This course provides an introduction to health services research, health care systems, policy formulation and analysis. The overall aim of this course is to enable you to understand the principles of health services research and policy, including the frameworks for formulating and assessing health policy. The course aims to provide you with a broad overview of the structure and components of contemporary healthcare systems, methods and mechanisms in health services research and policy how they function. This includes equipping you with the capacities to draw on material from a wide range of sources.. The course syllabus will include:
· Introduction to health care systems
· Health services, goals and research
· Health policy formulation, analysis and implementation
Learning Outcomes
Upon successful completion, students will have the knowledge and skills to:
- Describe the major components of the Australian health system and compare these with other countries.
- Describe Australia’s primary health care system and distinguish this from secondary and tertiary health care. Understand the structures that underpin the delivery of health care in Australia
- Understand the principles underpinning the evaluation of health services structure, process and outcomes, including some approaches to health services research and health system reform
- Understand the concept of policy making, involvement of potential stakeholders and their contributions to and influence on policy formulation
- Understand policy making on complex problems and challenges in policy implementation in health sector
- Systematically analyse health policy and develop alternative health policy reform proposals
Research-Led Teaching
All speakers make use of the disciplinary research to benefit student learning and outcomes. Some share their own research findings with the students and discuss the policy implications. Some speakers who work in the policy area share their real world experiences. This course has been designed to cover the disciplinary theories, methods, concepts, norms of health policy and administration with emphasis on population health with a view to helping student learning.
Field Trips
N/A
Additional Course Costs
N/A
Examination Material or equipment
N/A
Required Resources
N/A
Recommended Resources
Required readings and resources will be identified for each session and listed (or uploaded) on Wattle throughout the course.
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 on assignments;
· Verbal comments;
· Feedback to the whole class;
· To groups; and
· To individuals.
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.
Other Information
Adjustments to delivery in 2020
Course delivery and assessment in 2020 was adjusted due to the COVID-19 pandemic. Any information below that replaces what was published in the Class Summary for Semester 1, 2020 was approved by the Associate Dean Education (as is required after 10% commencement of a course). Where an activity or assessment is not referenced below, it remains unchanged.
Teaching Activities
- Lectures were largely pre-recorded, though some were done by Zoom and then recorded and posted.
Assessment
Adjustments were made to assignment due dates; for details see the course Wattle site.
Class Schedule
| Week/Session | Summary of Activities | Assessment |
|---|---|---|
| 1 | Introduction to Health Services Research. |
Essay plan, essay, presentation and online discussion |
| 2 | Health service organisation in Australia.International health systems. | Essay plan, essay, presentation and online discussion |
| 3 | Health system reform.Healthcare expenditure in Australia. | Essay plan, essay, presentation and online discussion |
| 4 | Health workforce.Healthcare financing. | Essay plan, essay, presentation and online discussion |
| 5 | Qualitative methods in health research.Co-production in health research. | Online quiz and online discussion |
| 6 | Health Economics.Economic evaluation. | Online quiz and online discussion |
| 7 | Quantitative methods in health research.Causal identification methods in health research. | Online quiz and online discussion |
| 8 | Health services research informing approaches to personalised medicine.Discrete Choice Experiments. | Online quiz and online discussion |
| 9 | The process of policy making.Health policy analysis. | Assignment 2 essay and online discussion |
| 10 | Private health insurance in Australia.Value-based healthcare. | Assignment 2 essay and online discussion |
| 11 | Public Health Advocacy.Health Policy at the Local level. | Assignment 2 essay and online discussion |
| 12 | Shaping health system reform: the power of academic research and advocacy. | Assignment 2 essay and online discussion |
Tutorial Registration
N/A as exercises and discussion are built into the lecture time slot and online discussion is available.
