Course coordinator
Dr Sowmya Shetty
Course overview
- Study period
- Semester 2, 2024 (15/07/2024 - 16/11/2024)
- Study level
- Undergraduate
- Location
- St Lucia
- Attendance mode
- In Person
- Units
- 2
- Administrative campus
- St Lucia
- Coordinating unit
- Health & Behavioural Sciences
HLTH1000 (Professions, People and Healthcare) has been designed for students with an interest in working in the Australian health and behavioural sciences sectors.
The multidisciplinary approach to the course delivery will provide students an understanding of the range of roles within Australia's health system and how they contribute to the health and wellbeing of individuals and communities.
Students will have an enhanced capacity to navigate the health landscape in increasingly complex and changing interprofessional collaborative workplaces.
HLTH1000 (Professions, People and Healthcare) has been designed to appeal to students with an interest in working in the Australian health care system. The course will help prepare graduates for future roles in increasingly complex and changing workplaces, especially those that are interprofessional or multidisciplinary.
Course requirements
Restrictions
Faculty of Health and Behavioural Sciences undergraduate programs only
Course contact
Course staff
Lecturer
Dr Sowmya Shetty
Timetable
The timetable for this course is available on the UQ Public Timetable.
Additional timetable information
Please allocate to one tutorial from the available options for each week with timetabled classes. 4-5 tutorial groups will be joined for a workshop style face to face session each week.
- Each tutorial has limits set by discipline so you may not be allocated a place if your discipline's allocations have been filled. Ensure you have at least three alternatives that you can select from the wide number of options across the week.
- You will attend the same tutorial group each week, and within each larger group you are allocated a smaller multidisciplinary team of 4-6 students. There will be four to six tutors allocated per session, with approximately 4-5 teams per tutor. It is not possible to swap classes after week 2 as the allocations are linked to assessment tasks after week 2.
Please view this video from UQ student services for more information in understanding the class allocation process and registering for your preferred class times through "My Timetable".
Contact email: habs.mytimetable@uq.edu.au
Aims and outcomes
The course aims to introduce first year HaBS students with a foundational learning experience, focussed on perspectives on health, our health system within a global context, healthcare practices and services that are person-centred and collaborative, and health trends and priorities.
Learning outcomes
After successfully completing this course you should be able to:
LO1.
Identify determinants of health and well-being, reflecting on socio-economic and physical aspects, along with individual characteristics and behaviours.
LO2.
Recognise population groups experiencing social exclusion and marginalisation in Australia, and the impact on their health and well-being.
LO3.
Describe the range of roles in health and health-related settings within the workforce in Australia.
LO4.
Explain the structure and layers of the Australian health care system, comparing it to global healthcare systems.
LO5.
Demonstrate effective communication and collaborative practice in a healthcare context, emphasising person centred practices.
LO6.
Communicate the importance of culturally relevant and safe health care practice and services to advance Aboriginal and Torres Strait Islander health outcomes.
