ASSESSMENT BRIEF
Subject Code and Title PUBH6000: Social, Behavioural and Cultural Factors in Public Health
Assessment Assessment 1: Report - Social Determinants of Health
Individual/Group Individual
Length 1,500 words
Learning Outcomes This assessment addresses the following learning outcomes:
1. Analyse the impact of social, environmental and behavioural factors on the health of different populations
2. Analyse population health outcomes and the major social, economic, political and cultural forces that contribute to health inequalities
Submission Due Sunday following the end of Module 2 at 11:55pm AEST/AEDT*
Weighting 25%
Total Marks 100 marks
*Please Note: This time is Sydney time (AEST or AEDT). Please convert to your own time zone (eg. Adelaide = 11:25pm).
Instructions:
Tobacco, lack of physical activity, a diet high in fats and sugars, hypertension, diabetes and obesity are well-known risk factors for heart disease. Populations with lower socioeconomic status are more likely to have increased behavioural risk factors for heart disease, including smoking and lack of physical activity (Australian Institute of Health and Welfare, 2010). Although behavioural risk factors might be evident causes of diseases, public health professionals also consider social and environmental factors that contribute to the social gradient of health.
To prepare for this assignment, choose a population group in Australia (e.g. men/women, low socioeconomic status, rural/remote, people with disabilities/mental illness). Then, in 1500 words, address the following, being sure to include a rationale that justifies your response:
• Describe the pattern of heart disease within this population.
• Analyse how a social determinants of health approach could be used to explain the patterns of morbidity and mortality for heart disease among this population group when compared to other groups.
• Create a public health intervention that addresses a social determinant of health (e.g. work, unemployment, social support, transport, housing, education, access to healthcare).
• Describe how you would address the social gradient of health through this public health intervention.
• Explain what other sectors would need to be involved aside from the health sector.
References
Australian Institute of Health and Welfare. (2010). Australia’s health 2010. Retrieved from http://www.aihw.gov.au/publication-detail/?id=6442468376
Assessment Criteria:
• Demonstrates knowledge and understanding of the social determinants of health (30%)
• Shows ability to interpret and analyse relevant information and literature on the social determinants of health (20%)
• Demonstrates ability to apply knowledge and understanding of the social determinants of health to an existing public health problem (25%)
• Demonstrates critical reasoning and analysis skills (15%)
• General Assessment Criteria (10%) o Provides a lucid introduction
o Shows a sophisticated understanding of the key issues
o Shows ability to interpret relevant information and literature in relation to chosen topic
o Demonstrates a capacity to explain and apply relevant concepts o Shows evidence of reading beyond the required readings
o Justifies any conclusions reached with well-formed arguments and not merely assertions
o Provides a conclusion or summary o Correctly uses academic writing, presentation and grammar:
? Complies with academic standards of legibility, referencing and bibliographical details (including reference list)
? Writes clearly, with accurate spelling and grammar as well as proper sentence and paragraph construction
? Uses appropriate APA style for citing and referencing research
Marking Rubric:
Assessment
Attributes
0-34
(Fail 2 – F2)
Unacceptable 35-49
(Fail 1 – F1)
Poor 50-64
(Pass -P)
Functional 65-74
(Credit - CR)
Proficient 75-84
(Distinction – DN)
Advanced 85-100
(High Distinction – HD)
Exceptional
Grade Description (Grading Scheme)
Evidence of unsatisfactory achievement of one or more of the learning objectives of the subject, insufficient understanding of the subject content and/or unsatisfactory level of skill development. Evidence of satisfactory achievement of subject learning objectives, the development of
relevant skills to a competent level, and adequate interpretation and critical analysis skills. Evidence of a good level of understanding, knowledge and skill development in relation to the content of the subject or work of a superior quality on the majority of the learning objectives of the subject. Demonstration of a high level of interpretation and critical analysis skills. Evidence of a high level of achievement of the learning objectives of the subject demonstrated in such areas as interpretation and
critical analysis, logical argument, use of methodology and communication skills. Evidence of an exceptional level of achievement of learning objectives across the entire content of the subject demonstrated in such areas as interpretation and critical analysis, logical argument, creativity, originality, use of methodology and communication skills.
Knowledge and
understanding
Demonstrates knowledge and understanding of the social determinants of health. (30%)
Demonstrates the ability to apply knowledge and understanding of the social determinants of health to an existing public health Limited understanding of required concepts and
knowledge
Key components of the assignment are not addressed.
