PUB HLTH 3119 - Public Health Internship III
North Terrace Campus - Semester 2 - 2015
General Course Information
Course Code PUB HLTH 3119 Course Public Health Internship III Coordinating Unit Public Health Term Semester 2 Level Undergraduate Location/s North Terrace Campus Units 6 Contact Up to 18 hours per week Available for Study Abroad and Exchange N Prerequisites PUB HLTH 1001, PUB HLTH 1002 & PUB HLTH 2005 Plus PUB HLTH 2200 OR PUB HLTH 2100 and must be enrolled in PUB HLTH 3123 Restrictions Enrolment based on academic merit (students must achieve a credit average) Course Description This course provides students with the opportunity to combine workplace experience in Public Health settings with academic study. During the course students complete a substantial project that involves the application of public health research skills and knowledge to a work environment. Students are allocated placements from a range of offerings which include government and non-government agencies.
Course Coordinator: Dr Afzal MahmoodAcademic supervisors will be allocated depending on the nature of the workplace project
Course Coordinator: Dr Afzal Mahmood
Phone: +61 8313 0199
Location: Level 8 Hughes Building
Course Coordinator: Adriana Milazzo
Phone: +61 8313 0199
Location: Level 7, 178 North Terrace
The full timetable of all activities for this course can be accessed from Course Planner.
Course Learning Outcomes
1 Demonstrate a broad understanding of the function of public health organisations 2 Define the role of organisations and its teams/units/departments in terms of resource generation, information for planning, community involvement, public health intervention planning, management and evaluation 3 Demonstrate the application of selected public health professional competencies 4 Demonstrate an in-depth understanding about planning and implementation of one or more public health activities being pursued or planned by the public health organisation 5 Define the role of members of a public health team in implementing public health actions 6 Prepare a report on the conduct of a small public health project 7 Demonstrate the integration and application of Public Health Theory and Practice III coursework in the workplace context 8 Integrate and apply Public Health Theory and Practice III coursework to the public health project 9 Demonstrate communication and professional skills through involvement in the day to day functioning of the public health organisation 10 Demonstrate excellent communication skills by preparing both written and oral presentations
University Graduate Attributes
This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:
University Graduate Attribute Course Learning Outcome(s) Knowledge and understanding of the content and techniques of a chosen discipline at advanced levels that are internationally recognised. 1-3 The ability to locate, analyse, evaluate and synthesise information from a wide variety of sources in a planned and timely manner. 2-7 An ability to apply effective, creative and innovative solutions, both independently and cooperatively, to current and future problems. 4,7,8 Skills of a high order in interpersonal understanding, teamwork and communication. 1-10 A proficiency in the appropriate use of contemporary technologies. 7,8,10 A commitment to continuous learning and the capacity to maintain intellectual curiosity throughout life. 1-10 A commitment to the highest standards of professional endeavour and the ability to take a leadership role in the community. 9,10 An awareness of ethical, social and cultural issues within a global context and their importance in the exercise of professional skills and responsibilities. 1-6,9,10
Required ResourcesNo single textbook covers the material to be considered during this course. All students are required to review the literature that is relevant to their project.
To enhance their understanding of issues they encounter during their placement, students are encouraged to read selectively from:
• Palmer GR, Short SD. Health care and public policy: an Australian analysis. 4th ed. Melbourne : Palgrave Macmillan, 2010. BSL 362.10994 P174h.4
• Kayrooz C, Trevitt C. Research in Organisations and communities: tales from the real world.Allen & Unwin, 2005.
• Anderson J, Poole M. Assignment and thesis writing. 4th ed. Brisbane: John Wiley, 2001.BSLBOB.06 A547a .4
• Koch T, Kralik D. Participatory action research in health care. Blackwell Publishing, 2006.
• Stringer E. Action Research . 3rd ed. Sage Publications, 2007.
Recommended ResourcesHiggs J, Ajjawi R, McAllister L, Trede F. (2008 Communicating in the Health Sciences. OUP Australia.
This text covers section on plagiarism, learning to do academic writing, learning to write essays and assignments and referencing. It is not compulsory but will assist you in your work across a range of courses.
HTTP://WWW.FISHPOND.COM.AU/BOOKS/COMMUNICATING-THE-HEALTH-SCIENCES-JOY-HIGGS-ROLA-AJJAWI/9780195551402 (accessed 8/2/2012)
The textbook below may be useful for report writing.
