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 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:
- Produce an evidence based application for a job addressing key selection criteria.
- Demonstrate good academic practice and teamwork in researching health topics and participating in collaborative learning activities.
- Demonstrate a capacity to work within a multidisciplinary team to devise potential solutions to complex problems.
- Demonstrate an ability to apply principles of health and medical ethics in the context of real world problem facing global health.
- 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
All lecturers will make use of evidence drawn from relevant disciplinary research to benefit student learning and outcomes. Some may share their own research findings with students. This will provide students with special insights into the specific topics discussed. Having access to guest lecturers who are also key leaders in the field may mean that the listed lecture sequence, that is, the lecture topics may change to another week in order to accommodate access to these experts.
Required Resources
Required readings and other resources will be listed or uploaded on WATTLE throughout the course. These will be provided for each session (lectures and tutorials).
Recommended Resources
Students will need to access online readings and resources.
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.
- Webcam
- 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
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). 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.
Class Schedule
| Week/Session | Summary of Activities | Assessment |
|---|---|---|
| 1 | Week 1In class activities:Welcome and introductions.Introduction to the course and outline assessments/rubrics.Select a tutor group rep. 1 per tutor group.Review advanced reading.
Discuss online learning material. Tutorial activities - case studies / activities / discussion on learning material Post class activities (defined on the worksheet). |
6.1) Submit completed worksheet 1 (end of week 1). |
| 2 | Week 2 Careers in Health:In class activities;Review advanced reading.
Discuss online learning material. Tutorial activities - case studies / activities / discussion on learning material. Post class activities (defined on the worksheet). |
6.2) Submit completed worksheet 2 (end of week 2) |
| 3 | Week 3 Critical Analysis:In class activities:Review advanced reading.
Discuss online learning material. Tutorial activities - case studies / activities / discussion on learning material. Post class activities (defined on the worksheet). |
6.3) Submit completed worksheet 3 (end of week 3). |
| 4 | Week 4 Critical Analysis:In class activities:Review advanced reading.
Discuss online learning material. Tutorial activities - case studies / activities / discussion on learning material Post class activities (defined on the worksheet) |
2) Infographic (topic to be defined in class) (refer to due date)6.4) Submit completed worksheet 4 (end of week 4). |
| 5 | Week 5 Employability I - Understanding Yourself:In class activities:Review advanced reading.
Discuss online learning material. Tutorial activities - case studies / activities / discussion on learning material. Post class activities (defined on the worksheet). |
6.5) Submit completed worksheet 5 (end of week 5). |
| 6 | Week 6 Employability II - Understand the Labour Market.In class activities:Review advanced reading.
Tutorial activities - case studies / activities / discussion on learning material. Post class activities (defined on the worksheet). |
6.6) Submit completed worksheet 6 (end of week 6). |
| 7 | Week 7 Employability III - Find and Secure Work.In class activities:Review advanced reading.
Discuss online learning material. Tutorial activities - case studies / activities / discussion on learning material. Post class activities (defined on the worksheet). |
6.7) Submit completed worksheet 7 (end of week 7) |
| 8 | Week 8 Employability IV - Create and Maintain WorkIn class activities:Review advanced reading.
Discuss online learning material. Tutorial activities - case studies / activities / discussion on learning material. Post class activities (defined on the worksheet). |
3) Panel Interviews and Reflections (refer to due date).6.8) submit completed worksheet 8 (end of week 8). |
| 9 | Week 9 Professionalism I - History of ProfessionalismIn class activities:Review advanced reading.
Discuss online learning material. Tutorial activities - case studies / activities / discussion on learning material. Post class activities (defined on the worksheet). |
4) Job Application (refer to due date). |
| 10 | Week 10 Professionalism II - Challenges in the WorkplaceIn class activities:Review advanced reading.
Discuss online learning material. Tutorial activities - case studies / activities / discussion on learning material. Post class activities (defined on the worksheet). |
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| 11 | Week 11 Professional and Work expectations I - What Does it Mean to be a Health Professional?In class activities:Review advanced reading.
