Viewing Unit History

The information below is relevant from 15/07/2019 to 07/03/2021
Click Here to view current information

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 issues including communicable disease, climate change, gender equity and food security. Key concepts covered in this unit include inequality, 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. You will have the opportunity to develop innovative public health interventions to address specific targets relating to the SDGs in a particular region or context using the theory of salutogenesis. A project proposal and grant application relating to one of the SDGs will be developed to address a specific public health challenge in a region or context of your choice.

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

Co-requisites:

PBHL20001 Understanding Public Health 

PBHL20004 Public Health Action and Evaluation 


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 2 - 2019

Term 2 - 2019 Profile
Melbourne
Online
Term 1 - 2020 Profile
Cairns
Melbourne
Online
Sydney
Term 2 - 2020 Profile
Cairns
Melbourne
Online
Sydney
Term 1 - 2021 Profile
Melbourne
Online
Sydney
Term 2 - 2021 Profile
Cairns
Melbourne
Online
Sydney
Term 1 - 2022 Profile
Melbourne
Online
Sydney
Term 1 - 2023 Profile
Melbourne
Online
Sydney
Term 1 - 2024 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 40%
2. Group Work 60%

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 - 2023 : The overall satisfaction for students in the last offering of this course was 91.55% (`Agree` and `Strongly Agree` responses), based on a 25.91% 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
Feedback
Generally, the students received this unit positively and have provided positive feedback. A few constructive feedback to note: 1. Group sizes for assessments should be set for everyone to be able to contribute enough and not rely on other group members 2. Tutorials were not recorded putting distance students at a disadvantage if could not attend.
Recommendation
1. For group assessment, small groups (member of 4-6) are formed, and clear instructions are provided for everyone to contribute in their group work. Students are encouraged to develop skills such as leadership, communication, coordination, presentation, group dynamics, and skills for addressing possible confusion/ misunderstanding while working with the groups etc. Efforts will be made to further strengthen such skills, so everyone make their meaningful contribution to the group work. 2. Lectures to the unit are pre-recorded and available in the Moodle for students to review prior to the weekly tutorials. The tutorials are to reinforce the teaching/ learning and engage students to the weekly tutorial exercise. All students including the students in the distance mode are given full access to the pre-recorded lecture as well as the unit contents including unit guide, assessment details, marking criteria, teaching/ learning resources etc. All students are given opportunities to communicate with teachers/ unit coordinator and also ask questions if they have, via different means including Moodle discussion forum, email, phone and during the tutorials etc. As an UC, the overall reflection to this unit is, students were generally engaged with the weekly tutorials and most of them showed greater interest for learning something new out of this unit. However, only small proportion of students reviewed pre-recorded weekly lecture available in the Moodle. In the future terms, students will be clearly suggested and communicated multiple times to encourage them to review the pre-recorded lecture prior to their weekly tutorial/s (both on-campus and online).
Action Taken
- Groups were formed with 4-6 members in each group and clear instructions were provided for everyone to contribute to their group work. Further, tutors provided guidance and support to ensure active participation and contribution of each and every member in the group. - Lectures for each module were pre-recorded and were available in Moodle for students to view prior to the weekly tutorials. - Weekly tutorials were provided to on-campus as well as the Online/ distance students separately.
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
Nil.
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 - Group Work
Alignment of Graduate Attributes to Learning Outcomes
Advanced Level
Professional 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
Advanced Level
Professional Level
Assessment Tasks Graduate Attributes
1 2 3 4 5 6 7 8
1 - Written Assessment
2 - Group Work