PUB HLTH 4347OL - Health Technology Assessment
Online - Semester 1 - 2018
General Course Information
Course Code PUB HLTH 4347OL Course Health Technology Assessment Coordinating Unit Public Health Term Semester 1 Level Undergraduate Location/s Online Units 3 Contact Up to 6 hours per week of online activity Available for Study Abroad and Exchange N Incompatible PUB HLTH 4147 Assumed Knowledge PUB HLTH 4075 & PUB HLTH 4074 & PUB HLTH 4081 Course Description This course takes a broad view of the impact of health technologies on the health of the population & individuals. Health technologies can include medical procedures, medical devices, diagnostic and investigative technologies, pharmaceuticals & public health interventions. In this course emphasis is placed on the methods used to assess these health technologies in order to inform government policy, clinical and public health practice. Methods include the systematic review of literature to assess the safety & effectiveness of a technology meta-analysis, as well as economic evaluation to determine whether a technology is cost-effective. Attention is also given to the diffusion of technological innovations within their social, cultural & ethical context; addressing particular challenges with the assessment of medical tests; to horizon scanning for new & emerging technologies; & to investment in, & disinvestment from, health technologies. The course has a strong practical focus and is taught by practitioners in the field.
Course Coordinator: Professor Tracy MerlinCourse Coordinator: Professor Tracy Merlin
Phone: +61 8313 3575
Location: Level 9, AHMS Building, North terrace
The full timetable of all activities for this course can be accessed from Course Planner.The course timetable is given the Health Technology Assessment course handbook.
Course Learning Outcomes1. Describe and critically appraise the conduct of health technology assessment (HTA), in particular the use of systematic literature review and economic modelling, to inform the development of health policy.
2. Understand the policy framework for HTA in Australia and internationally.
3. Undertake basic systematic searching for evidence on a health technology.
4. Critically appraise the quality of evidence supporting a health technology.
5. Recognise the range of approaches used in HTA to conduct an economic evaluation.
6. Recognise the role of ethical analysis and public and patient engagement in HTA.
7. Understand the complex issues associated with evaluating diagnostic tests in an HTA.
8. Interpret a meta-analysis and apply meta-analytic statistical techniques.
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) Deep discipline knowledge
- informed and infused by cutting edge research, scaffolded throughout their program of studies
- acquired from personal interaction with research active educators, from year 1
- accredited or validated against national or international standards (for relevant programs)
1-8 Critical thinking and problem solving
- steeped in research methods and rigor
- based on empirical evidence and the scientific approach to knowledge development
- demonstrated through appropriate and relevant assessment
1, 3-8 Teamwork and communication skills
- developed from, with, and via the SGDE
- honed through assessment and practice throughout the program of studies
- encouraged and valued in all aspects of learning
1, 4, 5, 6, 7 Career and leadership readiness
- technology savvy
- professional and, where relevant, fully accredited
- forward thinking and well informed
- tested and validated by work based experiences
3, 5, 7, 8 Intercultural and ethical competency
- adept at operating in other cultures
- comfortable with different nationalities and social contexts
- Able to determine and contribute to desirable social outcomes
- demonstrated by study abroad or with an understanding of indigenous knowledges
2, 6 Self-awareness and emotional intelligence
- a capacity for self-reflection and a willingness to engage in self-appraisal
- open to objective and constructive feedback from supervisors and peers
- able to negotiate difficult social situations, defuse conflict and engage positively in purposeful debate
Recommended ResourcesRefer to Health Technology Assessment Handbook and to the course information on MyUni, http://www.adelaide.edu.au/myuni/.
Access to this course will be available through MyUni after enrolment.
Additional course-related material will be available through MyUni. This includes the course timetable, e-learning modules, discussion boards and more information on learning support services available for students. Recordings of synchronous teaching sessions offered online (through Zoom) will also be available.
Online LearningAcross most of the course the delivery will alternate each week between asynchronous and synchronous learning.
In weeks designated for asynchronous learning, the resources include very short (10-15 minute) lectures in powerpoint OfficeMix format, web resources (including YouTube educational videos), a series of readings relevant to the topic, and modules developed to test understanding of topics.
In weeks designated for synchronous learning, the resources include Zoom virtual classes for ‘real time’ delivery and discussion of lecture material and group work on practicals (and the one group assignment), readings, and web links relevant to the topic.
Learning & Teaching Activities
Learning & Teaching ModesThe content of this course is exactly the same as PUB HLTH 7147OL.
The content is chunked into weekly modules that cover discrete topics. The delivery will generally alternate each week between
asynchronous and synchronous learning. In the weeks containing “asynchronous” learning, the approach to learning and teaching involves a set of pre-readings on the topic, a short “lecture” (included in the eLearning module) which draws out the key points, followed by recall tasks, problem solving activities and tasks requiring deeper investigation of the topic. In the weeks containing “synchronous” learning (using Zoom virtual classes), the approach to learning and teaching involves a set of pre-readings on the topic, a longer “lecture” which draws out the key points, with interaction with students to stimulate thinking on the topic, followed by group-based or self-directed practical application of the concepts learned.
