Health Policy

Item Errata Date
1.

The classes have changed for the following unit. They now read:

PUBH5227 Public Health Program Evaluation
3 x 1 day weekend workshops. The first two workshops will be on a consecutive Friday and Saturday. This will be followed immediately by four weeks of online content, which will further develop the content from the first two workshops and prepare the students for the final workshop. The online component will involve video lectures / tutorials and contributing to online discussion forums on course content and relevant readings. The final workshop will require the students to identify, review and present material developed during the online learning component and will also extend the students into more complex program evaluation principles.

04/05/2020

Health Policy

Master of Health Policy

Students must successfully complete 48 credit points, including:
(a) 36 credit points of core units of study; and
(b) 12 credit points of elective units of study, or other postgraduate units of study as approved by the course coordinator.

Graduate Diploma of Health Policy

Students must successfully complete 36 credit points, including:
(a) 24 credit points of core units of study; and
(b) 12 credit points of elective units of study, or other postgraduate units of study as approved by the course coordinator.

Graduate Certificate of Health Policy

Students must successfully complete 24 credit points, including:
(a) 18 credit points of core units of study; and
(b) 6 credit points of elective units of study, or other postgraduate units of study as approved by the course coordinator.

Core units

Graduate Certificate
HPOL5000 Health Policy and Health Economics

Credit points: 6 Teacher/Coordinator: Dr Anne Marie Thow, A/Prof Alison Pearce Session: Semester 1 Classes: Online students: week by week online activities including online lectures and/or videos, introductory tutorial, 6 interactive tutorials with online content via discussion boards, readings (total: approx 10 hours per week) Block Mode students: 2 x 1 day workshops, introductory tutorial, 6 interactive tutorials (either face-to-face or online) with online lectures and/or videos, readings (total: approx 10 hours per week) Prohibitions: PUBH5032 Assessment: assessable tutorials (30%); multiple choice online exam: 2 hr, open book (30%); 6 short reports (400-500 words each) on health policy and health economic evaluation, submitted online (40%) Mode of delivery: Block mode, Online
This unit aims to develop a critical and comparative understanding of the history, theory and practice of health policy as well as provide students with an understanding of the main concepts and analytical methods of health economics and political economy. It gives an overview of the political choices and frameworks that shape decision making in health. By the end of this unit students will be able to: Define the boundaries and key features of health policy; Identify policy instruments and how they function; Understand the main frameworks used for analysing health policy, and different approaches and perspectives regarding setting priorities in health policy; Apply methods and principles of health economics e.g. resource scarcity, opportunity cost, efficiency and equity to practical real-life examples; Critically analyse the role of economic evidence in informing policy decisions in health decision-making in Australia.
Textbooks
Recommended: Buse, K, Mays, N and Walt, G. Making Health Policy (2nd Ed). Open University Press, 2012. Copies of the text are available in the University of Sydney library. Readings are available on the unit's eLearning site
HPOL5001 Health Systems and Financing

Credit points: 6 Teacher/Coordinator: A/Professor James Gillespie, Dr Carmen Huckel Schneider Session: Semester 1 Classes: Online students: 12 x week by week online tasks and activities (lectures, discussion boards, quizzes, short videos, interactive readings). Block Mode students: 2 x 2 full day workshops, plus 12 x week by week online tasks Prohibitions: GLOH5135 Assessment: compulsory contributions (5%), online quiz (15%), assignment 1: 2500 word individual written report on comparative health systems analysis (40%) assignment 2: 2500 word individual written report on analysis of health finance and policy objectives (40%) Mode of delivery: Block mode, Online
This unit aims to equip students with operational knowledge of the structures and financing of health systems. The focus will be on Australia and comparable countries. However, we will also look at particular issues around lower income and aid dependent health systems. Topics covered include funding priorities and mechanisms, the debates over the public-private mix, governance and accountability. The unit addresses questions such as: Who makes decisions about funding priorities? To whom should decision makers be held accountable and for what aspects of their work? How does health financing shape universal health coverage? By the end of this unit students will be able to: Apply a critical understanding of the basic history and features of the Australian and comparable health systems; Debate the main models and principles of health system funding, including principles of insurance, risk-pooling, equity, delivery and governance; Undertake a cross-country comparative analysis of health system features and outcomes, including low and middle income countries; Critically analyse national health budgets and funding programs; Locate finance policy in the wider context of health systems and economies.
Textbooks
Recommended: Blank, RH and Burau, V. Comparative Health Policy (5th Edition) Macmillan, 2017. (Readings are available on the unit's eLearning site)
HPOL5003 Analysing Health Policy

Credit points: 6 Teacher/Coordinator: Dr Samantha Rowbotham Session: Semester 2 Classes: Block Mode: 2 x 2 day workshops plus online activities. Online mode: pre-recorded lectures and week-by-week online discussion and activities. Assessment: 1 x 2000 word assignment (35%), participation grade (5 x short online or face-to-face learning activities) (15%), 1 x 3000 word policy analysis project proposal (50%) Mode of delivery: Block mode, Online
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.
Textbooks
Required and recommended readings and reference lists will be available through eLearning.
Graduate Diploma
HPOL5000 Health Policy and Health Economics

Credit points: 6 Teacher/Coordinator: Dr Anne Marie Thow, A/Prof Alison Pearce Session: Semester 1 Classes: Online students: week by week online activities including online lectures and/or videos, introductory tutorial, 6 interactive tutorials with online content via discussion boards, readings (total: approx 10 hours per week) Block Mode students: 2 x 1 day workshops, introductory tutorial, 6 interactive tutorials (either face-to-face or online) with online lectures and/or videos, readings (total: approx 10 hours per week) Prohibitions: PUBH5032 Assessment: assessable tutorials (30%); multiple choice online exam: 2 hr, open book (30%); 6 short reports (400-500 words each) on health policy and health economic evaluation, submitted online (40%) Mode of delivery: Block mode, Online
This unit aims to develop a critical and comparative understanding of the history, theory and practice of health policy as well as provide students with an understanding of the main concepts and analytical methods of health economics and political economy. It gives an overview of the political choices and frameworks that shape decision making in health. By the end of this unit students will be able to: Define the boundaries and key features of health policy; Identify policy instruments and how they function; Understand the main frameworks used for analysing health policy, and different approaches and perspectives regarding setting priorities in health policy; Apply methods and principles of health economics e.g. resource scarcity, opportunity cost, efficiency and equity to practical real-life examples; Critically analyse the role of economic evidence in informing policy decisions in health decision-making in Australia.
Textbooks
Recommended: Buse, K, Mays, N and Walt, G. Making Health Policy (2nd Ed). Open University Press, 2012. Copies of the text are available in the University of Sydney library. Readings are available on the unit's eLearning site
HPOL5001 Health Systems and Financing

Credit points: 6 Teacher/Coordinator: A/Professor James Gillespie, Dr Carmen Huckel Schneider Session: Semester 1 Classes: Online students: 12 x week by week online tasks and activities (lectures, discussion boards, quizzes, short videos, interactive readings). Block Mode students: 2 x 2 full day workshops, plus 12 x week by week online tasks Prohibitions: GLOH5135 Assessment: compulsory contributions (5%), online quiz (15%), assignment 1: 2500 word individual written report on comparative health systems analysis (40%) assignment 2: 2500 word individual written report on analysis of health finance and policy objectives (40%) Mode of delivery: Block mode, Online
This unit aims to equip students with operational knowledge of the structures and financing of health systems. The focus will be on Australia and comparable countries. However, we will also look at particular issues around lower income and aid dependent health systems. Topics covered include funding priorities and mechanisms, the debates over the public-private mix, governance and accountability. The unit addresses questions such as: Who makes decisions about funding priorities? To whom should decision makers be held accountable and for what aspects of their work? How does health financing shape universal health coverage? By the end of this unit students will be able to: Apply a critical understanding of the basic history and features of the Australian and comparable health systems; Debate the main models and principles of health system funding, including principles of insurance, risk-pooling, equity, delivery and governance; Undertake a cross-country comparative analysis of health system features and outcomes, including low and middle income countries; Critically analyse national health budgets and funding programs; Locate finance policy in the wider context of health systems and economies.
Textbooks
Recommended: Blank, RH and Burau, V. Comparative Health Policy (5th Edition) Macmillan, 2017. (Readings are available on the unit's eLearning site)
HPOL5003 Analysing Health Policy

