As the capstone learning experience in the Bachelor of Health Science, this course will require students to apply their understanding of the principles of health research and health/medical ethics to complex case studies of health issues of the past and current century.   This will be complemented with professional development workshops workshops on self-awareness, effective teamwork and leadership, developing an evidence based curriculum vitae, addressing key selection criteria and interview skills.  An introduction to career paths in Health Science will be given through a series of invited speakers who will present their career experiences and highlights. 

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. Produce an evidence based application for a job addressing key selection criteria.
2. Demonstrate good academic practice and teamwork in researching health topics and participating in collaborative learning activities. 
3. Demonstrate a capacity to work within a multidisciplinary team to  devise potential solutions to complex problems. 
4. Demonstrate an ability to apply principles of health and medical ethics in the context of real world problem facing global health. 
5. Develop insight into how their personal ambitions and concepts of success map onto opportunities for health careers by learning from the experience of health professionals. 

Research-Led Teaching

The content in HLTH3002 is profession led and informed by guest speakers, many of whom have active research careers.

Field Trips

none

Additional Course Costs

none

Examination Material or equipment

None

Required Resources

none

Recommended Resources

Students will need to access online readings and resources.

Staff Feedback

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

• written comments
• verbal comments
• feedback to whole class, groups, individuals, focus group etc

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	29/07 Course overview, ANU Careers information session, Range of clinical and non-clinical jobs in management of Type 2 diabetes	In workshop concept map 1.1) Personal Reflection (5%). Due 7/8.
2	5/08 Careers in Health What skills sets will be needed to tackle health problems that emerge from Climate Change	2) Infographic on the workforce requirements to address a health concern associated with climate change. (15%). Due 14/8.
3	12/08 Critical Analysis Health Stewardship	1.2) Personal Reflection (5%). Due 21/8.
4	19/08 Critical Analysis The Public Health Response to COVID-19	1.3) Personal Reflection (5%). Due 28/8.
5	26/08 Employability I Navigating the ANU Careers Resources	Self directed completing of activities on the ANU Careers website. Course requirement Due 22/9.
6	2/09 Employability II Identifying opportunities and conducting informational interviews	3) Panel Interviews and Reflections (15%) Due 9/10.
7	23/09 Employability III Reflecting on your skills, values and preferences	1.4 & 1.5) Personal Reflections (2 x 5%) based on self directed results and workshop discussions. Due 22/9
8	30/09 Employability IV Applying for a job. Key selection criteria and Interviews	4) Job Application (20%) Due 16/10
9	7/10 Professionalism I History of Professionalism
10	14/10 Professionalism II What does it mean to be a health professional?	6) OpEd (10%) Due 27/10
11	21/10 Professional and work expectations I Achieving a work life balance	7) 2020 Vision (15%) Due 14/11 - in lieu of an examination
12	28/10 Professional and work expectations II Standards of behaviours

Assessment Summary

Assessment task	Value	Due Date	Learning Outcomes
Reflection Journal	25 %	*	5
Climate Change and Health Infographic	15 %	14/08/2020	3,2
Panel Interviews and reflections	15 %	10/09/2020	5,2
Applying for a job	20 %	16/10/2020	1
OpEd. Do health professionals have a professional and moral obligation to debunk fake news stories about health?	10 %	27/10/2020	4
Your 2020 Vision	15 %	14/11/2020	5,1

* 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:

• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Policy and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure

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 Academic Integrity . In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.

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.

Examination(s)

No examination

Assessment Task 1

Reflection Journal

Assesses learning Outcome

5) Develop insight into how their personal ambitions and concepts of success map onto opportunities for health careers by learning from the experience of health professionals. 

Read the link on Personal reflections . You are required to submit a 250 words, fully referenced, personal reflection as outlined below. References are not part of the word count. You need to evidence critical thinking and high level academic skills (see Blooms taxonomy and an article on the power of critical reflection in applied learning) including evaluation and synthesis. Brief feedback on 1.1 & 1.2 shall be provided in week 3 and 5. You should refer to the marking rubric. Each personal reflection should be submitted separately by the due date via wattle. You should submit early to ensure you have time to reflect upon the Turnitin score and carry out any adjustments needed to ensure your score is as low as possible and to avoid poor academic practice. 

Assessment Task 2

Climate Change and Health Infographic

Assesses Learning Outcomes

2) Demonstrate good academic practice and teamwork in researching health topics and participating in collaborative learning activities. 

3) Demonstrate a capacity to work within a multidisciplinary team to devise potential solutions to complex problems.