Assessment Summary
| Assessment task | Value | Due Date | Return of assessment | Learning Outcomes |
|---|---|---|---|---|
| A comparison of Australia's health system with [selected country]'s health system | 35 % | 28/03/2024 | * | 1,2 |
| A policy analysis exercise | 35 % | 24/05/2024 | 30/06/2024 | 4,5,6 |
| Formative assessment: 1) Essay plan; 2) Online quiz; 3) Online discussion posts | 30 % | * | 30/06/2024 | 1,2,3,4,5 |
* 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.
Participation
Face-to-face students are expected to attend lectures and contribute to discussions and any exercises during/following each lecture. When this is not possible students are expected to listen to the audio recording(s) of all lectures and discussions loaded onto Wattle.
Examination(s)
N/A
Assessment Task 1
Learning Outcomes: 1,2
A comparison of Australia's health system with [selected country]'s health system
Component 1: Write an essay (worth 25% of final mark).
Essay topic: A comparison of Australia's health system with [your choice/selected country]'s health system
Word limit: 2000 words excluding tables, figures and references
Grading : total marks = 100
Please use the following headings:
- Introduction - 5 marks
- Organisational and funding structure of the health systems - 30 marks
- Provision of primary health care - 10 marks
- Provision of hospital care - 10 marks
- Provision of medicines – 10 marks
- Conclusion - 15 marks
PLEASE NOTE:
Communication: Papers organisational structure, grammar and formatting – 10 marks
Use of evidence: Grasp and use of supporting evidence and accurate referencing - 10 marks
Component 2: Oral presentation to summarize the written essay (worth 10% of final mark).
Please note:
The oral presentation is to be recorded by the student and uploaded as a video file for assessment.
Due date for the presentation: 18th April, 2024 at 11.59pm
Rubric
| Grade | Organisation and funding structure | Provision of primary health car | Provision of hospital car | Provision of medicines | Conclusion |
|---|---|---|---|---|---|
High distinction | Identifies and clearly explains the organisational and funding structure of each country regarding primary health care, hospital care and medicines. Identifies and clearly explains similarities and differences
| Identifies and clearly explains the provision of primary health care in both countries Identifies and clearly explains similarities and differences Demonstrates an understanding of different types of primary health care
| Identifies and clearly explains the provision of hospital care in both countries Identifies and clearly explains similarities and differences Demonstrates an understanding of different types of hospital care | Identifies and clearly explains the provision of medicines in both countries Identifies and clearly explains similarities and differences Demonstrates an understanding of different types of medicines
| Derives plausible conclusions based on evidence. Considers the implications of the comparisons in terms of access, equity and/or other quality measures |
Distinction | Identifies the organisational and funding structure of each country regarding primary health care, hospital care and medicines. Identifies and explains similarities and differences | Identifies and clearly explains the provision of primary health care in both countries Identifies and clearly explains similarities and differences | Identifies and clearly explains the provision of hospital care in both countries Identifies and clearly explains similarities and differences | Identifies and clearly explains the provision of medicines in both countries Identifies and clearly explains similarities and differences | Derives conclusions based on evidence. Reflects on quality measures such as equity and access |
Credit | Identifies some of the organisational and funding structure of each country regarding primary health care, hospital care and medicines. Identifies similarities and differences | Describes what primary health care is provided in both countries but not how it is provided. Identifies similarities and differences | Describes what hospital care is provided in both countries but not how it is provided Identifies similarities and differences | Describes what medicines are provided in both countries but not how they are provided Identifies similarities and differences
| Makes statements based on evidence Mentions quality measures but does not specify which measures |
Pass | Identifies some the organisational and funding structure of each country. Identifies similarities OR differences but not both | Describes provision of primary health care in both countries but not how it is provided. Identifies similarities OR differences but not both | Describes what hospital care is provided in both countries but not how it is provided Identifies similarities OR differences but not both
| Describes what medicines are provided in both countries but not how it is provided Identifies similarities OR differences but not both | Some statements made based on evidence No mention of quality measures |
Fail | Does not identify and/or clearly explain the organisational and funding structure of each country regarding primary health care, hospital care and medicines. Does not identify similarities and differences | Partially identifies the provision of primary health care in both countries. Does not identify similarities and differences | Partially identifies the provision of primary health care in both countries Does not identify similarities and differences | Partially identifies the provision of medicines in both countries Does not identify similarities and differences | Few statements made based on evidence No mention of quality measures |
Assessment Task 2
Learning Outcomes: 4,5,6
A policy analysis exercise
A policy analysis exercise (35% of final mark)
You will be given the choice of two or three policies to analyse. Select one of these for analysis.
