95750 Strengthening Global Health Systems
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Subject handbook information prior to 2025 is available in the Archives.
Credit points: 6 cp
Subject level:
Undergraduate
Result type: Grade and marksRequisite(s): 48 credit points of completed study in spk(s): C10360 Bachelor of Public Health OR 48 credit points of completed study in spk(s): C10410 Bachelor of Public Health Bachelor of Sustainability and Environment OR 48 credit points of completed study in spk(s): C10396 Bachelor of Public Health Bachelor of International Studies OR 48 credit points of completed study in spk(s): C10441 Bachelor of Health Sciences Bachelor of Languages and Cultures OR 48 credit points of completed study in spk(s): C10466 Bachelor of Public Health Bachelor of Creative Intelligence and Innovation
Description
This subject aims to enhance students' skills in applying a systems approach to the analysis of health systems in lower-middle and lower-income countries and related strategies to strengthen such systems with the goal of achieving universal access to health care. Inter-linkages between health system components and the characteristics of well-functioning health systems are examined through comparative case study work, and lessons learned to address gaps in equity and access are explored. This includes the exploration of evidence-based strategies to improve health governance, financing, information, human resources, and the procurement and distribution of medical commodities to scale up access, quality, safety, and coverage of health care.
Subject learning objectives (SLOs)
| A. | Describe components of health systems in lower-middle and lower income countries with reference to key actors, roles and intended outcomes. |
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| B. | Apply a systems approach to identifying and understanding the linkages between components of health systems in lower-middle and lower income countries. |
| C. | Analyse health system challenges and opportunities in real-world settings. |
| D. | Investigate the impact of health system strengthening on equity and access to health, including for vulnerable populations. |
| E. | Apply a systems perspective to evaluate health systems interventions and performance. |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Analyse and contextualise complex data including statistical information in public health. (1.1)
- Respect and respond to the needs of diverse groups to improve health outcomes. (1.2)
- Promote and enhance the health of diverse groups through evidence-based advocacy strategies and techniques. (1.3)
- Evaluate the effectiveness and efficiency of health projects and programs. (2.1)
- Develop creative and innovative responses to health issues. (2.2)
- Demonstrate adaptability to social, political and technological change in public health. (2.3)
- Are ethical and responsible professionals who value the diversity of people and communities. (4.0)
- Reflects on the ethical implications for public health research and practice. (4.1)
- Recognises the need of supportive and responsive evidence-based practice in diverse communities. (4.2)
- Demonstrates critical thinking in the development and practice of public health. (5.1)
- Translate public health policy into evidence-based strategies. (5.2)
- Assess and evaluate the relevance and quality of research in the context of specific health issues and populations. (5.3)
Contribution to the development of graduate attributes
1. Advocacy and Social Justice: Advocate for and engage with individuals and communities to reduce health inequities and promote social justice in a global context: 1.2; 1.3
2. Adaptability: Demonstrate creative and adaptive thinking within a changeable social, political and technological environment: 2.2; 2.5
4. Ethics and diversity: Are ethical and responsible professionals who value the diversity of people and communities: 4.1; 4.3
5. Critical thinking and practice: Translate research and evaluation into social and professional practice through critical thinking and knowledge integration: 5.1; 5.2; 5.3
Teaching and learning strategies
This subject will be delivered using a variety of teaching and learning strategies to actively involve students and support the development of practical skills in systems approaches to strengthening health services in lower-middle and lower-income countries. Online and in-class activities will engage students in the application of evidence-based strategies and systems theories to real-world program case studies. Pre-class work will introduce students to the concepts to be explored in-depth during lectures and tutorials and will include mixed media such as TED talks, YouTube videos, online short courses and quizzes, and journal articles. In-class sessions will provide formative assessment and allow collaborative discussion of the concepts canvassed during pre-class work and the application of this learning to more complex practice and case studies. The lecture and tutorial series will be interactive and incorporate group discussion, small group collaborative exercises, and role-play.
Canvas will provide a venue to discuss course content, concepts, and assignments at any time. Early and continuing feedback will be provided both in-person and through the Canvas discussion board.
