- Class Number 7216
- Term Code 3360
- Class Info
- Unit Value 6 units
- Mode of Delivery In Person
- Dr Haribondhu Sarma
- Dr Haribondhu Sarma
- Dr Matthew Kelly
- Class Dates
- Class Start Date 24/07/2023
- Class End Date 27/10/2023
- Census Date 31/08/2023
- Last Date to Enrol 31/07/2023
This course introduces the field of Global Health, which is the health of populations at the global scale. The current global disease patterns will be highlighted and the major communicable and non-communicable diseases affecting the globe will be explored in terms of their epidemiology, impact, determinants, and strategies for control. The role of health information systems will also be discussed along with the framework for response from the global health community.
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. Demonstrate an understanding of global disease patterns, the importance of health information systems, and the framework for action.
2. Understand the structure of health systems and their variability across high and middle and low income countries
3. Identify infectious diseases that impact significantly upon the health of the global population; their determinants and strategies for control.
4. Examine epidemiological, nutritional, and health transitions (including maternal and child health), and identify determinants operating in affected population.
5. Identify causes and patterns of injuries and major chronic non-communicable diseases, their determinants; and preventative measures.
6. Critically evaluate global response strategies to complex emergencies, post-conflict and disaster preparedness, and public health issues relating to refugees and displaced persons.
This course has been designed and led by the active researchers of the ANU National Centre for Epidemiology and Population Health, thus considered research-led teaching, which is an approach to education that integrates research findings into the teaching process. It involves incorporating current and relevant research into the curriculum, promoting critical thinking, and encouraging students to engage in research themselves. By incorporating cutting-edge research findings, research-led teaching keeps the curriculum up-to-date and relevant. Students have the opportunity to learn about the latest advancements, debates, and discoveries in global health studies. This approach encourages students to think critically, analyse data, evaluate evidence, and develop their own conclusions. It fosters intellectual curiosity, independent thinking, and the ability to approach complex problems from multiple perspectives. In this course, lecturers are experienced in global health research and use their own research in their field to inform and enrich the learning experience. They bring the latest insights, theories, and methodologies into the classroom, helping students develop a deeper understanding of the subject matter and its real-world applications. This approach goes beyond simply transmitting knowledge and encourages students to actively participate in knowledge creation and discovery.
No field trip required for this course.
Additional Course Costs
There are no additional costs in this course
Examination Material or equipment
All resources are available via the Wattle site.
There is no prescribed textbook, although students may wish to refer to Detels et al (Eds) 2015. Oxford Textbook of Global Public Health (6th ed). Oxford University Press.
Recommended student system requirements
ANU courses commonly use a number of online resources and activities including:
- video material, similar to YouTube, for lectures and other instruction
- two-way video conferencing for interactive learning
- email and other messaging tools for communication
- interactive web apps for formative and collaborative activities
- print and photo/scan for handwritten work
- home-based assessment.
To fully participate in ANU learning, students need:
- A computer or laptop. Mobile devices may work well but in some situations a computer/laptop may be more appropriate.
- Speakers and a microphone (e.g. headset)
- Reliable, stable internet connection. Broadband recommended. If using a mobile network or wi-fi then check performance is adequate.
- Suitable location with minimal interruptions and adequate privacy for classes and assessments.
- Printing, and photo/scanning equipment
For more information please see https://www.anu.edu.au/students/systems/recommended-student-system-requirements
Students will be given feedback in the following forms in this course:
- Feedback on assignments will be distributed through Wattle.
- General feedback will be available on coursework throughout the semester. This feedback is available to the course cohort during tutorial classes and in online forums, as well as on an individual basis outside classes. Any course participant who is having difficulty with the course or balancing the coursework with other commitments is encouraged to consult the course coordinator as early as possible.
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). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.
|Week/Session||Summary of Activities||Assessment|
|1||Introduction to Global Health||Tutorial contribution|
|2||Global health indicators, trend and drivers||Tutorial contribution|
|3||Health system||Tutorial contribution and online activity|
|4||Infectious diseases||Tutorial contribution|
|5||Vector borne disease||Tutorial contribution and first written assignment due|
|6||Neglected tropical disease (NTDs)||Tutorial contribution and online activity|
|7||Non-communicable diseases||Tutorial contribution|
|8||Injuries and global burdens||Tutorial contribution and online activity|
|9||Global mental health||Tutorial contribution|
|10||Maternal and child health||Tutorial contribution and second written assignment due|
|11||Public health emergencies||Tutorial contribution|
|12||Implementation science in global health||Tutorial contribution|
ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage.
|Assessment task||Value||Due Date||Learning Outcomes|
|Tutorial contribution||10 %||*||1,2,3,4,5,6|
|Online reflection forum and quiz contribution||10 %||*||2,3,4|
|Assignment: Country profile and situational assessment||35 %||24/08/2023||1,2,3,4|
|Assignment: A disease control program||45 %||12/10/2023||3,4,5,6|
* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details
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 Integrity Rule before the commencement of their course. Other key policies and guidelines include:
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 Skills website. 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.
For this course all lectures are pre-recorded and available to view on Wattle. Tutorial activities will be conducted in person and live stream over Zoom for online students. Where this is not possible tutorial activities will be conducted through online platforms such as Zoom, particularly when we engaged global health experts in the tutorials form outside ANU. For some weeks there will also be an opportunity to submit short written pieces, oral recordings, or results of data analysis through the Wattle platform.
