HLTH SC 2105 - Reflect. Research. Resolve Questions in Health

North Terrace Campus - Semester 2 - 2017

This course involves the interactive, student-centred exploration of specific real-world health problems written to stimulate collaborative analysis and investigation. Students will work in teams to consider contemporary health challenges from a range of perspectives (medical science, public health etc.) and further develop their research, problem solving and teamwork skills.

  • General Course Information
    Course Details
    Course Code HLTH SC 2105
    Course Reflect. Research. Resolve Questions in Health
    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 Y
    Prerequisites HLTH SC 1002 Create. Communicate. Connect With Health Sciences
    Restrictions Available to BHlthMedSci and BHlthMedSci(Adv) students only
    Course Description This course involves the interactive, student-centred exploration of specific real-world health problems written to stimulate collaborative analysis and investigation. Students will work in teams to consider contemporary health challenges from a range of perspectives (medical science, public health etc.) and further develop their research, problem solving and teamwork skills.
    Course Staff

    Course Coordinator: Dr Frances Corrigan

    Dr Frances Corrigan
    Prof Annette Braunack-Mayer
    Course Timetable

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

  • Learning Outcomes
    Course Learning Outcomes
    1. Apply analytic and critical thinking skills to develop potential solutions to contemporary national and global health challenges.
    2. Apply basic public health and pathophysiology concepts
    3. Construct reasoned arguments
    4. Demonstrate effective teamwork and small group collaborative skills
    5. Critically evaluate articles drawn from the literature relevant to their module of choice

    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)
    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
    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
    Career and leadership readiness
    • technology savvy
    • professional and, where relevant, fully accredited
    • forward thinking and well informed
    • tested and validated by work based experiences
    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
    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
  • Learning Resources
    Required Resources
    Readings and web links will be made available through MyUni
  • Learning & Teaching Activities
    Learning & Teaching Modes
    This course will engage students in the exploration of big health challenges for Australia and internationally. 

    The first week of the course will be used to introduce the course framework and explain the learning approaches.

    In weeks 2 to 6 and 7 to 11 students will select 2 from a choice of 5 health challenges (modules on these health challenges will be 5 weeks long).  The format for each module will be as follows:

    Week 2 or 7: 1 hour online activity + 1 hour interactive seminar + 1 hour SGDE

    Week 3 or 8: 1 hour online activity + 2 hour interactive seminar

    Week 4 or 9: 1 hour online activity + 1 hour  interactive seminar + 1 hour SGDE

    Week 5 or 10: 1 hour online activity + 2 hour interactive seminar

    Week 6 or 11: 1 hour online activity + 1 hour interactive seminar + 1 hour SGDE

    In week 12, students will present the outcomes of their SGDE in a poster at a presentation showcase.


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

    Please refer to MyUni.
    Learning Activities Summary
    Conceptual organisation: Students will choose 2 from a choice of 5 health challenges which they will explore through on-line materials, seminars (of about 50 students) and SGDE (groups of 5 students).  The health challenges will be chosen from the following areas with more details about the specfic topics within these fields to be released next year:

    1.     Neurosciences
    2.     Addiction and Mental Health
    3.     Nutritional Health
    4.     Reproductive and Child Health
    5.     Global Health

    Students will address each health challenge using a framework that cover the full range of health and illness determinants, from the biological to the global. 


    Small Group Discovery Experience
    Students will be put into groups (typically of five) and assigned a mentor.  The group will be mentored to prepare for a poster on one of the 5 topics covered through the course.

  • 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

    Online quizzes- 20%
    Group poster presentation- 20%
    2 x 1500 word essay - 60% (30% each)

    Assessment Detail
    Online quizzes: Students will be required to answer a series of short questions (MCQs/TF/Matching) on each week’s topics to consolidate their learning from that week

    Poster: As part of the SGDE students must work together to produce a poster on their particular research topic, which discusses the background and a potential solution to their topic of choice

    2x1500 word essays:  Each student will participate in two modules (5 weeks each) focussing on a particular health issue (ie head injury in sport). As part of the module students will be required to write an essay addressing a particular aspect of the problem- ie public health measures, identifying pathophysiology of disease or outline potential treatments.

    Please refer to 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.

  • 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.