Credit points: 6 Teacher/Coordinator: Dr Samantha Rowbotham Session: Semester 2 Classes: Block Mode: 2 x 2 day workshops plus online activities. Online mode: pre-recorded lectures and week-by-week online discussion and activities. Assessment: 1 x 2000 word assignment (35%), participation grade (5 x short online or face-to-face learning activities) (15%), 1 x 3000 word policy analysis project proposal (50%) Mode of delivery: Block mode, Online
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.
Textbooks
Required and recommended readings and reference lists will be available through eLearning.
HPOL5007 Global Health Policy

Credit points: 6 Teacher/Coordinator: Dr Carmen Huckel Schneider, Dr Anne Marie Thow Session: Semester 2 Classes: Block mode 2 x 2 day workshops plus 4 online tutorials. Online mode: pre-recorded lectures plus 4 online tutorials and week-by-week online activities and discussion. Assessment: 1 x 2000 word essay (35%), Tutorial discussion papers or online discussion (15%), 1 x 3000 word essay (50%) Mode of delivery: Block mode, Online
The aim of this unit is to equip students with the knowledge and skills to identify and articulate political and policy processes at the global level, become familiar with institutions and actors involved in global health policy, and utilize strategies for influencing policy making at the global level. We analyse the influence and power of institutions and actors in the development and implementation of global health policy, and investigate the governance of global health policy responses. Teaching makes extensive use of current case studies from recognised experts in the field. By the end of this unit students will be able to: Explain the effects of globalization on health of populations; Demonstrate how events and trends in health and non-health areas affect global health policy; Identify and classify the different types of actors/institutions that influence health policy; Undertake a policy stakeholder analysis with reference to power, influence and interests; Develop strategies to influence global health policy development and implementation; Define global health governance and its role in structuring and regulating global health policy.
Textbooks
Buse K, Mays N, Walt G (2012). Making health policy. Second edition. Open University Press: London.
Master
HPOL5000 Health Policy and Health Economics

Credit points: 6 Teacher/Coordinator: Dr Anne Marie Thow, A/Prof Alison Pearce Session: Semester 1 Classes: Online students: week by week online activities including online lectures and/or videos, introductory tutorial, 6 interactive tutorials with online content via discussion boards, readings (total: approx 10 hours per week) Block Mode students: 2 x 1 day workshops, introductory tutorial, 6 interactive tutorials (either face-to-face or online) with online lectures and/or videos, readings (total: approx 10 hours per week) Prohibitions: PUBH5032 Assessment: assessable tutorials (30%); multiple choice online exam: 2 hr, open book (30%); 6 short reports (400-500 words each) on health policy and health economic evaluation, submitted online (40%) Mode of delivery: Block mode, Online
This unit aims to develop a critical and comparative understanding of the history, theory and practice of health policy as well as provide students with an understanding of the main concepts and analytical methods of health economics and political economy. It gives an overview of the political choices and frameworks that shape decision making in health. By the end of this unit students will be able to: Define the boundaries and key features of health policy; Identify policy instruments and how they function; Understand the main frameworks used for analysing health policy, and different approaches and perspectives regarding setting priorities in health policy; Apply methods and principles of health economics e.g. resource scarcity, opportunity cost, efficiency and equity to practical real-life examples; Critically analyse the role of economic evidence in informing policy decisions in health decision-making in Australia.
Textbooks
Recommended: Buse, K, Mays, N and Walt, G. Making Health Policy (2nd Ed). Open University Press, 2012. Copies of the text are available in the University of Sydney library. Readings are available on the unit's eLearning site
HPOL5001 Health Systems and Financing

Credit points: 6 Teacher/Coordinator: A/Professor James Gillespie, Dr Carmen Huckel Schneider Session: Semester 1 Classes: Online students: 12 x week by week online tasks and activities (lectures, discussion boards, quizzes, short videos, interactive readings). Block Mode students: 2 x 2 full day workshops, plus 12 x week by week online tasks Prohibitions: GLOH5135 Assessment: compulsory contributions (5%), online quiz (15%), assignment 1: 2500 word individual written report on comparative health systems analysis (40%) assignment 2: 2500 word individual written report on analysis of health finance and policy objectives (40%) Mode of delivery: Block mode, Online
This unit aims to equip students with operational knowledge of the structures and financing of health systems. The focus will be on Australia and comparable countries. However, we will also look at particular issues around lower income and aid dependent health systems. Topics covered include funding priorities and mechanisms, the debates over the public-private mix, governance and accountability. The unit addresses questions such as: Who makes decisions about funding priorities? To whom should decision makers be held accountable and for what aspects of their work? How does health financing shape universal health coverage? By the end of this unit students will be able to: Apply a critical understanding of the basic history and features of the Australian and comparable health systems; Debate the main models and principles of health system funding, including principles of insurance, risk-pooling, equity, delivery and governance; Undertake a cross-country comparative analysis of health system features and outcomes, including low and middle income countries; Critically analyse national health budgets and funding programs; Locate finance policy in the wider context of health systems and economies.
Textbooks
Recommended: Blank, RH and Burau, V. Comparative Health Policy (5th Edition) Macmillan, 2017. (Readings are available on the unit's eLearning site)
HPOL5003 Analysing Health Policy

Credit points: 6 Teacher/Coordinator: Dr Samantha Rowbotham Session: Semester 2 Classes: Block Mode: 2 x 2 day workshops plus online activities. Online mode: pre-recorded lectures and week-by-week online discussion and activities. Assessment: 1 x 2000 word assignment (35%), participation grade (5 x short online or face-to-face learning activities) (15%), 1 x 3000 word policy analysis project proposal (50%) Mode of delivery: Block mode, Online
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.
Textbooks
Required and recommended readings and reference lists will be available through eLearning.
HPOL5007 Global Health Policy

Credit points: 6 Teacher/Coordinator: Dr Carmen Huckel Schneider, Dr Anne Marie Thow Session: Semester 2 Classes: Block mode 2 x 2 day workshops plus 4 online tutorials. Online mode: pre-recorded lectures plus 4 online tutorials and week-by-week online activities and discussion. Assessment: 1 x 2000 word essay (35%), Tutorial discussion papers or online discussion (15%), 1 x 3000 word essay (50%) Mode of delivery: Block mode, Online
The aim of this unit is to equip students with the knowledge and skills to identify and articulate political and policy processes at the global level, become familiar with institutions and actors involved in global health policy, and utilize strategies for influencing policy making at the global level. We analyse the influence and power of institutions and actors in the development and implementation of global health policy, and investigate the governance of global health policy responses. Teaching makes extensive use of current case studies from recognised experts in the field. By the end of this unit students will be able to: Explain the effects of globalization on health of populations; Demonstrate how events and trends in health and non-health areas affect global health policy; Identify and classify the different types of actors/institutions that influence health policy; Undertake a policy stakeholder analysis with reference to power, influence and interests; Develop strategies to influence global health policy development and implementation; Define global health governance and its role in structuring and regulating global health policy.
Textbooks
Buse K, Mays N, Walt G (2012). Making health policy. Second edition. Open University Press: London.
HPOL5008 Evidence into Health Policy and Planning

Credit points: 6 Teacher/Coordinator: Dr Carmen Huckel Schneider Session: Semester 1 Classes: Block Mode with compulsory intensive workshops on Campus. 2 x 2 day workshops.Unit Coordinators will assist students with online advice and supervision for their assignments. Assessment: 1 x literature search strategy (10%), 1 x 2000 word evidence based case for a policy or practice change (30%), 1 class presentation of the case for change (20%), 1 x 2500 word evidence based submission to a government consultation or inquiry (40%) Mode of delivery: Block mode
The aim of this unit is to increase students' understanding about the links between evidence and policy and planning and to build skills for making an evidence based case for change and implementing evidence based policy. The unit also advances conceptualisations of evidence for policy to include citizen, consumer and community experience as evidence. The teaching of this course will include: lectures, critical appraisal workshops, guest presentations from leading policy makers and student presentations of how evidence from research can assist them to address real world issues.. By the end of this unit students will be able to: Use evidence to identify areas that require policy change; Search for and critically appraise evidence for policy design and implementation; Understand key theories of the use of evidence in policy and practice; Critically analyse the role of evidence in policy and political processes; Understand citizen and community experience as evidence; Use evidence effectively in a case for policy change.
Textbooks
Required and recommended readings and reference lists will be available through eLearning.
HPOL5009 Health Policy Project

