69361 Public Engagement with Health Data
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Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Result type: Grade and marks
There are course requisites for this subject. See access conditions.
Description
Public engagement is becoming a vital component in global health research and enables scientists to gain crucial insights and input from patients and the public. But what does best practice public engagement look like?
Students learn key professional approaches to ensure that information and outcomes from medical research are effectively communicated to patients and the public, so that these audiences can be informed of progress in the field and better understand the nature of science.
Topics include how the COVID-19 pandemic was dealt with in the public sphere and engagement improvements in retrospect, recognising patient autonomy via the provision of adequate consent, ensuring equity, and respecting and protecting participant privacy.
Subject learning objectives (SLOs)
Upon successful completion of this subject students should be able to:
| 1. | Leverage connections between public engagement and public perceptions to build trust in science. |
|---|---|
| 2. | Develop knowledge of Indigenous Australian contexts to inform professional cultural capabilities to work effectively with and for, Indigenous Australians. |
| 3. | Reflect on professional accountability in protecting participant consent, autonomy, equity and privacy. |
| 4. | Articulate authentic strategies to work in partnership with and advocate for the community. |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the development of following course intended learning outcomes:
- Critically appraise and apply advanced skills and knowledge to contribute to professional practice, leadership and scholarship relevant to medical science contexts. (1.1)
- Assess, argue for, and conduct appropriate independent research to solve complex problems contributing to a field of work or learning to address medical or health research needs. (2.1)
- Develop, prepare, and engage in work and leadership practices adhering to health and safety requirements, ethical conduct, risk management, organisation, and governance or regulatory requirements in the context of medical science. (3.1)
- Independently and collaboratively present and communicate complex ideas and justifications using appropriate communication approaches from a variety of methods (oral, written, visual and digital) to communicate with discipline experts, health and medical professionals, consumers, scientists, industry, and the community. (5.1)
- Critically reflect on Indigenous Australian contexts to inform professional cultural capability to work effectively with and for, Indigenous Australians within medical science and leadership. (6.1)
Contribution to the development of graduate attributes
1. DISCIPLINARY KNOWLEDGE
The complexities of medical and health data and community engagement practices will be explored through interactive modules. Students develop professional approaches to ensure that information from research can be effectively communicated to patients and the public alike. Case studies examine critical issues within medical and health research settings and the vital roles that scientists, advocates and leaders play.
2. RESEARCH, INQUIRY AND CRITICAL THINKING
A diverse range of important research discoveries are examined throughout the subject. This includes advances in perinatal, genomic, wearable technology research and lessons from the COVID pandemic. Students learn from leading Australian experts and participation in peer-connected learning is continually supported.
3. PROFESSIONAL, ETHICAL AND SOCIAL RESPONSIBILITY
Patient privacy and ethical concerns around health and medical data are key elements of this subject and will be explored through different case studies and media. Students develop an appreciation of their professional contexts and responsibilities working within organisations and deepen their experience of how sensitive data should be safely collected and managed.
4. REFLECTION, INNOVATION AND CREATIVITY
Working at the intersections of scientific research, practice, and public engagement requires situational awareness to understand the needs of the public and to respond appropriately and effectively. Students reflect on their understanding of the requirements and responsibilities for working with, and for, the community within medical and health settings in the assessments as well as learning activities. Opportunities for self-reflection and collaborative peer learning includes active discussion boards, polls, and Padlet walls.
5. COMMUNICATION
A range of activities have been designed to assist students in excelling in various communication formats. Assessments are designed to complement learning and enable students to track their skill development as well as their growing understanding of key concepts. Verbal communication skills are developed and assessed within the video presentation. Students synthesize information and explain medical and health concepts clearly and logically to public audiences. Written assessments provide a rich opportunity for students to receive formative feedback on their writing to clarify and strengthen their public communication skills.