Summers J, Smith M. (3rd ed, 2010) Communication Skills Handbook Brisbane, Wiley
is a useful guide on scientific writing , referencing and communication skills to assist students with the required format of assessment tasks and assignments for the other core Health Sciences courses (Human Biology 1A and lB and Biology of Disease II). The handbook provides successful approaches to researching, writing and referencing, along with examples and practical tips for preparing and presenting oral reports, essays and assignments . It is not compulsory but will assist you in your work across a range of courses.
http://au.wiley.com/WileyCDA/WileyTitle/productCd-0470820519.html - (accessed 25/1/2011
Online LearningComputer laboratories and other computing services
University information on computer laboratories and other computing services is available at: http://www.adelaide.edu.au/its/student_support/
The Faculty of Health Sciences Computer Suite Is located on level 2, Plaza Building, Room 1059, 1060 and 1063 and is open Monday to Fridays between 8.00am and 6.00pm. The Medical School Sth has computers available to students on level 1, Room 5118 and is open Monday to Fridays between 8.00am and 6.00pm. The Hub Central provides 24 hour access Monday to Friday and is available Saturday and Sunday from 7am to 10pm. In addition, 24 hour access to computers is provided at the Barr Smith Library 24 Hour Suite.
The Public Health Internship makes seminar notes and other teaching aids available electronically to students, through MyUni.
MyUni is the primary entry point to online learning at Adelaide University. MyUni provides students and staff with access to course materials, discussion forums, announcements, online and many other features to help manage your study or teaching. You can connect to MyUni on or off campus from an internet connected computer using a Web browser. The URL is: http://www.adelaide.edu.au/myuni/
Login to this resource using your Username and Password. Once logged on to MyUni, you will find the information displayed is customised to present only details relevant to you and the online content for courses that you are studying.
For enquiries about online education services, what’s available and access, contact the Online Education Helpdesk:
The Helpdesk is available for extended hours during the week or through voicemail.In the Public Health Internship, you will be expected to use MyUni for a number of purposes:
• Accessing announcements about changes in scheduling, course information etc.
• Accessing seminar notes in pdf format
• Electronic submission of assignments
• Posting questions of an academic nature (eg, about assignments), the answers to which would be of interest to other students. Such questions must be posted to the Discussion Board.
• Students are strongly encouraged to provide answers to each other's questions on the Discussion Board. Only questions of a more personal nature such as requests for extension should go directly to the coordinator.
Learning & Teaching Activities
Learning & Teaching ModesThe teaching and learning in this course is facilitated by:
Seminars: Every two weeks the relevant concepts will be discussed and the students will also share their progress in terms of learning at the organisation and the project/research progress. In addition, guest speakers will be invited to present in their area of expertise related to the concepts covered in the course.
Email based interaction with the academic supervisor: The students will be supported by the academic supervisor for periodic reviews of their project related work. The supervisors will provide support to define the method, analysis plan, literature review and report writing.
Work with a team at the placement organisation: The workplace supervisor will assign tasks in order to foster learning about the day to day work and planning of one or more aspects/programs at the workplace. Additionally, the workplace supervisor will support the student in defining and implementing the small project.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.The information below is provided as a guide to assist students in engaging appropriately with the course requirements. The Public Health Internship is a special course of 6 units and is aimed at supporting the students in gaining skills needed for public health projects, programs and work experience in a public health organisation. It will require, approximately, 24 hours of work per week (2 hour seminar every 2-weeks, minimum of 11 hours, and up to 15 hours (from 1.5 to 2 days per week) of work at the organisation per week, and about 8 to 10 hours of preparatory and associated work/reading such as identifying and reviewing the relevant literature, report writing, writing the reflective journal etc.
Students are expected to attend all sessions including fornightly seminars and work place. Attendance sheets will be kept for fortnightly seminars.
One of the important issues in conducting a project is the resources available for the project to be conducted. Some factors that students should consider when making decisions about their project include:
• The need and relevance from the perspective of the concerned organisation (where student is placed)
• Student’s existing knowledge and skill-base and the potential for additional learning during this course
• Resources and time required to complete the project; this need varies depending on the nature and extent of the problem being considered and the method.
