Outline

Overview

This unit provides a systems-informed approach to examining the global issue of chronic diseases. Students will examine major chronic diseases including cardiovascular disease, diabetes, cancers, chronic respiratory disease, and mental illness, and their risk factors. Global, national and sub-national chronic disease prevention strategies are critically considered. This includes weighing up evidence on the effectiveness of primordial, primary, secondary and tertiary prevention strategies at the population level, and examining the role of health policy and strategic planning in developing effective and sustainable chronic disease prevention programs in different settings (in Australia and globally). The unit also discusses systems approaches to chronic disease prevention, that is considering the complex underlying social, environmental and economic drivers of chronic disease, how these drivers interact, and applying a coordinated and multisectoral approach to preventing chronic disease.

Unit details and rules

Academic unit	Public Health
Credit points	6
Prerequisites ?	None
Corequisites ?	None
Prohibitions ?	PUBH5555
Assumed knowledge ?	PUBH5033 or PUBH5010 or CEPI5100 or equivalent
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Melanie Crane, melanie.crane@sydney.edu.au
Lecturer(s)	Melanie Crane, melanie.crane@sydney.edu.au

Type	Description	Weight	Due	Length
Participation	Tutorial participation Participation in 10 online tutorials.	20%	Multiple weeks	10 weeks
Outcomes assessed:
Assignment	Written assignment 1 Written assessment	25%	Week 04 Due date: 15 Mar 2023 at 23:59	1500 words
Outcomes assessed:
Assignment	Written assignment 2 Written assessment	45%	Week 12 Due date: 15 May 2023 at 23:59	2500 words
Outcomes assessed:
Assignment	Online presentation Presentation	10%	Week 13 Due date: 22 May 2023 at 09:00	5 minutes
Outcomes assessed:

Assessment summary

Tutorials: You must make at least 3 considered posts anytime between 9am, Sunday, and midnight, Wednesday. A considered post contributes something meaningful to the discussion.
Written Assignment 1: Prepare a report on a chronic disease systems-focused prevention intervention or program, published in the peer-reviewed literature in the last 5 years, that you think has potential to make a difference to population health, or to public health policy or practice.
Written Assigment 2: The government has publicly announced 20 million dollars in funding over 5 years to address chronic disease risk factors. Your task is to produce a persausive scientific proposal to secure that funding.
Presentation: You will orally ‘pitch’ your 20 million dollar proposal idea to other students. This will involve you uploading your PowerPoint slides with audio recording to your tutorial group’s discussion board, which will then be viewed/listened to and commented on by your peers.

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
Ongoing	Mini-lectures and reading material	Independent study (10 hr)
Week 02	Why is changing health behaviour so difficult?	Tutorial (2 hr)
Week 03	Chronic disease prevention systems and settings approaches	Tutorial (2 hr)
Week 04	Commercial Determinants of Health	Tutorial (2 hr)
Week 05	Chronic disease prevention in Aboriginal and Torres Strait Islander peoples	Tutorial (2 hr)
Week 06	Chronic disease prevention in culturally and linguistically diverse communities	Tutorial (2 hr)
Week 07	Co-benefits of chronic disease prevention	Tutorial (2 hr)
Week 08	Developing evidence informed solutions	Tutorial (2 hr)
Week 09	Scalability of chronic disease prevention programs	Tutorial (2 hr)
Week 10	Advocacy and communicating prevention	Tutorial (2 hr)
Week 13	Online presentations	Tutorial (2 hr)

Attendance and class requirements

Students are expected to participate in the 10 online tutorials. These are asynchronous tutor-moderated online discussion forums with fellow students. Your participation in the weekly tutorials contributes to your assessment mark.

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

Readings for this unit can be access through the Reading List, 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. critically consider the epidemiology and burden of chronic disease and their risk factors, and their assessment and surveillance
LO2. apply conceptual frameworks and models to identify the underlying causes of chronic disease
LO3. synthesise and critique global and national chronic disease prevention programs and strategies
LO4. develop evidence-informed solutions to address chronic disease and their risk factors

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.

Student feedback indicated that most students felt that this unit helped to develop knowledge and skills in chronic disease prevention and control. Students particularly enjoyed the online discussions and the structure of the unit enabling self-paced learning. Student feedback has informed updates to unit content and structure. Mini-lectures, readings, tutorial activities and assessment tasks have been revised. We will also be trialling additional opportunities for engagement and interaction.

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

Attendance and class requirements

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

Semester 1, 2023 [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

Attendance and class requirements

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