• Class Number 4283
  • Term Code 2930
  • Class Info
  • Unit Value 6 units
  • Mode of Delivery Online or In Person
  • COURSE CONVENER
    • Dr Siobhan Bourke
  • LECTURER
    • Dr Anne Parkinson
    • Emily Lancsar
    • Dr Jane Desborough
  • Class Dates
  • Class Start Date 25/02/2019
  • Class End Date 31/05/2019
  • Census Date 31/03/2019
  • Last Date to Enrol 04/03/2019
SELT Survey Results

This course provides an introduction to health services research, health care systems, policy formulation and analysis. The institutional structure of the Australian health system will be covered in broad outline with illustration of the major economic aspects of the system. Health policy formulation, important aspects and complexity in policy framing will be discussed. The course will offer a basic understanding of health care system, health policy and challenges in policy implementation. It also covers some important issues and questions relating to health care reform, pointing out forces that are likely to influence and shape health care systems. The semester long course will be taught over three hours contact time per week with associated readings, and include presentations from experts involved in the operation, reform and policy making of the health system.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

Upon successful completion of this course, students will have the knowledge and skills to:
  1. Describe the major components of the Australian health system and compare these with other countries.
  2. Describe Australia’s primary health care system and distinguish this from secondary and tertiary health care. Understand the structures that underpin the delivery of health care in Australia.
  3. Understand the principles underpinning the evaluation of health services structure, process and outcomes, including some approaches to health services research and health system reform
  4. Understand the concept of policy making, involvement of potential  stakeholders and their contributions to and influence on policy formulation;
  5. Understand policy making on complex problems and challenges in policy implementation in health sector;
  6. Systematically analyse health policy and develop alternative health policy reform proposals.

Research-Led Teaching

All speakers make use of the disciplinary research to benefit student learning and outcomes. Some share their own research findings with the students and discuss the policy implications. Some speakers who work in the policy area share their real world experiences. This course has been designed to cover the disciplinary theories, methods, concepts, norms of health policy and administration with emphasis on population health with a view to helping student learning.

Field Trips

N/A

Additional Course Costs

N/A

Examination Material or equipment

N/A

Required Resources

N/A

Required readings and resources will be identified for each session and listed (or uploaded) on Wattle throughout the course.

Staff Feedback

Students will be given feedback in the following forms in this course:

· Written comments on assignments;

· Verbal comments;

· Feedback to the whole class;

· To groups; and

· To individuals.

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.

Class Schedule

Week/Session Summary of Activities Assessment
1 Health service organisation in Australia lecture with Q & A to follow Online quiz and Assignment 1 essay
2 Health systems in Australia and the World lecture, exercise and Q & A to follow Online quiz and Assignment 1 essay
3 Primary Health Care in Australia lecture with Q & A to follow Online quiz and Assignment 1 essay
4 Health system reform lecture, exercise and Q & A to follow Online quiz and Assignment 1 essay
5 Part 1: Introduction and overview of health services research (HSR) lecture, exercise and Q & A to follow & Part 2: Applying the principles of quality to HSR lecture. exercise and Q & A to follow Online quiz and Assignment 1 essay
6 Introduction to health economics lecture with Q & A to follow Online quiz and Assignment 1 essay
7 Public holiday: take the opportunity to get up to date with your reading
8 Application of geo-spatial analysis in HSR lecture, exercise and Q & A Online quiz and Assignment 2 essay
9 Part 1: The Process of Policy Making lecture, exercise and Q & A to follow & Part 2: Policy, Power and Politics lecture, exercise and Q & A to follow Online quiz and Assignment 2 essay
10 Health policy analysis lecture, exercise and Q and A to follow Online quiz and Assignment 2 essay
11 A case study examining implementing HSR into policy: The economics of breastfeeding lecture with Q & A to follow Online quiz and Assignment 2 essay
12 The challenges of implementing research into policy and practice (using the NASSS framework) lecture, exercise with Q & A to follow Online quiz and Assignment 2 essay

Tutorial Registration

N/A as exercises and discussion are built into the lecture time slot and online discussion is available.

Assessment Summary

Assessment task Value Due Date Return of assessment Learning Outcomes
A comparison of Australia's health system with [selected country]'s health system 35 % 05/04/2019 21/04/2019 1
A policy analysis exercise 35 % 06/06/2019 21/06/2019 4,6
Formative assessment: online quiz 30 % 06/06/2019 21/06/2019 1,2,3,4,5,6

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website. Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Participation

All lectures and discussions will audio recorded and made available to our online students via Wattle. We encourage our online students to attend in person if they are visiting the ANU campus. We will have an online discussion forum for people to contribute to and share their ideas.