Assessment
Assessment summary
| Category | Assessment task | Weight | Due date |
|---|---|---|---|
| Participation/ Student contribution, Tutorial/ Problem Set |
Adaptive Learning Tasks
|
20% |
RiPPLE Round 1: 2% RiPPLE Round 2: 2% RiPPLE Round 3: 2% RiPPLE Round 4: 2% RiPPLE Round 5: 2% RiPPLE Round 6: 3% RiPPLE Round 7: 2% RiPPLE Round 8: 2% RiPPLE Round 9: 3%
All due at 4 pm on the specific dates. |
| Presentation, Poster, Role play/ Simulation |
Infographic and presentation/role play on professions and professionals
|
35% |
Week 7: Infographic to be submitted by the end of the allocated tutorial for each group. Week 8 - 9: Three-minute presentation or role play will occur in student allocated face-to-face sessions, depending on tutorial allocation in these two weeks. |
| Paper/ Report/ Annotation, Essay/ Critique, Reflection |
Report on a Health Care system
|
25% |
11/10/2024 4:00 pm |
| Essay/ Critique, Reflection |
Cultural Safety in Practice Reflection Tasks
|
20% |
Part 1 Week 4: 16 August 2024 4 pm (5%) Part 2 Week 13: By the end of the allocated tutorial for each student (15%) |
Assessment details
Adaptive Learning Tasks
- Mode
- Activity/ Performance
- Category
- Participation/ Student contribution, Tutorial/ Problem Set
- Weight
- 20%
- Due date
RiPPLE Round 1: 2%
Create an effective resource from Themes 1 and 2 22/07/2024 - 9/08/2024RiPPLE Round 2: 2%
Effectively Moderate Five Resources from peer submissions related to Theme 1 and 2. 29/07/2024 - 16/08/2024RiPPLE Round 3: 2%
Answer 10 questions correctly from Theme 1 and 2 approved resources. 5/08/2024 - 23/08/2024RiPPLE Round 4: 2%
Create an effective resource from Theme 3 19/08/2024 - 6/09/2024RiPPLE Round 5: 2%
Effectively Moderate Five Resources from peer submissions related to Theme 3 26/08/2024 - 13/09/2024RiPPLE Round 6: 3%
Answer 15 questions correctly from Theme 3 approved resources. 2/09/2024 - 20/09/2024RiPPLE Round 7: 2%
Create an effective resource from Theme 4 and 5 16/09/2024 - 11/10/2024RiPPLE Round 8: 2%
Effectively Moderate Five Resources from peer submissions related to Theme 4 and 5 30/09/2024 - 18/10/2024RiPPLE Round 9: 3%
Answer 15 questions correctly from Theme 4 and 5 approved resources. 7/10/2024 - 25/10/2024All due at 4 pm on the specific dates.
- Other conditions
- Student specific, Peer assessed.
Task description
Question Authoring, Moderating and Answering via RiPPLE
- The aim of this assessment task is facilitate active, learner-centred, personalised and social learning and to allow students to engage with AI in this platform.
- Students will author 1 effective resource/ question, moderate 5 eligible resources and answer 10-15 questions. The tasks will occur in 3 week blocks of create-moderate-practice for specific course content. This is repeated three times, to allow a total of nine rounds for students to score a maximum of 20% on successfully completing to the required standards in all rounds.
- Round 1-5 and 7-8 are worth 2% each; Rounds 6 and 9 are worth 3%
Attendance at tutorials is required to familiarise yourself with the platform, and in understanding how to approach this task successfully for each round. Maximise the face to face time, to seek in person feedback from peers and tutors in class.
- There are 3 weeks allocated for each round. Rounds in each 3 week cycle of create, moderate and practice will overlap to make it favourable for the students to complete the linked tasks.
- Ensure you create as early as possible in the allocated week/s to allow peers to moderate your question so it is "effective".
- Ensure you start moderating early in the cycle for your moderations to be approved by staff and peers.
- Your creations and moderations will be quality checked by staff and will be rejected if not up to the standard required.
- If this is early enough in the 3 week cycle, you can modify as per feedback and resubmit before the deadline for that round.
- The RiPPLE dashboard will keep you updated on the status of your submissions.
- If they have not been approved, check for flags and any feedback, and if you have linked to the correct assessment and required content theme.
- Correctly answering 10-15 practice questions (unlimited attempts) will also need time, so start early in the round's allocated time and keep practising for the full three weeks.
Please note: If you submit your creations and moderations, at the very last minute and there is no time for it to be moderated or checked to be "effective", there is a possibility of a mark of zero will be provided. The three week blocks are provided so you are able to check on continous feedback, and respond or create a new effective resource/ moderate more where required.
Artificial Intelligence (AI) provides emerging tools that may support students in completing this assessment task. Students may appropriately use AI in completing this assessment task. Students must clearly reference any use of AI in each instance. A failure to reference AI use may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Online submission via RiPPLE link within Blackboard in set assessment rounds.
Deferral or extension
You cannot defer or apply for an extension for this assessment.
Extension or deferral not available as this is a continous adaptive collaborative learning task and can be completed in class or outside of class in 3 week blocks.