Credit points: 6 Teacher/Coordinator: Dr Samantha Rowbotham Session: Semester 1,Semester 2 Classes: Block Mode: 2 x 1 day workshops plus supervised independent research. Online mode: Recorded lectures and supervised independent research. Corequisites: HPOL5003 and HPOL5008 Assessment: 1 x policy proposal (10%), 1 x class presentation (20%), 1 x 5000 word policy document (70%) Mode of delivery: Block mode, Online
In this unit students undertake an independent project in which they develop a complete proposal for a policy to be implemented in the real world. This unit is a capstone project that builds on the skills developed in HPOL5008. Students will choose a policy project, which can be drawn from their work experience or identified with the assistance of their academic mentor, and must be approved by the Unit Coordinator. By the conclusion of the project, students will have developed a complete policy document including: a clearly articulated policy problem; an appraisal of relevant evidence and possible options; identification of an appropriate policy solution; an analysis of the environment in which the policy will be introduced; and a plan for implementation and evaluation. The project will be presented at the final student workshop or online via recorded video. By the end of this unit students will be able to: Identify and articulate a problem that is amenable to a policy solution; Identify factors and stakeholders supporting and resisting policy change, and strategies required to facilitate adoption of policy change; Identify policy options and advocate for a policy solutions; Develop a clear plan for policy implementation, evaluation and funding; Effectively research, write and communicate a new policy.
Textbooks
Required and recommended readings and reference lists will be available through eLearning.

Elective units

BETH5104 Bioethics, Law and Society

This unit of study is not available in 2020

Credit points: 6 Teacher/Coordinator: Professor Roger Magnusson and Professor Cameron Stewart Session: Semester 1 Classes: 4x6.5hr intensives or online. Attendance is compulsory if enrolled in face-to-face block mode Assessment: 1x2000wd problem (40%); 1x3500 word essay (60%). Online 'attendance' is also compulsory and will be demonstrated by engagement in at least 8 out of the 10 weekly discussion topics. No formal mark will be given for attendance, but failure to meet the attendance requirement may result in failure of the course. Mode of delivery: Block mode, Online
Note: Prerequisites: A three-year undergraduate degree in science, medicine, nursing, allied health sciences, philosophy/ethics, sociology/anthropology, law, history, or other relevant field, or by special permission.
BETH5104 Bioethics, Law and Society introduces students to some of the interrelationships between health care, ethics, and the law. Students will explore the moral basis of law and the means by which law in turn, influences and directs clinical practice and health policy. We also look at the limits of law in solving ethical dilemmas, and consider what happens when the law falls out of step with the moral institutions of health care providers, patients, and the general public. Over the course of the semester, students will learn to critically read and analyse primary sources of law relevant to bioethics. Students will then examine a number of areas of law that have particular significance for bioethics and society including the law of consent, medical negligence, advance directives, maternal-foetal conflicts, abortion, reproduction, end-of-life decision-making, tissue regulation and infectious disease. Learning activities in BETH5104 include lectures, case discussions (during lectures), problem-based learning, online learning activities and written assessments.
Textbooks
Required: Kerridge, Lowe and Stewart (2013), Ethics and law for the health profession, 4th Edition (Federation Press). All other compulsory readings are provided to students in digital format. Most supplementary readings can be accessed through the library collection.
BETH5203 Ethics and Public Health

Credit points: 6 Teacher/Coordinator: Dr Kate MacKay Session: Semester 2 Classes: 5 x 7 hour intensive workshops; or Online only. Prohibitions: BETH5206 Assessment: 5 x Online Quiz (50%); 1 x 2500 word essay (50%) Mode of delivery: Block mode, Online
Note: If an insufficient number of students opt to attend intensives on campus, the coordinator may choose to teach this unit of study in online mode only. Students will be contacted if this occurs.
This unit provides students with an overview of the ethical and political issues that underlie public health and public health research. The unit begins with some fundamentals: the nature of ethics, of public health (and how it might be different to clinical medicine) and of public health ethics. It introduces key concepts in public health ethics including liberty, utility, justice, solidarity and reciprocity, and introduces students to different ways of reasoning about the ethics of public health. A range of practical public health problems and issues will be considered, including ethical dimensions of communicable and non-communicable diseases in populations, and the ethical challenges of public health research. Throughout, the emphasis is on learning to make sound arguments about the ethical aspects of public health policy, practice and research. Most learning occurs in the context of five teaching intensives, which are highly interactive and focus on the development and application of reasoning skills.
Textbooks
Students are provided with a list of readings (in digital format).
BETH5209 Medicines Policy, Economics and Ethics

Credit points: 6 Teacher/Coordinator: Associate Professor Wendy Lipworth, Dr Narcyz Ghinea Session: Semester 2 Classes: Fully online. Assumed knowledge: A degree in science, medicine, pharmacy, nursing, allied health, philosophy/ethics, sociology/anthropology, history, law, communications, public policy, business, economics, commerce, organisation studies, or other relevant field, or by special permission. Assessment: Online work (15%) 1 x minor essay (35%) 1 x major essay (50%) Mode of delivery: Online
Medicines save lives but they can be costly and can have serious adverse effects. Value-laden decisions are continuously being made at individual, institutional, national and international levels regarding the medicines we need, want and can afford. In this unit of study, we will explore and critique global and national policies and processes related to medicines, examining how research and development agendas are set; how medicines are assessed and evaluated; and how new technologies are translated into practice. We will also explore broader trends such as globalisation, commercialisation and changing consumer expectations. By the end of the course, students will understand the forces shaping the development, regulation, funding and uptake of medicines both nationally and internationally, and the political, ethical, legal and economic issues that are at stake. This course is designed to appeal to a wide range of students from ethics, law, public health, health care, policy, communications, economics, business, politics, administration, and biomedical science.
Textbooks
Readings will be provided
CEPI5200 Quality and Safety in Health Care

Credit points: 6 Teacher/Coordinator: Professor Merrilyn Walton Session: Semester 1 Classes: Online Assessment: 3 x online quizzes and short response tasks (60%); 1 x 2000 word written assignment (40%) Mode of delivery: Online
Note: People working in health care will benefit from this course.
This course is specifically designed for health professionals who are working in health care. It will equip participants with underpinning knowledge about patient safety. The course modules cover quality and safety principles, professionalism and ethics, the blame culture, risk information, health care as a system, the impact of adverse events, methods to measure and make improvements in health care.
The modules, tools and the discussions are designed to enable participants to change behaviours by understanding the main causes of adverse events. The course provides foundation knowledge about quality and safety; governments around the world are concerned to address unsafe care. The course will better prepare health professional to understand the complexity of health care and take steps to minimise the opportunities for errors and address vulnerabilities in the system.
Textbooks
Runciman, Bill, Merry A Walton M. Safety and Ethics in Healthcare: A Guide to Getting it Right. 2007 Asgate Publisher.
CISS6004 Health and Security

Credit points: 6 Session: Semester 2 Classes: 1x1.5hr lecture/week, 1x1.5hr seminar/week Assessment: 1x1000wd Issue brief (35%), 1x3000wd Research essay (50%), 1x500wd Self-evaluation (15%) Mode of delivery: Normal (lecture/lab/tutorial) day
This unit assesses the political and security significance of disease-related events and developments. Whether one contemplates historical experiences with smallpox, the contemporary challenges posed by diseases such as HIV/AIDS and SARS, or the risks arising from new scientific developments such as synthetic biology, it is clear that diseases exercise a powerful influence over civilised humankind. The unit concentrates on areas in which human health and security concerns intersect most closely, including: biological weapons; fast-moving disease outbreaks of natural origin; safety and security in microbiology laboratories; and the relationships between infectious disease patterns, public health capacity, state functioning and violent conflict. The overall aim of the unit is to provide students with a stronger understanding of the scientific and political nature of these problems, why and how they might threaten security, and the conceptual and empirical connections between them.
HPOL5006 Business of Health

