HLTH SC 3102 - Innovation and Entrepreneurship in Health

North Terrace Campus - Semester 1 - 2019

The human genome was sequenced over a decade ago and daily we discover the genetic causes of diseases. Medical research has excelled at identifying the causes of many diseases. Basic science has led to understanding of our battle with microbes and parasites and their means of transmission. Agricultural and nutritional sciences has given us the knowledge to substantially improve our diet. Information technology has transformed the way we communicate and organise our lives and has made information substantially easier to obtain. Improvements in communication and transportation has made us all part of the global mix and presents new challenges to health of all of us. The challenge for society now is how to use all this new information to improve our health outcomes. Many changes and improvements come not from a top down approach but rather from entrepreneurship. This course will enable students to learn how to identify opportunities to improve health care and to be innovative and entrepreneurial in proposing solutions. It will enable students to assess challenges, evaluate potential solutions, impediments to their implementation and ways and means of improving health and health care delivery.

  • General Course Information
    Course Details
    Course Code HLTH SC 3102
    Course Innovation and Entrepreneurship in Health
    Coordinating Unit Medicine
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 4 hours per week
    Available for Study Abroad and Exchange N
    Prerequisites HLTH SC 2012
    Restrictions B. Health & Medical Science (Advanced)
    Course Description The human genome was sequenced over a decade ago and daily we discover the genetic causes of diseases. Medical research has excelled at identifying the causes of many diseases. Basic science has led to understanding of our battle with microbes and parasites and their means of transmission. Agricultural and nutritional sciences has given us the knowledge to substantially improve our diet. Information technology has transformed the way we communicate and organise our lives and has made information substantially easier to obtain. Improvements in communication and transportation has made us all part of the global mix and presents new challenges to health of all of us. The challenge for society now is how to use all this new information to improve our health outcomes.

    Many changes and improvements come not from a top down approach but rather from entrepreneurship. This course will enable students to learn how to identify opportunities to improve health care and to be innovative and entrepreneurial in proposing solutions. It will enable students to assess challenges, evaluate potential solutions, impediments to their implementation and ways and means of improving health and health care delivery.
    Course Staff

    Course Coordinator: Dr Kathryn Gatford

    Course Timetable

    The full timetable of all activities for this course can be accessed from Course Planner.

  • Learning Outcomes
    Course Learning Outcomes
    1. Describe the key concepts of entrepreneurship and innovation in health.

    2. Critically evaluate potential and existing solutions to problems in human health from an entrepreneurial and innovative perspective.

    3. Develop an innovation plan.

    4. Evaluate cultural and ethical issues in human health entrepreneurship.

    5. Demonstrate oral and written communication, interpersonal and leadership skills.
    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)
    1-4, 6, 7
    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
    1-4, 6, 7
    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
    4, 5
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    5
    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
    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
    5
  • Learning Resources
    Required Resources
    No single text book will cover the course content. Reading and support materials will be obtained from books and journal articles available from the library and from publicly available web sites such as WHO and other relevant web sites.
    Recommended Resources
    Teaching staff will guide students to relevant literature and on line sources of relevant material.
    Online Learning
    MyUni will be used extensively to communicate with the students. Seminars will be recorded and loaded up on line for the students to review later, but students are expected to attend these to have the opportunity to discuss innovation and entrepreneurship concepts with the presenters. Other supporting information and publications will also be made available via MyUni.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    The course materials will be delivered via seminars, workshops and assignments. Students will work in small groups to develop and present an innovation plan in the final assessment. The course will involve problem identification and problem solving skills.
    Workload

    The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

    This is a 3 unit course for one semester and has a work load of 12 hours per week, including contact and non-contact time, and is in total 156 hours across the semester.

