Overview
This unit explores the importance and role of epidemiology as an approach to both public health and clinical practice. You will be able to use evidence from epidemiological investigations, to understand the distribution of health outcomes in populations and understand the influence of factors that determine this distribution. The critical function of epidemiology will be reviewed including areas of anticipated needs, identified risk conditions, definition of priorities and the use of available resources for planning and administering health care services.
Details
Pre-requisites or Co-requisites
Prereq: 72 credit points (any tertiary level units)
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2022
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Personal reflection and discussion
Revision of materials and assessments.
In addition to the proposed revision of the alignment and weighting of the assessment items in this unit, the unit contents need to change. The current Unit Coordinator concurs with the previous unit coordinator "that it is possible for students to pass the unit without displaying mastery of some fundamental concepts" in epidemiology. A revision of the unit content and alignment with the course outcomes will be undertaken over the 2021 T3 period, to take effect from 2022 T1.
Feedback from Personal reflection
Tutorial
Although tutorials are scheduled, many students do not attend them. It might be useful to offer drop in tutorial sessions so more resources can be directed at helping students online on Moodle and one on one support where needed.
- Calculate and communicate epidemiological statistics relating to the measurement of health, wellness and disease.
- Interpret epidemiological data within theories and frameworks of social justice and cultural diversity for effective knowledge transfer and exchange.
- Evaluate epidemiological investigations and sources of epidemiological data to identify inequities, enable change and advocate for health.
- Argue for a population health outcome using relevant research methods and approaches.
- Explain principles of data confidentiality and disclosure, and apply the ethical use of data.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Presentation - 25% | |||||
| 2 - Group Discussion - 25% | |||||
| 3 - Written Assessment - 50% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Communication | |||||
| 2 - Problem Solving | |||||
| 3 - Critical Thinking | |||||
| 4 - Information Literacy | |||||
| 5 - Team Work | |||||
| 6 - Information Technology Competence | |||||
| 7 - Cross Cultural Competence | |||||
| 8 - Ethical practice | |||||
| 9 - Social Innovation | |||||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Presentation - 25% | ||||||||||
| 2 - Group Discussion - 25% | ||||||||||
| 3 - Written Assessment - 50% | ||||||||||
Textbooks
Introduction to Epidemiology
Edition: 8 (2019)
Authors: Ray M. Merrill
Jones & Bartlett Learning, LLC
ISBN: 9781284170719
Binding: eBook
Additional Textbook Information
We will be using this book as a reference textbook for this unit. The book is freely available for you to access online through the university library system. If you prefer your own copy, you can purchase one at the CQUni Bookshop here: http://bookshop.cqu.edu.au
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
- Zoom Capacity (microphone required; webcam optional)
All submissions for this unit must use the referencing style: Harvard (author-date)
For further information, see the Assessment Tasks.
w.mude@cqu.edu.au
Module/Topic
Selected readings
Chapter
Events and Submissions/Topic
Module/Topic
Selected readings
Chapter
Events and Submissions/Topic
Online Quizzes Due on Monday 14/3/2022 at 11:59PM QLD Time
Module/Topic
Selected readings
Chapter
Events and Submissions/Topic
Online Quizzes Due on Monday 21/3/2022 at 11:59PM QLD Time
Module/Topic
Selected readings
Chapter
Events and Submissions/Topic
Online Quizzes Due on Monday 28/3/2022 at 11:59PM QLD Time
Module/Topic
Selected readings
Chapter
Events and Submissions/Topic
Online Quizzes Due on Monday 4/4/2022 at 11:59PM QLD Time
Module/Topic
Selected readings
Chapter
Events and Submissions/Topic
Module/Topic
Selected readings
Chapter
Events and Submissions/Topic
Online Quizzes Due on Monday 18/4/2022 at 11:59PM QLD Time
Presentation (25%) Due: Week 6 Monday (18 Apr 2022) 11:59 pm AEST
Module/Topic
Selected readings
Chapter
Events and Submissions/Topic
Post first summary on the discussion forum by 9:00 AM (QLD Time) on Friday, 29/4/2022
Module/Topic
Selected readings
Chapter
Events and Submissions/Topic
Module/Topic
Selected readings
Chapter
Events and Submissions/Topic
Post second summary on the discussion forum by 9:00AM (QLD Time) on Friday, 13/5/2022
Module/Topic
Selected readings
Chapter
Events and Submissions/Topic
Module/Topic
Selected readings
Chapter
Events and Submissions/Topic
Post third summary on the discussion forum by 9:00AM QLD Time on Friday, 27/5/2022
Module/Topic
Selected readings
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
1 Presentation
In this assessment you are asked to research, create, and record a 10 minute oral presentation (using Zoom) that describes the population health impact for one of the following health issues for the Australian population. You will need to source, interpret and communicate the current epidemiological evidence using appropriate measures. Your presentation will need to be recorded and uploaded to the Moodle site as well as a copy of your slides and notes by Monday of week 6 at 11:59 PM (18/04/2022).
