Outline

Overview

This core unit of study introduces students to evidence-based health promotion as a fundamental approach to promoting and improving health and wellbeing, preventing disease and reducing health inequalities in populations. The unit is divided into three modules: (i) the building blocks of disease prevention and health promotion, (ii) using evidence to develop disease prevention and health promotion interventions, and (iii) evaluating disease prevention and health promotion programs to inform policy and practice. This unit will give students an understanding of disease prevention and health promotion and their relationship to public health, introduce design, implementation, and evaluation of disease prevention and health promotion interventions, and develop and refine students' research, critical appraisal, and communication skills.

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	James Kite, james.kite@sydney.edu.au
Tutor(s)	Philayrath Phongsavan, philayrath.phongsavan@sydney.edu.au
	Bronwyn McGill, bronwyn.mcgill@sydney.edu.au
	James Kite, james.kite@sydney.edu.au
	Yvonne Laird, yvonne.laird@sydney.edu.au

Type	Description	Weight	Due	Length
Assignment	Problem analysis Written assessment	25%	Mid-semester break Due date: 08 Apr 2021 at 23:59	1500 words
Outcomes assessed:
Participation	Tutorial participation Participation, including completion of the scenario-based learning task	10%	Multiple weeks	9 weeks
Outcomes assessed:
Assignment	Project plan and evaluation Written assessment	45%	STUVAC Due date: 09 Jun 2021 at 23:59	2500 words
Outcomes assessed:
Presentation	Solutions scoping presentation Presentation	20%	Week 10 Due date: 10 May 2021 at 23:59	5 minutes
Outcomes assessed:

Assessment summary

Tutorial participation requires students to attend and contribute to discussions during their assigned tutorial each week.
Assessment 1 requires students to conduct a problem analysis for a particular health issue.
Assessment 2 requires students to identify an appropriate goal and objectives for addressing their chosen health issue, appraise relevant evidence, and propose a solution.
Assessment 3 requires students to draw on their work in Assessment 1 and 2 to propose a solution to their health issue and an evaluation framework for their solution.

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	Students at this level demonstrate an advanced understanding and application of all the key concepts addressed in this unit. They also demonstrate an exceptional ability to synthesise relevant evidence, critically appraise this evidence, and apply their findings to a given context. Students show initiative and creativity in their work.
Distinction	75 - 84	Students at this level demonstrate a very good understanding and application of all or most of the key concepts addressed in this unit. They also demonstrate an ability to synthesise relevant evidence, critically appraise this evidence, and apply their findings to a given context.
Credit	65 - 74	Students at this level demonstrate a good understanding and application of all or most of the key concepts addressed in this unit. They demonstrate an ability to synthesise relevant evidence and their work exhibits some characteristics of critical appraisal.
Pass	50 - 64	Students at this level demonstrate an acceptable understanding and application of all or most of the key concepts addressed in this unit. They demonstrate an ability to identify and describe relevant evidence.
Fail	0 - 49	Students at this level have not met 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:

Assessments 1 and 3 - 5% of total possible marks will be deducted for every day late. Assignments submitted more than 10 days late will not be marked, except with prior approval of the unit coordinator. Assessment 2 presentation - Because of the nature of the assessment task, we cannot accept late submissions.

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
Progressive	Mini lectures	Independent study (5 hr)
Week 02	The building blocks of health promotion	Seminar (4 hr)
Week 02	Applying prevention levels and health promotion strategies	Tutorial (2 hr)
Week 03	Ottawa Charter and health promotion principles, values and approaches	Tutorial (2 hr)
Week 04	Identifying enablers and risk factors influencing health and wellbeing	Tutorial (2 hr)
Week 05	Prioritising goals, objectives and evidence	Tutorial (2 hr)
Week 06	Using evidence to develop disease prevention and health promotion programs	Seminar (4 hr)
Week 07	Using evidence to design effective solutions	Tutorial (2 hr)
Week 09	Evaluating disease prevention and health promotion programs to inform policy and practice	Seminar (4 hr)
Week 09	Formative and process evaluation	Tutorial (2 hr)
Week 10	Solutions scoping presentations (Assessment 2)	Presentation (2 hr)
Week 11	Impact and outcome evaluation	Tutorial (2 hr)
Week 12	Evaluation: bringing it all together	Tutorial (2 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.

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.

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

LO1. identify and define fundamental disease prevention and health promotion concepts
LO2. synthesise and critique existing disease prevention and health promotion evidence
LO3. identify and define fundamental evaluation concepts
LO4. critique the design, implementation, and evaluation of disease prevention and health promotion interventions
LO5. apply evidence, values and principles, ethics, theories, and frameworks to the design and evaluation of a public health action (intervention), to prevent ill-health or promote health
LO6. conduct effective literature searching strategies.

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

Alignment with Competency standards

Outcomes	Competency standards
	Public Health Dentistry - 1.g. demonstrating specialist professional growth and development through research and learning 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
	Public Health Dentistry - 1.g. demonstrating specialist professional growth and development through research and learning 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. 5.2.a. designing, implementing, monitoring and evaluating population oral health programs, and 5.2.b. writing reports.
	Public Health Dentistry - 1.g. demonstrating specialist professional growth and development through research and learning 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. 5.2.a. designing, implementing, monitoring and evaluating population oral health programs, and 5.2.b. writing reports.
	Public Health Dentistry - 1.g. demonstrating specialist professional growth and development through research and learning 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. 5.2.a. designing, implementing, monitoring and evaluating population oral health programs, and 5.2.b. writing reports.
	Public Health Dentistry - 1.g. demonstrating specialist professional growth and development through research and learning 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. 5.2.a. designing, implementing, monitoring and evaluating population oral health programs, and 5.2.b. writing reports.
	Public Health Dentistry - 1.g. demonstrating specialist professional growth and development through research and learning 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. 5.2.a. designing, implementing, monitoring and evaluating population oral health programs, and 5.2.b. writing reports.

Responding to student feedback

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

Student feedback indicated that most students were satisfied with the unit, finding it relevant, interesting, and rewarding and the teaching to be of a high standard. We were very grateful to see so many students praise the support and advice provided by us and the tutors. It was also pleasing that many of you felt that the unit structure was interesting, practical, and challenging. However, some of you felt that the workload was too great for a 6-credit point unit and questioned the value of peer assessment as part of Assessment 2. Others reported that some important information and tasks (like the scenario-based learning task) was difficult to find on Canvas and wanted more practical instruction on critical appraisal of evidence. Based on this feedback, we will review the workload of the unit, with an eye to reducing it or better communicating what we expect of you. This may result in changes to tutorials or mini lectures and/or changes to the assessment instructions and requirements. In addition, we will provide more information up-front on the benefits of peer assessment and how best to approach the task. We will also review our Canvas site and work with the Faculty’s Education Design team to improve the usability of our Canvas site. Lastly, we will explore ways to provide more practical instruction on critical appraisal to strengthen the connections between tutorial tasks and assessments.

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

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect

Current students

PUBH5033: Disease Prevention and Health Promotion

Semester 1, 2021 [Block mode] - Remote

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

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Alignment with Competency standards

Responding to student feedback

Responding to student feedback

Disclaimer

On this page

Useful links

Media

Student links

About us

Connect