090044 Program Evaluation in Public Health
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Credit points: 6 cp
Result type: Grade and marks
There are course requisites for this subject. See access conditions.
Description
Comprehensive evaluation of public health and disease prevention programs is the cornerstone for developing an evidence base for public health practice as well as for accountability to stakeholders. Evaluations are critical to developing successful health initiatives, demonstrating their effectiveness and providing models of practice for implementation. This subject builds students' skills in planning, conducting and using formative, process, impact and outcome evaluations of public health programs, with an emphasis real world chronic disease prevention initiatives. Students learn through in online exercises, small group work in online meetings, and asynchronous discussions. Topics include defining the purpose of an evaluation, developing logic models and evaluation questions, selecting evaluation designs, and specifying appropriate methods for data collection. A specific focus is on skills to critically appraise evaluations and to use the results in practice.
Subject learning objectives (SLOs)
| A. | Able to articulate the purpose, intervention objective, evaluation objectives of an evaluation and understand the differences between them |
|---|---|
| B. | Generate logic models and understand how they can inform evaluations of public health initiatives |
| C. | Analyse and correctly apply levels of evaluation to public health initiatives |
| D. | Generate evaluation questions that reflect the evaluation purpose and are feasible in the available timeframe |
| E. | Critique the appropriateness of different study designs in evaluation |
| F. | Demonstrate an understanding of what makes a program complex and the implications for evaluation |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Critique, interpret and synthesise data and research findings to inform the surveillance, management, prevention of disease and illness and promotion of health for the complex issues inherent in public health (1.1)
- Apply research methods to a variety of public health problems (1.2)
- Lead, develop, evaluate and collaborate in in public health programs that aim to improve population health (2.2)
- Contribute to policy-related dialogue and evaluation of public health strategies in the community (2.3)
- Are socially, culturally and ethically accountable when engaging with individuals, families, interdisciplinary teams, communities, organisations and jurisdictions (3.0)
- Communicate effectively and appropriately in challenging, complex and diverse situations (4.0)
- Communicate and collaborate to provide optimal outcomes in public health practice and research (4.1)
- Demonstrate professional cultural competency which contributes to the health and wellbeing of Indigenous Australians, inclusive of physical, social, emotional and spiritual wellness (6.0)
- Critically reflect upon the impact of ongoing colonisation and its pervasive discourse on Indigenous Australians and their health and wellbeing (6.2)
- Recognise the diversity of Indigenous Australians and integrate this knowledge into practice (6.3)
Teaching and learning strategies
This subject aims to foster deep learning where understanding concepts and principles and how to apply them to real-world situations is prioritised over memorising facts. Students will be exposed to numerous real-world evaluations through the peer review literature and in discussions and learning activities. We will make use of problem-based approaches where students work collaboratively to generate solutions and in doing so learn from each other and build on their existing knowledge. The Zoom meetings and online exercises are designed to surface misunderstandings which can be addressed with constructive feedback. Between Zoom sessions students will work independently utilising online material and interactive exercises on Canvas.
Specific techniques include:
- Use of non-health examples to initially illustrate concepts followed by application to public health programs;
- Experiential learning where students share and develop solutions to authentic evaluation problems;
- Inquiry-based independent learning where students source and comment on public health program evaluations which demonstrate subject concepts;
Interactive small group work to informally test understanding of major concepts.
Content (topics)
Topic 1: Evaluation principles
- Why do we evaluate public health programs and policies;
- How evaluation overlaps with, but is different from, research and monitoring of public health programs and policies;
- The influence and management of stakeholders and context in evaluation.
Topic 2: Logic models
- Defining what a logic model is and what are their main components;
- How to link together the different components of a logic model;
- What are the different types logic model assumptions
Topic 3: Levels of evaluation
- What are the four levels of evaluation;
- Why different types of evaluation are prioritised at different times during the life of public health programs and policies;
- What is the “rocket ship model” of evaluation.
Topic 4: Evaluation questions and study design
- How to formulate appropriate evaluation questions;
- What are the main study designs for public health program evaluation;
- Sampling for quantitative and qualitative evaluation studies;
- Mixed methods studies.
Topic 5: complex program evaluation and other evaluation approaches
- What is the difference between simple, complicated and complex interventions;
- Adapting evaluation methods for more complex programs.
- What are the components of the RE-AIM framework and Realist Evaluation.
Assessment
Assessment task 1: Journal abstract analysis
| Intent: | To develop skills in being able to interpret evaluation research appropriately and critiquing AI generated analysis. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A This assessment task contributes to the development of graduate attribute(s): 1.1 and 4.0 |
| Type: | Report |
| Groupwork: | Individual |
| Weight: | 15% |
| Length: | Submission may be as a video of no more than two minutes (no slides, speaking only) OR a 400 word report (+/-10%). |
Assessment task 2: Develop a logic model
| Intent: | To develop skills in generating a logic model for a real-world public health intervention. The assessment will require students to understand resources and activities underpinning intervention components and the evidence for relationships between components and their effects. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): B This assessment task contributes to the development of graduate attribute(s): 1.2, 2.3 and 6.0 |
| Type: | Report |
| Groupwork: | Individual |
| Weight: | 40% |
| Length: | You should submit your logic model as a graphical display, including a reference list for the empirical and theoretical papers used in its development (on a separate page). There is no word or “box” limit for this assignment. The logic model should be presented as a single, stand-alone figure (i.e. no supporting text except for general assumptions is required). |
Assessment task 3: Evaluation critique (Part A) and evaluation plan development (Part B)
| Intent: | To develop students’ skills to critically analyse evaluations of public health programs or policies across the different levels of evaluation and apply the “rocket ship” model. Part B allows students to exercise their skills in developing their own evaluation questions and associated evaluation plans from their own logic model. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, C, D, E and F This assessment task contributes to the development of graduate attribute(s): 1.2, 2.2, 3.0, 4.1, 6.2 and 6.3 |
| Type: | Report |
| Groupwork: | Individual |
| Weight: | 45% |
| Length: | Part A: 1500 words (+/-10%); Part B: 600 words (+/-10%) |
Required texts
Bauman, A. and Nutbeam, D., 2023. Evaluation in a nutshell: a practical guide to the evaluation of health promotion programs. McGraw-hill. 3rd edition. Please refer to the Reading List and the 'What resources do I need' page on Canvas for availability.
Recommended texts
Reading materials for each week in addition to the text will be provided through Canvas.
Other resources
UTS Student Centre
Building 10
Monday to Friday: 9am - 5pm
Tel: 1300 ASK UTS (1300 275 887)
Details for student centres: www.uts.edu.au/current-students/contacts/general-contacts
For other resources/ information refer to the Faculty of Health website (www.uts.edu.au/about/faculty-health) and Canvas at: https://canvas.uts.edu.au/.
UTS Library
The Library has a wide range of resources, facilities and services to support you including textbooks, subject readings, health literature databases, workshops and bookable study rooms. There is also a team of librarians to help you with your questions available via online chat, phone and in person. W: https://www.lib.uts.edu.au/, Facebook: utslibrary, Twitter: @utslibrary Tel: (02) 9514 3666.
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