Discuss online learning material. Tutorial activities - case studies / activities / discussion on learning material. |
5) OpEd (refer to due date). |
| 12 | Week 12 Professional and Work Expectations II - Standards of Behavior.In class activities:Review advanced reading.Discuss online learning material.
Tutorial activities - case studies / activities / discussion on learning material. |
Tutorial Registration
Please register for tutorials via MyTimetable - tutorials are face-to-face by default and maybe online if negotiated by the group.
Assessment Summary
| Assessment task | Value | Learning Outcomes |
|---|---|---|
| Formative peer review | 20 % | 2,3 |
| Panel Interviews and Reflections | 20 % | 2,3,4,5 |
| Job application - expression of interest | 10 % | 1 |
| Tutorial assessments | 30 % | 1,2,3,4,5 |
| OpEd. Do Health Professionals Have a Professional and Moral Obligation to Debunk Fake News Stories About Health? | 20 % | 4,5 |
* 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 Integrity Rule before the commencement of their course. Other key policies and guidelines include:
- Academic Integrity Policy and Procedure
- Student Assessment (Coursework) Policy and Procedure
- Special Assessment Consideration Guideline and General Information
- Student Surveys and Evaluations
- Deferred Examinations
- Student Complaint Resolution Policy and Procedure
- Code of practice for teaching and learning
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 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.
Participation
Students are expected to prepare for and attend all tutorials. A register of attendance may be kept.
Examination(s)
No examination
Assessment Task 1
Learning Outcomes: 2,3
Formative peer review
Students will work in small groups of 3-6 per group (notify me by email of the group members and group name) to develop an informative and engaging Infographic about a contemporary health problem and the skill sets that will be required to manage the associated burden of disease (previous example on WATTLE).
Assignment scope: The group will submit the infographic as normal and should engage the audience. This would be equivalent to 5 PowerPoint slides or 5 transitional elements in a flowing infographic / Youtube style clip. For a brochure, this would be 2 A4 pages of content. Reference in the info graphic as appropriate … you may also include a final slide/page of references.
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?
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)
Topics to be agreed by Course Convenor in advance AND confirmed in writing.
Please refer to the wattle site for more information
Value: 20%
Word Limit: see additional guidance on WATTLE
Due: 23.59 (Canberra Time) Sunday (see WATTLE site) week 4
Estimated return date: see WATTLE site
Rubric will be posted week 1 on WATTLE
Submission via Turnitin
Assessment Task 2
Learning Outcomes: 2,3,4,5
Panel Interviews and Reflections
Students will work in groups of 4-6 (notify Course Convenor by email of the group members and group name) ... groups can be the same or different as you wish.
Task 1 (10% total)
As a group review two pre recorded interviews, discuss the content, style and format of each interview and then write a short personal reflection on each interview (150 words each +/- 10%) (2 X 5%)
Tast 2 (10%) - Panel Interview Guidelines
Each group to carry out one interview
Pre-interview - The panel should meet and assign roles. All group members must be seen to participate in the interview
1. Chair: Schedules the interview with the interviewee. At the interview, greet and thank the interviewer, introduce the team. The Chair reminds the interviewee that the interview will be recorded and asks them if this is OK. Responsible for communicating with the facilitator to ensure facilitator is available to support the interviews. (Andrew)
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.
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 the Course Convenor who will attend as an observer/marker).
After the interview
1. Assuming all goes well, the interview will be uploaded about a week after it takes place.
2. Each panel member will draft an individual reflective statement (250 words each +/- 10%) 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 commentary on the group.
3. The Chair will send a follow-up thank you to the interviewee.
Please refer to the wattle site for more information
Submission
Each student will submit a reflections on 2 watched interviews + reflection on an interview they activly participated in.
Value: 20%
Word Limit: see word count above
Due: Panel interviews will take place between week 6-8.
