Understanding the social determinants of health is important for health promotion, health prevention and also for crafting an approach to treatment and health care that considers people’s uneven exposures to social and cultural risks or resources. The social determinants of health are important from a public health perspective because they point to the causes of health risks and hence the necessary interventions; explain chronic disease policy failure; explain differentials in health outcomes; address questions posed in philosophy regarding pathways to equity and equality. The social determinants of health framework has been adopted by the World Health organisation and governments, and this course aims to supply an in-depth understanding of the field and its importance.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

1. Understand the history of social determinants of health in relation to other key theories and approaches in population health;
2. Critically evaluate primary social determinants of health concepts and approaches;
3. Develop skills in social determinants of health research methods and approaches;
4. Apply key social determinants of health concepts to contemporary population health problems;
5. Critically appraise and articulate policies and interventions that could address the SD of population health.

Research-Led Teaching

This course focuses on applying theory and research methods to understand how social, cultural and economic factors impact on health. Students will hear from prominent researchers about how their research is assisting to understand the key social an cultural determinants of health, and how we can communicate findings to health workers and policy makers to reduce health inequity.

Recommended 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:

• Formal written feedback on assessment items
• Informal verbal and written feedback during tutorial sessions and within the online discussion forum

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	What do we mean by the 'Social and Cultural Determinants of Health (SCDH)' and how did this field come about?
2	Understanding the key theories and what they propose about the SCDH
3	An ageing and life course approach to SCDH
4	Identifying the key methodologies and approaches commonly used in SCDH research
5	SCDH and the influence and interaction with policy
6	Work as a SCDH
7	SCDH within the context of Aboriginal and Torres Strait Island peoples
8	Time and money as SCDH
9	SCDH within a global context – Thailand as a case study
10	Racism and discrimination as SCDH
11	SCDHs of obesity
12	SCDHs of mental health and final ‘wrap-up’

Tutorial Registration

There will be a tutorial with the course convener each week on Wednesday from 9:00am-10:00am. Students enrolled in the in person delivery of this course will be expected to attend this tutorial in-person on campus at ANU at the National Centre for Epidemiology and Population Health. While you are not required to register formally for this tutorial, students are expected to attend whenever possible.

Assessment Summary

Assessment task	Value	Due Date	Learning Outcomes
Participation in online discussion space (yourSDHspace)	10 %	*	1, 2, 3, 4, 5
Peer-teaching presentation slides	20 %	*	1, 2, 3, 4, 5
Essay/review of three theoretical approaches	35 %	28/08/2023	1, 2, 3
Policy description and impact report	35 %	16/10/2022	3, 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.

Assessment Task 1

Participation in online discussion space (yourSDHspace)

All students are required to post at least 4 reflections (posts) on to the online discussion space (yourSCDHspace) throughout the course.  Please post at least 2 reflections before the mid-semester teaching break, and 2 after the teaching break.

There is a lot of flexibility in what your reflections can be about and what form they can take. For example, a reflection could be based on some of the material from a particular lecture/online session. Alternatively, you could base your reflection on the peer-teaching power-point slides provided by your peers. Lastly, if you want to get creative in your reflections, it would be great if you could move beyond the material provided in each lecture/session and point your peers to new online resources or videos about the SDH (include links and comments). At the end of the course, a grading out of 10 will be allocated summarising the overall quality of your reflections. You should aim for 150-250 words per post/reflection. High quality reflections are those that are thoughtful, constructive and creative. Please keep your reflections respectful and remember your peers will be able to see what you post in your reflections in Wattle.

Assessment Task 2

Peer-teaching presentation slides

All students will be required to provide ~10 presentation slides (using power-point or another similar tool) to teach their peers about a class reading. Students will be assigned one reading over the semester (from session/weeks 3-12). Your presentation slides will take the form of a summary and critique of the reading. You are required to add audio/narration (i.e. recording) to your slides to make them more engaging (max. 1-2 minutes per slide). Your presentation slides are to be uploaded on to Wattle (in the relevant session section) by 10pm on the Monday of the week/session you have been allocated. And remember your presentation slides will be available to your peers online via Wattle to help teach your peers about the reading for each week/session. We will also usually take a look at the slides at the start of each tutorial to remind us of the reading.

Please create ~10 presentation slides (using power point or a similar tool) which follow the structure outlined below. You are required to add audio/narration to your slides (max. 3 minutes per slide).

Important elements:

·      Introduction: Briefly, introduce what the paper is about (what is topic/problem is the paper addressing? What are the key words that keep coming up?).

·      Methods: If the paper conducts original research, identify the methods the paper used (e.g. survey data, qualitative description, systematic review).

·      Diagram/List: Draw a diagram or provide a list of the key points in the paper.

·      Conclusions: What did the paper find (what is the main conclusion of the paper)?

·      Critique: What did the paper do well and what could it have done better? (e.g. focusing on the ideas and the methodology).

·      Your thoughts: Finally, include your own reflections and/or your critique of the paper (e.g. compatibility with your worldview and experience).

Assessment Task 3

Essay/review of three theoretical approaches

Prepare a 1500 word essay critically comparing these three key theoretical approaches to the Social Determinants of Health: a) Psycho-social factors approach, b) Political economy of health approach, c) Ecosocial approach. You will need to demonstrate your understanding and application of these three theoretical frameworks. Key articles to be supplied on the Wattle site (under the assessment section).

Your review should address the following elements:

Provide a brief summary of each of the three theoretical approaches as described in the source materials.

Give examples of how each theory has been applied in original research studies (provide details of this research).

Compare the similarities and differences in each of these three approaches.

Consider the advantages and limitations of using each of these three approaches.

Provide some possibilities for future directions.

Reference consistently using a common referencing style – e.g. Harvard, APA or Numbering.

Max. 1500 words

Returned: Approximately 3 weeks after submission

Assessment Task 4

Policy description and impact report

Prepare a 1500 word short report outlining a specific social or economic policy, and the evidence that the policy has impacted health (either positively or negatively). Students may choose from the following topics: a) bans/taxes on tobacco/smoking (health/behavioural outcomes), or b) parental leave (maternal and child wellbeing ouctomes) or c) lockdowns and/or other socio-economic restrictions during COVID (health behaviours/mental health outcomes). Students will be provided with ‘starting-point’ papers on Wattle.

Your report should include the following information:

Introduction to socio-economic policy and health impacts (e.g. many policies that don’t primarily target health impact on health)

Description of specific policy (e.g. history and policy details)

An understanding of the social/economic/cultural mechanisms via which the policy impacts on health

Evidence of impact on health outcome (e.g. national statistics and/or graphs)

Conclusions

Reference consistently using a common referencing style – e.g. Harvard, APA or Numbering.

Max. 1500 words

Returned: Approximately 3 weeks after submission

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

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

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

Assignments will be returned via Wattle.

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

No resubmission 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