HLTH SC 3103 - Infant, Child and Adolescent Health

North Terrace Campus - Semester 1 - 2018

Students will investigate infant, child and adolescent health from clinical, epidemiological and social perspectives. Topics will include parenting, social and emotional development, and a range of infectious diseases, non-communicable conditions and mental health disorders. Changes in occurrence over time, prevention and management of these diseases, conditions and disorders will be considered. Health across childhood of Aboriginal people and other disadvantaged groups will receive special attention, along with strategies to reduce inequalities in infant, child and adolescent health. Students will have opportunities to hear from scientists and practitioners with relevant expertise. Active learning will be encouraged, for example, through guided reading and group exercises. Students will enhance skills in analysis of literature and in creating a coherent written account of a body of work.

  • General Course Information
    Course Details
    Course Code HLTH SC 3103
    Course Infant, Child and Adolescent Health
    Coordinating Unit Health Sciences Faculty Office
    Term Semester 1
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange Y
    Prerequisites PUB HLTH 2007
    Course Description Students will investigate infant, child and adolescent health from clinical, epidemiological and social perspectives. Topics will include parenting, social and emotional development, and a range of infectious diseases, non-communicable conditions and mental health disorders. Changes in occurrence over time, prevention and management of these diseases, conditions and disorders will be considered. Health across childhood of Aboriginal people and other disadvantaged groups will receive special attention, along with strategies to reduce inequalities in infant, child and adolescent health. Students will have opportunities to hear from scientists and practitioners with relevant expertise. Active learning will be encouraged, for example, through guided reading and group exercises. Students will enhance skills in analysis of literature and in creating a coherent written account of a body of work.
    Course Staff

    Course Coordinator: Dr Kathryn Gatford

    Dr Catherine Chittleborough
    catherine.chittleborough@adelaide.edu.au
    Course Timetable

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

    A detailed timetable of topics and presenters will be provided through MyUni.
  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course students will be able to:

    1. Demonstrate an understanding of key aspects of infant, child and adolescent health from clinical, epidemiological and social perspectives

    2. Describe the occurrence and distribution of common infectious diseases, non-communicable conditions, and mental health disorders across childhood and adolescence  

    3. Explain how these diseases, conditions or disorders can be prevented or managed, and relevant gaps in knowledge 

    4. Discuss health in childhood among Aboriginal people, other disadvantaged groups, and strategies to reduce inequalities in child and adolescent health

    5. Locate, evaluate and synthesise evidence related to health in childhood and adolescence  

    6. Communicate scientific information about health across childhood and adolescence clearly and concisely in spoken and written English  

    7. Work effectively as an individual and in groups in the pursuit of scientific knowledge about health across childhood and adolescence
    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, 2, 3
    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
    4,5
    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
    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
    1 - 7
    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
    4
    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
    4, 7
  • Learning Resources
    Required Resources
    There is no set textbook for this course. All resources, including links to journal articles and reading lists, will be disseminated via MyUni.



    Recommended Resources
    N/A
    Online Learning
    The primary means of communication outside of formal contact hours will be via MyUni. Announcements and discussion boards will be the main method of communicating with the student cohort. Course material will be supported by online resources via MyUni.  Material will be  sequentially released in line with the teaching and learning activities in each week.
  • Learning & Teaching Activities
    Learning & Teaching Modes
    Lectures will be used to introduce topics and theoretical considerations and will also provide opportunities to hear from scientists and medical practitioners with relevant expertise.

    Workshop time will be used in a range of ways to develop the theoretical and practical concepts raised in lectures: for example, to share and provide feedback on independent learning tasks, to demonstrate and practice skills in interpreting literature, discuss controversies and uncertainties, and to undertake group exercises.



    Workload

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

    The expected workload for this 3 unit course is 12 hours per week through semester, including 3 hours face-to-face contact time, weekly
    preparation for workshops, assessment tasks and revision.
    Learning Activities Summary
    The course will be organsied in weekly modules with a lecture and workshop related to a particular topic.

    Indicative topics include:

    * Measuring child health in populations
    * Social determinants and inequalities in childhood health
    * Parenting and interventions to support parenting
    * Child protection and interventions to improve outcomes
    * Disabilities, developmental disorders, and mental health
    * Oral health in children
    * Body image, sexuality, gender identity, bullying, safe schools
    * Accidents and injuries - risks & prevention
    * The child in the modern environment
    * Preventing allergy
    * Vaccination
    Specific Course Requirements
    N/A
    Small Group Discovery Experience
    N/A
  • 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 outcomes  
     
    Participation

    Summative

    10%

    6, 7

    Plan for first essay

    Formative and summative  

    10%

    1, 6

    First written essay

    Formative and summative

    20%

    1 - 7

    Second written essay

    Summative

    20%

    1 - 7

    Quizzes

    Summative

    10%

    1, 2

    Exam

    Summative

    30%

    1 - 3, 6

     

    Assessment Related Requirements
    N/A
    Assessment Detail
    Participation:  students will be required to prepare in advance for selected activities in workshops, such as a journal club and contributions based on prepared material will be assessed as well as overall engagement; half of this mark will be a peer assessment – 10% weighting

    Essay plan:  students will be required to submit a plan for their first essay – 10% weighting

    Essays: students will be required to write two 2000 word essays, with a choice of topics and designed to allow focus and research in an area of particular interest – weighting of 20% each

    Quizzes:  on-line quizzes during the semester will cover the breadth of course content - 10% weighting

    Exam:  a 2-hour exam will be held at the end of semester – 30% weighting

    Assessment due dates will be provided through MyUni at the start of semester.
    Submission
    Assessments will be submitted online via MyUni and feedback will be provided electronically.



    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 is a new course in 2018, so previous SELT data is not available. We strongly encourage and value your feedback this year to improve the
    course for 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.