There is flexibility to submitting these tasks online if a student is not present due to school/ discipline specific placement block.
Late submission
You will receive a mark of 0 if this assessment is submitted late.
Infographic and presentation/role play on professions and professionals
- Identity Verified
- Team or group-based
- In-person
- Mode
- Activity/ Performance, Product/ Artefact/ Multimedia
- Category
- Presentation, Poster, Role play/ Simulation
- Weight
- 35%
- Due date
Week 7: Infographic to be submitted by the end of the allocated tutorial for each group.
Week 8 - 9: Three-minute presentation or role play will occur in student allocated face-to-face sessions, depending on tutorial allocation in these two weeks.
- Learning outcomes
- L03, L05
Task description
This assessment task aims to develop students' understanding and skills in interprofessional collaboration within the context of health promotion.
This could take on the context of health promotion poster to an individual (e.g. smoking cessation or education about lifestyle risk factors in chronic disease) or to a community (e.g. importance of vaccinations for preventing widespread disease or promoting community health protection such as water fluoridation). The topic should have potential for interprofessional collaboration, rather than being from a narrow disciplinary focus.
The audience that the infographic and presentation/role play is being pitched to has low health literacy.
Students will work in small multi disciplinary groups to create an infographic and present their findings and recommendations through a presentation or role play. Teams will be formed in class in Week 2 and team charters agreed to. Select teams with at least 4 or 5 different disciplines/ professions. Teams should be between 4-6 students.
Part 1: The infographic
In your groups, create an infographic that illustrates a health promotion campaign addressing a specific topical health issue that needs interprofessional collaboration. This should include:
- A clear title and brief introduction to the health issue.
- Key statistics and data related to the health issue.
- Evidence-based health promotion strategies.
- The role of various health professionals in addressing the issue.
· Visual elements (graphs, images, icons) to enhance understanding and engagement.
- References should be added to the end of the infographic and cited within the infographic using APA style.
- The infographic should be A3 landscape.
- The infographic should be visually appealing, easy to read, and follow a logical flow. Use online tools such as Canva, Piktochart, or Adobe Spark.
Part 2: Presentation or Role Play (3-4 minutes)
Task: Deliver a 3-4 minute presentation or role play to the class, explaining the infographic and the importance of interprofessional collaboration in the chosen health promotion campaign. All members should present or take a speaking role in the role play. The presentation should cover:
- An overview of the health issue.
- The health promotion strategies depicted in the infographic.
- The roles and contributions of different health professionals in the campaign.
- Challenges and benefits of interprofessional collaboration in health promotion.
If you choose to do a role play you should focus on using a script to involve all team members, while still addressing the above.
Use PowerPoint or other presentation software to support your talk. Ensure clear, concise, and engaging delivery.
This will be assessed on the following criteria:
Infographic: Clarity and Relevance of Content, Visual Appeal and Organization, Accuracy and Use of Evidence-Based Information and Inclusion of Interprofessional Roles and Collaboration.
Presentation/ Role Play: Depth of Understanding of the Health Issue, Explanation and Application of Health Promotion Strategies, Demonstration of Interprofessional Collaboration, Communication and Engagement with Audience, Overall Delivery and Professionalism
The Team Charter will be submitted along with the final infographic on Blackboard.
Submission guidelines
Infographics will be submitted online via Blackboard Assignments in the allocated week 7 tutorial. All students in the team must contribute as agreed in the team charter.
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Please ensure you check eligilbility for extensions around group assessments.
Ensure you communicate with your tutors and your team throughout to ensure ongoing collaboration and successful completion.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
Penalty applies for late submission of infographic.
Absence during the role play could result in a mark of zero for the individual.
Report on a Health Care system
- Online
- Mode
- Product/ Artefact/ Multimedia, Written
- Category
- Paper/ Report/ Annotation, Essay/ Critique, Reflection
- Weight
- 25%
- Due date
11/10/2024 4:00 pm
- Learning outcomes
- L04, L05
Task description
This assignment aims to help students understand the limitations and potentials of Large Language Models (LLMs) in generating healthcare reports. By creating a poorly structured report and then refining it, students will learn to identify and correct errors, improving their editing and critical thinking skills.
