Please find instructions attached. My chosen topic is: 'Is there a swing from prevention to treatment with HIV.'NB Very important: Please frame it in a global health policy context.Thank you.
PUBH 7645 Global Health Policy in Practice Task 3: Global Health Policy Controversy - Report Due: Friday 30th October 2020 (2pm) via Turnitin Weighting: 60% Task: Your supervisor at the World Health Organisation has asked you to review an area of global health policy that contains controversy and prepare a report with your findings. You are asked to devise your own global health policy research question. Here are some examples used by other in the past to help you choose your own: Are single disease programmes reducing roll out of adequate primary health care? Is vaccine hesitancy the most important factor in low and middle-income country (LMIC) uptake? Is the Dengue control strategy appropriate for predicted climate change scenarios? Is there a swing from prevention to treatment with HIV? How is loss of faith in institutions reducing global health: do people believe public health advice/public health messaging, and how does this change health in global populations? (the example here is vaccinations in the Philippines https://www.scidev.net/asia-pacific/health/feature/philippine-disease- outbreaks-linked-to-vaccine-fear.html ) Think about the question you answered in assessment 1. You are being asked to formulate your own scenario/conundrum or difficult to answer question that exists in the world of global health policy that you have encountered since beginning your studies on global health policy. Select a question and examine solutions put forward in the peer-reviewed literature. Think of your own solution and how this may be rolled out in a community setting. Please email your selected topic (and associated research question) to Assoc Prof Nick Osborne by Monday 14th September 2020 to ensure appropriateness. Task overview 1. Select one global health policy question that has come up in the last 30 years, and which has significant public health implications. a. Your task will be made easier if you choose a question that has two sides b. Choose a topic that has had some research done on it c. If the issue occurs in more than one country that may provide you with exemplars 2. Identify the health impact on the local population (including relevant social aspects and morbidity and mortality data as available), wider communities, and the environment (if relevant). 3. Briefly outline any international and national humanitarian response(s) to answer the global health policy question a. Did they build new hospitals or train new staff? b. Did a single piece of technology solve the problem/predicted to solve the problem? i.e. new vaccine 4. Clearly describe and analyse the context and causes of the policy question. a. What arguments are presented in the evidence-base? b. Why is some data stronger than others? c. Do some believe the question has been answered? d. Has it been resolved in some areas but not others and why? e. What issues need to be resolved to have more clarity in deciding which policy pathway to take? For example, is it better to have sun exposure for healthy vitamin D levels or to limit sun exposure to prevent melanoma? How do you make the decision on more or less sun exposure (remembering vitamin D levels are low in around 1/3 Australians, while we have 9 fold the rates of melanoma compared to the UK. What evidence do you need to make a policy? Does it exist? If it does not exist how would you make the evidence? 5. Critically analyse of one or more elements of these responses, based on the principles discussed in and readings from this course. 6. What research needs to be done to fill the knowledge gaps and how would you do it? a. How would the solution you find to the global health policy question be rolled out at the local level? b. Could you design an experiment to fill the knowledge gap e.g. longer sun or not? Do we know how long it takes to get sufficient vitamin D? how would you design a study to examine this? Put people in the sun for differing amounts of time, and see which provided the most efficient increase in vitamin D? Again, the task will be divided in three parts, each of around similar length: 1. Identification of two sides of the argument or aspects to the problem 2. Accessing the evidence base to weigh up the two arguments 3. Discussion of potential lines of study to resolve the issue (how to increase the evidence base) When constructing your response, you should consider the following elements: Elements: Detail: Purpose To inform and recommend Text type Report Audience and your role Your role: Intern at the World Health Organisation Audience: World Health Organisation supervisor Conditions Word count: 2,500 - 3000 words Referencing style: Vancouver Individual task Submission details: Submit via Turnitin link in the Task 3 folder on Blackboard Learning Objectives Assessed 1. Define global health and global health policy in the context of global change since 2000 leading to the development of the Sustainable Development Goals 5. Critically analyse the process of translation of global health policy into local programs and the social, political, organisation and economic factors that may influence implementation 6. Understand and apply the use of narrative and systematic reviews of health and medical literature to enable analysis of the evidence base 7. Demonstrate effective skills in written and oral communication Getting started: Continue to be an active participant in this course, i.e. attend lectures and tutorials and participate in online discussions. Recall the oral presentations you observed as part of Task 1. Think about the problems raised in global health policy in the course thus far. Find a problem in global health policy (there are plenty) to use as the focus for this assignment. Read around this issue – identify if there is controversy or has it been solved? Before writing, consider the feedback you received on Task 1. What could you focus on in this task to help improve the quality of your report? When collecting and reviewing literature for your report, remember to take a critical approach. Review these notes to help guide this process: Adopting a critical approach to assignments It is important that you take a critical approach when reviewing materials for your assignment. Not all evidence has equal value and you needs to think about this when selecting which pieces of evidence you use. Some will have vast reams of published data on the topic. You can’t use it all in your report. Would using the best/strongest research over and above the more lacklustre make sense? Would some research answer your particular question better, than say a stronger research on a nearby topic? Attempt to cast aside your own presumptions, attitudes and biases and focus on the logic used in the supporting evidence. When researching your global health topic, it is essential you make use of high quality information. Distinction must be made between international peer-reviewed literature and grey literature. Newspaper articles and websites are not appropriate. Ensure you conduct a critical analysis of the sources used and indicate their relevance to the local versus global perspective. An important part of this is the understanding that solutions that work in one culture rarely work in a different geographical location with a different culture. You can do this by examining if the solution to the problem is used in one location, or has been successfully used in multiple locations of varying ethnic or sociological differences. Systematic reviews and meta-analyses may well be part of the evidence-base that you utilise as they bring together a range of evidence into a single place. Criteria and Standards for PUBH7645 Task 3: Global Health Policy Controversy Report (60%) Learning Objectives & Criteria 7 (>85%) Demonstrated evidence of exceptional achievement of course learning outcomes. 