Unit outline_

GLOH5135: Epidemiology for District Health Systems

Semester 2, 2026 [Block mode] - Camperdown/Darlington, Sydney

Health systems and the delivery of healthcare are complex and multi-faceted, even more so in resource-limited settings. Successful health systems and healthcare delivery require attention to political economy, governance, institutions, and local context. It is also important to be able to identify and prioritise cost-effective interventions, engage communities and equip health workers. This unit will cover health systems and healthcare delivery in low-income countries to equip students with a conceptual understanding and a set of tools to address major public health challenges from a health systems and delivery perspective with an explicit focus on building effective primary health care. With a focus on evidence-based decision making, the unit will provide an understanding of health systems including specific topics such as health workforce, financing, service delivery, information systems and policy, and how these impact health interventions and health status in less developed countries. We will also explore healthcare delivery in a novel integrated course design to highlight the perspectives of both health administrators and policymakers as well as health workers, patients and communities. A case study approach will then provide students with concrete examples of health systems challenges and will strengthen students' ability to view health problems in a holistic, multi-faceted manner. The unit will provide students with the tools needed to make a practical difference in health systems in less developed countries with emphasis on implementation of health projects, knowledge translation and bringing interventions to scale.

Unit details and rules

Academic unit Public Health
Credit points 6
Prerequisites
? 
None
Corequisites
? 
None
Prohibitions
? 
HPOL5001 or MIPH5134 or MIPH5135
Assumed knowledge
? 

None

Available to study abroad and exchange students

Yes

Teaching staff

Coordinator Seye Abimbola, seye.abimbola@sydney.edu.au
The census date for this unit availability is 31 August 2026
Type Description Weight Due Length Use of AI
Presentation Proposal for a specific epidemiological project or initiative
First presentation: a proposal for a specific epidemiological project/initiative (detection, surveillance, characterisation, intervention, etc.)  aimed at addressing the burden of disease assigned to the student for their essay.
15% Week 05
Due date: 02 Sep 2026 at 10:00
10 to 12 minutes AI allowed
Outcomes assessed: LO1 LO2 LO3 LO4 LO5
Written work A robust account of a burden of disease in a (district) population
Essay I
25% Week 07
Due date: 14 Sep 2026 at 23:59
2000 words AI allowed
Outcomes assessed: LO1 LO3 LO5
Presentation Theorising health system problems and their solutions
Second presentation: explanations -- retrospective (of how a health system challenge came to be) and prospective (of how the student's proposed solution may unfold) -- based on health system challenges assigned to students.
15% Week 10
Due date: 14 Oct 2026 at 10:00
10 to 12 minutes AI allowed
Outcomes assessed: LO1 LO2 LO3 LO4 LO5
Written work A learning-oriented plan for evaluating a health system initiative
Essay II
25% Week 13
Due date: 02 Nov 2026 at 23:59
2000 words AI allowed
Outcomes assessed: LO1 LO2 LO3 LO4 LO5
Out-of-class quiz Online reflections in response to weekly prompts
Response to prompts to demonstrate engagement, deepen understanding, and extend application of weekly learning material.
20% Weekly 10 times, 200 words each AI allowed
Outcomes assessed: LO1 LO2 LO3 LO4 LO5

Assessment summary

Assessment criteria

Assessment grading as per Coursework Policy 2014, Schedule 1.

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.

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.

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

WK Topic Learning activity Learning outcomes
Week 01 Deconstructing Epidemiology Tutorial (1 hr) LO1 LO3 LO5
Deconstructing Epidemiology Self-directed learning (1 hr) LO1 LO3 LO5
Week 02 People Tutorial (1 hr) LO1 LO3 LO5
People Self-directed learning (1 hr) LO1 LO3 LO5
Week 03 Place Tutorial (1 hr) LO1 LO3 LO5
Place Self-directed learning (1 hr) LO1 LO3 LO5
Week 04 Time Tutorial (1 hr) LO1 LO3 LO5
Time Self-directed learning (1 hr) LO1 LO3 LO5
Week 05 Doing Unusual Forms of Epidemiology in Health Systems Workshop (15 hr) LO1 LO2 LO3 LO4 LO5
Week 06 Complexity Tutorial (1 hr) LO1 LO2 LO3 LO4 LO5
Complexity Self-directed learning (1 hr) LO1 LO2 LO3 LO4 LO5
Week 07 Modularity Tutorial (1 hr) LO1 LO2 LO3 LO4 LO5
Modularity Self-directed learning (1 hr) LO1 LO2 LO3 LO4 LO5
Week 08 Governance Tutorial (1 hr) LO1 LO2 LO3 LO4 LO5
Governance Self-directed learning (1 hr) LO1 LO2 LO3 LO4 LO5
Week 09 Learning Tutorial (1 hr) LO1 LO2 LO3 LO4 LO5
Learning Self-directed learning (1 hr) LO1 LO2 LO3 LO4 LO5
Week 10 Applying Systems/Complexity Thinking in Health Systems Workshop (15 hr) LO1 LO2 LO3 LO4 LO5
Week 11 The Unofficial Tutorial (1 hr) LO1 LO2 LO3 LO4 LO5
The Unofficial Self-directed learning (1 hr) LO1 LO2 LO3 LO4 LO5
Week 12 Narratives Tutorial (1 hr) LO1 LO2 LO3 LO4 LO5
Narratives Self-directed learning (1 hr) LO1 LO2 LO3 LO4 LO5