The assessment will have three parts:
Part 1: Students will create a poorly structured written 300 word response on the structure of a Healthcare System - using a large language model (LLM) (5%)
Students will be provided a list of topics and examples of "poor" prompts to use in a Large Language Model (LLM) of Generative AI bot of their choice (ChatGPT or Bard) to create a 300 word response on a health care system. Optionally students can experiment with different LLMs to try and get the worst essay in terms of grammatically poor, factually incorrect and fake references within the output.
Part 2: Copy Editing and Annotation (15%)
Students will now copy edit the generated report, annotate changes, and explain the reasoning behind each correction.
- Use a word processor to track changes and edit the generated report.
- Annotate and comment on each change, explaining why it was necessary.
- Ensure your edited report is grammatically correct, factually accurate, and contains only complete and accurate citations. Use APA style for referencing.
- The maximum word limit for this part is 750 words.
Part 3: Reflective Addendum (5%)
Write a 250-word reflection on the appropriate use of LLMs in healthcare reporting and your initial experience with this process.
- Reflect on the strengths and weaknesses of using LLMs for generating healthcare reports.
- Discuss what you learned from the process of generating and editing the report.
- Consider the ethical implications and potential benefits of using LLMs in healthcare communication.
All three parts should be combined into one document and submitted. Template and further instructions will be provided on Blackboard at the start of semester.
Artificial Intelligence (AI) provides emerging tools that may support students in completing this assessment task. Students may appropriately use AI in completing this assessment task. Students must clearly reference any use of AI in each instance. A failure to reference AI use may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Online submission via Blackboard Turnitin
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
10% penalty per 24 hours late submission
Cultural Safety in Practice Reflection Tasks
- Online
- Mode
- Written
- Category
- Essay/ Critique, Reflection
- Weight
- 20%
- Due date
Part 1 Week 4: 16 August 2024 4 pm (5%)
Part 2 Week 13: By the end of the allocated tutorial for each student (15%)
- Learning outcomes
- L02, L06
Task description
In HLTH1000 Learning Objectives 2 and 6 are primarily linked with your engagement with Modules 1 & 2 of the Cultural Safety in Practice modules, and is assessed exclusively through the critical reflection corresponding with this material. You must attempt both reflections as part of course requirements to attempt all tasks.
You’ll be engaging with these modules twice in HLTH1000:
- Week 2-3 will explore an overview of Aboriginal and Torres Strait Islander peoples' histories and cultures
- Week 10-12 the focus is on contemporary Aboriginal and Torres Strait Islander health.
This is only part of your learning journey in culturally safe practice as you will engage with the third module and fourth modules in future courses in your program.
In the week 3 tutorial you will write a 500 word reflection that will focus on Theme 2: Cultural Safety in Practice Module One (5%) Due August 16th 4 pm for all students.
By the end of week 13 you will write and submit a second 500 word reflective essay that will focus on Theme 5: Cultural Safety in Practice Modules Two (15%) due end of the tutorial allocated in week 13.
- Specific instructions will be provided on Blackboard at the start of semester.
- The reflective essays will enable you to communicate the importance of culturally relevant and safe health care practice and services to advance Aboriginal and Torres Strait Islander health outcomes.
A note about Artificial Intelligence (AI)
This assessment task evaluates students' abilities, skills and knowledge without the aid of Artificial Intelligence (AI). Students are advised that the use of AI technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.
Submission guidelines
Deferral or extension
You may be able to apply for an extension.
The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.
Late submission
A penalty of 10% of the maximum possible mark will be deducted per 24 hours from time submission is due for up to 7 days. After 7 days, you will receive a mark of 0.
