ASSESSMENT BRIEF
Subject Code and Title STAT6001: Public Health Informatics
Assessment Assessment 1: Report - Introduction to Public Health Informatics
Individual/Group Individual
Length 1,000 words
Learning Outcomes This assessment addresses the following learning outcomes:
1. Synthesise knowledge of public health informatics
2. Analyse the role of ICT in public health management and healthcare access and service delivery
4. Examine global and national legislation and strategies for ICT applications in health
5. Apply critical reasoning skills to assess and report on the effectiveness of an ICT project
Submission Due Sunday following the end of Module 2 at 11:55pm AEST/AEDT*
Weighting 20%
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:
In this assessment, you will follow three public health-related Twitter accounts on Twitter, summarise what you have learned from following these feeds, and critique how Twitter can be used in public health in light of your learning over the next two modules.
You can use any search engine to follow the Twitter feeds of three selected public health Twitter accounts for a period of four weeks. It is suggested that you focus your attention on Twitter feeds which relate to discussion questions for each module. In Module 4, you will share reflections based on following the accounts and considering the module questions.
To prepare for this assessment, follow these steps:
• Step 1: Open a search engine (e.g. Google, Bing).
• Step 2: Search for three public health-related Twitter accounts from the following list (eg type in 'Twitter WHO'—you will be able to read their Twitter feed but not interact with it. Please be aware that you do not need to have a Twitter account, as you can gather information on Twitter via a search engine):
o Croakeyblog: @Croakeyblog o PAHO: @pahowho o PAHOWHO eHealth: @ehealthpaho o Equity and Health: @equitylist o Health Informatics: @UKHIP o The Marmot Review: @TheMarmotReview o Rural Mental Health: @RuralMental_Hth o @DigitalHealth o @eHealthAus o @UICInformatics o @JMedInternetRes o @RJonesPlymouth o @Healthypolicies
o @AUMentalHealth
• Step 3: At the end of Module 2, you will reflect upon and report your findings from this experience, including how following the selected feeds has shaped your perspectives on how Twitter can be used in public health.
Assessment Criteria:
Write a 1,000-word report that:
• Reports on what you have learnt from following these accounts and demonstrate learning on health informatics topics from Modules 1 to 2, based on following these accounts (e.g. quality of and access to health information) (20%)
• Critiques the accounts in terms of adding value in the domain of public health informatics (30%)
• Reflects upon how following the selected feeds has shaped your perspectives in relation to module discussion questions (30%) • General assessment criteria (20%):
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 course demonstrated in such areas as interpretation and critical analysis, logical argument, creativity, originality, use of methodology and communication skills.
Knowledge and understanding Reports on what you have learnt from following these accounts Demonstrates learning on health informatics topics from Modules 1 to 2, based on following these accounts (e.g. quality of and access to health information)
20% 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.
Thorough knowledge/understandi ng of the field or discipline/s. Supports personal opinion and information substantiated by evidence from the research/course materials. Highly developed understanding of the field or discipline/s.
Discriminates between assertion of personal opinion and information substantiated by robust evidence from the 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
Often conflates/confuses assertion of personal opinion with information substantiated by evidence from the research/course materials.
Demonstrates a capacity to explain and apply relevant concepts.
research/course materials and extended reading.
Well demonstrated capacity to explain and apply relevant concepts. the research/course 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
Critiques the accounts in terms of adding value in the domain of
public health informatics
30% 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 wellformed 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 welldeveloped 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
Reflects upon how following the selected feeds has shaped your perspectives in relation to module discussion questions 30%
Limited synthesis and analysis.
Limited application/recommendations based upon analysis. Demonstrated analysis and synthesis of new knowledge with application.
Shows the ability to interpret relevant information and literature.
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 independently developed models and justified
recommendations
linked to analysis/synthesis. Highly sophisticated and creative analysis, synthesis of new with existing knowledge.
Strong application by way of pretested 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
Use of academic conventions including appropriate resources and referencing (20%)
*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.
Is written according to academic genre (e.g. with introduction, conclusion or summary) and has accurate spelling, grammar, sentence and paragraph construction.
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 Is very well-written and adheres to the academic genre.
Consistently demonstrates expert use of good quality, credible and relevant research sources to 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
There are mistakes in using the APA style. 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. support and develop ideas.
There are no mistakes in using the APA style. support and develop appropriate arguments and statements. Shows evidence of reading beyond the key reading
There are no mistakes in using the APA style. 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)