley, jodie.wrigley@sydney.edu.au
Clare Davies, clare.davies@sydney.edu.au
Type Description Weight Due Length
Assignment Strategy paper
Long-answer essay
40% -
Due date: 03 Jun 2023 at 23:59
3000 words
Outcomes assessed: LO1 LO2 LO3
Presentation Discussion facilitation
Presentation/Performance
15% Multiple weeks 500 words
Outcomes assessed: LO3 LO4
Assignment Research essay on health issue
Long-answer essay
25% Week 07
Due date: 06 Apr 2023 at 23:59
1500 words
Outcomes assessed: LO1 LO3 LO2
Assignment Weekly comments
Online submission (Canvas)
20% Weekly 1000 words
Outcomes assessed: LO1 LO2 LO4

Assessment summary

Assessment  Word Count Weight
Weekly Comments 1000 20%
Discussion Facilitation 500 15%
Research Essay 1500 25%
Strategy Proposal Report 3000 40%

 

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.

This unit has an exception to the standard University policy or supplementary information has been provided by the unit coordinator. This information is displayed below:

For every calendar day up to and including ten calendar days after the due date, a penalty of 5% of the maximum awardable marks will be applied to late work. For work submitted more than ten calendar days after the due date a mark of zero will be awarded (USYD Assessment Procedures, 2011)

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 Introduction to Health Communication Seminar (2 hr) LO3
Week 02 Public Media and Health Seminar (2 hr) LO2 LO3
Week 03 Health Comm Theories (Part 1) Seminar (2 hr) LO1
Week 04 Health Comm Theories (Part 2) Seminar (2 hr) LO1
Week 05 Health Literacy/Educational Approaches Seminar (2 hr) LO1 LO4
Week 06 Health Policy Approaches Seminar (2 hr) LO1 LO4
Week 07 Persuasion (Promotion/Social Marketing) Seminar (2 hr) LO2 LO3
Week 08 Evaluation of Interventions Seminar (2 hr) LO2 LO4
Week 09 Case Studies 1 (Smoking, alcohol, drugs) Seminar (2 hr) LO3 LO4
Week 10 Case Studies 2 (Obesity, HIV/AIDS) Seminar (2 hr) LO3 LO4
Week 11 Infectious diseases - Case Analyses Seminar (2 hr) LO2 LO3
Week 12 New directions (communication processes) Seminar (2 hr) LO1 LO2 LO3
Week 13 New directions (values, people-focus) Seminar (2 hr) LO1 LO2 LO3

Attendance and class requirements

  • Attendance: According to Faculty Board Resolutions, students in the Faculty of Arts and Social Sciences are expected to attend 90% of their classes. If you attend less than 50% of classes, regardless of the reasons, you may be referred to the Examiner’s Board. The Examiner’s Board will decide whether you should pass or fail the unit of study if your attendance falls below this threshold.
  • Preparation: Students should commit to spend approximately three hours’ preparation time (reading, studying, homework, essays, etc.) for every hour of scheduled instruction.

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 for this unit can be accessed through the Library system available via Canvas.

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. Recognise the interplay of theories and assumptions on outcomes and effects
  • LO2. Learn about the dissemination of health-related content
  • LO3. Study and develop processes of communication that influence public health
  • LO4. Train thoughtful critique and engagement of others in issues debates

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
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
5.2.b. writing reports.
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.c. providing patient-centred care, including selecting and prioritising treatment options that are compassionate and respectful of patients’ best interests, dignity and choices and which seek to improve community oral health
1.d. understanding and applying the moral, cultural, ethical principles and legal responsibilities involved in the provision of specialist dental care to individual patients, to communities and populations
1.e. displaying appropriate professional behaviour and communication towards all members of the dental team and referring health practitioner/s
1.f. understanding and applying legislation including that related to record-keeping
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.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
5.2.b. writing reports.
LO3
Public Health Dentistry - DBA
1.a. recognising the personal limitations and scope of the specialty and knowing when to refer or seek advice appropriately
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
5.2.b. writing reports.
LO4
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.i. demonstrating leadership in the profession.
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
5.2.b. writing reports.

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

Hello everyone: Thank you for your feedback on the Unit of Study Survey (USS) for MECO6919. While it was another challenging semester, despite numerous reminders the response rate of 57% was not great, having only marginally increased form previous years and is consequently not as representative as one could wish. I will reflect on the ratings you gave, and the comments you made, but realise that to make improvements in the unit that refelcts everyone's position typically needs a higher response rate. The unit was overall again quite well evaluated. However, there were a few things that I will try to improve following from your comments: 1) Some comments expressed a desire that they would like to see more lecturing and explaining by the instructor instead of our discussion (especially due to uneven student participation). I had mentioned in ther first week that there are pre-recorded lectures for each meeting and we typically provide summaries at the start of each meeting. In addition, many others actually prefer this format. In short, while the core idea of this course is discussing issues and not delivering information again, we will continue to attempt to increase the synoptic lecture component during our course meetings to better summarise the key points of each topic. As always, it remains hard to please everyone. 2) Having said that, given the increase of numbers and diversity of students in this course with a growing number less inclined to share their thoughts, we will again reflect on how the discussion format can be made even more inclusive. But bar forcing someone to speak (and in doing so porbbaly embaraasing them), it is up to each postgraduate student to decide on their willingness to share and we cannot force this. 3) There was an isolated concern about offering this in a classroom format. In fact, this course has for the past two years been offered multi-modal. There are online-only seminars and there are face-to-face seminars in an Intensive format. It probably comes down to reading the course offerings more accurately. Aside from that, I was satisfied that the unit was overall well received and found your endorsement, In fact, a majority of you (over 85%) were overall satisfied with the quality of the course and found it intellectually rewarding, incl. many being quite positive about how we resolved this in the online environment. Given that only a touch more than half responded, if you would like to give us any further feedback about the unit, we'll be happy to reflect on those as well. Please send an email to olaf.werder@sydney.edu.au.
  • As per School policy, students must complete all assignments in the unit to obtain a grade and avoid an automatic Absent Fail (AF) mark
  • Contact your seminar teacher for course-specific questions (e.g., group issues, etc.), contact the unit coordinator for larger issues (simple extensions, special consideration, seminar switches/course clashes, etc.)
  • Apply for extensions (where applicable) sufficiently ahead of the due date, not the day before or day of (exceptions are emergencies). Note that there are no individual extensions for group efforts. 
  • If you drop a class after being assigned to a group, please contact both the coordinator and your group mates immediately. 
  • If you are unsure about whether this unit is right for you (in case it is an elective), please make an appointment with the coordinator and discuss it instead of disrupting class proceedings by enrolling/disenrolling within a week or two. 
  • More information can be found on Canvas after enrolment

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