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Unit of study_

HPOL5007: Global Health Policy

Semester 2, 2021 [Block mode] - Camperdown/Darlington, Sydney

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.

Unit details and rules

Unit code HPOL5007
Academic unit Public Health
Credit points 6
Prohibitions
? 
None
Prerequisites
? 
None
Corequisites
? 
None
Assumed knowledge
? 

None

Available to study abroad and exchange students

No

Teaching staff

Coordinator Carmen Huckel Schneider, carmen.huckelschneider@sydney.edu.au
Type Description Weight Due Length
Assignment Assignment 2
Written assessment
50% Formal exam period
Due date: 22 Nov 2021 at 23:59
2500 words
Outcomes assessed: LO2 LO5 LO6
Online task Online tutorials
Tutorial discussion
15% Multiple weeks 1000 words
Outcomes assessed: LO1 LO5 LO3 LO2
Assignment Assignment 1: Stakeholder analysis
Written assessment
35% Week 06
Due date: 17 Sep 2021 at 23:59
2000 words
Outcomes assessed: LO3 LO5 LO4

Assessment summary

Detailed information for each assessment can be found on Canvas.

Assessment criteria

The University awards common result grades, set out in the Coursework Policy 2014 (Schedule 1).

As a general guide, a high distinction indicates work of an exceptional standard, a distinction a very high standard, a credit a good standard, and a pass an acceptable standard.

Result name

Mark range

Description

High distinction

85 - 100

Awarded when you demonstrate the learning outcomes for the unit at an exceptional standard, as defined in marking rubrics for individual assessments.

Distinction

75 - 84

Awarded when you demonstrate the learning outcomes for the unit at a very high standard, as defined in marking rubrics for individual assessments.

Credit

65 - 74

Awarded when you demonstrate the learning outcomes for the unit at a good standard, as defined in marking rubrics for individual assessments.

Pass

50 - 64

Awarded when you demonstrate the learning outcomes for the unit at an acceptable standard, as defined in marking rubrics for individual assessments.

Fail

0 - 49

When you don’t meet the learning outcomes of the unit to a satisfactory standard.

For more information see sydney.edu.au/students/guide-to-grades.

For more information see guide to grades.

Late submission

In accordance with University policy, these penalties apply when written work is submitted after 11:59pm on the due date:

  • Deduction of 5% of the maximum mark for each calendar day after the due date.
  • After ten calendar days late, a mark of zero will be awarded.

Academic integrity

The Current Student website  provides information on academic integrity and the resources available to all students. The University expects students and staff to act ethically and honestly and will treat all allegations of academic integrity breaches seriously.  

We use similarity detection software to detect potential instances of plagiarism or other forms of academic integrity breach. If such matches indicate evidence of plagiarism or other forms of academic integrity breaches, your teacher is required to report your work for further investigation.

You may only use artificial intelligence and writing assistance tools in assessment tasks if you are permitted to by your unit coordinator, and if you do use them, you must also acknowledge this in your work, either in a footnote or an acknowledgement section.

Studiosity is permitted for postgraduate units unless otherwise indicated by the unit coordinator. The use of this service must be acknowledged in your submission.

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.

WK Topic Learning activity Learning outcomes
Week 01 Globalization and health; webinar Online class (10 hr) LO1 LO2
Week 02 What is global health policy; tutorial Online class (10 hr) LO1 LO2
Week 03 Stakeholders in global health policy; workshop Online class (10 hr) LO2 LO3 LO4
Week 04 Contemporary history of global health policy; tutorial Online class (10 hr) LO2 LO3 LO5
Week 05 Priority setting in global health policy; workshop Online class (10 hr) LO3 LO5
Week 06 Assignment (stakeholder analysis) due Independent study (10 hr) LO3 LO4
Week 07 Conceptual frameworks in global health policy; workshop Online class (10 hr) LO2 LO5
Week 08 Global to the local; tutorial Online class (10 hr) LO3 LO5
Week 09 Global health organisations; workshop Online class (10 hr) LO5 LO6
Week 10 Global health funding; tutorial Online class (10 hr) LO2 LO3 LO6
Week 11 Politics of global health; workshop Online class (10 hr) LO5 LO6
Week 12 Global health policy and COVID-19; webinar Online class (10 hr) LO5 LO6
Week 13 Individual study on major assignment 2 - Response to a commentary Individual study (10 hr) LO2 LO5 LO6

Study commitment

Typically, there is a minimum expectation of 1.5-2 hours of student effort per week per credit point for units of study offered over a full semester. For a 6 credit point unit, this equates to roughly 120-150 hours of student effort in total.