It is recommended that the amount of data is kept to ‘essential minimum’ – considering the time available to complete this project. A rough guide is that the data collection activity occurs only for about four weeks of the semester, and that the last six weeks of the semester are available for data management, analysis, feedback and report writing.
Learning Activities Summary(1) Work/research at the placement organisation - on day(s) as planned with the workplace supervisor
(2) Seminars: Every second Friday from 10 a.m. -12 noon. The proposed Seminary outline is provided below, however, this may be modified to suit student needs.
Week Topic Lecture 1 Introduction to Internship Overview
Placements and expectations
3 Interactive Feedback Workplace experience updates 5 Workplace Skills Presentation Skills 7 Interactive Feedback Workplace experience updates 9 Report Writing Effective Writing 11 Student Seminars Oral Presentations 12 Student Seminars Oral Presentations
Specific Course RequirementsRole of the academic supervisor
It is the student’s responsibility to initiate and maintain correspondence with their academic supervisor in order to get feedback on their project. The academic supervisors will review a draft of the project proposal (end of week 3) and of the executive summary (end of week 11). There are 2 requirements for correspondence:
1) Fortnightly emails providing your academic supervisor with a progress report of your project. The progress report should be a brief, short paragraph.
2) Two face to face meetings during the course of the semester. The first face to face meeting should take place by a Date TBC, week 4 of semester (before the mid semester break) and the second by a Date TBC, week 9 (after the mid semester break).
You should be proactive in seeking advice and feedback from your academic supervisor in order to complete the project assessment. The academic supervisor will not contact you or remind you to email progress reports or drafts of your written work (preliminary project proposal/ideas and executive summary) – THIS IS YOUR RESPONSIBILITY! Drafts submitted after the due date will not be reviewed.
Role of the workplace supervisor
By agreeing to participate in and provide supervision, organisations have undertaken to provide an appropriate level of support. Students should note that at all times they remain responsible for their own work. No organisation is expected to undertake additional work to assist with the writing and production of the report. Accordingly, it is the ultimate responsibility of the student to ensure that the aims of the project have been accurately defined, that the task is appropriate for the time available, that sufficient resources are likely to be available, and that the report is completed by the due date.
Workplace supervisors are asked to provide the following support:
• Orientation to the organisation
• Explanation of work policies and procedures, including time and attendance requirements to which the students will be held accountable
• Access to resources such as a computer workstation
• Tangible project assignments and reasonable timeframes for completing assignments
• Opportunities for involvement in a diverse range of organisational activities related to public health, including attendance at meetings
• Regular opportunities for communication to discuss progress and ensure expectations of all parties are being met
• Guidance, feedback regarding project deliverables and completion of workplace evaluation form
Mid-term meeting (optional)
If you and your workplace supervisor would like an informal meeting with the academic supervisor sometime mid-semester, please arrange this in consultation with the workplace supervisor and the academic supervisor. The academic supervisor will meet with the student and workplace supervisor, on-site or correspond by telephone.
As a Public Health Internship student, the Discipline's and host organisation's expectations of you are high. All students are expected to behave in a professional manner at all times during the internship experience.
Code of practice
All students must be aware of the importance of appropriate behaviour. Agree to abide by the terms as set out in the Student Placement Agreement (see Insurance Guide: Student Work Experience or Community Placement, The University of Adelaide), Part A - Student Details. Signed acceptance of this and of the importance of confidentiality will form part of the Student Placement Agreement between students, supervisors and The University of Adelaide.
Students should be aware that the host organisations have busy working environments and that students should act at all times with respect for the normal daily activities of the host organisation. As well as a general requirement for appropriate standards of behaviour, decorum, and dress, there are a number of specific protocols that must be observed:
• All students should be aware that any organisation may be operating in a sensitive environment.It is essential that students adhere to a code of absolute confidentiality and discretion. All information gained through access to the papers and other materials of host organisations should be regarded as confidential unless otherwise notified. The long-term success of the Program depends on students acting in accordance with this understanding.
Status on placement
• Each student should accept the same disciplines and constraints to which salaried staff are committed. It is important that interns should not allow anyone to believe that they are members of staff.
• While it may be appropriate for some correspondence in connection with your project to come from the office of the host organisation, nothing should be sent under the letterhead of an organisation without prior permission.