Credit points: 6 Teacher/Coordinator: A/Prof James Gillespie, Prof John Buchanan, Prof Shaun Larkin Session: Intensive July Classes: Block/intensive Mode - 4 days, 9am-5pm with preliminary online readings. Assessment: Online discussion participation (10%); online quiz (10%); 1 x 2000 word essay (30%); 1 x 3000 word research essay (50%) Mode of delivery: Block mode
Healthcare is now one of the largest employers and sectors in the Australian economy. Approximately two thirds of its funding comes from government, while two thirds of services are provided by the private sector. This unit explores this complex mix, building an understanding of the inter-relationships among the players in the industry, public and private. The course will explore the financial and regulatory environment in which providers operate and identify the main business models used by different players in the industry, including service providers, private insurers, employers, and government regulators. The unit draws on expert lecturers, international comparisons and case studies to give an understanding of the incentives and constraints that shape strategies to create value in health care. By the end of the unit students will: Have an understanding of the 'eco-system' of health care; Be able to navigate the regulatory and technological aspects of business in the health sector; Be able to identify and evaluate public and private business strategies and business plans in the main health care sectors.
Textbooks
Required and recommended readings and reference lists will be available through eLearning.
HPOL5012 Leadership and Strategy in Health

Credit points: 6 Teacher/Coordinator: Prof Shaun Larkin, Dr Carmen Huckel Schneider Session: Semester 2 Classes: 10 x week by week online tasks and activities plus 2 x 1 day intensive workshops Assessment: 1 x multiple choice quiz (20%), 1 x in-class group assessment (20%), 2 x 500 word reflective essays (20%), 1 x 2000 word critical analysis essay (40%) Mode of delivery: Block mode
Effective leadership is essential in all facets of health including service provision, public administration and the private sector. This unit will cover roles and responsibilities of leadership in health, the relational dynamics between the 'the individual and the organization', personal characteristics and how they can be harnessed in leadership roles, strategic tools that can be used to drive organisations forward and lead change, leadership types and indicators, and the application of leadership strategies in practice scenarios.
Textbooks
Required and recommended readings and reference lists will be available through eLearning.
HPOL5014 Foundations of Health Technology Mangt

Credit points: 6 Teacher/Coordinator: Dr Sarah Norris, Dr Carmen Huckel Schneider Session: Semester 1 Classes: 10 x week by week online tasks and activities plus 2 x 1 day intensive workshops Assessment: 1 x multiple choice quiz (25%), 1 x in-class group assessment (oral presentation) (25%), 1 x 3000 word report (critical analysis of case scenario) (50%) Mode of delivery: Block mode
There is a need to improve the efficient and cost-effective use of health care technologies and services at all levels of the health system. This unit covers all aspects of the policy, assessment, monitoring and re-assessment of technologies and services, and techniques to support investment and disinvestment decision-making by public payers and funders. Students will work through key concepts in health technology assessment as well as the key institutions and processes for regulating and managing the use of health technologies. Students will work through real world scenarios as case examples.
Textbooks
Required and recommended readings and reference lists will be available through eLearning
GLOH5112 Global Communicable Disease Control

Credit points: 6 Teacher/Coordinator: Dr Justin Beardsley Session: Semester 2 Classes: face to face students: 13x1.5hr lecture and 11x1.5hr tutorial, 1x4hr workshop and 1x8hr presentation online students: 13x1.5hr online lecture and 11 weeks of tutorial discussion, 4hr online workshop content and 8hr online presentation content Assessment: 1x3000 word written essay (50%) tutorial facilitation and participation (20%) -face-to-face students will each facilitate a 1.5hr tutorial session -online students will each facilitate a 1-week online discussion board 1 x student group presentation (25%) -face-to-face student groups will give a 30-min oral presentation (accompanied by a PowerPoint) -online student groups will upload a 30-min PowerPoint presentation peer evaluation of student presentation (5%) Mode of delivery: Normal (lecture/lab/tutorial) day, Online
This unit gives candidates essential knowledge of prevention and control of communicable diseases in low- and middle-income countries using country-specific examples. After successfully completing this unit of study, candidates will understand the key issues in communicable diseases and their control in developing countries, as well as gain the knowledge and insight on how prevention and control mechanisms and programs are developed for these diseases in resource-poor settings. The unit covers disease emergence, respiratory tract infections (including TB), vector-borne infections, food- and water-borne infections, neurological infections, neglected tropical diseases, bloodborne and sexually transmitted infections (including HIV) and drug-resistant infections.
Textbooks
Readings are available on the unit's eLearning site
GLOH5115 Women's and Children's Health

Credit points: 6 Teacher/Coordinator: Associate Professor Camille Raynes-Greenow Session: Semester 1 Classes: 1x1.5-2hr lecture per week for 12 weeks, 1x1hr tutorial per week for 10 weeks Prohibitions: MIPH5115 Assessment: 1x2500 word assignment (40%), 1x 8 pages group written report (30%), peer-evaluation of group work contribution (10%), assessable tutorial discussion and facilitation (20%). Mode of delivery: Normal (lecture/lab/tutorial) day, Online
This unit gives an introduction to the health status of women and children in low and middle income countries and highlights the interconnectedness of women's and children's health, and why it is important to understand women and children's health. It presents some of the major causes of mortality and morbidity and interventions and approaches to improving outcomes from a public health perspective. We discuss case studies, and how public health can address these problems. Each week an expert describes a different topic and discusses their field experiences
Textbooks
Readings are available on the unit's eLearning site
GLOH5124 Humanitarian Crises and Refugee Health

Credit points: 6 Teacher/Coordinator: Ms Bronwen Blake, Dr Megan Cox Session: Intensive October Classes: 60 hours of online lectures and interactive tasks in between 2 workshops of 2 days each. Attendance at all 4 days of the workshops is mandatory. The coursework and assessment will include a tabletop simulation exercise. Prohibitions: MIPH5124 Assessment: Online activity (20%), simulation task (30%), individual reflection writing task (10%), individual essay (40%) Mode of delivery: Block mode, Online
This unit gives students an overview of global health aspects of forced migration and humanitarian emergencies. This includes considering problems faced by government and non-government organisations in humanitarian emergency relief efforts as well as the increasing pressures of forced migration resulting from these. Topics covered in the unit include international and human rights law, the role of donor agencies, refugee health, nutritional emergencies, site planning for refugee camps, water and sanitation, sexual violence, protection of vulnerable groups, and communicable disease surveillance and control.
Textbooks
Readings are available on the unit's eLearning site
GLOH5136 Nutrition in Global Settings

Credit points: 6 Teacher/Coordinator: Prof Michael Dibley Session: Semester 2 Classes: Face to face: 10 x 2hr interactive learning sessions plus online lectures and activities. Online: 10 x 1hr synchronous or asynchronous tutorials plus online lectures and activities. Assumed knowledge: Introductory knowledge of epidemiology Assessment: 1x2500wd nutrition assessment submission (30%), 1x3500wd nutrition intervention design submission (60%), assessable discussion (10%) Mode of delivery: Normal (lecture/lab/tutorial) day, Online
This unit aims to provide students with insights into the major nutrition-related public health problems in low- and middle-income countries; knowledge and practical skills about nutritional assessment; and the design and evaluation of nutritional interventions. The content areas include an overview of nutrition as a major determinant of health and disease; methods to assess community nutritional status; the impact of maternal and child under-nutrition on mortality and overall disease burden; design and evaluation of effective interventions; issues surrounding food security; agriculture and nutrition; and nutrition policies and resources. The unit has three major segments with the first focusing on nutritional assessment, the second on prioritizing nutrition-related public health problems in low- and middle-income countries, and the third on design and evaluation of interventions. On completion, students should be able to recognise key nutritional problems facing low- and middle-income countries; have acquired knowledge and practical skills as to how to assess these problems, and have gained insights into different multi-sectoral approaches to address these problems.
Textbooks
Readings are available on the unit's eLearning site
GLOH5201 Global Qualitative Health Research