Your presentation needs to include
- A clear introduction to the health issue that provides a clear definition and justification of why it is important.
- The use of a range of appropriate epidemiological measures to critically demonstrate the impact this health issue has on:
- the Australian population as a whole, and
- within or between different population groups of relevance (differential impact). For example: age, gender, geographic location, occupation
- The use of data visualization that contributes to the effective communication of the issue.
- A clear and concise conclusion that links to the introduction and the contents of the presentation.
| Work Area | Topic of Presentation |
| Health promotion | Rheumatic heart disease in Australia |
| Environmental health | Food-related Salmonella outbreaks in Australia |
| Oral health | Dental caries (tooth decay) in Australia among children aged 5-10 years |
| Occupational health & safety | Needle stick injury among Australian healthcare professionals |
| Alcohol, Tobacco and other Drugs | Smoking and lunch cancer in Australia |
| Mental health | Homelessness and mental health among Australians aged 15 years and over |
| Nutrition and food security | Food security and poverty in Australia |
* If you would like to examine a different topic (for example something related to your current work integrated learning unit or an area of interest related to your employment), please email the unit coordinator for approval before commencing work.
**In your professional life, you will apply your knowledge of epidemiology to describe the impact of health outcomes, the patterns of disease, or the risks of a particular outcome in your work with clients, collaborators, or to the general public. This assessment is a practical application of that.
*** You can be as specific as you like about these topic. You could focus on a particular setting, population group, age etc. But this must be made clear from the onset of your presentation.
Week 6 Monday (18 Apr 2022) 11:59 pm AEST
Due by 11:59 PM, Monday, 18/04/2022
Week 8 Monday (2 May 2022)
Assessments will be returned 2 weeks after the submission date.
Relevance (30%)
- uses appropriate epidemiological terms
- examines issue at population level
- reflects on determinants beyond the individual
- uses appropriate evidence
Validity (40%)
- depth and range of evidence
- depth and extent of discussion of the evidence presented
- interprets epidemiological evidence accurately
- use of evidence to support statements
Organisation (10%)
- consideration of required components of the task- presentation recorded with visuals and narration, use of epidemiological evidence, data visualisations, conclusion
- clarification of statements or positions
- structure of presentation and logical flow of information
- coherence and clarity of expression (spelling, grammar, syntax)
Presentation (20%)
- eye contact, fluency of narration, use of pauses, clarity and expressivity of voice
- style and formatting of visual aids
- typographical matters (types, font, etc.)
- referencing is consistent and in accordance with Harvard style
- length
No submission method provided.
- Calculate and communicate epidemiological statistics relating to the measurement of health, wellness and disease.
- Interpret epidemiological data within theories and frameworks of social justice and cultural diversity for effective knowledge transfer and exchange.
- Communication
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Ethical practice
2 Group Discussion
This assessment is divided into two parts.
- Part one will involve completing weekly tutorial activities and quizzes online from week 2 to 6 (worth 10% of overall mark). Weekly tutorial activities and quizzes will be based on the materials covered in week 1 to 5 and will be due on a Monday of the follow week at 11:59 PM each week on the Moodle (e.g., week 2 tutorial activities and quizzes will be due on a Monday of week 3). These due dates are provided in the unit schedule.
- Part two comprises three summaries of peer reviewed articles (worth 15% of overall mark). Students will be presented with three peer reviewed articles on the discussion forum from week 6 to 11. Students are required to read, summarize, and discuss each of the assigned papers, and post their discussions on the forum on the unit Moodle site. Each summary should be between 150-200 words. Due dates for summaries are provided in the unit schedule. Students are also required to respond to each other's discussion (25-50 words).
- Submit all discussion post summaries as a single document in Microsoft Word via Moodle in week 11 by 11:59 PM (QLD Time) on Friday, 27/05/2022.
Weekly tutorial activities and quizzes (week 1 to 5) are due on a Monday of the following week at 11:59 PM on the Moodle. Three article summaries will be submitted for assessment on Friday of week 11 (27/05/2022) by 11:59 PM (QLD Time).
Weekly quizzes will be available after submission. Article summaries will be returned 2 weeks after the submission date.
