PBHL20005 - Global Public Health

General Information

Unit Synopsis

This unit focuses on global health issues from a social-ecological public health perspective. You will explore the United Nations Sustainable Development Goals (SDGs) as they relate to global public health and examine a range of public health topics, including global health issues and priorities,Indigenous and minority health, health systems and policies, and systems strengthening. Key concepts covered in this unit include equity, social justice, and human rights across a range of populations, regions, and contexts. Multi-sectoral partnerships at a local, national and international level will be analysed, in addition to a specific focus on the global engagement of stakeholders to support the implementation of the SDGs. As part of this unit, you will explore a public health issue of interest and develop a place-based proposal to address it. You will then have an opportunity to present your topic and discuss its significance along with potential interventions, evaluation strategies, and challenges inherent in addressing the issue.

Details

Level Postgraduate
Unit Level 9
Credit Points 6
Student Contribution Band SCA Band 2
Fraction of Full-Time Student Load 0.125
Pre-requisites or Co-requisites There are no pre-requisites for the 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).

Class Timetable View Unit Timetable
Residential School No Residential School

Unit Availabilities from Term 1 - 2024

Term 1 - 2024 Profile
Melbourne
Online
Sydney
Term 1 - 2025 Profile
Melbourne
Online
Sydney

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).

Assessment Overview

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.

Assessment Tasks

Assessment Task Weighting
1. Written Assessment 60%
2. Presentation 40%

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

Past Exams

To view Past Exams,
please login
Previous Feedback

Term 1 - 2024 : The overall satisfaction for students in the last offering of this course was 94.74% (`Agree` and `Strongly Agree` responses), based on a 14.73% response rate.

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.

Source: SUTE Teacher evaluation and SUTE Unit comments report
Feedback
Unit requires more examples or explanation based on real life situations.
Recommendation
Real world examples should be used wherever possible as relevant to teaching modules and the unit material adjusted to reflect this.
Action Taken
The unit teaching learning materials were revised substantially and the real world examples and case studies were included in the modules to incorporate the feedback provided in the last term/ year.
Source: SUTE
Feedback
Assessments need much clearer expectations and marking criteria. Assessment feedback should be provided prior to next assessment item.
Recommendation
Assessment 1 was due in week 5 of the term and assessment 2 in week 12. All students received feedback on assessment 1 around week 8. But there were some whose assessments raised possible academic integrity issues. Therefore, perhaps a handful of students’ feedback was delayed. It is recommended that, to maintain high quality teaching and learning, feedback on assessment 1 should be provided prior to assessment 2 submission.
Action Taken
In Progress
Source: SUTE
Feedback
The class should be in small number of students as it's easy to learn and no noise in class
Recommendation
We have tried to maintain a cap on the number of students according to room capacities. Due to unavailability of classrooms, there were some issues at the beginning of the term. But we addressed that as the teaching term continued. We will try to maintain reasonable class size wheneverpossible.
Action Taken
In Progress
Unit learning Outcomes

On successful completion of this unit, you will be able to:

  1. Explain the overall framework of the United Nations Sustainable Development Goals (SDGs) and be able to critique the challenges, opportunities, trends and possible futures for at least one of these SDGs
  2. Justify community-based and community-led public health approaches as they relate to the SDGs in a particular region or context
  3. Evaluate the importance of multi-sectoral partnerships at a local, national and international level and analyse key actors or partners as they relate to SDGs in a particular region or context
  4. Reflect on own communication skills and cultural humility to enable effective partnership formation
  5. Utilise the theory of salutogenesis to investigate key factors that support the promotion of health within the context of the SDGs
  6. Critique case studies related to the SDGs and assess how social and environmental determinants of health contribute to the production of health inequalities
  7. Design innovative public health interventions to address specific targets related to the SDGs in a particular region or context.


Alignment of Assessment Tasks to Learning Outcomes
Assessment Tasks Learning Outcomes
1 2 3 4 5 6 7
1 - Written Assessment • • • • •
2 - Presentation • • • • •
Alignment of Graduate Attributes to Learning Outcomes
• Professional Level
• Advanced Level
Graduate Attributes Learning Outcomes
1 2 3 4 5 6 7
1 - Knowledge • • • •
2 - Communication • • •
3 - Cognitive, technical and creative skills • • • •
4 - Research • •
5 - Self-management • •
6 - Ethical and Professional Responsibility • • •
7 - Leadership •
Alignment of Assessment Tasks to Graduate Attributes
• Professional Level
• Advanced Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8