• Any travelling costs to the placement site, or other incidental costs incurred by students as part of the project will remain the responsibility of the student. Neither the Internship Program nor the participating organisations have any funds to meet such expenditure. Any other arrangements must be directly negotiated and agreed upon between student and supervisor.
• During their period of internship, students at all times remain enrolled members of the University of Adelaide and are expected to abide by the usual policies and by-laws of the University.
The organisation(s) may require that the student acquires a National Police Certificate prior to commencing the work placement. In that case, it is the student's responsibility to apply for the police clearance and present the certificate to his/her workplace organisation. In order to reduce delays, it is advisable that students obtain a Police Certificate in advance, if there is any doubt about the need for one.
Small Group Discovery ExperienceN/A
The University's policy on Assessment for Coursework Programs is based on the following four principles:
- Assessment must encourage and reinforce learning.
- Assessment must enable robust and fair judgements about student performance.
- Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
- Assessment must maintain academic standards.
Assessment Task Assessment Type Weighting Learning outcome(s) being addressed Preliminary project proposal / ideas Formative 6,7 Seminar attendance and participation in one professional public health event Summative 5% 1-10 Reflective journal Summative 20% 1-8 Oral presentation Summative 10% 1-10 Draft executive summary Formative 1-10 Final project report Summative 45% 1-10 Assessment by workplace supervisor Summative 20% 1-10
Assessment Related RequirementsEmail based interaction and feedback with academic supervisor
The academic supervisor will provide feedback on the preliminary project proposal and the executive summary:
• Fortnightly progress reports by email: Wks 2, 4, 6, 8, 10
• Preliminary project proposal/ideas: a Date TBC (wk 3)
• 1st face to face meeting: by a Date TBC (wk 4)
• Mid-term meeting (optional): by a Date TBC (wk 6)
• 2nd face to face meeting: by a Date TBC (wk 9)
• Draft of executive summary: by a Date TBC (wk 11)
Attendance and participation at weekly seminars and at one public health professional event.
Attendance and participation at ALL weekly seminars and placement commitments is required, and is a prerequisite for passing this course. A satisfactory completion or progress with regard to the agreed assignment tasks is essential to successfully completing the Public Health Internship course.
5% will be allocated to attendance and participation at each weekly seminar.
Assessment DetailPreliminary project proposal/ideas
Submit a 1 to 2 page preliminary proposal on the public health project. These ideas should be drafted in consultation with the workplace supervisor and could include the following:
• Introduction: the significance of the public health issue, importance of it for the organisation, what the organisation is doing about it already, some literature review regarding what is being done with reference to your aim. This section should also contain a paragraph on the rationale about why there is a need for the project
• Objectives: what are the aims of the project? Write a clear statement about what this project will achieve, what it will contribute to
• Project design: the overall framework -is it quantitative (numbers) or qualitative (narratives/ explanations)?
• Project method: who will be the participants, where, how many, will it involve interviewing, will it considering enrolling one/more than one communities/cultural groups, how people will be recruited, who will interview, what questions will be covered etc
• Ethical issues: are there any issues if the project involves interviewing participants?
• Timeline: how long it will take, what activities will be done and when.
• Use 12-point Times New Roman font
• Vancouver referencing
• 1-2 pages
Due Date TBC: 11.59 p.m.
Submission: Electronic via Turnitin on MyUni.
The reflective journal is for students to reflect upon their learning experiences with regard to the concepts such as organisation vision, objectives, strategies, activities, management and target population. As a guide, this should be between 1,500 to 2,000 words (about 6 A4 pages) over the first 7 weeks of the semester . Students are required to write journal entries on a regular basis, and the academic or workplace supervisors may ask the students to comment from their journal.
Writing these reflections and sharing them with academic and workplace supervisors is planned to enhance learning and the successful completion of relevant and important projects. The following list of comments/categories is provided as a guide; students might like to reflect on some other important aspects of their work in the host organisation.
