General Information
This subject focusses on issues of global health in the 21st century. It includes examining public health approaches that are practical and effective in the context of developing countries compared and contrasted to those that may be applicable in developed countries including Australia.
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Details
Academic unit: Faculty of Health Sciences and Medicine Subject code: BMED12-123 Subject title: Global Health Issues Subject level: Undergraduate Semester/Year: September 2023 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Forum: x12 (Total hours: 24) - Weekly Forums
- Tutorial: x12 (Total hours: 12) - Weekly Tutorial
- Personal Study Hours: x12 (Total hours: 84) - Recommended Study Hours
Attendance and learning activities: Attendance at PBL is compulsory. Students are required to attend a minimum of 75% of the PBL classes and submit worksheets from the workshops each week in order to pass the subject. Formal forums, including special guests, are scheduled for each week. In addition, students are expected to attend weekly tutorial groups and participate in group discussions. Tutorials will feature a weekly test to assist students in preparation for the final exam. Students can self-select assignment topics of interest to maximize personal learning. This is an interactive subject requiring full student engagement. -
Resources
Prescribed resources: No Prescribed resources.
After enrolment, students can check the Books and Tools area in iLearn for the full Resource List.iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications.
Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Faculty of Health Sciences and Medicine |
|---|---|
| Subject code: | BMED12-123 |
| Subject title: | Global Health Issues |
| Subject level: | Undergraduate |
| Semester/Year: | September 2023 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: | Attendance at PBL is compulsory. Students are required to attend a minimum of 75% of the PBL classes and submit worksheets from the workshops each week in order to pass the subject. Formal forums, including special guests, are scheduled for each week. In addition, students are expected to attend weekly tutorial groups and participate in group discussions. Tutorials will feature a weekly test to assist students in preparation for the final exam. Students can self-select assignment topics of interest to maximize personal learning. This is an interactive subject requiring full student engagement. |
| Prescribed resources: | No Prescribed resources. After enrolment, students can check the Books and Tools area in iLearn for the full Resource List. |
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
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| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Describe major determinants of health in the context of developed and developing countries.
- Discuss public health approaches to reducing the burden of disease in various contexts.
- Compare and contrast public health policy and practice in developed and developing countries.
- Describe the effects of conflict on the global community and approaches to reducing the resulting health burden in developed and developing countries.
- Analyse health inequity and describe public health approaches to reducing disease burden in various contexts, including vulnerable populations.
- Outline the impact of International Goals for Sustainable Development with global health issues.
- Explain what promotes collaboration between different social factors to create an environment of peace and sustainable development.
- Explain current global health challenges and outline approaches to improve health outcomes.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Presentation§ This small group presentation with written submission (max 1000 words/group) of their presentation requires students to advocate for a humanitarian agency in relation to a global health issue by presenting a compelling argument and strategy as to why the community should support this organisation. Presentation to include: • profile of the agency, • funding structure, • achievements, • challenges, • global impact in terms of health priorities, • call to action – what can we at Bond do to support their work? Groups and agencies will be organised by the end of week 2. 30.00% Week 7 1,2,3,4,7 Essay This is an individual assessment; each student is required to write a report (2,500 words excluding references) on a selected case study of a response to a specific global health challenge. ONE topic to be chosen from the following Global Health Issues: • Air pollution • Climate Change • HIV complacency • Mental Health for trauma survivors • Reproductive health • Super bug: Drug resistant bacteria • Vaccines • Violence against women • Workforce shortages • Zika 30.00% Week 10 1,2,3,5,6,8 Computer-Aided Examination (Closed) (MCQs and SAQs) multiple choice and short answer questions based on course content - ilearn 40.00% Week 13 1,2,3,4,5,6,7,8 - § Indicates group/teamwork-based assessment
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Presentation§ | This small group presentation with written submission (max 1000 words/group) of their presentation requires students to advocate for a humanitarian agency in relation to a global health issue by presenting a compelling argument and strategy as to why the community should support this organisation. Presentation to include: • profile of the agency, • funding structure, • achievements, • challenges, • global impact in terms of health priorities, • call to action – what can we at Bond do to support their work? Groups and agencies will be organised by the end of week 2. | 30.00% | Week 7 | 1,2,3,4,7 |
