Overview
Understanding the patterns and distribution of health outcomes across populations requires public health professionals to be able to examine the influence of the social determinants of health. Social epidemiology is a branch of epidemiology that focuses on the influence of social factors on individual and population level health, and grew out of the public health tradition of examining health inequalities relating to social class. This unit examines the complexities of social patterns of health and health data needed within and between populations to explore health inequities and health inequalities. This unit will strengthen your skills to identify, critique, interpret, and translate public health findings from social epidemiology. You will learn how to identify and justify social epidemiological data related to the social determinants of health, explore specific ethical principles related to Indigenous Data Sovereignty, and to respect the rights associated with First Nations Peoples' data. You will be introduced to Knowledge Translation and Implementation Science frameworks, and consider their utility in guiding the effective dissemination of social epidemiological findings to improve health outcomes globally.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
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 - 2019
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 Postgraduate 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.
- Distinguish social epidemiology from traditional epidemiology to understand and explain its contribution to public health practice by focusing on social determinants of health
- Critique and interpret routinely used data in social epidemiology and explain the strengths and limitations according to complex adaptive systems thinking in public health
- Identify and justify different types of social epidemiological data necessary to understand individual, community and population influences on health
- Justify ethical principles related to Indigenous Data Sovereignty and respecting the rights and different ways of knowing of First Nations Peoples when using, collecting, analysing and interpreting social epidemiological data
- Utilise social epidemiological data to advocate for health promotion, protective and disease prevention approaches to public health practice
- Reflect on and evaluate uses of social epidemiological data from Knowledge Translation and Implementation Science frameworks.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | |||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 1 - Literature Review or Systematic Review - 50% | ||||||
| 2 - Presentation - 20% | ||||||
| 3 - Written Assessment - 30% | ||||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | |||||
|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | |
| 1 - Knowledge | ||||||
| 2 - Communication | ||||||
| 3 - Cognitive, technical and creative skills | ||||||
| 4 - Research | ||||||
| 5 - Self-management | ||||||
| 6 - Ethical and Professional Responsibility | ||||||
| 7 - Leadership | ||||||
| 8 - 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 | |
| 1 - Literature Review or Systematic Review - 50% | ||||||||
| 2 - Presentation - 20% | ||||||||
| 3 - Written Assessment - 30% | ||||||||
Textbooks
The New Public Health
Edition: 4th (2016)
Authors: Fran Baum
Oxford
South Melbourne South Melbourne , VIC , Australia
ISBN: 9780195588088
Binding: Paperback
Additional Textbook Information
This text is required for other units as well. Students need only one copy.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: Harvard (author-date)
For further information, see the Assessment Tasks.
r.fanany@cqu.edu.au
Module/Topic
Why social epidemiology?
Chapter
Honjo, K. (2004). Social Epidemiology: Definition, history, and research examples. Environmental Health and Preventive Medicine, 9, 193-199.
Krieger, N. (2001). A glossary for social epidemiology. Journal of Epidemiology and Community Health, 55, 693-700.
Events and Submissions/Topic
Module/Topic
The Social Determinants of Health
Chapter
Krieger, NB. (2001). Theories for social epidemiology in the 21st century. International Journal of Epidemiology, 30, 668-677.
Friel, S. and Marmot, M.G. (2011). Action on the social determinants of health and health inequities goes global. Annual Review of Public Health, 32, 225-236.
Events and Submissions/Topic
Module/Topic
The Tools of Epidemiology
Chapter
Baum, F. (2015). The New Public Health. Oxford. Chapter 7 -- Epidemiology and Public Health.
Events and Submissions/Topic
Module/Topic
SES and Health Inequities
Chapter
Marmot, M.G. (2002) The influence of income on health: Views of an epidemiologist. Health Affairs, 21 (2), 31-46.
Events and Submissions/Topic
Module/Topic
Gender and Health Inequities
Chapter
Scott-Samuel, A., Cranshaw, P., and Oakley, A. (2015). Men behaving badly: Patriarchy, public policy and health inequalities. International Journal of Men's Health, 14 (3), 250-258.
Events and Submissions/Topic
Assessment task 1 due by 5 pm Friday, April 12.