Concepts for reflections
Introduction to host organisation in terms of major activities, priorities, clientele, target population, resources. Host organisation’s priorities for the future, planned projects, rationale and basis – e.g. with regard to community/client needs, client satisfaction, collaborations. Health management information system: existing information and information generation mechanisms that are/could be used for planning and service provision. Need for research, and opportunities in organisational settings: research as a function of management, and research for management. Need for interaction and communication for effective teamwork for successful completion of research and/or provision of effective and quality services. Reflections on data collection, data management and use as part of the evidence based care, health promotion, prevention and health system development. Reflections on the session for sharing preliminary results with the workplace supervisor and/or workplace team supporting the student undertaking the research project. Factors facilitating research in service delivery organisations, factors facilitating research in research and planning organisations.Public health competencies and achievements acquired during the placement, skills applied during the experience in the context of public health competencies (use examples)
Due Date TBC: 11.59 p.m
Submission: Electronic via MyUni (via Journal entry)
Assessment rubric: The assessment rubric will be available on MyUni
The oral presentation is the student's opportunity to share their experience. Students are expected to provide a professional and engaging discussion, The presentation could focus on 1or more of the following:
• the major public health competencies and achievements acquired during the placement, skills applied during the experience in the context of public health competencies (use examples)
• activities students engaged in during their internship experience within the context of the organisation and the field of public health
• project (significance of the public health issue, methods, results, discussion and recommendations)
• previous coursework and/or profession experience utilised during the coursework
• self assessment of performance and overall contributions made to the organisation
• analysis of ways in which the Internship experience has helped to clarify or alter career goals
10 minute presentation and 5 minutes for questions
Due Dates: TBC
Assessment rubric: The assessment rubric will be available on MyUni
Executive Summary Draft (formative)
Submit a draft of the Executive Summary for feedback and comment in preparation for completion and submission of the final report for assessments.
• 2 pages
• Use 12-point Times New Roman font
• Vancouver referencing (if applicable)
Due Date TBC: Friday, 11.59 p.m
The project needs to completed during the timeframe of the placement and needs to have a clear and definable public health issue/impact.
The project report will be assessed by considering the evidence of some originality and use of imagination, quality of argument (development of the analysis in a logical and clear fashion that is supported by evidence, and which covers more than one side of the debate), and demonstrated knowledge of factual information pertaining to the topic. For detailed information on criteria for grades (pass, credit, distinction, high distinction), see the detailed grade descriptors that are included in this handbook.
The report will be assessed in terms of:
• Submitted preliminary project proposal
The detailed final report should include:
• Title page
• A two- page executive summary providing brief information on all aspects of the project
• Table of contents
• Introduction and background including rationale for the project and brief introduction about the organisation and its objectives and relevance of this project for organisation's purposes
• Methods described in adequate detail
• Activities/results relevant to the project objectives provided in sufficient details with use of table, charts, graphs where necessary
• Discussion (including conclusion and recommendations) using relevant literature
• The conclusion and recommendations should relate to the work, structure and objectives of the organisation
• References & Appendices (if applicable).
The project could be either quantitative or qualitative or policy/planning analysis. If available, and if allowed, the students could use existing (secondary) data or could generate new (primary) data for the purpose of the project. However, it is recommended that the amount of data is kept to “essential minimum” – considering the time available to complete this project. A rough guide is that the data collection activity occurs only for about four weeks of the semester, and that the last six weeks of the semester are available for data management, analysis, feedback and report writing.
• Use 12-point Times New Roman font
• Vancouver referencing
• 3,000-4,000 words – excluding title page, executive summary, references
Due date TBC by 11.59pm
Submission: Electronic copy via Turnitin on MyUni
Assessment rubric: The assessment rubric will be available on MyUni
Workplace supervisor feedback
Assessment by the respective workplace supervisor carries 20% marks for the course. The workplace supervisors are requested to make this assessment using the following criteria:
• Attendance and punctuality
• Learning about the organisation structure and functions
• Relevance of the chosen project
Due date: End of semester
Submission: By workplace supervisor
Assessment rubric: The assessment rubric will be available on MyUni
SubmissionAll submissions will be via MyUni.
• Preliminary proposal of project/idea – via Turnitin (within MyUni)
• Reflective journal - keep weekly journal entries via MyUni- you will be advised about this at the Introduction session
• Draft Executive Summary – via Turnitin (within MyUni)
• Final Project Report – via Turnitin (within MyUni)
Turnitin requires students to submit their assignment via an attachment, as you would in an email. Following successful submission students will receive an emailed receipt to confirm that their assignment has been accepted. Please be aware that while Turnitin allows for students to submit multiple times, after each submission the site will not allow you to enter your assignment again for a period of 24 hours.
