96707 Complementary and Traditional Medicine 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
This subject explores the growing interface of traditional, complementary and integrative medicine (TCIM) on public health. The use of TCIM in health has a significant interface with public health services and conventional provision. Students are introduced to multi-disciplinary public health perspectives on TCIM, including social science, clinical and policy perspectives. Students explore advances in the public health and health services research of TCIM to help foster an understanding of this growing area of health care provision in the context of wider cultural and political environments.
Subject learning objectives (SLOs)
| A. | Explain public health and health services research approaches to complementary and traditional medicine |
|---|---|
| B. | Critically evaluate the public health impacts of complementary and traditional medicine use |
| C. | Explain the role of the World Health Organization Traditional Medicine Strategy and national policies in public health of complementary and traditional medicine |
| D. | Evaluate and critically appraise current strategies for the integration, implementation or control and cost implications of complementary and traditional medicine in public health |
| E. | Demonstrate an understanding of the different social, political and cultural perspectives of complementary and traditional medicine |
| F. | Critically appraise the interface between complementary and traditional medicine in public health and primary health care |
Course intended learning outcomes (CILOs)
This subject also contributes specifically to the following graduate attributes:
- Critique, interpret and synthesise epidemiological outcomes and statistical findings at a superior level to inform the surveillance, management and prevention of disease and illness, and promotion of health for the complex issues inherent in public health (1.1)
- Design and apply research methods to a variety of public health problems (1.2)
- Lead, develop, evaluate and collaborate in public health programs that aim to improve population health (2.2)
- Contribute to complex policy-related dialogue and evaluation of public health strategies in the community (2.3)
- Communicate and collaborate to provide optimal outcomes in public health practice and research (4.1)
- Advocate for, create and respect the engagement of partnerships on matters critical to public health (4.2)
- Establish a commitment to the development of superior knowledge and skills within public health in order to prioritise reducing disease, disability and illness (5.1)
Contribution to the development of graduate attributes
This subject also contributes to the following graduate attributes:
- Demonstrate reflective critical thinking to enable critical appraisal of current practice, policy and research with the aim to enhance health care and healthcare outcomes, and transform health (1.0)
- Apply research methods to a variety of public health problems (1.2)
- Contribute to policy-related dialogue and evaluation of public health strategies in the community (2.3)
- Advocate for, create and respect the engagement of partnerships on matters critical to public health (4.2)
Teaching and learning strategies
In this subject students will participate in a number of teaching and learning activities that are designed to actively engage students to develop learning in TCIM principles and scholarship. Students will attend three days of on-campus workshops. Prior to the on-campus workshops, students will be required to read set texts (eg. book chapters, journal articles) which are essential background knowledge for the on-campus activities. The on-campus learning activities will include seminars and oral presentations, round table discussions and problem-based learning activities. Throughout the session, students will also be provided with additional material online (Blackboard) (eg. journal articles, webcasts, website links) and online discussion will be used to further clarify lecture material. The online activities will take 2-3 hours per week, to prepare students for the assessment tasks in a phased and iterative manner. Early feedback will be provided on moderated discussion board activities and assessment will be explained in the face-to-face workshops as well as via the discussion board.
Content (topics)
Topic 1: Introduction to TCIM and public health
- Introduction to TCIM
- The WHO Traditional Medicine Strategy
- TCIM use and integration in health systems
- Health policy, law and regulatory perspectives of TCIM
Topic 2: Public health and health services research disciplinary contributions and methodological advances in TCIM
- Research methods in TCIM
- Social science perspectives of TCIM
- Implementation and translation science in TCIM
- Health geography and epidemiological mapping of TCIM use
- Health economics of TCIM
- Practice-based research networks and TCIM
Topic 3: Substantive topics and key issues around TCIM use
- TCIM as self-care in chronic illness
- TCIM and global health challenges
- TCIM use in reproductive health
- TCIM use in major areas of global disease burden
- Social inequalities, vulnerable/underserved communities and TCIM use
Assessment
Assessment task 1: Annotated Bibliography
| Intent: | The purpose of this assessment item is to determine how well students can critially appraise public health and TCIM literature and provide succinct information on each article. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, B and E This assessment task contributes to the development of graduate attribute(s): .0, 2.3 and 5.1 |
| Type: | Annotated bibliography |
| Groupwork: | Individual |
| Weight: | 30% |
| Length: | 1,500 words. |
Assessment task 2: Development of a Draft Research Proposal
| Intent: | This assignment is designed to provide students with a practical example of how to contextualize public health and health services research methodologies as they apply to TCIM. The activity facilitates an understanding of how different research approaches can be employed to explore issues in health. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): A, C and E This assessment task contributes to the development of graduate attribute(s): 1.2, 2.2 and 4.1 |
| Type: | Report |
| Groupwork: | Individual |
| Weight: | 30% |
| Length: | 1,500 words. |
Assessment task 3: Essay
| Intent: | The purpose of this assessment item is assess students critical reasoning ability and their understanding for the complexity of public health issues in TCIM. This assessment item also assesses students ability to efficiently communicate their decision-making processes. |
|---|---|
| Objective(s): | This assessment task addresses subject learning objective(s): B, D and F This assessment task contributes to the development of graduate attribute(s): .0, 1.1 and 4.2 |
| Type: | Essay |
| Groupwork: | Individual |
| Weight: | 40% |
| Length: | 2,000 words. |
Required texts
World Health Organization, 2013. WHO Traditional Medicine Strategy 2014-2023. World Health Organization: Geneva
Recommended texts
Adams, J., Andrews, G., Barnes, J., Broom, A. and Magin, P. eds., 2012. Traditional, complementary and integrative medicine: an international reader. Palgrave Macmillan: Basingstoke.
Adams J., et al. eds., 2019. Public health and health services research in traditional, complementary and integrative health care: international perspectives. World Scientific Publishing: London.
Bodeker, G. and Burford, G. eds., 2006. Traditional, complementary and alternative medicine: policy and public health perspectives. Imperial College Press: London.
Other resources
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UTS Library
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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.