Students will work in groups of 5-6 to develop an informative and engaging Infographic about a health problem associated with climate change the possible skill sets that will be required to manage the associated burden of disease.

Assignment scope: This is an electronic document which should engage the audience for 5 to 7 minutes of duration. This would be equivalent to 5 to 7 PowerPoint slides or 5-7 transitional elements in a flowing infographic / Youtube style clip, For a brochure, this would be 2 pages of content. Reference in the info graphic as appropriate … you may also include a final slide/page of referenced

The audience for this infographic is your peers, a population of science and health-literate individuals with a basic understanding of climate change and determinants of health.  What is an infographic?

You need to research what an info graphic is from peer publications and information sites on the web. You should consider What is an Infographic? Then read the following links;

The 2019 report of The Lancet Countdown on health and climate change: ensuring that the health of a child born today is not defined by a changing climate

The Lancet – climate change and health

 

Further information is available at the Wikipedia page on infographics and it has this definition

"Infographics are graphic visual representations of information, data, or knowledge intended to present information quickly and clearly."

 

In this assignment, you have full creative license to develop your infographic. For instance, You may use Powerpoint to create a kiosk presentation or you can use freeware to develop a short video or brochure (e.g. https://www.videoscribe.co/en/ 7day free trial period or Biteable: https://biteable.com/ Freeware; Canva https://www.canva.com/create/infographics/, freeware)

There are 5 required elements

1.         Define the health topic.

2.         Explain the link between climate change and exacerbation of the health problems associated with the topic.

3.         Explain how remediation efforts might reduce the impact of climate change on the extent/severity of health outcomes.

4.         Explain how health professionals of the future will interact with multidisciplinary teams to develop strategies to manage the emerging health issue.

5.          What skills will the health professional of the future require to engage in these efforts?

Assessment Task 3

Panel Interviews and reflections

Assesses Learning Outcomes

2) Demonstrate good academic practice and teamwork in researching health topics and participating in collaborative learning activities.

5) Develop insight into how their personal ambitions and concepts of success map onto opportunities for health careers by learning from the experience of health professionals.

Panel Interview Guidelines

 

Pre-interview

The panel should meet and assign roles.

1.      Chair: Schedules the interview with the interviewee. At the interview greets and thanks the interviewer. The Chair reminds the interviewee that the interview will be recorded and asks them if this is OK. Responsible for communicating with the facilitator. (David/Andrew/Brett - TBA)

2.      Research: Conducts a web based background research on the person or organization. And share information with panel. 

3.      General members: Develop and ask questions. Participate in interview

4.      Scribe: A general member who also is responsible for collating the group’s comments about the interview and who prepares the “Precis” for when the recording is posted to Wattle.

 

Communicating with the interviewee and scheduling the interview.

1.      Chair determines when panel members are not available.

2.      Chair contacts the interviewee and introduces herself/himself/themself and requests the interviewee to suggest a suitable time when they are available.  It is OK to note that some panel members are unavailable at a key time (no need to clash with studies) but try to be as available as possible.

3.      Chair then confirms the time of the interview and again thanks the invitee for participating.

4.      Chair person confirms the time with David Kramer who will assign a facilitator (Note the facilitator is responsible for recording the interview and will provide immediate feedback to the group on what went well during the interview).

 

After the interview

1.      David will upload the recording to Youtube and create a link. 

2.      Each panel member will draft a reflective statement outlining the key personal learnings from participating in the interview. This can be about your performance, the performance of others or any insights about your thoughts on your future career. It should not be a summary of the facts stated or simply commnetary on the group.

3.      As a group you will review the interview recording and score the panel performance and agree on what the key points are. The Scribe will then draft a 50-100 word precis and this will be included as a description on the Wattle site for each of the panel interviews conducted by the group.

4.      The Chair will send a follow-up thank you with a link to the recording to the interviewee.

Submission

Each student will submit a collection of 5 reflections, 2 in which they participated and three watched interviews.

Assessment Task 4

Applying for a job

Assesses learning Outcome

1) Produce an evidence based application for a job addressing key selection criteria.

Students will be required to submit their CV and address the selection criteria of a mock job advertisement. Students will also complete an online interview addressing a selection criteria using the STAR technique. Note. Your CV will not be assessed.

Introduction

At times in your career, you will likely have the opportunity to apply for a position within an organisation using an Expression of Interest (EOI).

An EOI is a short letter which introduces a jobseeker, tells a prospective employer why the jobseeker would like to undertake the role and what skills they have to offer.