• Assignments must be submitted on-line before 11.59pm on the due date. When an assignment is submitted electronically, MyUni generates a time and date which is recorded. Assignments submitted at/after 12.00am (midnight) will be considered late, so ensure you have left sufficient time to submit your assignment electronically before midnight
• You should retain a printed and electronic copy of the assignment submitted. When you have submitted your assignment you will receive an email acknowledging receipt of submission via Turnitin. Please check that you have received this email.
• Drafts will be returned to students within 1-2 weeks of completion of the task so that students can take advantage of the feedback
• Written feedback will be provided on the marked assignments and on the assessment rubric
• Students will be notified via the announcements on MyUni when assignments are available for collection.
All extensions for assignments, this includes drafts, must be requested, at the latest, by the last working day before the due date of submission.
Extensions will generally be granted only on medical or genuine compassionate grounds.
Only the course coordinator may grant extensions.
Documentary supporting evidence such as a medical certificate or a police report (in the case of lost computers, car & household theft etc) will be required when requesting an extension.
Marks will be deducted when assignments for which no extension has been granted are handed in late. The procedure is as follows:
• All assignments, including those handed in late, will be assessed on their merits. In the case of late assignments, marks will then be deducted from the mark awarded, at the rate of 5 percentage points of the total possible per day. This policy will apply to assignments submitted after the period of automatic extension described above.
• eg. If an assignment which is 2 days late is awarded 65% on its merits, the mark will then be reduced by 10 (5 marks per day for 2 days) to 55%. If that same assignment is 4 days late its mark will be reduced by 20 (5 marks per day for 4 days) to 45% etc.
• The Discipline reserves the right to refuse to accept an assignment that is more than 7 days late.
• Assignments submitted after the due date may not be graded in time to be returned on the listed return dates.
• Students submitting examinable written work who request (and receive) an extension that takes them beyond the examination period are advised that there is no guarantee that their grades will be processed in time to meet usual University deadlines.
Referencing of written work
It is essential that you learn to reference all written work accurately and consistently. Students often find this difficult, and do not understand why it is important. We will spend some time in early lectures and tutorials explaining why good referencing is important and helping you to do it. Different disciplines use different referencing systems, reflecting the requirements of professional publications in that area.
For undergraduate courses, the Discipline of Public Health uses the Vancouver (numbered) System of referencing. This system uses:
• Bracketed references using consecutive numbers in the body of the text; and
• A reference list in numerical order at the end of the assignment.
Examples in text referencing
The Vancouver System assigns a number to each reference as it is cited. A number must be used even if the author(s) is named in the sentence/text.
Example: Smith (10) has argued that...
The original number assigned to the reference is reused each time the reference is cited in text, regardless of its previous position in the text.
When multiple references are cited at a given place in the text, use a hyphen to join the first and last numbers that are inclusive. Use commas (without spaces) to separate non-inclusive numbers in a multiple citation.
Example: Recent studies (12, 15) have found a high incidence of malaria Example: Recent studies (20-22) have found a high incidence of malaria
As a rule, reference numbers should be placed outside full stops and commas, inside colons and semicolons.
Example: Smith and Bloggs maintain "that malaria is transmitted from person to person and not mosquito to person". (1)
Examples for the reference list
Book (*** see note 6 below)
Fleming ML, Parker E. Introduction to public health. 2nd ed. Sydney: Churchill Livingstone; 2012.
Kelly B, Cretikos M, Rogers K, King L. The commercial food landscape: outdoor food advertising around primary schools in Australia. Aust N Z J Public Health 2008;32:522-528.
Reports (hard copy)
AIHW. Young Australians: their health and wellbeing 2011. Cat.no. PHE 140. Canberra. AIHW
Australian Institute of Health and Welfare. Young Australians: their health and wellbeing 2011. [cited 6 February 2012]; Available from: URL:http://www.aihw.gov.au/publication-detail/?id=10737419261&tab=2
James C., Help out of reach for 7000. The Advertiser 2002 Dec 23;1
Further examples of Vancouver referencing can be viewed at: http://libguides.adelaide.edu.au/academic_writing(accessed 24/7/2013)
Notes on Vancouver referencing
1 Unless an assignment is an opinion piece, or calculations or something of that nature, it will need in text referencing and a reference list. Vancouver is used for the majority of the bio-medical journals.