Required readings

Week by week readings are available through the Online Learning Platform.

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. explain the effects of globalisation on health of populations
  • LO2. demonstrate how events and trends in health and non-health areas affect global health policy
  • LO3. identify and classify the different types of actors/institutions that influence health policy
  • LO4. undertake a policy stakeholder analysis with reference to power, influence, and interests
  • LO5. develop strategies to influence global health policy development
  • LO6. define global health governance and its role in structuring and regulating global health policy.

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.
2.a. identifying and understanding a patient’s, or their parent’s, guardian’s or carer’s expectations, desires and attitudes when planning and delivering specialist treatment
2.b. communicating effectively with patients, their families, relatives and carers in a manner that takes into account factors such as their age, intellectual development, social and cultural background
2.d. communicating effectively in all forms of health and legal reporting, and
2.e. interpreting and communicating knowledge, skills and ideas.
4.1.b. the scientific basis of dentistry including the relevant biological, medical and psychosocial sciences
4.1.c. development, anatomy, physiology and pathology of hard and soft tissues of the head and neck
4.1.d. the range of investigative, technical and clinical procedures, and
5.1. Generic - A graduate specialist is expected to be competent in the following, as relevant to the specialty:
5.1.a. applying decision-making, clinical reasoning and judgement to develop a comprehensive diagnosis and treatment plan by interpreting and correlating findings from the history, clinical examinations, imaging and other diagnostic tests
5.1.b. managing complex cases, including compromised patients with multidisciplinary management, and
5.1.c. managing complications.
5.2. Specific - A graduate specialist is expected to be competent in the following, as relevant to the specialty:
5.2.a. designing, implementing, monitoring and evaluating population oral health programs, and
5.2.b. writing reports.
LO2
Public Health Dentistry - DBA
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.
2. Communication and social skills - A graduate specialist is expected to be competent in the following, as relevant to the specialty:
2.a. identifying and understanding a patient’s, or their parent’s, guardian’s or carer’s expectations, desires and attitudes when planning and delivering specialist treatment
2.b. communicating effectively with patients, their families, relatives and carers in a manner that takes into account factors such as their age, intellectual development, social and cultural background
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. Critical thinking - A graduate specialist is expected to be competent in the following, as relevant to the specialty:
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. Scientific and clinical knowledge
4.1. Generic - A graduate specialist is expected to be competent in the following areas of knowledge, as relevant to the specialty:
4.1.a. historical and contemporary literature
4.1.b. the scientific basis of dentistry including the relevant biological, medical and psychosocial sciences
LO3
Public Health Dentistry - DBA
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.e. displaying appropriate professional behaviour and communication towards all members of the dental team and referring health practitioner/s
1.g. demonstrating specialist professional growth and development through research and learning
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.
2.a. identifying and understanding a patient’s, or their parent’s, guardian’s or carer’s expectations, desires and attitudes when planning and delivering specialist treatment
2.b. communicating effectively with patients, their families, relatives and carers in a manner that takes into account factors such as their age, intellectual development, social and cultural background
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.
LO4
Public Health Dentistry - DBA
1.g. demonstrating specialist professional growth and development through research and learning
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.
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
LO5
Public Health Dentistry - DBA
1.i. demonstrating leadership in the profession.
2.c. use of technological and telecommunication aids in planning and delivering specialist treatment
2.d. communicating effectively in all forms of health and legal reporting, and
2.e. interpreting and communicating knowledge, skills and ideas.
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
LO6
Public Health Dentistry - DBA
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.
2.a. identifying and understanding a patient’s, or their parent’s, guardian’s or carer’s expectations, desires and attitudes when planning and delivering specialist treatment
2.b. communicating effectively with patients, their families, relatives and carers in a manner that takes into account factors such as their age, intellectual development, social and cultural background
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. Scientific and clinical knowledge
4.1. Generic - A graduate specialist is expected to be competent in the following areas of knowledge, as relevant to the specialty:
4.1.a. historical and contemporary literature
4.1.b. the scientific basis of dentistry including the relevant biological, medical and psychosocial sciences
4.1.d. the range of investigative, technical and clinical procedures, and
4.1.e. management and treatment planning with multidisciplinary engagement for complex cases, including compromised patients.
4.2.a. the epidemiology of oral health and disease
4.2.b. the principles of oral health service delivery
4.2.c. the principles of public health research oral disease prevention at a population level, and
4.2.d. the analysis of oral health needs and services in community and public health settings.
5.1.c. managing complications.
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.

No changes have been made since this unit was last offered.

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