Word limit: 2000 words excluding tables, figures and references
Grading total = 100 marks
Please use the following headings:
- The Policy Framework – 20 marks
- Agenda Setting – 15 marks
- Alternative Solutions - 15 marks
- Criteria to be used in the decision-making framework - 15 marks
- Implementation and Evaluation - 15 marks
PLEASE NOTE
Papers organisational structure, grammar and formatting – 10 marks
Grasp and use of supporting evidence and referencing - 10 marks
Rubric
| Grade | Policy framework | Agenda setting | Alternative solutions | Decision making | Implementation |
|---|---|---|---|---|---|
High distinction | Clearly introduces the topic and locates it in the current and historical context e.g. background of the policy and what it is designed to address. Identifies and clearly explains who is affected by the policy and the nature of the health problem. Derives plausible conclusions based on the evidence and demonstrates an ability to provide an informed opinion | Identifies and clearly explains how the policy entered the public agenda and got to be considered by policy makers, who set the agenda, and whether there is any evidence of policy networks of communities at work. For example: i. who is affected, actors involved in the policy and ii. how their efforts enabled or impeded the relationship, iii. any processes including communication channels and events that promoted or impeded adoption of the policy iv. what contextual factors influenced this policy in terms of enabling or constraining its development and/or implementation. Derives plausible conclusions based on the evidence and demonstrates an ability to provide an informed opinion | Describes and clearly explains some possible alternative solutions considering some of the following approaches: i. financial incentives (provide, consumer, other) ii. education/information (provider, consumer, other) iii. organisation infrastructure (new program, modification of existing program) iv. collaboration with others (community, other orgs) v. policy considerations (internal policies, payers’ (e.g. Medicare or employer) policies vi. state or federal law or regulation. Derives plausible conclusions based on the evidence and demonstrates an ability to provide an informed opinion | Identifies and clearly explains criteria to be used in the decision-making framework. For example: i. population benefit ii. ethics/equity iii. perspectives of various constituencies beyond consumer and provider. Derives plausible conclusions based on the available evidence and demonstrates an ability to provide an informed opinion | Identifies and clearly explains the impact and projected outcomes of the policy addressing: i. relevance ii. progress iii. efficiency iv. effectiveness v. impact Identifies areas for which there is no available information and elaborates on the implications of this. Derives plausible conclusions based on the available evidence and demonstrates an ability to provide an informed opinion
|
Distinction | Clearly introduces the topic and locates it in the current and historical context e.g. background of the policy and what it is designed to address. Identifies and partially explains who is affected by the policy and the nature of the health problem Derives plausible conclusions based on the evidence and demonstrates an ability to provide an informed opinion | Identifies and partially explains how the policy entered the public agenda and got to be considered by policy makers, who set the agenda, and whether there is any evidence of policy networks of communities at work. For example: i. who is affected, actors involved in the policy and ii. how their efforts enabled or impeded the relationship, iii. any processes including communication channels and events that promoted or impeded adoption of the policy iv. what contextual factors influenced this policy in terms of enabling or constraining its development and/or implementation. Derives plausible conclusions based on the evidence and demonstrates an ability to provide an informed opinion
| Describes and partially explains some possible alternative solutions considering some of the following approaches: i. financial incentives (provide, consumer, other) ii. education/information (provider, consumer, other) iii. organisation infrastructure (new program, modification of existing program) iv. collaboration with others (community, other orgs) v. policy considerations (internal policies, payers’ (e.g. Medicare or employer) policies vi. state or federal law or regulation Derives plausible conclusions based on the evidence and demonstrates an ability to provide an informed opinion | Identifies and partially explains criteria to be used in the decision-making framework. For example: i. population benefit ii. ethics/equity iii. perspectives of various constituencies beyond consumer and provider Derives plausible conclusions based on the available evidence and demonstrates an ability to provide an informed opinion | Identifies and partially explains the impact and projected outcomes of the policy addressing: i. relevance ii. progress iii. efficiency iv. effectiveness v. impact Identifies areas for which there is no available information and attempts to understand why Derives plausible conclusions based on the available evidence and demonstrates an ability to provide an informed opinion
