HLTH SC 3006 - Reproductive health matters

North Terrace Campus - Semester 2 - 2018

In this course, students will consider reproductive health from clinical, epidemiological and social perspectives. Topics will include the occurrence and prevention of sexually transmitted diseases, sex education and contraception, and health care in pregnancy. Historical trends in maternal and neonatal outcomes will be considered and the basis for significant improvements since the 19th century. Reproductive health of Aboriginal people and other disadvantaged groups will receive special attention, along with strategies to reduce inequalities in reproductive 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 3006
    Course Reproductive health matters
    Coordinating Unit Health Sciences Faculty Office
    Term Semester 2
    Level Undergraduate
    Location/s North Terrace Campus
    Units 3
    Contact Up to 3 hours per week
    Available for Study Abroad and Exchange
    Prerequisites PUB HLTH 2007
    Incompatible OB&GYNAE 3000
    Assumed Knowledge PUB HLTH 1001
    Course Description In this course, students will consider reproductive health from clinical, epidemiological and social perspectives. Topics will include the occurrence and prevention of sexually transmitted diseases, sex education and contraception, and health care in pregnancy. Historical trends in maternal and neonatal outcomes will be considered and the basis for significant improvements since the 19th century. Reproductive health of Aboriginal people and other disadvantaged groups will receive special attention, along with strategies to reduce inequalities in reproductive 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: Associate Professor Mark Nottle

    Professor Vivienne Moore
    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    On successful completion of this course students will be able to:
    1 Demonstrate understanding of reproductive health from clinical, epidemiological and social perspectives.   
    2 Demonstrate understanding of the occurrence and prevention of sexually tranmitted diseases and unwanted pregnancy.
    3 Explain optimal health care during pregancy, how poor neonatal outcomes can be reduced, and basis for significant improvements in maternal and neonatal outcomes since the 19th century.
    4 Discuss reproductive  health among Aboriginal people, other disadvantaged groups, and strategies to reduce inequalities in reproductive health.
    5 Locate, evaluate and syhesise evidence related to reproductve health.
    6 Communicate scientific infromation about reproductive health clearly and concisely in spoken and written English.
    7 Work effectively as an individual and in groups in the pursuit of scientific knowledge related to reproductive health.




     

    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.

     As a three unit course Reproductive Health Matters will require aproxiamtely 12 hours of contact and non contact per week . This will inlcude private study time, revision and completion of assessment tasks.  
    Learning Activities Summary
    Schedule
    Lecture Workshop
    Week 1 Contraception Contraception
    Week 2 Teenage pregnancy/Abortion Teenage pregnancy/Abortion
    Week 3 Sexually transmitted diseases Sexaully transmitted diseases
    Week 4 Polycystic ovarian disease Polycystic ovarian disease
    Week 5 Endometriosis Environment, lifestyle and reproductive  health
    Week 6 Maternal deaths Stillbirths
    Week 7 Models of care during pregnancy Ethics of research in pregancy
    Week 8 Cerebral palsy Missing girls/Antenatal screening/Screening for reproductive cancers
    Week 9 No lecture/public holiday Postnatal depression
    Week 10 Delayed childbearing: Risks and benefits of Assisted Reproductive Technology Current issues in Assisted Reproductive Technology
    Week 11 Lactation and breastfeeding Lactation and breastfeeding
    Week 12 Gender diversity: respectful sexual realationships Gender diversity; respectful sexual  realtionships
    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 Due Weighting Learning Outcome
    Participation  Summative

    Week 12

     10% 6, 7
    Plan for first essay  Formative and Summative Due Wed Week 4 10% 1, 6
    Written essay 1 Summative Due Mon Week 8 20% 1, 2, 4-7
    Written essay 2 Summative Due  Fri Week 12 20% 1, 3-7
    Quizzes Summative 3 quizzes due across semester 10% 1, 2
    Exam Summative 30% 1-3, 6
    Assessment Related Requirements
    N/A
    Assessment Detail


    Workshop participation: students will be required to prepare in advance for selected activities, 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


    2000 word essays: students will be required to write two 2000 word essays, with a choice of topics – weighting of 20% each, total of 40%

     
    Quizzes: weighting of 10%



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

  • 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.

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