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 are what students know, understand and are able to do on completion of a unit of study. They are aligned with the University's graduate qualities and are assessed as part of the curriculum.

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

  • LO1. Demonstrate an understanding of health systems and their impact on public health in developing countries.
  • LO2. Identify key issues under each of the main health systems components.
  • LO3. Apply analytical frameworks for understanding health systems challenges in developing countries.
  • LO4. Understand a number of different health systems models in use in developing countries and the advantages and disadvantages of each.
  • LO5. Develop research proposals to address key health system knowledge gaps.

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
GQ1 GQ2 GQ3 GQ4 GQ5 GQ6 GQ7 GQ8 GQ9

Alignment with Competency standards

Outcomes Competency standards
LO1
Public Health Dentistry - DBA
1.a. recognising the personal limitations and scope of the specialty and knowing when to refer or seek advice appropriately
1.c. providing patient-centred care, including selecting and prioritising treatment options that are compassionate and respectful of patients’ best interests, dignity and choices and which seek to improve community oral health
1.d. understanding and applying the moral, cultural, ethical principles and legal responsibilities involved in the provision of specialist dental care to individual patients, to communities and populations
1.h. supporting the professional development and education for all members of the dental and/or health community, and
1.i. demonstrating leadership in the profession.
4.1.a. historical and contemporary literature
4.1.b. the scientific basis of dentistry including the relevant biological, medical and psychosocial sciences
4.2.a. the epidemiology of oral health and disease
4.2.b. the principles of oral health service delivery
4.2.c. the principles of public health research oral disease prevention at a population level, and
4.2.d. the analysis of oral health needs and services in community and public health settings.
5.2.a. designing, implementing, monitoring and evaluating population oral health programs, and
5.2.b. writing reports.
LO2
Public Health Dentistry - DBA
4.2.a. the epidemiology of oral health and disease
4.2.b. the principles of oral health service delivery
4.2.c. the principles of public health research oral disease prevention at a population level, and
4.2.d. the analysis of oral health needs and services in community and public health settings.
5.2.a. designing, implementing, monitoring and evaluating population oral health programs, and
LO3
Public Health Dentistry - DBA
2.c. use of technological and telecommunication aids in planning and delivering specialist treatment
2.d. communicating effectively in all forms of health and legal reporting, and
2.e. interpreting and communicating knowledge, skills and ideas.
3.a. critically evaluating scientific research and literature, products and techniques to inform evidence-based specialist practice, and
3.b. synthesising complex information, problems, concepts and theories.
4.1.a. historical and contemporary literature
4.1.b. the scientific basis of dentistry including the relevant biological, medical and psychosocial sciences
4.2.a. the epidemiology of oral health and disease
4.2.b. the principles of oral health service delivery
4.2.c. the principles of public health research oral disease prevention at a population level, and
4.2.d. the analysis of oral health needs and services in community and public health settings.
LO4
Public Health Dentistry - DBA
4.2.a. the epidemiology of oral health and disease
4.2.b. the principles of oral health service delivery
4.2.c. the principles of public health research oral disease prevention at a population level, and
4.2.d. the analysis of oral health needs and services in community and public health settings.
LO5
Public Health Dentistry - DBA
2.c. use of technological and telecommunication aids in planning and delivering specialist treatment
2.d. communicating effectively in all forms of health and legal reporting, and
2.e. interpreting and communicating knowledge, skills and ideas.
3.a. critically evaluating scientific research and literature, products and techniques to inform evidence-based specialist practice, and
3.b. synthesising complex information, problems, concepts and theories.
4.1.a. historical and contemporary literature
4.1.b. the scientific basis of dentistry including the relevant biological, medical and psychosocial sciences
4.2.a. the epidemiology of oral health and disease
4.2.b. the principles of oral health service delivery
4.2.c. the principles of public health research oral disease prevention at a population level, and
4.2.d. the analysis of oral health needs and services in community and public health settings.
5.2.a. designing, implementing, monitoring and evaluating population oral health programs, and
5.2.b. writing reports.

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

Student feedback is used to refine assessments, determine sessions to retain and restructure the offering

Disclaimer

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