    Contact time is scheduled as a 2-hour seminar plus 2-hour workshop, and is timetabled such that students do not have clashes with other courses.
    Learning Activities Summary
    Seminars will guide students through key concepts of innovation and entrepreneurship related to health. They will be augmented by case studies presented in seminar sessions by guest speakers.  In workshop sessions students will work through structured exercises related to core concepts and upcoming assessment tasks during the first half of the semester. In the second half of the semester, students will work in groups to assess potential innovation and entrepreneurship solutions to health problems, then develop and present an innovation plan.
    Specific Course Requirements
    N/A
    Small Group Discovery Experience
    Students will work in small groups, facilitated by academic staff, in workshop sessions during the second half of the semester to identify innovative and entrepreneurial solutions to health problems, and will develop an innovation plan which they will present orally and as a written report. This task will be assessed as a group.
  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    1. Assessment must encourage and reinforce learning.
    2. Assessment must enable robust and fair judgements about student performance.
    3. Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
    4. Assessment must maintain academic standards.

    Assessment Summary
    ASSESSMENT TASK  TASK TYPE   WEIGHTING  COURSE LEARNING OUTCOME(S)
    Review of literature related to a choice of
    existing health innovations (week 5)

     Formative and summative  15% (individual assessment) 1,5
    Case study presentation of an existing health
    innovation (week 8)

    Summative   15% (individual assessment) 1,2,4,5
    Innovation plan:
    - presentation (week 11)
    - written report (week 12)
    Summative  

    10% for presentation (group assessment)

    20% for written report (group assessment)
    1,2,3,4,5
    Peer assessment of group contribution (end week 12)

    Summative   5% (individual assessment) 5
    Workshop participation 

    Summative  5% (individual assessment) 1,5
    Quizzes - weeks 4, 7, 10, 13 Summative
    30% across 4 quizzes:

    5% (week 4)

    5% (week 7)

    10% (week 10)

    10% (week 13)
    1,4
    Assessment Related Requirements
    N/A
    Assessment Detail
    1500 word literature review: Students will review the literature related to a choice of existing health innovations - 15% weighting

    Presentation: Students will individually record and submit an oral presentation of an existing health innovation that they have identified – 15% weighting

    Innovation Plan: Students will work in small groups to produce an innovation plan, which they will present orally in a group (10% weighting) and submit as a final report at the end of semester (20% weighting)

    Peer assessment: Based on contribution to group innovation plan – 5% weighting

    Workshop participation: Based on attendance and participation in workshops throughout the semester - 5% weighting

    Quizzes: Four on-line quizzes will be conducted via MyUni throughout the semester (weeks 4, 7 10 and 13), contributing a total of 30% weighting to overall assessment. Quizzes will assess key concepts and provide opportunity to use case studies as examples.
    Submission
    Assessment tasks will all be submitted and feedback and grades will be provided via MyUni.
    Course Grading

    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.

  • Student Feedback

    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.

    This course was delivered for the first time in 2019, and we thank prior students for frank feedback which led to major changes for 2019.

    In summary, the following substantial changes have been made:
    * Assesment tasks have been revised to provide a progression from evaluation of an existing innovation (literature review), identification and evaluation of an innovation applied to a specific health issue (case study presentation), and finally proposal and assessment of a new innovation (innovation plan - presentation and written report).
    * Clear rubrics and instructions have been added for each assessment task.
    * Assessment tasks will be graded by academic staff and marks and feedback will be provided within 2 weeks of the submission date for each task.
    * The end-of-semester exam has been replacemed by four in-semester quizzes to assess understanding of core concepts, allow use of case studies as examples, and provide prompt feeedback on understanding.

    Positive feedback in 2018 included the fact that the course concepts and content was very different from other courses, provided a challenge and allowed students to gain new skills and the value of the invited guest speakers who presented real world examples of inovation and entrepreneurship in health.

    A new team of course coordinators is also in place for 2019, and we hope you will enjoy the revised course in 2019.
  • Student Support
  • Policies & Guidelines
  • Fraud Awareness

    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.