Credit points: 6 Teacher/Coordinator: Dr Sarah Bernays Session: Semester 2 Classes: Online: 12 x weekly modules: lecture+ content reading+ exemplar reading+ case study video+ individual activity Block mode: 5 days (9am-5pm) of workshops made up of individual modules: face-to-face lecture + content reading + exemplar reading+ case study video+ face-to-face individual activity. Prerequisites: GLOH5102 Prohibitions: PUBH5500 or QUAL5005 or QUAL5006 or PUBH5505 Assessment: 1x interviewing activity (35%); 1x2000-word essay (35%); 3 x multiple choice quizzes (20%); assessable tutorial discussion (10%) Mode of delivery: Block mode, Online
This unit of study introduces you to qualitative research in a global health setting, providing you with core concepts and skills. It is designed for beginners and people who want an advanced-level introduction. Over the course of the unit we will address: What is qualitative research? How is it different from quantitative research? What is its history? What research problems can it address? How do I design a qualitative study? What are the different (and best) ways to generate data? How do you analyse qualitative data? Is methodology different to method? What are ontology and epistemology? What is reflexivity (and aren't qualitative researchers biased)? What are the ethical issues? What is good quality qualitative research? How can I use qualitative evidence in policy or practice? You will get practical experience and skills through carrying out an observation, participating in a focus group, conducting an interview, analysing data, arguing for qualitative research in health, and appraising the quality of published literature. You will hear from working qualitative researchers about how they use qualitative methods in their work. This unit will give you the skills and confidence to begin conducting and using qualitative research.
GLOH5219 Global Health Project Management

Credit points: 6 Teacher/Coordinator: Prof Mu Li, Dr Erin Hunter Session: Semester 2 Classes: 1x1.5 hr lecture per week for 10 weeks, 1x1.5 hr tutorial per week for 9 weeks, 1x1 day workshop, 1x1 day group presentations Prerequisites: GLOH5101 and GLOH5102 OR (PUBH5010 and PUBH5018) Assessment: 1x1000 words individual written assignment (30%), 1x20 min plus 10min questions group presentation (20%), peer-self evaluation on group project contribution (15%), 1x4000 words group written assignment (35%) Mode of delivery: Normal (lecture/lab/tutorial) day, Normal (lecture/lab/tutorial) evening
Effective health project design and management contribute to improving health and achieving health equity for people worldwide. The unit aims to give students a good understanding of the concepts and key elements of project design and evaluation, and to demonstrate tools and techniques used in effective project management. A detailed step by step application of the Logical Framework Approach (LFA) in project design will be presented. The Unit also gives students an opportunity for hands-on practice through the design of a project in a global setting and allows them to consider the challenges and practical issues faced by people involved in international health project management. The key topic areas covered include: concepts and principles of global health project management; context and situation analysis; the LFA for project design; project management functions including managing information, resources, risk, quality and change; and project monitoring and evaluation. At the end of the course, students should be able to: apply the Logical Framework Approach for project planning and design in global settings, apply principles and skills you have learnt in the MGH course in project design; recognise challenges and practical issues and be able to take those issues into considerations in the development of a project proposal.
Textbooks
Readings are available on the unit's eLearning site
MEDF5005 Health Research Methods and Ethics

Credit points: 6 Teacher/Coordinator: Dr Christina Abdel Shaheed Session: Semester 1 Classes: 2 x compulsory interactive full day workshops (face-to-face or online option), 8 x compulsory 2 hr tutorials, 9 x online lectures and discussions, 2 x online elective module readings Assessment: Study types and biases assignment (15%), critical appraisal assignment (20%), ethics assignment (15%), statistics assignment (30%), online statistics exam (20%) Mode of delivery: Block mode, Online
This unit of study introduces students to the fundamental skills that are required for postgraduate research in medicine and health. Students will learn how to conduct research that is scientifically and ethically sound, and be able to critically appraise and review literature. Students will understand the strengths and limitations of common study designs and develop simple but important statistical analysis skills, including how to present and interpret data, basic data management skills, and how to determine the required sample size for a study. Obtaining ethics approval is necessary for any study involving the collection or analysis of data involving humans, animals or their tissues. Hence, this unit will also cover ethics in research and when and how to apply for ethics approval. These fundamental skills promote a scholarly attitude towards knowledge and understanding, and are essential for engagement with the research community.
PCOL5101 Drugs and Devices: R and D to Registration

Credit points: 6 Teacher/Coordinator: Dr Hui Xin Ong & Dr Rania Salama Session: Semester 1 Classes: online lectures, podcasts, discussion boards, webinars Assessment: online quizzes (20%), short answer questions (20%) written assignments (30%), presentation (15%); case study (15%) Mode of delivery: Online
This unit of study provides a broad overview of the processes involved in translating a new drug, formulation and/or medical device from a laboratory setting to an approved product. It is targeted at people interested in or already working in the pharmaceutical or medical device industries, and advisors in the regulatory sector. Three core areas are covered: (1) the regulatory organisation, (2) requirements during drug discovery and device conception, manufacture and clinical trials, and (3) post-registration pharmacovigilance and pharmacoeconomics . Students will gain knowledge of the Therapeutic Goods Administration (TGA) and guidelines for the registration and regulation of medical devices and medicines. Students will also learn the importance of international regulations, harmonisation and application to the Australian market. The unit covers R and D; manufacturing and clinical trial requirements; the concepts of good laboratory and manufacturing practices (GMP, GLP) and quality by design (QbD); as well as regulator accepted laboratory methodologies used for submission of product dossiers and medical device documentation. The basics of clinical trial design will be analysed, as well as concepts of pharmacokinetics, dynamics, pharmacoeconomics and clinical endpoints for registration of new products using case studies and online tutorials. Special requirements for the registration and testing of generic medicines will also be part of the unit.
Textbooks
online readings and other learning resources will be provided.
PUBH5019 Cancer Prevention and Control

Credit points: 6 Teacher/Coordinator: TBC Session: Semester 2 Classes: 5 x online modules each comprising online lectures, readings and quiz, plus 4 x online group interactions. Prerequisites: PUBH5010 or CEPI5100 Assessment: 5 x online quizzes (10%) + 1 x 1500wd assignment (30%) + 1 x 3000wd assignment (50%) + participation in online discussions for at least three modules (10%). Mode of delivery: Online
Note: Department permission required for enrolment
This unit introduces students to the concepts, methods and applications underpinning cancer prevention and control at the population level. It is designed to offer a broad-based perspective on public health approaches to cancer across the continuum from prevention through to screening, diagnosis, treatment, survivorship and palliative and supportive care. We will critically appraise policies and interventions that have the potential to reduce cancer incidence and mortality, prolong survival and improve quality of life. Although each topic will be presented in the context of specific cancers and the Australian health care system, the principles and frameworks will be relevant for regional and global cancer control efforts. At the completion of the unit, students will be equipped with the basic tools to design, plan, implement and evaluate cancer control strategies and programs.
Textbooks
Elwood JM, Sutcliffe SB (Eds). Cancer Control. New York: Oxford University Press, 2010 (pp1-469)
PUBH5020 Chronic Disease Prevention and Control

Credit points: 6 Teacher/Coordinator: Dr Yvonne Laird Session: Semester 1 Classes: 20 hrs online lectures, plus 6-7 weeks of online discussions Assumed knowledge: PUBH5033, PUBH5010 or CEPI5100 or equivalent Assessment: 1000 word assignment (20%), 2000 word assignment (40%), on-line discussions (40%) Mode of delivery: Online
Note: PUBH5020 is an advanced MPH elective in the area of chronic disease prevention. Some epidemiological concepts, such as population attributable risk and introductory concepts in health promotion are expected knowledge for understanding this unit. For example, attributable risk is necessary to understand the Burden of Disease concept in NCD prevention, and is part of Module 2 of this unit. In addition, this MPH elective predominantly takes a population and global perspective on NCD prevention with a lesser emphasis on clinical or health services prevention perspectives.
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.
Textbooks
Readings for this unit will be available on the eLearning site
PUBH5033 Disease Prevention and Health Promotion

Credit points: 6 Teacher/Coordinator: A/Professor Philayrath Phongsavan, Dr James Kite Session: Semester 1 Classes: 3 half-day workshops, 9 face-to-face tutorials or online discussion; fully online version available Assessment: 1x1500 word assignment (30%); 1 presentation (15%); 1 x 2500 word assignment (45%); tutorial participation (10%) Mode of delivery: Block mode, Online
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.
Textbooks
Course Readings Provided
PUBH5036 Public Health: Critical Challenges

