Outline

Overview

This course provides a systems-informed and high-level public health approach to examining the global issue of chronic diseases (e.g. cardiovascular disease, type 2 diabetes, cancer, chronic lung disease) and their prevention. The course examines why chronic disease is a global problem, and describes WHO frameworks for chronic disease prevention. It also reviews the epidemiology of specific chronic diseases including trends in and surveillance of these conditions, and their antecedent risk factors and conditions, and discusses the global (and country level) burden of disease. The unit will include some discussion of clinical prevention, in particular, the role of primary care, other clinicians and allied health professionals in providing lifestyle advice for people with chronic disease (tertiary prevention) and for people without chronic disease (primary prevention). Students will be involved in evaluating the effectiveness of different prevention strategies and will examine the role of health policy and strategic planning in developing effective and sustainable chronic disease management programs and health services in different settings (in Australia and the region). This unit is complementary to PUBH5555 Lifestyle and Chronic Disease Prevention, which focuses on addressing each of the major individual behavioural risk factors.

Unit details and rules

Academic unit	Public Health
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	None
Assumed knowledge ?	PUBH5033, PUBH5010 or CEPI5100 or equivalent
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Yvonne Laird, yvonne.laird@sydney.edu.au
Tutor(s)	William Bellew, william.bellew@sydney.edu.au

Type	Description	Weight	Due	Length
Online task	Online discussion participation Participation	40%	Ongoing	Approx. 3 hours/discussion
Outcomes assessed:
Assignment	Written assignment 1 Written assessment	20%	Week 05 Due date: 23 Mar 2020 at 23:59	1000 words
Outcomes assessed:
Assignment	Written assignment 2 Written assessment	40%	Week 13 Due date: 01 Jun 2020 at 23:59	2000 words
Outcomes assessed:

Assessment summary

Tutorial participation: You must make at least 3 considered posts for each tutorial discussion. A considered post contributes something meaningful to the discussion.
Written Assignment 1: Prepare a report on non communicable disease surveillance and risk factor data using the World Health Organization (WHO) STEPwise approach to surveillance data for one country. Outline key findings, limitations, other sources of data and key recommendations for the Ministry of Health.
Written Assigment 2: Prepare a report on a NCD prevention intervention or program that you think has made a difference to population health, prevention policy, or clinical/public health practice.

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	Awarded when you demonstrate the learning outcomes for the unit at an exceptional standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
Distinction	75 - 84	Awarded when you demonstrate the learning outcomes for the unit at a very high standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
Credit	65 - 74	Awarded when you demonstrate the learning outcomes for the unit at a good standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
Pass	50 - 64	Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard, as defined by grade descriptors or exemplars outlined by your faculty or school.
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.

Learning support

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.

Weekly schedule

WK	Topic	Learning activity
Week 01	Module 1 (lecture 1) - Introduction to non communicable disease prevention and control	Lecture (0.5 hr)
	Module 1 (lecture 2) - Global deaths and burden of disease	Lecture (0.5 hr)
	Module 1 (lecture 3) - Framework for NCD prevention	Lecture (0.5 hr)
	Module 1 (lecture 4) - Global burden of disease	Lecture (0.5 hr)
	Module 1 (lecture 5) - Demographic changes and epidemiology transition	Lecture (0.5 hr)
	Module 1 (lecture 6) - An introduction to the World Health Organization	Lecture (0.5 hr)
Week 02	Module 1 (Discussion 1) - NCD risk factors	Tutorial (3 hr)
Week 02	Module 1 (Discussion 2) - Burden of NCDs	Tutorial (3 hr)
Week 03	Module 2 (Overview)	Lecture (0.5 hr)
	Module 2 (Lecture 1) - Introduction to population surveillance	Lecture (0.5 hr)
	Module 2 (Lecture 2) - Risk factor surveillance and WHO	Lecture (0.5 hr)
	Module 2 (Lecture 3) - Trends in risk factors	Lecture (0.5 hr)
	Module 2 (lecture 4) - Cancer registries	Lecture (0.5 hr)
	Module 2 (lecture 5) - Cardiac registries	Lecture (0.5 hr)
	Module 2 (lecture 6) - Diabetes registries	Lecture (0.5 hr)
Week 04	Module 2 (Discussion 1) - Choice of two discussion topics on NCD surveillance systems	Tutorial (3 hr)
Week 05	Module 3 (lecture 1) - Strategies and solutions to NCDs	Lecture (0.5 hr)
	Module 3 (lecture 2) - Optimal NCD planning	Lecture (0.5 hr)
	Module 3 (lecture 3) - Examples of regional NCD plans	Lecture (0.5 hr)
Week 06	Module 3 (Discussion 1) - Choice of two discussions on primary or tertiary prevention and NCD strategies	Tutorial (3 hr)
Week 07	Module 3 (Discussion 2) - Choice of three discussions on NCD prevention strategies	Tutorial (3 hr)
Week 08	Module 4 (lecture 1) - Challenges of patient centred care for people with NCDs	Lecture (0.5 hr)
Week 09	Module 4 (Discussion 1) - Choice of two discussions on patient centred care for people with NCDs	Tutorial (3 hr)
Week 10	Module 4 (lecture 2) - Examples of population and high risk interventions	Lecture (0.5 hr)
Week 11	Module 4 (lecture 3) - A brief introduction to NCDs and Aboriginal and Torres Strait Islander health	Lecture (0.5 hr)
Week 11	Module 4 (Discussion 2) - Choice of three discussions on NCDs and Aboriginal and Torres Strait Islander health	Tutorial (3 hr)

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 access through the Library eReserve, available on Canvas.

Learning outcomes

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.

Outcomes
Graduate qualities

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

LO1. understand the epidemiology of NCDs and risk factors in Australia, and their assessment and surveillance (and apply these principles to other countries)
LO2. understand and describe the use of surveillance systems and data registries in NCD measurement and monitoring
LO3. understand the determinants of NCDs, principles of primary prevention
LO4. understand the utility of global and national NCD prevention and control plans and strategies
LO5. understand patient centred care for people with NCDs and the role of primary and tertiary care approaches
LO6. understand population and clinical applications of NCD prevention
LO7. describe the aetiology of NCDs among Aboriginal Australians and solutions to this public health problem
LO8. summarise learning experiences in the unit.

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
Learning outcomes

Responding to student feedback

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

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

Additional information

There is no other relevant information for this unit.

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.

Current students

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

PUBH5020: Chronic Disease Prevention and Control

Semester 1, 2020 [Online] - Camperdown/Darlington, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Assessment summary

Assessment criteria

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Weekly schedule

Weekly schedule

Study commitment

Required readings

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect