Outline

Overview

Understanding how the Australian healthcare and health research ecosystem is funded, organised and regulated in Australia is vital to support the next generation of health workers to be leaders in the implementation of new approaches to the prevention and management of human diseases. The unit will take an interactive and case-based approach, exploring the roles and responsibilities of individuals, services, organisations and governments in healthcare delivery, innovation and research, as well as the barriers and enablers to change. Additionally, the unit will explore principles and policies that underpin how healthcare is funded in Australia and internationally. It will explore the key policy frameworks and approaches used by government to support healthcare improvement and innovation. For example, including the notions of equity, efficiency, sustainability and value-based healthcare. How the healthcare ecosystem impacts the models of care used to support health care delivery in Australia and Internationally will be analysed, including that of Aboriginal and Torres Strait Islander communities.

Unit details and rules

Academic unit	Department of Medical Sciences
Credit points	6
Prerequisites ?	None
Corequisites ?	BBHE1007
Prohibitions ?	None
Assumed knowledge ?	None
Available to study abroad and exchange students	No

Teaching staff

Coordinator	Tim Shaw, tim.shaw@sydney.edu.au

Assessment

The census date for this unit availability is 31 August 2026

Details
Criteria

Type	Description	Weight	Due	Length	Use of AI
Contribution	Online discussion of case studies Contribute to online discussion board	20%	Multiple weeks	1200 words	AI allowed
Outcomes assessed:
Out-of-class quiz	Early feedback assessment quiz online multiple choice quiz	10%	Week 03	30 minutes	AI allowed
Outcomes assessed:
Interactive oral	Oral assessment on models of care Live oral test	30%	Week 07	15 minutes	AI prohibited
Outcomes assessed:
Presentation	Group presentation Group presentation. This assessment will be integrated with BBHE1007.	20%	Week 11	15 minutes including questions	AI allowed
Outcomes assessed:
Written work	Group report Group report. This assessment will be integrated with BBHE1007.	20%	Week 13	2000 word group report	AI allowed
Outcomes assessed:
= group assignment ? = early feedback task ?

Early feedback task

This unit includes an early feedback task, designed to give you feedback prior to the census date for this unit. Details are provided in the Canvas site and your result will be recorded in your Marks page. It is important that you actively engage with this task so that the University can support you to be successful in this unit.

Assessment summary

Out of class Quiz. Students complete an individual online quiz designed as an early feedback task to test undertanding of first three weeks of the Unit. The quiz is completed outside of class and takes approximately 30 minutes to complete and is scheduled for Week 3. This is an early feedback assessment task and carries a weighting of 10% and addresses Learning Outcomes 1 and 2.

Contribute to online discussion. Students will contribute approximately 1200 words to an online discussion regarding patient journey case studies. The task is scheduled between weeks 4-6 and carries a weighting of 20% and addresses Learning Outcomes 1, 2, 3 and 5.

Secure Oral Test. In this task, students will individually be asked questions around a series of patient case studies and how healthcare and policy is organised around these patients. This task is scheduled in week 7 and carries a weighting of 30% and addresses Learning Outcomes 1, 3 and 5.

Group Presentation. As part of a shared work with BBHE1007, students work collaboratively to deliver a group presentation reporting on the historical background underpinning health challenges that have led to the innovation being studied. The presentation will address health equity and cultural safey as a key component througout. Each group member contributes part of a shared 15 minute presentation delivered in week 11. The presentation carries a weighting of 20% and addresses Learning Outcomes 4, 5 and 6.

Group report. As part of a shared work with BBHE1007, students work collaboratively to deliver a group report analysing the chosen innovation and then critically reviewing key challenges the innovation faces and potential solutions to these challenges. The report will address health equity and cultural safey as a key component througout. Each group member contributes part of the 2000 word report delivered in week 13. The report carries a weighting of 20% and addresses Learning Outcomes 2, 4, 5 and 6.

Detailed information for each assessment can be found on Canvas

Assessment criteria

Assessment grading (mark and grade units):  The University awards common result grades, set out in the Coursework Policy 2021 (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.

Grade	Descriptors	Explanation / Interpretation
High distinction (85 - 100)	Work of exceptional standard	Mastery of topics showing extensive integration and ability to transfer knowledge to novel contexts; treatment of tasks shows an advanced synthesis of ideas; demonstration of initiative, complex understanding and analysis; work is very well presented; all criteria addressed and learning outcomes achieved to an outstanding level.
Distinction (75 - 84)	Work of superior standard	Excellent achievement, consistent evidence of deep understanding and application of knowledge; treatment of tasks shows advanced understanding of topics; demonstration of initiative, complex understanding and analysis; work is well-presented; all criteria addressed and learning outcomes achieved to a superior level.
Credit (65 - 74)	Competent work demonstrating potential for higher study	Confident in explaining concepts, with evidence of solid understanding and achievement; occasional lapses indicative of some knowledge gaps; treatment of tasks shows a good understanding of topic; work is well-presented with a minimum of errors; all criteria addressed and learning outcomes achieved to a high level.
Pass (50 - 64)	Work of acceptable standard	Satisfactory level of engagement with and understanding of topic; some inconsistencies in understanding and knowledge; work is adequately presented, with some errors or omissions, most criteria addressed and learning outcomes achieved to an adequate level.
Fail (0 - 49)	Work not of acceptable standard	Unsatisfactory achievement and engagement with the discipline; inadequate understanding or fundamental misunderstanding of topics; most criteria and learning outcomes not clearly or adequately addressed or achieved; lack of effort/involvement in the unit.

Paired assessment(s):

This unit contains the following paired assessment (s):

BBHE1005 / 1007 - Group presentation (Week 11)

BBHE1005 / 1007 - Group report (Week 13)

Marking of paired assessments will be as follows: 

Assessment of learning outcomes from one unit will be awarded only to that unit using an appropriate rubric. 

Assessment of learning outcomes in both units will be awarded to both units using an appropriate rubric.

Assessment of learning outcomes in grade-only units, will be assessed against meeting the required competency level using an appropriate rubric.   

For more information see guide to grades.

Use of generative artificial intelligence (AI)

You can use generative AI tools for open assessments. Restrictions on AI use apply to secure, supervised assessments used to confirm if students have met specific learning outcomes.

Refer to the assessment table above to see if AI is allowed, for assessments in this unit and check Canvas for full instructions on assessment tasks and AI use.

If you use AI, you must always acknowledge it. Misusing AI may lead to a breach of the Academic Integrity Policy.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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:

Late penalties (mark and grade unit): On-time submission of assessments and meeting deadlines is a key aspect of professionalism in the healthcare sector. Assessments submitted late without permission (see Special Considerations: http://sydney.edu.au/students/special-consideration-and-arrangements.html) will incur a late penalty equal to 5% of the maximum awardable mark per day. These deductions will continue for 10 calendar days or until the solutions for the assignment are released or marked assignments are returned to other students. At that point the mark awarded will be zero. For example, on an assignment given a mark of 70/100, the penalty would be 5 marks if submitted up to 24 hours late, resulting in a final mark of 65/100. If the assignment is submitted 6 days late, the penalty would be 30 marks and the final mark would be 40/100. If the assignment is more than 10 days late or submitted after the solutions for the assignment are released or marked assignments are returned to other students, the final mark will be zero.

Academic integrity

The University expects students to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.

Our website provides information on academic integrity and the resources available to all students. This includes advice on how to avoid common breaches of academic integrity. Ensure that you have completed the Academic Honesty Education Module (AHEM) which is mandatory for all commencing coursework students

Penalties for serious breaches can significantly impact your studies and your career after graduation. It is important that you speak with your unit coordinator if you need help with completing assessments.

Visit the Current Students website for more information on AI in assessments, including details on how to acknowledge its use.

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.

Support for students

The Support for Students Policy reflects the University’s commitment to supporting students in their academic journey and making the University safe for students. It is important that you read and understand this policy so that you are familiar with the range of support services available to you and understand how to engage with them.

The University uses email as its primary source of communication with students who need support under the Support for Students Policy. Make sure you check your University email regularly and respond to any communications received from the University.

Learning resources and detailed information about weekly assessment and learning activities can be accessed via Canvas. It is essential that you visit your unit of study Canvas site to ensure you are up to date with all of your tasks.

If you are having difficulties completing your studies, or are feeling unsure about your progress, we are here to help. You can access the support services offered by the University at any time:

Support and Services (including health and wellbeing services, financial support and learning support)
Course planning and administration
Meet with an Academic Adviser

Weekly schedule

WK	Topic	Learning activity
Week 01	Health system principles	Workshop (3 hr)
Week 01	Health System Principles - recap video, readings, web resources	Self-directed learning (2 hr)
Week 02	Health systems internationally	Workshop (3 hr)
Week 02	Health System Internationally - recap video, readings, web resources	Self-directed learning (2 hr)
Week 03	Australian Healthcare System	Workshop (3 hr)
Week 03	Australian Healthcare System - recap video, readings, and web resources	Self-directed learning (2 hr)
Week 04	Models of care 1: Patient perspectives	Workshop (3 hr)
Week 04	Models of care 1: Patient perspectives - readings and web resources	Self-directed learning (2 hr)
Week 05	Models of care 2: Care context	Workshop (3 hr)
Week 05	Models of care 2: Care context - readings and web resources	Self-directed learning (2 hr)
Week 06	Models of care 3: Impact of innovation	Workshop (3 hr)
Week 06	Models of care 3: Impact of innovation - readings and web resources	Self-directed learning (2 hr)
Week 08	critical appraisal of a health innovation	Workshop (3 hr)
Week 08	critical appraisal of a health innovation - readings and web resources	Self-directed learning (2 hr)
Week 10	Building equity into health innovation	Workshop (3 hr)
Week 10	Building equity into health innovation - readings and web resources	Self-directed learning (2 hr)
Week 11	Group Presentation on health innovation	Assessment (1 hr)
Week 12	From challenges to solutions 1	Workshop (3 hr)
Week 13	From Challenges to Solutions 2	Workshop (3 hr)

Attendance and class requirements

Participation: Each week this unit consists of a 2-3hr workshop/practical.

Participation in these face-to-face classes is compulsory, and a requirement to successfully complete the UoS. Students are expected to attend a minimum of 80% of timetabled activities as defined in the unit of study outline.

Before attending the tutorial and workshop/practical class, students should watch the accompanying lecturettes and complete any accompanying formative quizzes.

The University of Sydney Coursework Policy 2021 states: 
68 (2) A student enrolled in a unit of study must comply with the requirements set out in the faculty resolutions, award course resolutions or unit of study outline about undertaking the unit of study, including on matters such as: (a) attendance at and participation in lectures, seminars and tutorials; and (b) participation in practical work.

68 (3) A program director may specify the circumstances under which a student who does not satisfy attendance and participation requirements may be deemed not to have completed a unit of study or award course.

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.

Outcomes
Graduate qualities

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

LO1. Describe different components of the healthcare ecosystem and how they work together to support care delivery and innovation
LO2. Identify the barriers and enablers to innovation and change in healthcare delivery in Australia.
LO3. Interpret policy frameworks and funding models that guide healthcare delivery and how they impact care, equity, efficiency, sustainability and innovation
LO4. Analyse a current or proposed change to the health ecosystem and its implications for healthcare delivery.
LO5. Understand a strengths-based approach to Aboriginal and Torres Strait Islander health, recognising the resilience, cultural knowledge, and community-driven approaches that contribute to improved health outcomes and equity.
LO6. Demonstrate skills for working in multidisciplinary and interprofessional teams

Graduate qualities

The graduate qualities are the qualities and skills that all University of Sydney graduates must demonstrate on successful completion of an award course. As a future Sydney graduate, the set of qualities have been designed to equip you for the contemporary world.

GQ1	Depth of disciplinary expertise Deep disciplinary expertise is the ability to integrate and rigorously apply knowledge, understanding and skills of a recognised discipline defined by scholarly activity, as well as familiarity with evolving practice of the discipline.
GQ2	Critical thinking and problem solving Critical thinking and problem solving are the questioning of ideas, evidence and assumptions in order to propose and evaluate hypotheses or alternative arguments before formulating a conclusion or a solution to an identified problem.
GQ3	Oral and written communication Effective communication, in both oral and written form, is the clear exchange of meaning in a manner that is appropriate to audience and context.
GQ4	Information and digital literacy Information and digital literacy is the ability to locate, interpret, evaluate, manage, adapt, integrate, create and convey information using appropriate resources, tools and strategies.
GQ5	Inventiveness Generating novel ideas and solutions.
GQ6	Cultural competence Cultural Competence is the ability to actively, ethically, respectfully, and successfully engage across and between cultures. In the Australian context, this includes and celebrates Aboriginal and Torres Strait Islander cultures, knowledge systems, and a mature understanding of contemporary issues.
GQ7	Interdisciplinary effectiveness Interdisciplinary effectiveness is the integration and synthesis of multiple viewpoints and practices, working effectively across disciplinary boundaries.
GQ8	Integrated professional, ethical, and personal identity An integrated professional, ethical and personal identity is understanding the interaction between one’s personal and professional selves in an ethical context.
GQ9	Influence Engaging others in a process, idea or vision.

Outcome map

Learning outcomes	Graduate qualities
Learning outcomes

Responding to student feedback

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

This is the first time this unit has been offered.

Additional information

Formative assessment:

Definition: Assessments that do not contribute to passing the unit or the final grade/mark
Purpose: To guide instruction, provide timely feedback, and help students improve.
Timing: Ongoing, frequent, during the learning process.
Stakes: Low-stakes or ungraded.
Feedback: Detailed, developmental, and immediate.
Examples: weekly practice quizzes, in-class questions and worksheets.

Summative assessment:

Definition: Assessments that do contribute to passing the unit or the final grade/mark
Purpose: To evaluate overall learning, measure achievement, and determine competency.
Timing: Mid-semester test (e.g. week 7/8), towards the end of the unit, exam period.
Stakes: High-stakes, graded, affects advancement.
Feedback: Final, evaluative (e.g., score, grade).
Examples: In semester tests, interactive oral exam, written exam.

Disclaimer

Important: the University of Sydney regularly reviews units of study and reserves the right to change the units of study available annually. To stay up to date on available study options, including unit of study details and availability, refer to the relevant handbook.

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

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links

BBHE1005: The Health Ecosystem

Semester 2, 2026 [Normal day] - Westmead, Sydney

Overview

Overview

Unit details and rules

Teaching staff

Assessment

Assessment

Early feedback task

Assessment summary

Assessment criteria

Use of generative artificial intelligence (AI)

Late submission

Academic integrity

Learning support

Learning support

Simple extensions

Special consideration

Using AI responsibly

Support for students

Weekly schedule

Weekly schedule

Attendance and class requirements

Study commitment

Learning outcomes

Learning outcomes

Graduate qualities

Outcome map

Responding to student feedback

Responding to student feedback

Additional information

Additional information

Disclaimer

On this page

Useful links