Examination(s)

N/A

Assessment Task 1

Value: 35 %
Due Date: 05/04/2019
Return of Assessment: 21/04/2019
Learning Outcomes: 1

A comparison of Australia's health system with [selected country]'s health system

Write an analysis paper.

Your topic is: A comparison of Australia's health system with [your choice/selected country]'s health system

Word limit: 2000 words excluding tables, figures and references

Grading : total marks = 100

Please use the following headings:

Introduction - 5 marks

Organisational and funding structure of the health systems - 30 marks

Provision of primary health care - 10 marks

Provision of hospital care - 10 marks

Provision of medicines – 10 marks

Conclusion - 15 marks

PLEASE NOTE:

Communication: Papers organisational structure, grammar and formatting – 10 marks

Use of evidence: Grasp and use of supporting evidence and accurate referencing - 10 marks

Rubric

GradeOrganisation and funding structureProvision of primary health carProvision of hospital carProvision of medicinesConclusion

High distinction

Identifies and clearly explains the organisational and funding structure of each country regarding primary health care, hospital care and medicines.

Identifies and clearly explains similarities and differences

Identifies and clearly explains the provision of primary health care in both countries

Identifies and clearly explains similarities and differences

Demonstrates an understanding of different types of primary health care

Identifies and clearly explains the provision of hospital care in both countries

Identifies and clearly explains similarities and differences

Demonstrates an understanding of different types of hospital care

Identifies and clearly explains the provision of medicines in both countries

Identifies and clearly explains similarities and differences

Demonstrates an understanding of different types of medicines

Derives plausible conclusions based on evidence.


Considers the implications of the comparisons in terms of access, equity and/or other quality measures 

Distinction

Identifies the organisational and funding structure of each country regarding primary health care, hospital care and medicines.

Identifies and explains similarities and differences

Identifies and clearly explains the provision of primary health care in both countries


Identifies and clearly explains similarities and differences

Identifies and clearly explains the provision of hospital care in both countries

Identifies and clearly explains similarities and differences

Identifies and clearly explains the provision of medicines in both countries

Identifies and clearly explains similarities and differences

Derives conclusions based on evidence.


Reflects on quality measures such as equity and access

Credit

Identifies some of the organisational and funding structure of each country regarding primary health care, hospital care and medicines.

Identifies similarities and differences

Describes what primary health care is provided in both countries but not how it is provided.


Identifies similarities and differences

Describes what hospital care is provided in both countries but not how it is provided

Identifies similarities and differences

Describes what medicines are provided in both countries but not how they are provided

Identifies similarities and differences

Makes statements based on evidence


Mentions quality measures but does not specify which measures

Pass

Identifies some the organisational and funding structure of each country.

Identifies similarities OR differences but not both

Describes provision of primary health care in both countries but not how it is provided.


Identifies similarities OR differences but not both

Describes what hospital care is provided in both countries but not how it is provided

Identifies similarities OR differences but not both


Describes what medicines are provided in both countries but not how it is provided

Identifies similarities OR differences but not both

Some statements made based on evidence


No mention of quality measures

Fail

Does not identify and/or clearly explain the organisational and funding structure of each country regarding primary health care, hospital care and medicines.

Does not identify similarities and differences

Partially identifies the provision of primary health care in both countries.


Does not identify similarities and differences

Partially identifies the provision of primary health care in both countries

Does not identify similarities and differences

Partially identifies the provision of medicines in both countries

Does not identify similarities and differences

Few statements made based on evidence


No mention of quality measures

Assessment Task 2

Value: 35 %
Due Date: 06/06/2019
Return of Assessment: 21/06/2019
Learning Outcomes: 4,6

A policy analysis exercise

A policy analysis exercise

You will be given the choice of two policies to analyse. Select one of these for analysis.

Word limit: 2000 words excluding tables, figures and references

Grading total = 100 marks

Please use the following headings:

The Policy Framework – 20 marks

Agenda Setting – 15 marks

Alternative Solutions - 15 marks

Criteria to be used in the decision-making framework - 15 marks

Implementation and Evaluation - 15 marks

PLEASE NOTE

Papers organisational structure, grammar and formatting – 10 marks

Grasp and use of supporting evidence and referencing - 10 marks


Rubric

GradePolicy frameworkAgenda settingAlternative solutionsDecision makingImplementation

High distinction

Clearly introduces the topic and locates it in the current and historical context

e.g. background of the policy and what it is designed to address.

Identifies and clearly explains who is affected by the policy and the nature of the health problem.

Derives plausible conclusions based on the evidence and demonstrates an ability to provide an informed opinion

Identifies and clearly explains how the policy entered the public agenda and got to be considered by policy makers, who set the agenda, and whether there is any evidence of policy networks of communities at work. For example:

i. who is affected, actors involved in the policy and

ii. how their efforts enabled or impeded the relationship,

iii. any processes including communication channels and events that promoted or impeded adoption of the policy

iv. what contextual factors influenced this policy in terms of enabling or constraining its development and/or implementation.