10% penalty per 24 hours late submission
Course grading
Full criteria for each grade is available in the Assessment Procedure.
| Grade | Cut off Percent | Description |
|---|---|---|
| 1 (Low Fail) | 0 - 29 |
Absence of evidence of achievement of course learning outcomes. Course grade description: Attains an overall mark of less than 30% |
| 2 (Fail) | 30 - 44 |
Minimal evidence of achievement of course learning outcomes. Course grade description: Attains an overall mark of at least 30% but less than 45% |
| 3 (Marginal Fail) | 45 - 49 |
Demonstrated evidence of developing achievement of course learning outcomes Course grade description: Attains an overall mark of at least 45% but less than 50% |
| 4 (Pass) | 50 - 64 |
Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: Attains an overall mark of at least 50% but less than 65% |
| 5 (Credit) | 65 - 74 |
Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: Attains an overall mark of at least 65% but less than 75% |
| 6 (Distinction) | 75 - 84 |
Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: Attains an overall marks of 75% but less than 85% |
| 7 (High Distinction) | 85 - 100 |
Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: Attains an overall mark of at least 85% |
Additional course grading information
Students must attempt all assessment tasks.
The final percentage mark will be rounded to the nearest whole number (e.g. 54.50 and above will be rounded up to 55 and 54.49 and below will be rounded down to 54).
Supplementary assessment
Supplementary assessment is available for this course.
Students must get an overall percentage of 50% to get a grade of 4 or over and pass this course.
Consequently if the student does not meet this requirement at grade release and recieves a final grade of 3, they may be eligible for a supplementary assessment. They can apply via my.UQ, where general information on supplementary assessment is available.
The performance on the supplementary assessment will be assessed independently of performance on the original assessment that was not passed.
Supplementary assessment can take any form such as an oral presentation, a written exam, a custom designed assessment or assignment.
Students who are eligible and approved for a supplementary assessment are expected to be available to complete the supplementary task during the University’s Deferred and Supplementary examination period.
Once approved, supplementary assessment cannot be rescinded by the student.
Additional assessment information
Late submissions:
There are penalties for late submissions:
- a mark of zero for each RiPPLE task, if it is not completed within the specific deadline. No extensions possible as this is a task that can be completed over a 3 week period each time.
- 10% penalty per 24 hour block on all other tasks. The 10% penalty will apply for every 24 hour block. So, if the submission is 1-24 hours late from the due date/time, a penalty of 10% will mean that if the final mark was 60% - it is adjusted down to 50%; and if late by 24-48 hours, final mark of 60% is adjusted down to 40% and so on. All submissions are time stamped for transparency.
The best preparation for unexpected illnesses and other disruptive events is to start working on your assessments early and to mitigate technical issues is to submit at least a day before the due date.
You should seek further advice from the Faculty if you feel you are experiencing more significant interruptions to study or ongoing personal issues.
Please note: If you have been ill or unable to attend class for more than 4 weeks in a semester, we advise you to carefully consider whether you are capable of successfully completing your courses. You might need to consider applying for removal of course.
Extension requests are through my.UQ.
Check the assessment task information to see if it is eligible for an extension.
Applying for an assessment extension will provide an overview of acceptable reasons for an extension and the types of assessments eligible.
- You should submit a request for an extension as soon as it becomes clear you need an extension.
- Your request should be submitted no later than the assessment item's due date and time.
- Your request may be refused if you do not meet the acceptable reasons for an extension.
- If approved, the extension granted will in proportion to the period of illness or disruption caused by the exceptional circumstances and will typically be no more than 4 weeks in duration in total, and is applied in 24 hour blocks.
- Students on a Student Access Plan (SAP) with a clause on extension requests must still adhere to the extensions request policy outlined.
- Students need to attach the SAP and a note outlining their current situation with the online extension application.
- A maximum of 7 days will be granted for applications on the basis of an SAP. An extension request beyond 7 days will require additional supporting information as this request will not be considered on the basis of the SAP, but rather additional events (whether they relate to the circumstances of the SAP or not).
Please note: If you have been ill or unable to attend class for more than 4 weeks in a semester, we advise you to carefully consider whether you are capable of successfully completing your courses. You might need to consider applying for removal of course.
Assessment Feedback and re mark process:
Once you have received any assessment mark, you are able to seek feedback from your tutors where appropriate for improvement on future tasks.