Credit points: 6 Teacher/Coordinator: Ms Anita Van Zwieten and Dr Diego Silva Session: Semester 1,Semester 2 Classes: Face-to-face students: 1 x 2 day workshop + 1 x 3 day workshop; engagement assessable. Online students: online workshop No 1, with lectures and activities + online workshop No 2, with lectures and activities equivalent to face-to-face workshops; engagement assessable. Assessment: 2 x workshop and participation (10%), 5 x online quizzes (15%), 3 x online discussions (30%), 1 x 3500 word essay (45%). Mode of delivery: Block mode, Online
This unit introduces you to the theoretical and practical underpinnings of public health via a diverse range of case studies. Together we will critically analyse what public health is and what it seeks to achieve. We will explore key concepts that will be taken up in more detail in other core and elective units, challenge current orthodoxies, and seek to develop a reflective and analytical approach to public health practice and research. We will have a particular focus on exploring the health and well-being challenges experienced by indigenous peoples, migrants and other disadvantaged groups, in Australia and globally. We will do this through considering the meaning of evidence and the historical and contemporary public health context, with the aim of working together to identify ethical, innovative and effective solutions. Throughout this unit you will be encouraged to interact with your unit coordinators, tutors and fellow students, ask questions, and respectfully debate answers to questions such as: What is public health? What does it mean to think beyond the social determinants? What is equity and why does it matter?
Integration of Aboriginal and Torres Strait Islander knowledges and perspectives: This unit pays particular attention to Aboriginal and Torres Strait Islander public health challenges and solutions. The Sydney School of Public Health is committed to graduating public health professionals who have the competence and confidence to work effectively and respectfully with Australia's First Peoples. This unit will help prepare you for this work and provide important foundational knowledge that will be further advanced in concurrent and subsequent Master of Public Health units of study.
Textbooks
None, learning materials provided
PUBH5120 Aboriginal/Torres Strait Islander Health

Credit points: 6 Teacher/Coordinator: Ms Suzanne Plater, Dr Claire Hooker Session: Semester 2 Classes: Face-to-face students: 5 x 1 day workshops over 12 weeks, engagement assessable. Online students: 5 x online workshop lectures and activities (equivalent to workshops) over 12 weeks, engagement assessable. Prohibitions: PUBH5118 Assessment: 5 x workshop engagement (15%) plus 5 x online discussions (15%), plus 1 x 1000 word reflective essay (20%), plus 1 x 3500 word report (50%) Mode of delivery: Block mode, Online
This unit will significantly advance your philosophical, theoretical and practical understanding of Aboriginal and Torres Strait Islander histories, cultures and societies within the context of public health. We will use case studies grounded in diverse urban, regional and remote communities and the life experiences of Aboriginal and Torres Strait Islander people to explore key constructs. These include transgenerational psychic trauma, racism, political structures and systems, cultural determinants, ethics, and global indigenous epistemologies. Together we will investigate the reasons why Australia has so far been unable to close the gap across almost all indicators of health and wellbeing, and explore innovative, ethical and effective solutions. Throughout this unit you will be encouraged to interact with Aboriginal and Torres Strait Islander academics, health professionals and community members, and your unit coordinator, tutors and fellow students, and feel confident to ask difficult questions and debate the responses. Our aim is to give you the practical and conceptual knowledge and skills necessary to work respectfully and effectively with Aboriginal and Torres Strait Islander peoples from across the nation.
Textbooks
None, learning materials provided
PUBH5121 Environmental Health

Credit points: 6 Teacher/Coordinator: A/Prof Geoffrey Morgan Session: Semester 2 Classes: Face-to-face students: 13x1hr lectures plus 6x2hr tutorials. Online students: 13x1hr lectures plus 6x2hr tutorials (conducted over 36 hours) Assessment: 1x3000wd essay (60%) and tutorial reports equivalent to 1x1500wd report (30%), plus 10 x quizzes (10%) Mode of delivery: Normal (lecture/lab/tutorial) day, Online
This course aims to describe the interrelation between our environment and human populations, local communities and individuals and the health risks of environmental hazards. The unit will explore the major categories of environmental health hazards including air quality, water quality, chemical hazards (eg soils and contaminated sites), physical hazards (eg noise and radiation), microbiological hazards (eg Legionnaires' disease) and food safety. Regional and global issues of sustainability, climate change and land use planning will also be covered. The disciplines of epidemiology, toxicology and ecology will be applied within a risk assessment framework. Students completing this unit will appreciate: the multi-disciplinary nature of environmental health; the application of a risk assessment framework to characterise health risks due to environmental hazards, determine risk management options, and inform risk communication strategies; the need to work closely with a broad range of stakeholders including commonwealth and state health, environment and planning agencies, local government, industry, researchers and the community.
Textbooks
Recommended: Environmental Health: From Global to Local, 3rd Edition. Frumkin H. Wiley, 2016. Environmental Health (Fourth Edition). Moeller DW. Harvard University Press, 2011.
PUBH5126 Genetics and Public Health

This unit of study is not available in 2020

Credit points: 6 Teacher/Coordinator: Anne Cust Session: Intensive October Classes: 1 x 3 day workshop. there is also substantial pre-reading before the course (distributed to students 3-4 weeks before the course starts) and an online component with pre-recorded lectures (usually about 4 x 50-min lectures). Prerequisites: Epidemiology Methods and Uses (PUBH5010) Assumed knowledge: Basic epidemiology. No previous knowledge of genetics is required. Assessment: 3 x online quiz of 30 multiple-choice questions in total (15%), small-group assignment of 1, 500 words (25%), in-class group debate (10%), individual assignment of 2000 words (8 questions x 250 words/question, each requiring a targeted answer) (45%), peer-assessed teamwork (5%) Mode of delivery: Block mode
This unit caters for practitioners, policy and decision-makers, students and researchers in public health, public policy, journalism, law, epidemiology, medicine, science, industry, ethics, philosophy, communication and advocacy. It gives a basic introduction to genetics and genetic epidemiology and covers issues like genetic determinants of disease, genetic testing and screening, psychosocial, legal and ethical aspects of genetics and genetic testing, genetic education and genetics and public policy.
PUBH5145 Alcohol, drug use and health

Credit points: 6 Teacher/Coordinator: Associate Professor Carolyn Day Session: Semester 1 Classes: Block mode only: 2 whole day workshops, plus approximately 10 hours of online lectures Prohibitions: PUBH5114 or PUBH5115 Assessment: 2 x 2000wd assignments (60%), assessable face-to-face discussions (20%), presentation (equivalent to 1000wd) (10%), plus 2x online quizzes of 10 multiple choice questions (10%) Mode of delivery: Block mode
This unit aims to assist students in developing an evidence-based understanding of the epidemiology of substance use and its impact on health, and the effectiveness of methods for prevention and management of related problems. Research methods in relation to substance use disorders, and the needs of special populations are also considered.
Textbooks
A list of compulsory and recommended readings will be available via the LMS.
PUBH5225 Population Mental Health

Credit points: 6 Teacher/Coordinator: A/Professor Kirsten Morley Session: Semester 1 Classes: 1-hour x12 weekly online lectures/podcasts, plus 12 weeks of self-paced online tutorials (asynchronous) Prerequisites: PUBH5033 Assessment: 1x3000 word individual assignment (40%), 1x3000 word individual assignment (40%), asynchronous tutorial participation (15%), 1x250 word individual short response (5%). Mode of delivery: Online
The course will provide an evidence-based introduction to public health approaches designed to promote mental health and well-being and prevent mental illness. The aim is to assist students to develop an evidence-based understanding of population mental health including epidemiology, determinants of mental health, the effectiveness of prevention and early intervention programs, mental health services and policies and mental health human rights. The emphasis is on primary prevention strategies rather than the management of those already with mental illness. Evidence-based case studies will be presented including a focus on mental health challenges for the future in specific modules such as: suicide prevention, comorbidity, mental health in developing countrues, minority groups and in the workplace. By the end of this unit, students will understand the relationship between the determinants of mental health and public health strategies to prevent mental illness and enhance wellbeing.
Textbooks
Readings will be provided.
PUBH5227 Public Health Program Evaluation