6 (75-84%) Demonstrated evidence of advanced achievement of course learning outcomes. 5 (65-74%) Demonstrated evidence of proficient achievement of course learning outcomes. 4 (50-64%) Demonstrated evidence of functional achievement of course learning outcomes. 3 (45-49%) Demonstrated evidence of developing achievement of course learning outcomes. 2 (20-44%) Minimal evidence of achievement of course learning outcomes. 1 (<19%) absence of evidence of achievement of course learning outcomes. understand confirming knowledge; using knowledge 15% mastery knowledge of a global health policy scenario, including thorough identification of the health impact on the local population, wider communities and the environment. substantial knowledge of a global health policy scenario, including detailed identification of the health impact on the local population, wider communities and the environment. good knowledge of a global health policy scenario, including clear identification of the health impact on the local population, wider communities and the environment. adequate knowledge of a global health policy scenario, including some identification of the health impact on the local population, wider communities and the environment. superficial knowledge of a global health policy scenario, including limited identification of the health impact on the local population, wider communities and the environment. deficiencies in knowledge of a global health policy scenario, including little to no identification of the health impact on the local population, wider communities and the environment. some engagement with the assessment task; however no demonstrated evidence of understanding of the concepts in the field of study describe 15% comprehensive and accurate description of international and national response(s) to answer a global health policy scenario clear and accurate description of international and national response(s) to answer a global health policy scenario accurate description of international and national response(s) to answer a global health policy scenario mostly accurate description of international and national response(s) to answer a global health policy scenario little accurate description of international and national response(s) to answer a global health policy scenario inaccurate description of international and national response(s) to answer a global health policy scenario some absence="" of="" evidence="" of="" achievement="" of="" course="" learning="" outcomes.="" understand="" confirming="" knowledge;="" using="" knowledge="" 15%="" mastery="" knowledge="" of="" a="" global="" health="" policy="" scenario,="" including="" thorough="" identification="" of="" the="" health="" impact="" on="" the="" local="" population,="" wider="" communities="" and="" the="" environment.="" substantial="" knowledge="" of="" a="" global="" health="" policy="" scenario,="" including="" detailed="" identification="" of="" the="" health="" impact="" on="" the="" local="" population,="" wider="" communities="" and="" the="" environment.="" good="" knowledge="" of="" a="" global="" health="" policy="" scenario,="" including="" clear="" identification="" of="" the="" health="" impact="" on="" the="" local="" population,="" wider="" communities="" and="" the="" environment.="" adequate="" knowledge="" of="" a="" global="" health="" policy="" scenario,="" including="" some="" identification="" of="" the="" health="" impact="" on="" the="" local="" population,="" wider="" communities="" and="" the="" environment.="" superficial="" knowledge="" of="" a="" global="" health="" policy="" scenario,="" including="" limited="" identification="" of="" the="" health="" impact="" on="" the="" local="" population,="" wider="" communities="" and="" the="" environment.="" deficiencies="" in="" knowledge="" of="" a="" global="" health="" policy="" scenario,="" including="" little="" to="" no="" identification="" of="" the="" health="" impact="" on="" the="" local="" population,="" wider="" communities="" and="" the="" environment.="" some="" engagement="" with="" the="" assessment="" task;="" however="" no="" demonstrated="" evidence="" of="" understanding="" of="" the="" concepts="" in="" the="" field="" of="" study="" describe="" 15%="" comprehensive="" and="" accurate="" description="" of="" international="" and="" national="" response(s)="" to="" answer="" a="" global="" health="" policy="" scenario="" clear="" and="" accurate="" description="" of="" international="" and="" national="" response(s)="" to="" answer="" a="" global="" health="" policy="" scenario="" accurate="" description="" of="" international="" and="" national="" response(s)="" to="" answer="" a="" global="" health="" policy="" scenario="" mostly="" accurate="" description="" of="" international="" and="" national="" response(s)="" to="" answer="" a="" global="" health="" policy="" scenario="" little="" accurate="" description="" of="" international="" and="" national="" response(s)="" to="" answer="" a="" global="" health="" policy="" scenario="" inaccurate="" description="" of="" international="" and="" national="" response(s)="" to="" answer="" a="" global="" health="" policy="" scenario="">19%) absence of evidence of achievement of course learning outcomes. understand confirming knowledge; using knowledge 15% mastery knowledge of a global health policy scenario, including thorough identification of the health impact on the local population, wider communities and the environment. substantial knowledge of a global health policy scenario, including detailed identification of the health impact on the local population, wider communities and the environment. good knowledge of a global health policy scenario, including clear identification of the health impact on the local population, wider communities and the environment. adequate knowledge of a global health policy scenario, including some identification of the health impact on the local population, wider communities and the environment. superficial knowledge of a global health policy scenario, including limited identification of the health impact on the local population, wider communities and the environment. deficiencies in knowledge of a global health policy scenario, including little to no identification of the health impact on the local population, wider communities and the environment. some engagement with the assessment task; however no demonstrated evidence of understanding of the concepts in the field of study describe 15% comprehensive and accurate description of international and national response(s) to answer a global health policy scenario clear and accurate description of international and national response(s) to answer a global health policy scenario accurate description of international and national response(s) to answer a global health policy scenario mostly accurate description of international and national response(s) to answer a global health policy scenario little accurate description of international and national response(s) to answer a global health policy scenario inaccurate description of international and national response(s) to answer a global health policy scenario some>