|
Credit | Locates the topic in the current and historical context e.g. background of the policy and what it is designed to address. Partially identifies and partially explains who is affected by the policy and the nature of the health problem Provides some conclusions and partially demonstrates an ability to provide an informed opinion | Partially identifies and partially explains how the policy entered the public agenda and got to be considered by policy makers, who set the agenda, and whether there is any evidence of policy networks of communities at work. For example: i. who is affected, actors involved in the policy and ii. how their efforts enabled or impeded the relationship, iii. any processes including communication channels and events that promoted or impeded adoption of the policy iv. what contextual factors influenced this policy in terms of enabling or constraining its development and/or implementation. Provides some conclusions and partially demonstrates an ability to provide an informed opinion | Partially describes and partially explains some possible alternative solutions considering some of the following approaches: i. financial incentives (provide, consumer, other) ii. education/information (provider, consumer, other) iii. organisation infrastructure (new program, modification of existing program) iv. collaboration with others (community, other orgs) v. policy considerations (internal policies, payers’ (e.g. Medicare or employer) policies vi. state or federal law or regulation Provides some conclusions and partially demonstrates an ability to provide an informed opinion | Partially identifies and partially explains criteria to be used in the decision-making framework. For example: i. population benefit ii. ethics/equity iii. perspectives of various constituencies beyond consumer and provider Provides some conclusions and partially demonstrates an ability to provide an informed opinion | Partially identifies and partially explains the impact and projected outcomes of the policy addressing: i. relevance ii. progress iii. efficiency iv. effectiveness v. impact Identifies areas for which there is no available information Provides some conclusions and partially demonstrates an ability to provide an informed opinion |
Pass | Locates the topic in the current and historical context e.g. background of the policy and what it is designed to address. Partially identifies but does not explain who is affected by the policy and the nature of the health problem Does not provide conclusions Partially demonstrates an ability to provide an informed opinion | Partially identifies but does not explains how the policy entered the public agenda and got to be considered by policy makers, who set the agenda, and whether there is any evidence of policy networks of communities at work. For example: i. who is affected, actors involved in the policy and ii. how their efforts enabled or impeded the relationship, iii. any processes including communication channels and events that promoted or impeded adoption of the policy iv. what contextual factors influenced this policy in terms of enabling or constraining its development and/or implementation. Does not provide conclusions and partially demonstrates an ability to provide an informed opinion | Partially describes but does not explain some possible alternative solutions considering some of the following approaches: i. financial incentives (provide, consumer, other) ii. education/information (provider, consumer, other) iii. organisation infrastructure (new program, modification of existing program) iv. collaboration with others (community, other orgs) v. policy considerations (internal policies, payers’ (e.g. Medicare or employer) policies vi. state or federal law or regulation Does not provide conclusions Partially demonstrates an ability to provide an informed opinion | Partially identifies but does not explain criteria to be used in the decision-making framework. For example: i. population benefit ii. ethics/equity iii. perspectives of various constituencies beyond consumer and provider Does not provide conclusions Partially demonstrates an ability to provide an informed opinion
| Partially identifies but does not explain the impact and projected outcomes of the policy addressing: i. relevance ii. progress iii. efficiency iv. effectiveness v. impact Does not identify areas for which there is not available information as a reason for not covering that aspect of implementation Does not provide conclusions Partially demonstrates an ability to provide an informed opinion |