Literature Review Due: Week 5 Friday (12 Apr 2019) 5:00 pm AEST
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Social Structure and Health Inequities
Chapter
Mackenbach, J.P. (2012). The persistence of health inequalities in modern welfare states: The explanation of a paradox. Social Science and Medicine, 75, 761-769.
Beckfield, J. and Krieger, N. (2009). Epi+demos+cracy: Linking political systems and priorities to the magnitude of health inequities. Epidemiologic Reviews, 31, 152-177.
Events and Submissions/Topic
Assessment task 2 GROUP presentations to be held in tutorials.
Group Presentation Due: Week 6 Monday (22 Apr 2019) 11:45 pm AEST
Module/Topic
The Living Environment and Health Inequities
Chapter
Baum, F. (2015). The New Public Health. : Oxford. Chapter 15 -- Urbanisation, population, communities and environments; Global trends.
Ompad, D.C. et al. (2007). Social Determinants of health of urban populations: Methodologic considerations. Journal of Urban Health, 84 (1), i42-i53.
Events and Submissions/Topic
Module/Topic
Collecting Data in Social Epidemiology
Chapter
Harper, S. and Lynch, J. (2006). Health inequalities: Mesurement and decomposition. In Oakes, J.M. and Kaufman, J.S., eds., Methods in Social Epidemiology, Jossey-Bass, 91-131.
Events and Submissions/Topic
Module/Topic
Interpreting Data in Social Epidemiology
Chapter
Baum, F. (2015). The New Public Health. Oxford. Chapter 12 -- Patterns of health inequalities in Australia
Diez Roux, A.V. (2008). Next steps in understanding the multilevel determinants of health. Journal of Epidemiology and Community Health, 62, 952-959.
Events and Submissions/Topic
Module/Topic
Ethical Issues in Social Epidemiology
Chapter
Baum, F. The New Public Health. Oxford. Chapter 4 -- Ethics, politics and ideologies: The invisible hands of public health.
Kass, N. E. (2004). Public health ethics: From foundations and frameworks to justice and global public health. Journal of Law., Medicine and Ethics, 32, 232-242.
Events and Submissions/Topic
Module/Topic
Translating Social Epidemiological Study into Public Health Policy
Chapter
Marmot, M.G. and Allen, J. (2014). From science to policy. In Berkamn, L.F., Kawachi, I. and Glymour, M.M., eds., Social Epidemiology, OIxford, 562-576.
Events and Submissions/Topic
Module/Topic
The Application of Social Epidemiology in Real Communities
Chapter
Syme, S.L. (2004). Social determinants of health: The community as empowered partner. Preventing Chronic Disease: Public Health Research, Practice and Policy, 1 (1), 1-5.
Kaplan, G.A. (2004). Whats's wrong with social epidemiology and how can we make it better? Epidemiologic Reviews, 26 (1), 124-135.
Events and Submissions/Topic
1 Literature Review or Systematic Review
The first assessment task for the unit is a literature review that provides an overview of the relevant aspects of the topic chosen by your group. You must: 1) outline the relevant social, environmental and economic contexts and discuss the factors that influence those contexts; and 2) critique previous national and international epidemiological data and research used to inform interventions and strategies to address the topic. It is important to note various views and approaches contained in the literature and to choose works to include without bias or preconceived ideas. This is an INDIVIDUAL assessment. Additional information is contains in the study guide for this unit. The topics for this assessment are:
1. Encouraging active transport in the regional city of Bundaberg
2. Preventing mosquito-borne diseases in Cairns
3. Developing social and emotional resilience in young, community-dwelling adults in Alice Springs
4. Improving nutrition in children under the age of five in large urban areas in a developing country
5. Addressing social exclusion of older adults living in rural areas in a developing country
Each group must choose ONE of these topics.
Week 5 Friday (12 Apr 2019) 5:00 pm AEST
Your literature review must summarize broad trends in the literature on your topic and highlight important points in selected articles. A critique requires that the strengths and weaknesses of the data that underlies the literature must be discussed, and the strengths and weaknesses that relate to the outcomes of any relevant interventions and strategies must be presented.
