This course introduces the field of Global Health, which is the health of populations at a global scale. Global Population Health provides a comprehensive understanding of the factors influencing the health and well-being of populations around the world. Students gain insights into the major global health challenges, such as infectious diseases, non-communicable diseases, maternal and child health, and mental health. They explore the burden of disease and risk factors associated with these conditions. This course focuses on health disparities and inequities within and between countries. Students learn about the organization and functioning of health systems worldwide. They examine health policy formulation, implementation, and evaluation, as well as the role of governance, financing, and human resources in achieving population health goals. The course covers various interventions and disease control strategies to improve population health on a global scale. Students learn effective strategies for communicating health information, promoting behaviour change, and advocating for population health at local, national, and international levels. This course also introduced implementation science and its roles in global health to the students to understand and address the unique challenges and complexities of implementing interventions in diverse settings with varying resources, cultures, and health systems. 

Learning Outcomes

Upon successful completion, 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 current global disease burden, trend and patterns of the disease burden.
3. Identify major communicable and non-communicable diseases affecting the globe will be explored in terms of their epidemiology, impact, determinants, and strategies for control.
4. Understand the structure of health systems and their variability across high, middle and low-income countries.
5. Critically evaluate global response strategies to complex emergencies, post-conflict and disaster preparedness, and public health issues relating to refugees and displaced persons.
6. Understand the fundamentals of implementation science in global health, demonstrate to identify an appropriate implementation science framework that uses real-world scaling up.

Research-Led Teaching

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.

Field Trips

No field trip required for this course.

Additional Course Costs

There are no additional costs in this course

Examination Material or equipment

No examination.

Required Resources

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 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:

• 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.

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	Introduction to global health	Tutorial contribution
2	Global health indicators, trend and drivers	Tutorial contribution
3	Health system	Tutorial contribution and online quiz
4	Infectious diseases	Tutorial contribution and online quiz
5	Vector borne disease	Tutorial contribution and first written assignment due
6	Neglected tropical disease (NTDs)	Tutorial contribution and online activity
7	Implementation science in global health	Tutorial contribution and online quiz
8	Non-communicable diseases	Tutorial contribution and online quiz
9	Injuries and global burdens	Tutorial contribution and online activity
10	Global mental health	Tutorial contribution, online quiz, and second written assignment due
11	Maternal and child health	Tutorial contribution and online quiz
12	Public health emergencies	Tutorial contribution and online quiz

Tutorial Registration

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 Summary

Assessment task	Value	Due Date	Learning Outcomes
Tutorial contribution	10 %	*	1,2,3,4,5,6
Online quiz contribution	20 %	*	2,3,4,5,6
Assignment: Country profile and situational assessment	25 %	23/08/2024	1,2,3,4
Assignment: A disease control program	45 %	11/10/2024	3,4,5,6

* 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
• Extenuating Circumstances Application
• 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

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, and results of data analysis through the Wattle platform.

Examination(s)

This course has no examination

Assessment Task 1

Tutorial contribution

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, 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

Online quiz contribution

In weeks 3 to 12, in addition to regular tutorial activities, all students will complete online quizzes. Students are expected to contribute to these quizzes on an ongoing basis throughout the semester. However, please check the Wattle page for this course for any specific due dates.

Assessment Task 3

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:

1. Choosing one country
2. 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
3. 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
4. Comparing the health burden defined in steps 2 and 3 with other settings in the chosen country's region and interpreting similarities and differences
5. Defining the top 3 health priorities for the chosen country

Rubric

Criteria	Criteria description	Weight	Mark obtained	Assessor's comments
Indicator	All required indicators reported clearly.	15%
Figures and tables	Figures and tables all easily interpreted, clearly labelled, and source attributed.	7.5%
Trends in indicators	Trends in indicators over time reported clearly and covering at least 10 years.	15%
Demographic and epidemiological transitions	Progress in demographic and epidemiological transitions presented clearly and linked to data provided in part 1 of assignment.	15%
Use of data for comparison	Comparisons between countries or regions presented clearly with data and quantification.	7.5%
Interpreted with regard to causes or effects	Comparison between countries or regions interpreted with regards to causes or effects using referenced data	15%
Citation	Citations used in appropriate places in text.	5%
Reference	References presented in standard, easy to interpret format.	5%
Future direction and sum up	Health priorities presented are appropriate, based on data presented, not too broad, and well justified.	15%

Assessment Task 4

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:

Introduction

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?

Conclusion

Sum up

Rubric

Criteria	Criteria description	Weight	Mark obtained	Assessor's comments
Introduction	Presented sufficient and appropriate background based on exiting literature.	10%
Control program description	Presented cohesive and well described control or disease management program, including all relevant interventions, and innovative interventions beyond expectations.	25%
Control program implementation	Presented cohesive and well described plan for implementation of control or disease management program.	25%
Conclusion	Sum up disease control program comprehensively. Highlighted key interventions and implementation strategies. Indicated implementation challenges and opportunities and provided appropriate recommendations.	15%
Evidence used	- 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.	15%
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.	10%

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

This course has no option for hardcopy submission.

Late Submission

Late submission of assessment tasks without an extension is 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 past the due date, or on or after the date specified in the course outline for the return of the assessment item

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. Any use of artificial intelligence must be properly referenced. Failure to properly cite use of Generative AI will be considered a breach of academic integrity.

Returning Assignments

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.

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 Accessibility 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 supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents all ANU students