In this subject students study the history of our understanding of health and illness in an international context. Comparative national and international health system responses to health issues are explored. Students are introduced to the social, environmental and biological basis for disease, and public health models developed towards minimising disease and illness, and promoting health across populations. Topics investigated through enquiry based learning teams include communicable and non-communicable disease and the impact of climate change on health. The role of evidence in developing our understanding of health and illness, how evidence is generated and how it translates into policy and forms the basis of practice underpins the unit.
School: Psychology and Public Health (Pre 2022)
Credit points: 15
Subject Co-ordinator: Stephen Polgar
Available to Study Abroad/Exchange Students: Yes
Subject year level: Year Level 1 - UG
Exchange Students: No
Available as Elective: No
Learning Activities: N/A
Capstone subject: No
Subject rules
Prerequisites: N/A
Co-requisites: N/A
Incompatible subjects: N/A
Equivalent subjects: N/A
Quota Management Strategy: N/A
Quota-conditions or rules: N/A
Special conditions: Students must be enrolled in an Undergraduate Faculty of Health Sciences owning course that uses this subject as a core subject or AZAHS (Bachelor of Arts/Bachelor of Health Sciences)
Minimum credit point requirement: N/A
Assumed knowledge: N/A
Career-focused: No
Work-based learning: No
Self sourced or Uni sourced: N/A
Entire subject or partial subject: N/A
Total hours/days required: N/A
Location of WBL activity (region): N/A
WBL addtional requirements: N/A
Graduate Capabilities
COMMUNICATION - Communicating and InfluencingDISCIPLINE KNOWLEDGE AND SKILLSINQUIRY AND ANALYSIS - Critical Thinking and Problem SolvingPERSONAL AND PROFESSIONAL - Ethical and Social ResponsibilityPERSONAL AND PROFESSIONAL - Leadership and TeamworkIntended Learning Outcomes
01. On successful completion of this enquiry, student should be able to discuss how changing concepts of health, wellbeing and disease have influenced, and continue to influence, public health interventions and the treatment of disease and illness, specifically: a. describe how patterns of health, wellbeing and illness have changed over time and how they vary from one community to another; b. describe the different understandings of health, wellbeing, disease and death that have been held among differing societies over time; c. demonstrate an awareness that contemporary understandings and practices to advance health from a snapshot along the continuum of this ongoing change.02. On successful completion of this enquiry you should be able to achieve to explain why susceptibility to adverse agents experienced by the very young, old, sick and vulnerable is greater than that of the average adult, specifically: a. explain why the ability to maintain homeostasis by the average adult is greater than that of the very young and old; b. describe what is meant by physiological reserve of function and explain its consequences, and why reserve of function differs across the lifespan.03. On successful completion of this enquiry student should be able to apply knowledge of the body's defences to the choice of interventions to prevent the spread of infectious diseases, specifically: a. describe the body's defences which normally operate to protect us against infection or damage by viruses, bacteria, fungi, parasites and other foreign organisms.04. On successful completion of this enquiry student should be able to critically analyse current theories of health and illness and their implications for interventions to improve population health, specifically: a. describe the socio-ecological, behavioural and biomedical perspectives on health and illness; b. explain how divergent perspectives lead to different health interventions.05. Apply scientific reasoning and the principles of evidence-based practice to issues of health, health interventions and disease, and communicate your findings in a manner appropriate to a given audience, specifically: a. differentiate between interpretation and evidence; b. identify and clearly define a problem and develop a strategy for solving it; c. use primary sources, such as the Australian Institute of Health & Welfare, and the Australian Bureau of Statistics (ABS), key original journal articles and reports to locate evidence; d. review key studies in the literature and identify why they are considered to be key evidence; e. communicate effectively, demonstrating effective oral, written and numeracy skills whilst using a range of current communication technologies and media. 