| Criteria | Outstanding | Very good | Good | Satisfactory | Unacceptable | ||
| Appropriate details | Judicious choice of details maximizes interest and understanding | All relevant details presented, but details not critical to understanding omitted | Enough critical details presented for understanding, unnecessary details generally omitted | Most important details included but may include too much or too little detail for easy understanding | Some critical details missing, unnecessary details may be present | ||
| Statement of context, relevance in field of population health and epidemiology | Context of reported study clearly described, illuminating links to other studies or topics made | Context of reported study clearly described some reference to relationship to other studies or topics |
|
Attempt made to describe context, possibly not quite appropriately | No attempt made to describe context of reported study | ||
| Summary of the study | Clearly articulated, well supported statements of value and/or shortcomings of study |
|
|
Some attempt at summary, comments valid but not necessarily well supported | No attempt to summarize study or summary statements unsupported or inappropriate | ||
| Overall organization | Overall purpose, methods, results, and conclusions of study clearly stated; seemingly effortless and seamless logical flow | Overall purpose, methods, results, and conclusions of study clearly stated; logical flow always easy to follow | Purpose, methods, results, and conclusions clearly stated; most of presentation flows logically | Purpose, methods, results, and conclusions stated, possibly some awkwardness in logical flow | Major sections missing or lack of logical flow | ||
| Clarity of explanations | Sophisticated use of language maximizes interest, enjoyment, and comprehension; explanations very clear, factually correct | All explanations clear and easy to understand, factually correct | Most explanations clear and easy to understand, mostly factually correct | Overall meaning is understandable; possibly some areas of slight confusion or minor factual errors | Serious difficulty explaining ideas, major factual errors; lack of comprehensibility | ||
| Use of terminology | Correct use of all terminology, attention to nuances of meaning, judicious use of clearly defined jargon | All technical terms used correctly and defined clearly, including terms with different common meanings; overuse of jargon avoided | Few errors in use of terminology; definitions provided for technical terms; overuse of jargon avoided | Most terms used correctly, possibly some incorrect usage or use of unnecessary or undefined jargon | Jargon terms used incorrectly, without definition; attempting to sound "scientific" without understanding meaning of terms | ||
| Writing style | Sophisticated, elegant style, complex yet lucid sentence structure, flawless grammar | Error-free, easy to read writing style, well-practiced and polished use of language | Good basic writing style, easy to read, few errors, almost entirely in author's own words, little paraphrasing, or unnecessary quotation | Mostly basic, correct writing style, relatively few errors and little awkwardness, minimal use of unnecessary quotation or paraphrasing | Serious errors and awkwardness, excessive use of quotation in place of author's own words, excessive paraphrasing |
No submission method provided.
- Evaluate epidemiological investigations and sources of epidemiological data to identify inequities, enable change and advocate for health.
- Argue for a population health outcome using relevant research methods and approaches.
- Explain principles of data confidentiality and disclosure, and apply the ethical use of data.
- Communication
- Critical Thinking
- Information Literacy
- Information Technology Competence
- Cross Cultural Competence
3 Written Assessment
In this assessment you will research and write an application for funding to support an evidence based intervention to improve population level health in relation to the issue you critically outlined in assessment 1 (presentation). The organization you work for is applying for a grant to address the health outcome you examined in assessment 1. You are to complete an application requesting funding to conduct an evidence based population level intervention to improve population health in relation to your topic.
The application requires you to use an evaluation of relevant literature to propose an appropriate evidence based, contextually relevant approach that addresses the health issue. You are to research and identify evidence based approaches to address the health outcome of interest that are suitable for the context you are implementing it in. This is consistent with the goal of public health to ask not just "what works" but to address "what works for whom, under what circumstances, and how".
The funding body has provided a template for the application with prescribed sections and word limits to explain your proposed project. You will need to source, interpret and communicate the current epidemiological evidence demonstrating your understanding of the different study types and how they support your claims. Your completed template, including your references, will need to be uploaded to the Moodle site.
***In your professional life, you may apply your knowledge of epidemiology to support applications for funding by your employer, either through grants or budget requests, to address health outcomes within your area. This assessment is a practical application of that scenario. You must get at least 50% in this assessment in order to pass this unit.
Week 12 Friday (3 June 2022) 11:59 pm AEST
Assessments will be returned to students following certification of grades
Relevance (30%)
- relevance of responses to questions
- uses appropriate epidemiological terms
- examines issue at population level
- reflects on determinants beyond the individual
- uses appropriate evidence
Validity (40%)
- depth and range of evidence
- depth and extent of discussion of the evidence presented
- interprets epidemiological evidence accurately
- strength of funding application, based on critical thought, analysis of the evidence and synthesis of new ideas
Organization (20%)
- quality of consideration of the required components of task- all questions answered fully
- structure and flow of information
- coherence and clarity of expression (spelling, grammar, syntax)
Presentation (10%)
- style and formatting of funding application
- typographical matters (types, font, etc.)
- referencing is consistent and in accordance with Harvard style
- within word count according to funding application template
No submission method provided.
- Calculate and communicate epidemiological statistics relating to the measurement of health, wellness and disease.
- Interpret epidemiological data within theories and frameworks of social justice and cultural diversity for effective knowledge transfer and exchange.
- Evaluate epidemiological investigations and sources of epidemiological data to identify inequities, enable change and advocate for health.
- Argue for a population health outcome using relevant research methods and approaches.
- Explain principles of data confidentiality and disclosure, and apply the ethical use of data.
- Communication
- Problem Solving
- Critical Thinking
- Cross Cultural Competence
- Ethical practice
- Social Innovation
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