Only peer reviewed scholarly material should be used. Journals articles are often more relevant than books due to the long lead time between the writing and publication of books and because journals are often the forum where the latest thinking on a topic appears.
Students are expected to conform to the requirements of academic convention and integrity in all their work. Direct quotations must be clearly and properly indicated. All non-quotation text must be written in the student's own words. ALL submissions will be checked for originality using Turnitin.
- Distinguish social epidemiology from traditional epidemiology to understand and explain its contribution to public health practice by focusing on social determinants of health
- Critique and interpret routinely used data in social epidemiology and explain the strengths and limitations according to complex adaptive systems thinking in public health
- Utilise social epidemiological data to advocate for health promotion, protective and disease prevention approaches to public health practice
- Reflect on and evaluate uses of social epidemiological data from Knowledge Translation and Implementation Science frameworks.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
2 Presentation
The second assessment task for this unit is a 10-minute presentation that presents the critique of the data that was part of theliterature review (assessment task 1). The presentation must identify and critique the social epidemiological data that would be required to implement any strategy for your topic areas well any specific considerations that relate to vulnerable groups in the target community. This might include Aboriginal and Torres Strait Islander peoples, individuals with low income, older adults, or other specific groups that would be impacted by strategies to address the chosen topic in the community of interest. This is a GROUP assessment. Each group will prepare a single presentation and divide up the responsibilities for different aspects of preparation and presentation.
Week 6 Monday (22 Apr 2019) 11:45 pm AEST
Presentations will be held during tutorials in week 6. The exact day and time will depend on the student's tutorial time.
The presentation must be accompanied by a set of powerpoint slides, which should be uncluttered, easy to read and must summarize the important points of the presentation.
A maximum time of 10 minutes will be allotted per group, and presentations will be stopped after 10 minutes. Each member of the group must contribute to the presentation.
- Distinguish social epidemiology from traditional epidemiology to understand and explain its contribution to public health practice by focusing on social determinants of health
- Critique and interpret routinely used data in social epidemiology and explain the strengths and limitations according to complex adaptive systems thinking in public health
- Identify and justify different types of social epidemiological data necessary to understand individual, community and population influences on health
- Justify ethical principles related to Indigenous Data Sovereignty and respecting the rights and different ways of knowing of First Nations Peoples when using, collecting, analysing and interpreting social epidemiological data
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
3 Written Assessment
The third assessment task is to write a report that could be presented to the Local Government Authority of your topic location. This report must: 1) identify and critique the social epidemiological data that is currently available that could be used to inform public health practice on your topic; 2) outline what additional social epidemiological data would need to be collected as well as how and why it would be needed prior to, during, and after any strategy was implemented; and 3) outline how the social epidemiological data would be used to inform other practitioners, researchers and policy makers. This is an INDIVIDUAL assessment.
Week 12 Friday (7 June 2019) 5:00 pm AEST
The report must identify and critique the social epidemiological data that is currently available that could be used to inform public health practice on your topic. In addition, it must outline any additional social epidemiological data that would be required as well as how and why it would be needed prior to, during, and after any strategy was implemented. The report must also outline how the social epidemiological data would be used to inform other practitioners, researchers and policy makers
Only peer reviewed scholarly material should be used. Journals articles are often more relevant than books due to the long lead time between the writing and publication of books and because journals are often the forum where the latest thinking on a topic appears.
Students are expected to conform to the requirements of academic convention and integrity in all their work. Direct quotations must be clearly and properly indicated. All non-quotation text must be written in the student's own words. ALL submissions will be checked for originality using Turnitin.
- Identify and justify different types of social epidemiological data necessary to understand individual, community and population influences on health
- Justify ethical principles related to Indigenous Data Sovereignty and respecting the rights and different ways of knowing of First Nations Peoples when using, collecting, analysing and interpreting social epidemiological data
- Utilise social epidemiological data to advocate for health promotion, protective and disease prevention approaches to public health practice
- Reflect on and evaluate uses of social epidemiological data from Knowledge Translation and Implementation Science frameworks.
- Knowledge
- Communication
- Cognitive, technical and creative skills
- Research
- Self-management
- Ethical and Professional Responsibility
- Leadership
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?