Derives plausible conclusions based on the evidence and demonstrates an ability to provide an informed opinion

Describes and clearly explains some possible alternative solutions considering some of the following approaches:

i. financial incentives (provide, consumer, other)

ii. education/information (provider, consumer, other)

iii. organisation infrastructure (new program, modification of existing program)

iv. collaboration with others (community, other orgs)

v. policy considerations (internal policies, payers’ (e.g. Medicare or employer) policies

vi. state or federal law or regulation.

Derives plausible conclusions based on the evidence and demonstrates an ability to provide an informed opinion

Identifies and clearly explains criteria to be used in the decision-making framework. For example:

i. population benefit

ii. ethics/equity

iii. perspectives of various constituencies beyond consumer and provider.

Derives plausible conclusions based on the available evidence and demonstrates an ability to provide an informed opinion

Identifies and clearly explains the impact and projected outcomes of the policy addressing:

i. relevance

ii. progress

iii. efficiency

iv. effectiveness

v. impact

Identifies areas for which there is no available information and elaborates on the implications of this.

Derives plausible conclusions based on the available evidence and demonstrates an ability to provide an informed opinion

Distinction

Clearly introduces the topic and locates it in the current and historical context e.g. background of the policy and what it is designed to address.

Identifies and partially explains who is affected by the policy and the nature of the health problem

Derives plausible conclusions based on the evidence and demonstrates an ability to provide an informed opinion

Identifies and partially explains how the policy entered the public agenda and got to be considered by policy makers, who set the agenda, and whether there is any evidence of policy networks of communities at work. For example:

i. who is affected, actors involved in the policy and

ii. how their efforts enabled or impeded the relationship,

iii. any processes including communication channels and events that promoted or impeded adoption of the policy

iv. what contextual factors influenced this policy in terms of enabling or constraining its development and/or implementation.

Derives plausible conclusions based on the evidence and demonstrates an ability to provide an informed opinion

Describes and partially explains some possible alternative solutions considering some of the following approaches:

i. financial incentives (provide, consumer, other)

ii. education/information (provider, consumer, other)

iii. organisation infrastructure (new program, modification of existing program)

iv. collaboration with others (community, other orgs)

v. policy considerations (internal policies, payers’ (e.g. Medicare or employer) policies

vi. state or federal law or regulation

Derives plausible conclusions based on the evidence and demonstrates an ability to provide an informed opinion

Identifies and partially explains criteria to be used in the decision-making framework. For example:

i. population benefit

ii. ethics/equity

iii. perspectives of various constituencies beyond consumer and provider

Derives plausible conclusions based on the available evidence and demonstrates an ability to provide an informed opinion

Identifies and partially explains the impact and projected outcomes of the policy addressing:

i. relevance

ii. progress

iii. efficiency

iv. effectiveness

v. impact

Identifies areas for which there is no available information and attempts to understand why

Derives plausible conclusions based on the available evidence and demonstrates an ability to provide an informed opinion

Credit

Locates the topic in the current and historical context e.g. background of the policy and what it is designed to address.

Partially identifies and partially explains who is affected by the policy and the nature of the health problem

Provides some conclusions and partially demonstrates an ability to provide an informed opinion

Partially identifies and partially explains how the policy entered the public agenda and got to be considered by policy makers, who set the agenda, and whether there is any evidence of policy networks of communities at work. For example:

i. who is affected, actors involved in the policy and

ii. how their efforts enabled or impeded the relationship,

iii. any processes including communication channels and events that promoted or impeded adoption of the policy

iv. what contextual factors influenced this policy in terms of enabling or constraining its development and/or implementation.

Provides some conclusions and partially demonstrates an ability to provide an informed opinion 

Partially describes and partially explains some possible alternative solutions considering some of the following approaches:

i. financial incentives (provide, consumer, other)

ii. education/information (provider, consumer, other)

iii. organisation infrastructure (new program, modification of existing program)

iv. collaboration with others (community, other orgs)

v. policy considerations (internal policies, payers’ (e.g. Medicare or employer) policies

vi. state or federal law or regulation

Provides some conclusions and partially demonstrates an ability to provide an informed opinion 

Partially identifies and partially explains criteria to be used in the decision-making framework. For example:

i. population benefit

ii. ethics/equity

iii. perspectives of various constituencies beyond consumer and provider

Provides some conclusions and partially demonstrates an ability to provide an informed opinion

Partially identifies and partially explains the impact and projected outcomes of the policy addressing:

i. relevance

ii. progress

iii. efficiency

iv. effectiveness

v. impact

Identifies areas for which there is no available information

Provides some conclusions and partially demonstrates an ability to provide an informed opinion

Pass

Locates the topic in the current and historical context e.g. background of the policy and what it is designed to address.