Knowledge/understand
ing of the field or discipline.
Resembles a recall or summary of key ideas.
Often conflates/confuses assertion of personal opinion with Thorough knowledge/understand
ing of the field or discipline/s. Supports personal opinion and information substantiated by evidence from the research/subject materials.
Demonstrates a Highly developed understanding of the field or discipline/s.
Discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/subject materials and A sophisticated understanding of the field or discipline/s.
Systematically and critically discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/subject
problem (25%)
information substantiated by evidence from the research/subject materials. capacity to explain and apply relevant concepts.
extended reading.
Well demonstrated capacity to explain and apply relevant concepts.
materials and extended reading.
Mastery of concepts
and application to new
situations/further learning.
Critical reasoning, presentation and defence of an argument and/or
position
Demonstrates critical reasoning and analysis
skills (15%)
Specific position (perspective or argument) fails to take into account the complexities of the issue(s) or scope of the assignment.
Makes assertions that are not justified.
Specific position (perspective or argument) begins to take into account the issue(s) or scope of the assignment.
Justifies any conclusions reached with arguments not merely assertion. Specific position (perspective or argument) takes into account the complexities of the issue(s) or scope of the assignment. Others’ points of view are acknowledged.
Justifies any conclusions reached with well-formed arguments not merely assertion.
Specific position (perspective or argument) is expertly presented and accurately takes into account the complexities of the issue(s) and scope of the assignment.
Justifies any conclusions reached with well-developed arguments. Specific position (perspective or argument) is presented expertly, authoritatively and imaginatively, accurately taking into account the complexities of the issue(s) and scope of the assignment. Limits of position are acknowledged.
Justifies any conclusions reached with sophisticated arguments.
Analysis and application with synthesis of new
knowledge
Shows the ability to interpret and analyse relevant information and Limited synthesis and analysis.
Limited
application/recommendations Demonstrated analysis and synthesis of new knowledge with application.
Shows the ability to interpret relevant Well-developed analysis and synthesis with application of
recommendations
linked to analysis/synthesis. Thoroughly developed and creative analysis and synthesis with application of pretested models and / or Highly sophisticated and creative analysis, synthesis of new with existing knowledge.
Strong application by way of pretested
literature on the social determinants of health
(20%)
based upon analysis. information and literature.
independently
developed models and justified
recommendations
linked to analysis/synthesis. models and / or independently developed models. Recommendations are clearly justified based on the analysis/synthesis. Applying knowledge to new situations/other cases.
Use of academic and discipline conventions and sources of evidence (10%) *General assessment
criteria shown below
Poorly written with errors in spelling, grammar.
Demonstrates inconsistent use of good quality, credible and relevant research sources to support and develop ideas.
There are mistakes in using the APA style. Is written according to academic genre (e.g. with introduction, conclusion or summary) and has
accurate spelling, grammar, sentence and paragraph construction.
Demonstrates consistent use of credible and relevant research sources to support and develop ideas, but these are not always explicit or well developed.
There are no mistakes in using the APA style. Is well-written and adheres to the academic genre (e.g. with introduction, conclusion or summary).
Demonstrates consistent use of high quality, credible and relevant research sources to support and develop ideas.
There are no mistakes in using the APA style. Is very well-written and adheres to the academic genre.
Consistently demonstrates expert use of good quality, credible and relevant research sources to support and develop appropriate arguments and statements. Shows evidence of reading beyond the key reading
There are no mistakes in using the APA style.
Expertly written and adheres to the academic genre.
Demonstrates expert use of high-quality, credible and relevant research sources to support and develop arguments and position statements. Shows extensive evidence of reading beyond the key reading
There are no mistakes in using the APA Style.
*General Assessment Criteria:
• Provides a lucid introduction
• Shows a sophisticated understanding of the key issues
• Shows the ability to interpret relevant information and literature in relation to your chosen topic
• Demonstrates a capacity to explain and apply relevant concepts
• Shows evidence of reading beyond the key reading
• Justifies any conclusions reached with well-formed arguments not merely assertion
• Provides a conclusion or summary
• Use of academic writing and presentation and grammar:
• Complies with normal academic standards of legibility, referencing and bibliographical details (including reference list).
• Is written clearly with accurate spelling, grammar and sentence and paragraph construction • Appropriate citation and referencing used (using APA style)