2. No italics are used, nor are quotation marks used for chapter titles.
3. Vancouver does allow for superscript numbers as an option. Most journals will specify whether that is acceptable, or if numbers in brackets are to be used. Round and square brackets are both acceptable, but must be consistent. We will accept each of these options.
4. As a general rule, numbers should be placed outside full stops and commas, inside colons and semicolons. Normally the reference list will have the number followed only by a full-stop, a space, then the written reference (ie no brackets).
5. The reference list does not revert to alphabetical order. It will be in the order in which the references first appeared. A bibliography is in alphabetical order of first author surname.
6. If you have both a reference list and a bibliography (works consulted but not referenced), indicate this with headings:References1. Xxxx xxxx2. Xxxx xxxBibliographyxxxxxxxxxxxx7. Do not use footnotes for references or for the reference list
Do not use other headings in the reference list (ie no “Book”, “Journal article” – those headings are listed above to show you the example of referencing for that category, not to be themselves used)
8. Ensure you appropriately reference secondary sources – better still, do not rely on secondary sources, only primary sources
9. Do not reference lecture notes – you should be using sources from peer reviewed journals, government reports etc.
10. In text referencing citing author and year in brackets, is not Vancouver, it is Harvard referencing
11. Do not use the same reference numbers given to references in a textbook, use your own numbering system.
Example of a reference list – using Vancouver style referencing:
A list of references contains details only of those works cited in the text
The references are listed in the same numerical order as they appear in the body of the text, e.g:
1. National Health and Medical Research Council. Nutrient Reference Values for Australia and New Zealand: Including Recommended Dietary Intakes. Canberra: Commonwealth of Australia; 2006.
2. Eastman CJ. The status of iodine nutrition in Australia. In: Delange F, Dunn JT, Glinoer D, editors. Iodine Deficiency in Europe – A Continuing Concern. New York: Plenum Press; 1993. p. 133–9.
3. Department of Health and Ageing. Food and Health Dialogue [Internet]. Canberra: Commonwealth of Australia; 2009 [cited 2011 Aug 18] Available from: http://www.foodhealthdialogue.gov.au/internet/foodandhealth/publishing.nsf/Content/food-category-action-plans.
4. Rahman A, Savige GS, Deacon NJ, Chesters JE, Panther BC. Urinary iodine deficiency in Gippsland pregnant women: the failure of bread fortification? Med J Aust. 2011;194(5):240–3.
5. World Health Organization. Assessment of Iodine Deficiency Disorders and Monitoring their Elimination. Geneva: WHO; 2007.
6. Health Outcomes International, National Centre in HIV Epidemiology and Clinical Research, Drummond M. Return on Investment in Needle and Syringe Programs in Australia. Canberra : Commonwealth Department of Health and Ageing; 2002 [cited 2010 May 9]. Available from: http://www.health.gov.au/internet/main/publishing.nsf/Content/2C9410E4A867F2EBCA257650000077B9/$File/roirep.pdf.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M10 (Coursework Mark Scheme) Grade Mark Description FNS Fail No Submission F 1-49 Fail P 50-64 Pass C 65-74 Credit D 75-84 Distinction HD 85-100 High Distinction CN Continuing NFE No Formal Examination RP Result Pending
Further details of the grades/results can be obtained from Examinations.
Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.
Final results for this course will be made available through Access Adelaide.
The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.
SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.
- Academic Support with Maths
- Academic Support with writing and speaking skills
- Student Life Counselling Support - Personal counselling for issues affecting study
- International Student Support
- AUU Student Care - Advocacy, confidential counselling, welfare support and advice
- Students with a Disability - Alternative academic arrangements
- Reasonable Adjustments to Teaching & Assessment for Students with a Disability Policy
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Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
- Academic Credit Arrangement Policy
- Academic Honesty Policy
- Academic Progress by Coursework Students Policy
- Assessment for Coursework Programs
- Copyright Compliance Policy
- Coursework Academic Programs Policy
- Elder Conservatorium of Music Noise Management Plan
- Intellectual Property Policy
- IT Acceptable Use and Security Policy
- Modified Arrangements for Coursework Assessment
- Student Experience of Learning and Teaching Policy
- Student Grievance Resolution Process
Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student’s disciplinary procedures.
The University of Adelaide is committed to regular reviews of the courses and programs it offers to students. The University of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.