Partially identifies but does not explain who is affected by the policy and the nature of the health problem

Does not provide conclusions

Partially demonstrates an ability to provide an informed opinion

Partially identifies but does not explains how the policy entered the public agenda and got to be considered by policy makers, who set the agenda, and whether there is any evidence of policy networks of communities at work. For example:

i. who is affected, actors involved in the policy and

ii. how their efforts enabled or impeded the relationship,

iii. any processes including communication channels and events that promoted or impeded adoption of the policy

iv. what contextual factors influenced this policy in terms of enabling or constraining its development and/or implementation.

Does not provide conclusions and partially demonstrates an ability to provide an informed opinion

Partially describes but does not explain some possible alternative solutions considering some of the following approaches:

i. financial incentives (provide, consumer, other)

ii. education/information (provider, consumer, other)

iii. organisation infrastructure (new program, modification of existing program)

iv. collaboration with others (community, other orgs)

v. policy considerations (internal policies, payers’ (e.g. Medicare or employer) policies

vi. state or federal law or regulation

Does not provide conclusions

Partially demonstrates an ability to provide an informed opinion

Partially identifies but does not explain criteria to be used in the decision-making framework. For example:

i. population benefit

ii. ethics/equity

iii. perspectives of various constituencies beyond consumer and provider

Does not provide conclusions

Partially demonstrates an ability to provide an informed opinion

Partially identifies but does not explain the impact and projected outcomes of the policy addressing:

i. relevance

ii. progress

iii. efficiency

iv. effectiveness

v. impact

Does not identify areas for which there is not available information as a reason for not covering that aspect of implementation

Does not provide conclusions

Partially demonstrates an ability to provide an informed opinion

Fail

Does not locate the topic in the current and historical context e.g. background of the policy and what it is designed to address.

Does not identify or explain who is affected by the policy and the nature of the health problem

Does not provide conclusions

Does not demonstrate an ability to provide an informed opinion

Does not identify or explain how the policy entered the public agenda and got to be considered by policy makers, who set the agenda, and whether there is any evidence of policy networks of communities at work. For example, 

i. who is affected, actors involved in the policy and

ii. how their efforts enabled or impeded the relationship,

iii. any processes including communication channels and events that promoted or impeded adoption of the policy

iv. what contextual factors influenced this policy in terms of enabling or constraining its development and/or implementation.

Does not provide conclusion and does not demonstrate an ability to provide an informed opinion

Does not describe or explain some possible alternative solutions considering some of the following approaches:

i. financial incentives (provide, consumer, other)

ii. education/information (provider, consumer, other)

iii. organisation infrastructure (new program, modification of existing program)

iv. collaboration with others (community, other orgs)

v. policy considerations (internal policies, payers’ (e.g. Medicare or employer) policies

vi. state or federal law or regulation

Does not provide conclusions

Does not demonstrate an ability to provide an informed opinion

Does not identify or explain criteria to be used in the decision-making framework. For example:

i. population benefit

ii. ethics/equity

iii. perspectives of various constituencies beyond consumer and provider

Does not demonstrate an ability to provide an informed opinion

Does not identify or explain the impact and projected outcomes of the policy addressing:

i. relevance

ii. progress

iii. efficiency

iv. effectiveness

v. impact

Does not identify areas for which there is not available information as a reason for not covering that aspect of implementation Does not provide conclusions

Does not demonstrate an ability to provide an informed opinion

Assessment Task 3

Value: 30 %
Due Date: 06/06/2019
Return of Assessment: 21/06/2019
Learning Outcomes: 1,2,3,4,5,6

Formative assessment: online quiz

Question and answer format for each module. 30 questions worth 30% in total (equates to 10 % per module).

Questions are provided each week. Students can work through quiz questions at their own pace although we encourage you to complete as you read.

Academic Integrity

Academic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) as submission must be through Turnitin.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.

Returning Assignments

Assignments will be available to view on Wattle.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Resubmission of Assignments

Assignments may not be resubmitted

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

Dr Siobhan Bourke
Siobhan.Bourke@anu.edu.au

Research Interests


Implementation, health services research, patient experience

Dr Siobhan Bourke

Tuesday 14:00 16:00
Dr Anne Parkinson
61251908
anne.parkinson@anu.edu.au

Research Interests


Dr Anne Parkinson

Tuesday 14:00 16:00
Emily Lancsar
61250446
emily.lancsar@anu.edu.au

Research Interests


Emily Lancsar

Tuesday 14:00 16:00
Dr Jane Desborough
612556545
jane.desborough@anu.edu.au

Research Interests


Dr Jane Desborough

Monday 14:00 16:00

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