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PUBH6003_Assessment Brief 1_200719 Page 1 of 5 ASSESSMENT BRIEF Subject Code and Title PUBH6003: Health systems and Economics Assessment Assessment 1: Report Applying Systems Thinking in Public health Individual/Group Individual Length 1,000 words (+/- 10%) Learning Outcomes This assessment addresses the following learning outcomes: • Apply systems thinking and an intersectoral approach to public health issues. Submission Due week 5 on Sunday at 11:55pm AEST/AEDT* Weighting 40% Total Marks 100 marks *Please Note: This time is Sydney time (AEST or AEDT). Please convert to your own time zone (e.g. Adelaide = 11:25pm). Context: Public health professionals must work across various sectors and with key stakeholders such as other professionals and community groups in order to improve health outcomes. Often, these stakeholders have competing interests and conflicting ideas about health, and about what would be the most effective ways to meet public health needs and outcomes. Stakeholders may not even share the same values related to improving public health. In some cases, using a systems thinking or intersectoral approach may pose many challenges for implementation. PUBH6003_Assessment Brief 1_200719 Page 2 of 5 Instructions: To prepare for this assessment, choose one public health issue (e.g. obesity, a chronic disease) in any country for which it is obvious that a systems thinking approach has not been, or is not being, applied. Then in approximately 1000 words (+/- 10%): • Describe the public health issue. • Explain the roles of stakeholders, both within the health system and in other sectors in addressing this issue. • Drawing on research evidence, explain the obstacles that are preventing the application of a systems thinking approach to this issue. • Based on the literature, offer suggestions (e.g. new governance arrangements) for how a systems thinking approach could be applied to this issue. Report Structure Your report should follow the following structure. The word count includes the introduction, body and conclusion Executive Summary • Purpose of report • Summary of Conclusion • Summary of Recommendations Introduction • Acts as a window to your report • 10% of word count Body • Answers the question • May include sub- headings • Carries the most marks Conclusion • Summary • 10% of word count Recommendation May be in bullet point or continuous writing • Recommended strategies • Justifications References APA 6th Edition Style Submission Instructions: Submit via the Assessment 1 – Report link in Assessment on main navigation menu in Blackboard PUBH6003_Assessment Brief 1_200719 Page 3 of 5 Assessment Criteria • Demonstrated knowledge and understanding of systems thinking and an intersectoral approach (20%) • Shows the ability to interpret and analyse relevant information and literature on systems thinking and an intersectoral approach (30%) • Demonstrates the ability to apply knowledge and understanding of systems thinking and an intersectoral approach to a public health problem (30%) • Use of academic conventions including appropriate resources and referencing (20%) o Uses key readings and shows evidence of reading beyond the key reading o There is a lucid introduction and clear conclusion or summary o Complies with normal academic of referencing and bibliographical details (including reference list, use APA style) o Is written clearly with accurate spelling, grammar and sentence and paragraph construction PUBH6003_Assessment Brief 1 Page 3 of 5 Marking Rubric: Assessment Attributes 0-34 (Fail 2 – F2) Unacceptable 35-49 (Fail 1 – F1) Poor 50-64 (Pass -P) Functional 65-74 (Credit - CR) Proficient 75-84 (Distinction – DN) Advanced 85-100 (High Distinction – HD) Exceptional Grade Description (Grading Evidence of unsatisfactory Evidence of Evidence of a good Evidence of a high Evidence of an Scheme) achievement of one or more satisfactory level of understanding, level of achievement exceptional level of of the learning objectives of achievement of knowledge and skill of the learning achievement of the subject, insufficient subject learning development in objectives of the learning objectives understanding of the subject objectives, the relation to the content subject across the entire content and/or unsatisfactory development of of the subject or work demonstrated in content of the course level of skill development. relevant skills to a of a superior quality on such areas as demonstrated in such competent level, and the majority of the interpretation and areas as interpretation adequate learning objectives of critical analysis, and critical analysis, interpretation and the subject. logical argument, use logical argument, critical analysis skills. Demonstration of a of methodology and creativity, originality, high level of communication skills. use of methodology interpretation and and communication critical analysis