- Please consult my.UQ in conjunction with UQ policyﾠ3.10.02ﾠAssessmentﾠfor information on how to apply for a re-mark. Timeframes for re-mark request applications are listed in section 3.7.1 of the policy and are strictly adhered to.
- It is important to note that the result from a re-mark is final and your mark (and possibly your final grade for the course) can go up or down.
- For group assessment item/s, requests for a re-mark will only be considered where all group members support the request.
Assessment ineligible for re-mark:
Weekly RiPPLE tasks are ineligible for a re-mark. This comprises ongoing adaptive/ collaborative work completed during the semester, which cannot be replicated independently.
Learning resources
You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.
Library resources
Find the required and recommended resources for this course on the UQ Library website.
Additional learning resources information
UQ Academic Integrity Module
UQ is committed to maintaining excellent academic standards of the university. One of the ways the university ensures this is the provision of resources around the moral code and ethical policy of academia to all member of the UQ community (both staff and students).
Please complete the UQ Academic Integrity module via Learn.UQ (Blackboard) https://web.library.uq.edu.au/library-services/it/learnuq-blackboard-help/academic-integrity-module. It is crucial that you complete this module if you have not already done so in your first semester. This will ensure that you develop a respect for orginal work and clear understanding of standards for academic integrity in your work.
Learning activities
The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.
Filter activity type by
Please select
| Learning period | Activity type | Topic |
|---|---|---|
Multiple weeks From Week 1 To Week 13 |
Not Timetabled |
Online Self Directed Learning Complete the relevant online learning modules the week prior to face to face sessions. |
Week 2 (29 Jul - 04 Aug) |
Tutorial |
Theme 1: Health, People and Populations Complete the Theme 1 Online self directed learning modules in Week 1. Week 2:
|
Week 3 (05 Aug - 11 Aug) |
Tutorial |
Theme 2: Cultural Safety in Practice Module 1 Complete Theme 2 online self directed learning modules in Week 1 and 2. Week 3:
Learning outcomes: L02, L06 |
Multiple weeks From Week 5 To Week 8 |
Tutorial |
Theme 3: Professions and health workforce in Australia Complete Theme 3 Online self directed learning modules week 4-7. \ Attend and participate in 2-hour sessions focussing on Professions and Health workforce in Australia between Week 5-7. Complete in person assessment in Week 8 Tutorial. Week 5: Identify services and practitioners within the Australian health workforce and create a resource on professional identity and making connections for interprofessional collaboration. Week 6: Explain the key factors that underpin good team work in health care contexts. Describe the importance of person centred practices to achieve effective healthcare outcomes. Week 7: Create a resource on professional identity and making connections for interprofessional collaboration. (Submit infographic end of this session). Week 8: Demonstrate Interprofessional collaboration in a simulated role play. (In class assessment task). Learning outcomes: L03, L05 |
Multiple weeks From Week 9 To Week 10 |
Tutorial |
Theme 4: Healthcare system in Australia and overseas Complete online modules week 8-10. Attend and participate in 2-hour sessions focussing on healthcare systems around the world, including Australia between weeks 9-10 Week 9: Explain the structure and layers of the Australian health care system in terms of organisation and governance. Week 10: Describe the funding models and regulation of the Australian Health care system. Compare the Australian health care system with those in North America, Europe and South East Asia. Week 11: No Tutorials Report on a health care system using Gen AI, copy edit and reflect on the use of Gen AI in health care reports. (Due week 11) Learning outcomes: L04 |
Multiple weeks From Week 11 To Week 13 |
Tutorial |
Theme 5: Cultural Safety in Practice Module 2 Complete the online learning modules during week 11 (no face to face sessions) Week 12:
Week 13:
Learning outcomes: L06 |
Policies and procedures
University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:
- Student Code of Conduct Policy
- Student Integrity and Misconduct Policy and Procedure
- Assessment Procedure
- Examinations Procedure
- Reasonable Adjustments - Students Policy and Procedure
Learn more about UQ policies on my.UQ and the Policy and Procedure Library.