| Essay | This is an individual assessment; each student is required to write a report (2,500 words excluding references) on a selected case study of a response to a specific global health challenge. ONE topic to be chosen from the following Global Health Issues: • Air pollution • Climate Change • HIV complacency • Mental Health for trauma survivors • Reproductive health • Super bug: Drug resistant bacteria • Vaccines • Violence against women • Workforce shortages • Zika | 30.00% | Week 10 | 1,2,3,5,6,8 |
| Computer-Aided Examination (Closed) | (MCQs and SAQs) multiple choice and short answer questions based on course content - ilearn | 40.00% | Week 13 | 1,2,3,4,5,6,7,8 |
- § Indicates group/teamwork-based assessment
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A late penalty will be applied to all overdue assessment tasks unless an extension is granted by the subject coordinator. The standard penalty will be 10% of marks awarded to that assessment per day late with no assessment to be accepted seven days after the due date. Where a student is granted an extension, the penalty of 10% per day late starts from the new due date.
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Additional subject information
Subject curriculum
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Wk 1: Global health trends
Subject introduction, global indicators, health outcomes in developing and developed countries.
SLOs included
- Describe major determinants of health in the context of developed and developing countries.
- Discuss public health approaches to reducing the burden of disease in various contexts.
- Compare and contrast public health policy and practice in developed and developing countries.
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Wk 2: Vulnerable populations
Indigenous peoples in developed and developing countries.
SLOs included
- Describe major determinants of health in the context of developed and developing countries.
- Discuss public health approaches to reducing the burden of disease in various contexts.
- Compare and contrast public health policy and practice in developed and developing countries.
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Wk 3: Health and human rights
Social determinants of health, the right to health, health advocacy, public health concepts.
SLOs included
- Describe major determinants of health in the context of developed and developing countries.
- Discuss public health approaches to reducing the burden of disease in various contexts.
- Compare and contrast public health policy and practice in developed and developing countries.
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Wk 4: Birth, gender and families
Population and maternal health, childhood disease and gender issues.
SLOs included
- Describe major determinants of health in the context of developed and developing countries.
- Discuss public health approaches to reducing the burden of disease in various contexts.
- Compare and contrast public health policy and practice in developed and developing countries.
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Wk 5: Future food and famine
Nutrition and famine, global issues for sustainability, future issues for food.
SLOs included
- Describe major determinants of health in the context of developed and developing countries.
- Discuss public health approaches to reducing the burden of disease in various contexts.
- Compare and contrast public health policy and practice in developed and developing countries.
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Wk 6: Public health approaches
Water, sanitation and hygiene, STDs, TB, antibiotic resistance.
SLOs included
- Describe major determinants of health in the context of developed and developing countries.
- Discuss public health approaches to reducing the burden of disease in various contexts.
- Compare and contrast public health policy and practice in developed and developing countries.
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Wk 7: Global humanitarian efforts
The role of non-government humanitarian agencies in global health.
SLOs included
- Describe major determinants of health in the context of developed and developing countries.
- Discuss public health approaches to reducing the burden of disease in various contexts.
- Compare and contrast public health policy and practice in developed and developing countries.
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Wk 8: Mental Health
Global challenges and inequities in mental health.
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Wk 9: Global health systems
WHO, United Nations. Developing versus developed health systems.
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Wk 10: Work, pollution and injury
Slavery, child labour, global work environments.
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Wk 11: War and conflict
Impact of prejudice, peace, migration and refugees.
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Wk 12: Cure, prevent or promote?
Subject review, debate on how to address global health issues.
SLOs included
- Describe major determinants of health in the context of developed and developing countries.
- Discuss public health approaches to reducing the burden of disease in various contexts.
- Compare and contrast public health policy and practice in developed and developing countries.