How to write an EOI:

1.     Read the instructions

Usually EOIs have a word limit; they are meant to be quite short. Read carefully about the job they are wanting done.

2.     Make some headings

In your EOI you will need to cover:

•    An opening paragraph saying who you are, why you should be considered and why you want to work for this employer.

•    A few paragraphs with examples of your work or skills that qualify you for this job. (Consider how the STAR technique might help here).

3.     The reason why you would like to do this work – tell them about what you hope to contribute to their organisation or work.

 

 For an external perspective please visit

https://www.selectioncriteria.com.au/job-applications/tackle-expression-interest/

Task

Consider the Advertisement and the Position Description. You are encouraged to collaborate with your peers on this aspect of the assignment.

 

Reflect on the qualities you have observed in the best tutors you have interacted with. Consider the Roles and Selection Criteria that are most important in the Position Description. What attributes would be present in an ideal candidate for this role? What priorities might the selection panel place when comparing applicants.  Reflect on how your experiences and skills sets (i.e. your attributes) align with this list. Plan how you will highlight your strengths and how you might acknowledge, but not emphasise any shortcomings.

 

Now produce the following as an individual effort. You may consult with your peers to receive feedback, but this is intended to be your work. Please note that while an abridged CV should normally be submitted with an EOI. Your developed CV from CV building is sufficient for this purpose and should provide evidence of claims made in the EOI and mock interview.

 

1)  Mind map (5 marks)      

Construct a mind map (this can be hand drawn and photographed for submission) illustrating how you have developed the concepts within your EOI, drawing upon your learnings from the career development resources you have completed on the ANU careers website.

 

2) Expression of interest (10 marks)

This should be in the format of a business letter, and follow the structure outlined above and show alignment with the mind map. There is a 1-2 page limit but not a suggested word limit. However, you should stick to moderate layout for margins (2.4cm top and bottom, 1.91 cm sides) and use 12 point font with 1.5 spacing.

3) Mock Interview

Students will record answers to a mock interview question using Interview Stream on the ANU careers website. This will address one or more key selection criteria for the Job Application and will be assessed based on the candidates effective implementation of the STAR method.

Assessment Task 5

OpEd. Do health professionals have a professional and moral obligation to debunk fake news stories about health?

Assesses Learning Outcome

4) Demonstrate an ability to apply principles of health and medical ethics in the context of real world problem facing global health. 

After discovering what an OpEd is write 500 words (+/-10%) to answer, in your own words (referenced where possible) the premise, ‘Do health professionals have a professional and moral obligation to debunk fake news stories about health?’. e.g. novel coronavirus COVID-19, anti-vaccination, Health fads/diets, other.

Submit via Turnitin with sufficient time to adjust your answer to ensure a low score.

Firstly, what is an OpEd? Please read Why Students Need to Know How to Write an Op-Ed

And read the following wev links;

https://www.thebalancesmb.com/oped-what-is-it-and-how-to-write-it-1360714

https://kopywritingkourse.com/guides/write-op-ed/

Some examples of Student OpEd articles from the New York Times https://www.nytimes.com/column/learning-student-opinion

Assessment Task 6

Your 2020 Vision

Assesses learning outcomes

1) Produce an evidence based application for a job addressing key selection criteria.

5) Develop insight into how their personal ambitions and concepts of success map onto opportunities for health careers by learning from the experience of health professionals.

Using your reflections developed under assessment task 1 as well as other sources/influences reflect on your life and career goals for the year 2040. What job do you want to have? What steps will be required to attain your career goal? What compromises will you need to address with respect to life goals? Students will draft a 750-word essay describing the ideal career, the work environment associated with that career and the most common pathway to attaining it ( training requirements).

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. At its heart, academic integrity is about behaving ethically, committing to honest and responsible scholarly practice and upholding these values with respect and fairness.

The ANU commits to assisting all members of our community to 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 be familiar with the academic integrity principle and Academic Misconduct Rule, 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 Academic Misconduct Rule is in place to promote academic integrity and manage academic misconduct. Very minor breaches of the academic integrity principle may result in a reduction of marks of up to 10% of the total marks available for the assessment. The ANU offers a number of online and in person services to assist students with their assignments, examinations, and other learning activities. Visit the Academic Skills website for more information about academic integrity, your responsibilities and for assistance with your assignments, writing skills and study.

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) 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

Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:

• Late submission not permitted. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded. This applies to assessment tasks 1, 2, 3 & 4
• Late submission permitted. 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.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted 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.

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).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students