The information below is provided as a guide to assist students in engaging appropriately with the course requirements.As a general rule in any university course, you will need to allow a minimum of three independent study hours for every hour undertaken in formal class work contact. This time is needed for such activities as reading for the topic, preparation for activities in class and work on assignments. Class contact in the online environment involves engagement with the eLearning modules and participation in online synchronous (real time) classes. Expect approximately 12 hours workload per week (contact and non-contact).
Learning Activities SummaryIn the weeks containing asynchronous learning, the approach to learning and teaching involves a set of pre-readings on the topic, a short recorded online lecture which draws out the key points, followed by recall tasks, problem solving activities and tasks requiring deeper investigation of the topic.
In the weeks containing synchronous learning, the approach to learning and teaching involves a set of pre-readings on the topic, a longer 'real time' online lecture (delivered via Zoom in MyUni) which draws out the key points from the readings, with interaction with students to stimulate thinking on the topic, followed by group-based or self-directed practical application of the concepts learned.
Information on all learning activities is provided in the Health Technology Assessment Handbook and a week-by-week breakdown of the classes and eLearning Modules will be provided through the University intranet (MyUni, http://www.adelaide.edu.au/myuni/) at the link for this course.
Specific Course RequirementsEquipment needed to participate in the course:
· computer, laptop, tablet or device
· reliable internet access
· internet browser (the course was written using Firefox)
· headset (including headphones and microphone)
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 Task Type Weighting Course Learning Outcomes Literature searching practical Formative N/A 3 Quiz Summative 10% 6 Quiz Summative 10% 7 Group oral presentation Summative 20% 1, 4 Completion of eLearning modules
in weeks 1, 3, 5, 7, 8, 9
10% 1, 3, 5, 7, 8 Major assignment Summative 50% 1, 2, 3, 5, 6
Assessment Related Requirements
Assessment DetailPARTICIPATION IN eLEARNING MODULES
All students who complete all of the online eLearning modules (which each take approximately an hour to complete – equivalent to attending class) will be awarded 10% of their grade for completion. Those who do not complete all of the modules will receive 0% for this component.
The formative assessment elements of these modules involves short answer activities, for which answers will be provided.
The literature searching practical in week 4 can be submitted for feedback and a worked example will be provided upon completion of the task.
Each student is to complete two short quizzes. Each quiz is delivered online. One quiz is given in week 8 and the other in week 12. Each is worth 10% of the overall grade.
GROUP ORAL PRESENTATION OF CRITICAL APPRAISAL
In week 6 students will be allocated to groups of 3 or 4 to prepare a 12 minute power point presentation – due in week 10 during the online virtual class (Zoom) session - with up to 8 slides, of a critical appraisal of a published paper (to be allotted to each group). All
group members must contribute to the content and delivery of the presentation. This is worth 20% of the overall grade.
Each student is to submit an evaluation of a health technology from a list of pre-selected topics. This is not a systematic literature review but contains elements of systematic review methodology. Details of this major assignment are given in MyUni, http://www.adelaide.edu.au/myuni/. This is worth 50% of the overall grade.
All extensions for assignments 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. Supporting documentation must be provided at the time a student requests an extension. Without documentation, extensions will not be granted.
Late requests for extension will neither be accepted nor acknowledged.
Only the Course Co-ordinator may grant extensions.
Supporting documentation will be required when requesting an extension. Examples of documents that are acceptable include: a medical certificate that specifies dates of incapacity, a police report (in the case of lost computers, car & household theft etc.), a letter from a Student Counsellor, Education and Welfare Officer (EWO) or Disability Liaison Officer that provides an assessment of compassionate circumstances, or a letter from an independent external counsellor or appropriate professional able to
verify the student’s situation. The length of any extension granted will take into account the period and severity of any incapacity or impact on the student. Extensions of more than 10 days will not be granted except in exceptional circumstances.
Marks will be deducted when assignments for which no extension has been granted are handed in late.
All assignments, including those handed in late, will be assessed on their merits. In the case of late assignments where no extension has been granted, 5 percentage points of the total marks possible per day will be deducted. If an assignment that is 2 days late is awarded 65% on its merits, the mark will then be reduced by 10% (5% per day for 2 days) to 55%. If that same assignment is 4 days late, the mark will be reduced by 20% (5% per day for 4 days) to 45%, and so on.
The School of Public Health 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.
If a student is dissatisfied with an assessment grade they should follow the Student Grievance Resolution Process. Students who are not satisfied with a particular assessment result should raise their concerns with Course Co-ordinator in the first instance. This must be done within 10 business days of the date of notification of the result. Resubmission of any assignment is subject to the agreement of the Course Co-ordinator and will only be permitted for the most compelling of reasons.
Grades for your performance in this course will be awarded in accordance with the following scheme:
M11 (Honours Mark Scheme) Grade Grade reflects following criteria for allocation of grade Reported on Official Transcript Fail A mark between 1-49 F Third Class A mark between 50-59 3 Second Class Div B A mark between 60-69 2B Second Class Div A A mark between 70-79 2A First Class A mark between 80-100 1 Result Pending An interim result RP Continuing Continuing CN
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
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.