Credit points: 6 Teacher/Coordinator: Dr Anne Grunseit, Dr Justin Richards Session: Semester 2 Classes: 3 x 1 day weekend workshops. The first two workshops will be on consecutive Saturdays. This will be followed immediately by four weeks of online content, which will further develop the content from the first two workshops and prepare the students for the final workshop. The online component will involve video lectures / tutorials and contributing to online discussion forums on course content and relevant readings. The final workshop will require the students to identify, review and present material developed during the online learning component and will also extend the students into more complex program evaluation principles. Prerequisites: PUBH5033 AND PUBH5010 Assessment: 1x2000 word assignment (30%); 1 x 1000wd assignment (15%); participation in workshops 1-3 (15%); engagement and contribution to online discussion forums (20%); presentation in workshop 3 (20%) Mode of delivery: Distance education/intensive on campus
Note: Attendance and participation in ALL weekend workshops is mandatory as well as online participation (this unit is not available in online only mode)
Comprehensive evaluation of public health and disease prevention programs is critical to developing an evidence base for public health practice as well as for accountability to stakeholders. Evaluations demonstrate the efficacy, effectiveness and/or efficiency of the program and provide models of good practice. This course builds skills in planning, conducting and using formative, process, impact and outcome evaluations of public health programs, with an emphasis on those which address public health approaches to chronic disease prevention. Using three face-to-face workshops supplemented by online resources and four weeks of online discussions, students will participate in readings, group work, lectures and discussions, to develop skills in defining the purpose of an evaluation, defining the evaluation questions, selecting evaluation designs and measures for evaluation (and understand the process of measurement development). A specific focus will be on skills to critically appraise evaluations and to use results in practice. Additional sessions will be devoted to methods for scaling up interventions to the population level, and to the design and evaluation of multi-faceted complex public health programs.
Textbooks
Recommended: Bauman A, Nutbeam D. Evaluation in a Nutshell: 2nd Edition. A practical guide to the evaluation of health promotion programs. McGraw-Hill, Sydney , 2013
PUBH5312 Health Economic Evaluation

Credit points: 6 Teacher/Coordinator: A/Prof Alison Hayes Session: Intensive September Classes: on-line components and 4 non-consecutive workshop days Prerequisites: HPOL5000 and (PUBH5010 or CEPI5100) and PUBH5018 Prohibitions: PUBH5302 Assessment: on-line quiz (5%), in-class presentation (5%), short answer questions, calculations, and critical appraisal (equivalent to 3000 words) (20%), critical appraisal (equivalent to 2000 words) (20%), protocol report (2000 words) (50%) Mode of delivery: Normal (lecture/lab/tutorial) day
The overall aim of the course is to develop students' knowledge and skills of economic evaluation as an aid to priority setting in health care. Students will be introduced to the principles of economic evaluation and develop skills in the application of those principles to resource allocation choices. Emphasis will be placed on learning by case study analysis and problem solving in small groups. This unit covers: principles and different types of economic evaluation; critical appraisal guidelines; measuring and valuing benefits; methods of costing; modeling in economic evaluation, the role of the PBAC, introduction to advanced methods including use of patient-level data and data linkage. The workshops consist of interactive lectures, class exercises and quizzes.
Textbooks
Recommended book: Michael F. Drummond , Mark J. Sculpher , George W. Torrance, Bernie J. O'Brien, Greg L. Stoddart. Methods for the Economic Evaluation of Health Care Programmes (Paperback), Oxford University Press, 2005. Essential chapters available on-line.
PUBH5317 Advanced Economic and Decision Analysis

Credit points: 6 Teacher/Coordinator: Professor Kirsten Howard and A/Prof Andrew Martin Session: Semester 2 Classes: 3 x 1 day workshops plus 1 x 2 day workshop Prerequisites: (PUBH5010 or CEPI5100) and PUBH5018 Corequisites: PUBH5312 Prohibitions: PUBH5205 PUBH5307 Assessment: completion of in class practicals (10%), 2 x in-class quizzes (30%), 2 x written assignments (1 x 1500 word - 20% and 1 x 2500 word - 40%) (60%) Mode of delivery: Block mode
Note: Department permission required for enrolment
This unit combines decision theory and more advanced health economic concepts to provide students with hands-on skills in specialised analysis methods, and modelling techniques, for evaluating healthcare options and reaching recommendations in the face of uncertainty. Students will calculate and analyse data from clinical studies, extrapolate clinical study results to other settings, and construct models that synthesise evidence (and expert opinion) from multiple sources. Specific topics of study include: decision trees; expected utility theory; sensitivity and threshold analysis; the value of information (including screening and diagnostic tests); the calculation and analysis of costs and quality-adjusted survival using individual patient data (including bootstrapping techniques); Markov processes and micro-simulation; and presenting and interpreting the results of (health economic) evaluations. Lectures are accompanied by practical exercises and readings. Students gain experience applying the methods presented in lectures via computer practicals using Excel and decision analysis software (TreeAge).
Textbooks
Reading materials are provided
PUBH5418 Tobacco Control in the 21st Century

Credit points: 6 Teacher/Coordinator: Dr Becky Freeman Session: Intensive August Classes: 1x3 day workshop of lectures and problem-focused discussions, followed by 4 weeks of problem-based online discussions Assessment: 2x 2000 word essays (60%), 1x 100 item online quiz (10%) and online discussion and participation (30%) Mode of delivery: Block mode, Distance education/intensive on campus
The unit consists of learning topics, each of which is supported by extensive Web based resources, and 4 moderated online discussion forums, each focusing on a problem related to tobacco use and control. Lecture topics include: history of tobacco use and control; the burden of illness from tobacco use; secondhand smoke: the research evidence; measuring tobacco use, uptake and cessation in communities; international trends in tobacco consumption; the tobacco industry; the WHO's Framework Convention on Tobacco Control and new forms of tobacco advertising and promotion. Problem focused discussion forums include: Harm reduction and tobacco control, regulation of tobacco, improving and implementing pack warnings; promoting smoking cessation, prevention of uptake (youth programs); denormalisation of the tobacco industry; controlling advertising; and controlling exposure to tobacco smoke, making news on tobacco and influencing political policy on tobacco.
Textbooks
(recommended only) Chapman S. Public Health Advocacy and Tobacco Control: Making Smoking History. Oxford: Blackwell, 2007.
PUBH5421 Infection Prevention in Healthcare

Credit points: 6 Teacher/Coordinator: Dr Patricia Ferguson Session: Semester 2 Classes: block mode (2 x 3days) - this can be with face-to-face attendance, or as an online student, or a combination of the two Assumed knowledge: basic knowledge of medical microbiology, antimicrobial agents and communicable disease epidemiology and clinical features Assessment: 2x2000 word essays/assignments (2x30%); 4x short answer question assignments - 250 word answers for each of 4 questions (30%); hand hygiene assessment (5%); discussion participation (online or face-to-face) (5%). Mode of delivery: Block mode
Note: Assumed knowledge: basic knowledge of medical microbiology, antimicrobial agents and communicable disease epidemiology and clinical features
This unit will provide students with an understanding of the individual and societal risks of healthcare-associated infections (HAI) and the rationale for, and barriers to, their prevention and control (PC). A basic understanding of medical microbiology and communicable disease epidemiology will be assumed. The unit will cover such important concepts as: introduction to healthcare associated infections (what they are, why they are important; fundamentals of infection prevention and control); how infections are transmitted and how can we interrupt this transmission?; hand hygiene theory, practice and evidence; outbreaks, methods to investigate outbreaks, including strain typing and whole genome sequencing, and to contain them; rationales and strategies for implementation of HAI-related policies; antimicrobial stewardship and its importance in the development of multi-drug resistant organisms; and challenges faced with management of emerging infectious diseases and high-consequence infections.
Attendance, in person, at workshops is strongly recommended, to enable participation in discussions. However, lectures will be recorded and available online after the workshops. Students who are unable to attend some or all of workshop sessions can view them, but generally not the associated discussions, online. Assessments are online. Students not attending face-to-face teaching will be expected to participate in online discussion.
PUBH5422 Health and Risk Communication