6. ABORIGINAL AND TORRES STRAIT ISLANDER KNOWLEDGES AND CONNECTION WITH COUNTRY
Students complete a range of activities to develop knowledge of Indigenous Australian contexts to inform professional cultural capabilities to work effectively with and for, Indigenous Australians. This is taught in the contexts of public engagement, building and maintaining ongoing relationships, and collecting and using health data for research purposes by adhering to culturally sensitive protocols, including free, prior and informed consent.
Teaching and learning strategies
Public Engagement with Health Data is designed as a completely online educational experience that students can take at their own pace. Students explore multiple aspects of public engagement with several types of health data, through a range of rich interactive content and case studies. Volume and types of health data is reviewed, along with associated consent, privacy and ethical concerns. Case studies include collection and uses of Electronic Health Records, perinatal, genomic, men’s and women’s health, and wearables data, and lessons learned from COVID. Engagement spans individuals participating in research; consenting to treatments, programs or interventions; accessing information to help make health decisions; education and broader dissemination of health information and includes special concerns for diverse and Indigenous populations. Students learn from specific experts working or with lived experience in these topics and participation in peer-connected learning activities. This includes comment and discussion boards, polls, Padlet walls, and specific tasks related to recorded podcasts or Q & A interviews, aimed at building the required skills and knowledge in a collaborative online environment.
Assessments are designed to complement learning and provide students with the opportunity to apply and track their skills development as well as their understanding of some key concepts and issues in the complex are of public health information. Students’ own reading and research on topics and case studies will build through the Modules, to help with developing independent thinking and critical appraisal skills as future leaders. Students will receive formative feedback on their work throughout the session.
Content (topics)
You learn about the unprecedented scale and power of health data but will also be encouraged to think critically about the many issues and concerns that this rapid accumulation, linking, and potential sharing of this information generates, despite the advantages it delivers to research, health care and systems. We begin with types of data and why public engagement is important. This leads to examining these issues of concern through some case studies focused on specific high stakes and sensitive data in our era of electronic heath records (“My Health Record”), genetic testing and genotyping. We then consider stakeholder engagement, health literacy, and focus on special or diverse populations. We move on to look at communicating with individuals and populations, the increasing challenges of disinformation, and how this impacts on trust, participation, engagement, cancer messaging and risk perception.
As aspiring leaders, you will benefit from advice, examples, references, materials and experience contributed by experts and established leaders in media, medicine, science, Aboriginal Health and disabled advocacy.
Assessment
Assessment task 1: An Initial Analysis
| Intent: | This assessment task contributes to the following graduate attributes: 1. Disciplinary Knowledge 2. Research, Inquiry and Critical Thinking |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): 1 This assessment task contributes to the development of course intended learning outcome(s): 1.1 |
| Type: | Report |
| Groupwork: | Individual |
| Weight: | 25% |
| Criteria: | Submitted work will be marked against the marking rubric provided in Canvas |
Assessment task 2: Recorded video presentation
| Intent: | This assessment task contributes to the following graduate attributes: 2. Research, Inquiry and Critical Thinking 3. Professional, Ethical and Social Responsibility 5. Communication 6. Aboriginal and Torres Strait Islander Knowledges and Connection with Country |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): 2, 3 and 4 This assessment task contributes to the development of course intended learning outcome(s): 2.1, 3.1, 5.1 and 6.1 |
| Type: | Presentation |
| Groupwork: | Individual |
| Weight: | 50% |
| Criteria: | Submitted work will be marked against the marking rubric provided in Canvas |
Assessment task 3: Written Reflection
| Intent: | This assessment task contributes to the following graduate attributes: 3. Professional, Ethical and Social Responsibility 5. Communication |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): 3 and 4 This assessment task contributes to the development of course intended learning outcome(s): 3.1 and 6.1 |
| Type: | Reflection |
| Groupwork: | Individual |
| Weight: | 25% |
| Criteria: | Submitted work will be marked against the marking rubric provided in Canvas |
Minimum requirements
In order to pass this subject, you must obtain an overall mark of 50% or more.