Content (topics)
- Systems thinking for health
- Universal Health Coverage
- Health systems components
- Relative health systems performance
- Health systems in Lower-middle and lower income countries
- Access and equity through health systems
- Governance and leadership in global health systems
- Service delivery in global health systems
- Financing global health systems
- Human resources for global health systems
- Health commodities for global health systems
- Health information systems for global health systems
- Strategies for strengthening global health systems
Assessment
Assessment task 1: Online Activities
| Intent: | To assess students’ acquisition of knowledge of global health issues and international institutions with roles in the health sector. Students will also demonstrate their understanding of the WHO global health systems strengthening model. |
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| Objective(s): | This assessment task addresses subject learning objective(s): A, B, C, D and E This assessment task contributes to the development of graduate attribute(s): 1.3, 2.1, 2.2, 5.2 and 5.3 |
| Type: | Exercises |
| Groupwork: | Individual |
| Weight: | 40% |
| Length: | Required lengths will vary depending on the nature of the task. Further information will be provided on Canvas. It is expected that most tasks will require no longer than 60 minutes to complete. |
Assessment task 2: Case Study Report
| Intent: | Students will apply a systems perspective to evaluate a health systems intervention and its impact on health and equity outcomes. In doing so, students will demonstrate their understanding of the interactions which occur within health systems and the practical implications, challenges, limitations and benefits of implementing an intervention within complex structures. |
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| Objective(s): | This assessment task addresses subject learning objective(s): A, B, C and D This assessment task contributes to the development of graduate attribute(s): 1.1, 1.2, 1.3, 2.1, 4.2, 5.1 and 5.2 |
| Type: | Report |
| Groupwork: | Individual |
| Weight: | 40% |
| Length: | 2,000 words (not including references). |
Assessment task 3: Group Presentation: Addressing global health challenges
| Intent: | To apply the WHO health system strengthening model in developing solutions to an existing or emerging global health issue in regard to a specific priority population. Students will demonstrate knowledge of international health organisations and strategies for effective engagement with them. |
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| Objective(s): | This assessment task addresses subject learning objective(s): A, B, C, D and E This assessment task contributes to the development of graduate attribute(s): 1.2, 1.3, 2.2, 2.3, 4.0, 4.1, 5.1, 5.2 and 5.3 |
| Type: | Case study |
| Groupwork: | Group, group assessed |
| Weight: | 20% |
| Length: | 15 minutes presentation plus five minutes' Q&A. All students are expected to contribute to the presentation. Students who do not contribute adequately to the group's presentation preparations may not receive the full group mark for this assessment task. |
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: lib.uts.edu.au, Facebook: utslibrary, Twitter: @utslibrary Tel: (02) 9514 3666.
Improve your academic and English language skills
Marks for all assessment tasks such as assignments and examinations are given not only for what you write but also for how you write. If you would like the opportunity to improve your academic and English language skills, make an appointment with the HELPS (Higher Education Language & Presentation Support) Service in Student Services.
HELPS (Higher Education Language & Presentation Support)
HELPS provides assistance with English language proficiency and academic language. Students who need to develop their written and/or spoken English should make use of the free services offered by HELPS, including academic language workshops, vacation intensive courses, drop-in consultations, individual appointments and Conversations@UTS (www.ssu.uts.edu.au/helps). HELPS staff are also available for drop-in consultations at the UTS Library. Phone (02) 9514 9733.
Please see www.uts.edu.au for additional information on other resources provided to students by UTS.
The Accessibility and Financial Assistance Service
The Accessibility Service can support students with disabilities, medical or mental health conditions, including temporary injuries (e.g., broken limbs). The Accessibility Service works with Academic Liaison Officers in each Faculty to provide ‘reasonable adjustments’ such as exam provisions, assistive technology, requests and strategies for managing your studies alongside your health condition. If you’re unsure whether you need assistance, we recommend getting in touch early and we can provide advice on how our service can assist you. Make an appointment with an Accessibility Consultant (AC) on +61 2 9514 1177 or Accessibility@uts.edu.au.
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