Fail | Does not locate the topic in the current and historical context e.g. background of the policy and what it is designed to address. Does not identify or explain who is affected by the policy and the nature of the health problem Does not provide conclusions Does not demonstrate an ability to provide an informed opinion | Does not identify or explain how the policy entered the public agenda and got to be considered by policy makers, who set the agenda, and whether there is any evidence of policy networks of communities at work. For example, i. who is affected, actors involved in the policy and ii. how their efforts enabled or impeded the relationship, iii. any processes including communication channels and events that promoted or impeded adoption of the policy iv. what contextual factors influenced this policy in terms of enabling or constraining its development and/or implementation. Does not provide conclusion and does not demonstrate an ability to provide an informed opinion | Does not describe or explain some possible alternative solutions considering some of the following approaches: i. financial incentives (provide, consumer, other) ii. education/information (provider, consumer, other) iii. organisation infrastructure (new program, modification of existing program) iv. collaboration with others (community, other orgs) v. policy considerations (internal policies, payers’ (e.g. Medicare or employer) policies vi. state or federal law or regulation Does not provide conclusions Does not demonstrate an ability to provide an informed opinion | Does not identify or explain criteria to be used in the decision-making framework. For example: i. population benefit ii. ethics/equity iii. perspectives of various constituencies beyond consumer and provider Does not demonstrate an ability to provide an informed opinion | Does not identify or explain the impact and projected outcomes of the policy addressing: i. relevance ii. progress iii. efficiency iv. effectiveness v. impact Does not identify areas for which there is not available information as a reason for not covering that aspect of implementation Does not provide conclusions Does not demonstrate an ability to provide an informed opinion |
Assessment Task 3
Learning Outcomes: 1,2,3,4,5
Formative assessment: 1) Essay plan; 2) Online quiz; 3) Online discussion posts
Formative assessment is worth a total of 30% of final mark.
1) Essay plan for the comparison of Australia's health system with [selected country]'s health system
Value: 10%
Due date: 7th March, 2024, 11.59PM
Word limit: 750 words
An essay plan template will be available on Wattle to complete.
2) Online Q&A based on module 2 (lectures in weeks 5,6,7,8)
Value: 10%
Time frame: The Quiz will open on Friday 3rd May, 2024 at 9:00 AM and close on Thursday 9th May, 2024 at 5:00 PM.
3) Ongoing discussion on the online forum
Value: 10%
Due date: 24 May, 2024, 11.59 PM
On Wattle students will be asked to contribute to at least 5 high-quality discussion posts of at least 150 words per post to a forum on the assignment tab in Wattle. For instructions please see the introduction to health services research and policy lecture slides.
The course convener may add in a weekly discussion topic related to the weekly lecture. Replies to this will be counted towards your final mark. The discussion must be posted in the forum found on the assignment tab in Wattle.
The post introducing yourself to the class is not counted towards your final mark.
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 1 & 2 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.
No submission of assessment tasks without an extension after the due date will be permitted for formative assessment tasks (task 3). If a formative assessment task is not submitted by the due date, a mark of 0 will be awarded.
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 available to view on 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
Assignments may not be resubmitted
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 InterestsHealth economics, Health services research, Causal inference econometric methods, Discrete Choice Experiments. |
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Dr Jinhu Li
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Instructor
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Research Interests |
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Dr Jinhu Li
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Instructor
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Research InterestsHealth economics, Health services research, Causal inference econometric methods, Discrete Choice Experiments. |
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Dr Son Nghiem
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