This course has no examination
Assessment Task 1
Learning Outcomes: 1,2,3,4,5,6
Students will need to participate in tutorials and contribute to group discussions. The tutorial activities will vary week by week and participation will include collaborating on interpretation or assessment of articles on global health topics, analysis and interpretation of data, group presentations or other activities as appropriate for that week's material. The purpose of this assessment task is to develop problem-solving, health data comprehension, and discussion skills in a group setting. Where face to face classes are not possible tutorial participation will take place through online platforms such as Zoom. For some weeks there will also be an opportunity to submit short written pieces, oral recordings, or results of data analysis through the Wattle platform.
Students are expected to contribute on an on-going basis throughout the semester.
Assessment Task 2
Learning Outcomes: 2,3,4
Online reflection forum and quiz contribution
In weeks 3, 6 and 8, in addition to the regular tutorial activity students will also complete an online activity in Wattle. These will comprise participation in online forum discussions on topics nominated by the lecturer, and an online quiz. The activity for week 3 is due at the end of week 4 on the 18th of August 2023, the activities for weeks 6 and 8 are due by the end of week 9 on the 6th of October 2023.
Assessment Task 3
Learning Outcomes: 1,2,3,4
Assignment: Country profile and situational assessment
This assessment item comprises a written assignment of 1,500 words, not including tables and references.
The assignment will involve:
- Choosing one country
- Using online resources to estimate a range of demographic and health indicators for that country including life expectancy at birth, infant, child and maternal mortality rates, and leading causes of death
- An assessment of the implications of step 2 in terms of balance of health burden between infectious disease, non-communicable disease and injury and progression in the epidemiological transition
- Comparing the health burden defined in steps 2 and 3 with other settings in the chosen country's region and interpreting similarities and differences
- Defining the top 3 health priorities for the chosen country
|Criteria||Criteria description||Weight||Mark obtained||Assessor's comments|
All required indicators reported clearly.
Figures and tables
Figures and tables all easily interpreted, clearly labelled, and source attributed.
Trends in indicators
Trends in indicators over time reported clearly and covering at least 10 years.
Demographic and epidemiological transitions
Progress in demographic and epidemiological transitions presented clearly and linked to data provided in part 1 of assignment.
Use of data for comparison
Comparisons between countries or regions presented clearly with data and quantification.
Interpreted with regard to causes or effects
Comparison between countries or regions interpreted with regards to causes or effects using referenced data
Citations used in appropriate places in text.
References presented in standard, easy to interpret format.
Future direction and sum up
Health priorities presented are appropriate, based on data presented, not too broad, and well justified.
Assessment Task 4
Learning Outcomes: 3,4,5,6
Assignment: A disease control program
This assignment is a 3,000 word written assignment and will involve the development of a specific disease control program in a selected country. You will address this control program development from the point of view of a global health specialist approached by the WHO to advise the Ministry of Health (MOH) of a country of your choice on the control or management of a specific disease. You will prepare a document to be submitted to the MOH that details the disease control or management program and how it will be implemented – you will need to provide justification. The structure of the assignment should be as follows:
What is the problem? Identify a specific disease
What is the magnitude of that problem? Burden of the disease globally, morbidity and mortality etc..
What is the magnitude of that problem in your selected country? Burden of disease, morbidity mortality etc.. Does any research need to be done to ascertain this info?
What interventions or disease management are available to mitigate the disease? Globally; are they applicable to your selected country?
Does any research need to be done?
Control/elimination or disease management program (infectious disease or NCD)
Develop a control/management program for the disease for your selected country. What interventions will you use? Justify your reasoning
What partners will you use? Can it be integrated with another program?
Control/elimination/disease management program implementation
What is the timeframe?
How will you implement the program? Does any research need to be done? What capacity building needs to be done?
How will it be evaluated? What indicators will be used? How will you measure?
What are the benefits and limitations of the program and its implementation?
What can be done moving forward?
|Criteria||Criteria description||Weight||Mark obtained||Assessor's comments|
Presented sufficient and appropriate background based on exiting literature.
Control program description
Presented cohesive and well described control or disease management program, including all relevant interventions, and innovative interventions beyond expectations.
Control program implementation
Presented cohesive and well described plan for implementation of control or disease management program.
Sum up disease control program comprehensively. Highlighted key interventions and implementation strategies. Indicated implementation challenges and opportunities and provided appropriate recommendations.
- Evidence used to support the central point is rich, detailed and well chosen.
- The connection between argument and evidence is clearly and compellingly articulated in all cases.
Writing and formatting
- Paper is clean and appropriately formatted.
- There are no incomplete or run-on sentences.
- Quotes are all properly attributed, cited and referenced.
- There are virtually no spelling or grammatical errors.
- Sentence structure is consistently clear.
Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.
The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.
The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.
The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.
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.
This course has no option for hardcopy 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.
The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.
Assessments for the written assignments will be provided through Wattle within 3 weeks of the due date.
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.
Resubmission of Assignments
Students are not normally permitted to resubmit assignments. However, resubmission of assignments that failed to upload may be requested via email and must be submitted within 24 hours of request.
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 Access 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 all ANU students
Implementation science, public health nutrition, mixed-method research and health systems
Dr Haribondhu Sarma
Dr Haribondhu Sarma