This unit of study is not available in 2020

Credit points: 6 Teacher/Coordinator: Dr Claire Hooker, Associate Professor Julie Leask, Professor Phyllis Butow Session: Semester 2 Classes: Block/intensive 2 blocks of 2 x 9-5 full days; please check with the coordinator for scheduling Assessment: Assignment 1: 1 x 2500 word (35%), Assignment 2: 1 x 2500 words or equivalent (35%), online activities (30%). Attendance at intensives is compulsory and 80% attendance is required to pass the unit of study. Mode of delivery: Block mode
In this unit, students learn how to communicate effectively with respect to health risks, both to individuals with health concerns, and with respect to risks to the public. The first half covers individual health risk communication in clinical settings, including: theories of health communication, patient centred care and shared decision making; evidence-based communication skills; research paradigms including interaction analysis; cross-cultural communication in health care; discussing prognosis; and informed consent. The second half explores risk communication for public health, including: how to effectively manage outbreak or other crisis situations; how to communicate about issues where the risk is low but ublic concern is high (such as with respect to the fluoridation of water); and how to best manage controversies. We teach theories of risk perception and communication with particular application to public health incident responses. We give practical guides to media messages, risk message framing, public engagement, traditional and social media, and the ethical aspects of public communication. The unit offers students the opportunity to learn from outstanding guest lecturers who work in these areas and interactive opportunities for students to try their skills in risk communication and decision making.
Textbooks
Students are provided with a list of readings (in digital format). Most supplementary readings can be accessed through the library or online.
PUBH5430 Public Health Advocacy

Credit points: 6 Teacher/Coordinator: Dr Becky Freeman, Dr Claire Hooker Session: Semester 1 Classes: 1x3 day interactive workshop plus assessed online learning activities. Assessment: 1x 600 word letter to editor or opinion piece or blog post with a publishable standard in writing (15%); 1 x2500 word essay (40%); 1x assessable contribution to day 3 of workshop discussion (10%); online activities totalling 2000 words or equivalent (35%). Attendance at the intensive is compulsory and 80% attendance is required to pass. Mode of delivery: Block mode
Have you ever wondered how to respond to people who hold antivaccination views, or to misinformation spreading online, or to create better institutional engagement with environmental policies? All of these situations are determined by how good our communication is. This unit aims to will familiarise students with the strategies of public health advocacy, with a focus on news reporting, online media, and political engagement. This unit covers the role of advocacy in advancing public health policy; framing public health issues; newsgathering, reporting and editing; strategies for media advocacy; political lobbying; and message dissemination; and there will be special emphasis on learning how online environments and social media tools are contributing to public health advocacy debates and campaigns. Students will learn the latest research revealing which factors most influence how people perceive and make judgments about health risks, at individual and institutional levels, and how to tailor communication to most effectively achieve your goals. Topics covered include responding to health risk events; antivaccination, anti immunisation, climate change and other 'post truth' social issues; how to best manage controversies; and what chronic disease prevention might learn from risk communication principles. . There will be an emphasis on how online environments and social media tools are contributing to public health advocacy debates and campaigns. Recent examples of how media have influenced health policy and programming will be presented. Students will have the opportunity to critique and analyse case studies from a variety of both successful and unsuccessful public health advocacy efforts. Students will examine, analyse, and prepare writing for both online and news media such as opinion pieces, media releases, blogs, and social media. The lectures will include guest speakers from non-government organisations, government and other experienced stakeholders from across the public health sector.
Textbooks
Recommended: Chapman S. (2007) Public Health Advocacy and Tobacco Control: Making Smoking History. Oxford: Blackwell.
PUBH5505 Qualitative Research in Health

Credit points: 6 Teacher/Coordinator: Dr Julie Mooney-Somers Session: Semester 2 Classes: block mode: 2x2 full day workshop + 1x1 full day workshop, online mode: 12xweekly online lectures + activities Prohibitions: PUBH5500 or QUAL5005 or QUAL5006 Assessment: 1xinterviewing activity(35%); 1x2000-word essay(35%); multiple choice quizzes(20%); 12xparticipation activities(10%) Mode of delivery: Block mode, Online
This unit of study introduces you to qualitative research in health, providing you with core concepts and skills. It is designed for beginners and people who want an advanced level introduction. Over the course of the unit we will address: What is qualitative research? How is it different from quantitative research? What is its history? What research problems can it address? How do I design a qualitative study? What are the different (and best) ways to generate data? How do you analyse qualitative data? Is methodology different to method? What are ontology and epistemology? What is reflexivity (and aren't qualitative researchers biased)? What are the ethical issues? What is good quality qualitative research? How can I use qualitative evidence in policy or practice? You will get practical experience and skills through carrying out an observation, participating in a focus group, conducting an interview, analysing data, arguing for qualitative research in health, and appraising the quality of published literature. You will hear from working qualitative researchers about how they use qualitative methods in their work. This unit will give you the skills and confidence to begin conducting and using qualitative research.
PUBH5506 Advanced Qualitative Analysis and Writing

Credit points: 6 Teacher/Coordinator: Dr Julie Mooney-Somers Session: Semester 1 Classes: bm: 5x1 full day workshops Assessment: data coding(20%), draft themes(20%), draft analysis(20%), polished results and discussion(40%) Mode of delivery: Block mode
This advanced unit of study extends students' practical and theoretical knowledge of qualitative research to provide advanced concepts and skills in qualitative data analysis and writing. You should have a basic understanding of qualitative research. We will explore the principles of qualitative analysis, and learn about different analytic strategies and key analytic tools. You will learn how to develop codes and themes, use memos and analytic maps, and interpret data through the process of writing. You will learn about starting writing, structuring articles, making analytic arguments, and editing your own work. Most importantly, we will consider what it means to think and write 'qualitatively'. You will analyse a portfolio of qualitative data, and produce a results and discussion section for a journal article. After completing this unit you will have increased your experience, skills and confidence in qualitative data analysis and writing.
PUBH5551 Climate Change and Public Health

Credit points: 6 Teacher/Coordinator: Dr Ying Zhang Session: Semester 2 Classes: For face to face students - block workshops and tutorials (1 x 2 days early semester + 1 x 2 days late semester); for online students - recorded seminars and online tutorials (1 x 1 week early semester + 1 x 1 week late semester) Assessment: 1x 1500 word annotated climate change bibliography - individual assignment (30%) 1x quiz - equivalent to 1000 words (20%) 1x 3500 word essay - individual assignment (50%) Mode of delivery: Block mode, Online
The unit presents critical views of climate change and the ways in which it interacts with human behaviour and population health from various disciplines, e. g. planetary health, international environmental governance and law, environmental economics, urban planning and environmental and social injustice. It addresses major public health risks associated with climate change and extremes, e. g. infectious disease, nutrition, cardiovascular disease, mental health, and indigenous health, in a broader concept of sustainability and global change. Scenarios with regards to responses to climate change, including adaptation and mitigation, will be introduced to build community resilience. This unit will provide both Australian and international perspectives on climate change and health, supported by theoretical and empirical research in both developed and developing countries.
Textbooks
None, readings will be provided
PUBH5555 Lifestyle and Chronic Disease Prevention

Credit points: 6 Teacher/Coordinator: Dr Yvonne Laird, A/Professor Philayrath Phongsavan Session: Semester 2 Classes: Two face-to-face/on campus seminars/workshops (9.00am to 5.00pm), plus 10x online asynchronous tutorials (up to 2 hours per tutorial). Prerequisites: PUBH5033 Assessment: 1x1500 word individual assignment (30%), 1x2500 word individual assignment (45%), 1x5mins online oral presentation (10%), anonymised peer evaluation according to pre-determined criteria based on academic content using peer evaluation form; final mark will be the median of all the peer marks, aynchronous tutorial participation (15%) defined as making at least 4 considered posts per tutorial, posts that contribute and build on the discussion rather than just endorse earlier posts of others Mode of delivery: Normal (lecture/lab/tutorial) day
The prevention and control of non-communicable diseases (NCDs) or chronic diseases (mainly diabetes, cardiovascular diseases, chronic respiratory diseases, and cancers) involves shared risk factors. This unit introduces students to the principles of primordial and primary prevention and control of NCD risk factors, specifically tobacco use, harmful use of alcohol, physical inactivity, unhealthy diets, salt reduction, and obesity prevention. This unit provides an integrated exploration of the current state-of-the-art in research and practice for addressing these preventable lifestyle risk factors. The emphasis is on primordial and primary prevention strategies, rather than the management of NCDs in those already with chronic disease. This solutions-focused unit comprises specific modules about each of tobacco control, harmful alcohol consumption, physical activity, nutrition and health, salt and health, and obesity prevention. By the end of this unit, students will understand the dynamic relationships between the key risk factors, and the important role of primary prevention approaches to reducing lifestyle risks that are precursors to NCDs.
Textbooks
None, Readings will be provided