skills. skills. Knowledge and understanding Limited understanding of required concepts and knowledge. Key components of the assignment are not addressed. Knowledge/understa nding of the field or discipline. Resembles a recall or summary of key ideas. Often conflates/confuses assertion of personal opinion with information substantiated by Thorough knowledge/understand ing of the field or discipline/s. Supports personal opinion and information substantiated by evidence from the research/course materials. Demonstrates a capacity to explain and apply relevant Highly developed understanding of the field or discipline/s. Discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading. A sophisticated understanding of the field or discipline/s. Systematically and critically discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading. Demonstrated knowledge and understanding of systems thinking and an intersectoral approach. (20%) http://www.tua.edu.au/media/50742/a240_grading-scheme.pdf http://www.tua.edu.au/media/50742/a240_grading-scheme.pdf PUBH6003_Assessment Brief 1 Page 4 of 5 evidence from the research/course materials. concepts. Well demonstrated capacity to explain and apply relevant concepts. Mastery of concepts and application to new situations/further learning. Critical reasoning, presentation and defence of an argument and/or position Shows the ability to interpret and analyse relevant information and literature on systems thinking and an intersectoral approach. (30%) Specific position (perspective or argument) fails to take into account the complexities of the issue(s) or scope of the assignment. Makes assertions that are not justified. Specific position (perspective or argument) begins to take into account the issue(s) or scope of the assignment. Justifies any conclusions reached with arguments not merely assertion. Specific position (perspective or argument) takes into account the complexities of the issue(s) or scope of the assignment. Others’ points of view are acknowledged. Justifies any conclusions reached with well-formed arguments not merely assertion. Specific position (perspective or argument) is expertly presented and accurately takes into account the complexities of the issue(s) and scope of the assignment. Justifies any conclusions reached with well-developed arguments. Specific position (perspective or argument) is presented expertly, authoritatively and imaginatively, accurately taking into account the complexities of the issue(s) and scope of the assignment. Limits of position are acknowledged. Justifies any conclusions reached with sophisticated arguments. Analysis and application with synthesis of new knowledge Limited synthesis and analysis. Demonstrated analysis and synthesis of new knowledge with application. Shows the ability to interpret relevant information and literature. Well-developed analysis and synthesis with application of recommendations linked to analysis/synthesis. Thoroughly developed and creative analysis and synthesis with application of pretested models and / or independently developed models and justified recommendations linked to Highly sophisticated and creative analysis, synthesis of new with existing knowledge. Strong application by way of pretested models and / or independently developed models. Recommendations are clearly justified based Demonstrates the ability to apply knowledge and understanding of Limited application/recommendations based upon analysis. systems thinking and an intersectoral approach to a public health problem. (30%) PUBH6003_Assessment Brief 1 Page 5 of 5 analysis/synthesis. on the analysis/synthesis. Applying knowledge to new situations/other cases. Use of academic and discipline conventions and sources of evidence Use of academic conventions including appropriate resources and referencing (20%) Poorly written with errors in spelling, grammar. Demonstrates inconsistent use of good quality, credible and relevant research sources to support and develop ideas. There are mistakes in using the APA style. Is written according to academic genre (e.g. with introduction, conclusion or summary) and has accurate spelling, grammar, sentence and paragraph construction. Demonstrates consistent use of credible and relevant research sources to support and develop ideas, but these are not always explicit or well developed. Is well-written and adheres to the academic genre (e.g. with introduction, conclusion or summary). Demonstrates consistent use of high quality, credible and relevant research sources to support and develop ideas. There are no mistakes in using the APA style. Is very well-written and adheres to the academic genre. Consistently demonstrates expert use of good quality, credible and relevant research sources to support and develop appropriate arguments and statements. Shows evidence of reading beyond the key reading. There are no mistakes in using the APA style. Expertly written and adheres to the