Due: 23.59 (Canberra time) Sunday (see WATTLE site) week 8
Estimated return date: End of week (see WATTLE site)
Rubric will be posted week 1 on WATTLE
Submission via Turnitin
Assessment Task 3
Learning Outcomes: 1
Job application - expression of interest
Students will be required to submit a mind map and expression of interest (EOI) which must address the selection criteria of a mock job advertisement (to be posted on WATTLE).
Note. Do not include a CV.
Introduction
At times in your career, you will likely have the opportunity to apply for a position within an organisation using an 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, experience and knowledge 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 (to be posted on WATTLE). 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 look for 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.
1) Mind map (5%)
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 (5%)
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 250 word limit (+/-10%). However, you should stick to moderate layout for margins (2.4 cm top and bottom, 1.91 cm sides) and use 12 point font with 1.5 spacing.
Please refer to the WATTLE site for more information
Value: 10%
Word Limit: 250 words (+/- 10%)
Due: 23.59 (Canberra time) Sunday week (see WATTLE site) week 9
Estimated return date: End of week (see WATTLE site)
Rubric will be posted week 1 on WATTLE
Submission via Turnitin
Assessment Task 4
Learning Outcomes: 1,2,3,4,5
Tutorial assessments
Students receive worksheets 1-2 weeks in advance of each tutorial session. Worksheets outline a series of tasks that have to be completed independently. Typically these tasks will include advanced reading, a short written reflection on the reading and a series of questions to be researched and discussed in the tutorial session. At the end of the tutorial you will also have to write a synopsis of the key topics covered in the discussion.
Students have to complete the worksheets and submit them online (via Turnitin) by a prescribed date (usually by 23:59 on the Sunday immediately after the tutorial). Please note there are multiple activities (8) associated with this assessment task, each with individual due dates (usually by 23:59 on the Sunday immediately after the tutorial). Check the course Wattle site for specific details.
Students will receive up to 5% per completed worksheet. The best 6 worksheets out of the maximum of 8 worksheets will be recorded as the provisional mark for submission at the end of the semester.
Please refer to the wattle site for more information
Value: 30%
Word Limit: see weekly worksheets word count (+/- 10%)
Due: 23.59 (Canberra Time) Sunday week (see WATTLE site)
Estimated return date: End of week (see WATTLE site)
Rubric will be posted week 1 on WATTLE
Submission via Turnitin
Assessment Task 5
Learning Outcomes: 4,5
OpEd. Do Health Professionals Have a Professional and Moral Obligation to Debunk Fake News Stories About Health?
After discovering what an OpEd is, in your own words (referenced where possible) explore 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, ensure you have understood, what is an OpEd? Please read Why Students Need to Know How to Write an Op-Ed
And read the following web 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
Please refer to the wattle site for more information
Value: 20%
Word Limit: 250 words (+/-10%)
Due: 23.59 (Canberra Time) Sunday week (see WATTLE site) week 10
Estimated return date: End of week (see WATTLE site)
Rubric will be posted week 1 on WATTLE
Submission via Turnitin
Academic Integrity
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.
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
No submission of assessment task(s) after the due date will be permitted, unless you have applied for an extension to me, by email, before 23.59 on the due date.
If an assessment task is not submitted by the due date, a mark of 0 will be awarded.
Retrospective extensions i.e. after the due date, will only be considered if you have a valid medical certificate.
Please note, extensions are only granted in exceptional circumstances , in other words an event occurred that was unforeseeable/could not be planned for.
Extensions , when granted, are usually for no more than the number of days indicated on the medical certificate.
The default extension period, without a relevant medical certificate would normally be 24-48hrs.
Referencing Requirements
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.
Returning Assignments
Via WATTLE
Students can request a zoom session with tutor to discuss comments/mark.
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
Not permitted
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 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 undergraduate and ANU College students
- PARSA supports and represents postgraduate and research students
Convener
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Research Interestshttps://researchers.anu.edu.au/researchers/mathieson-a |
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Dr Andrew Mathieson
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Instructor
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Research Interests |
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Dr Andrew Mathieson
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