HLTH SC 3102 - Innovating Health

North Terrace Campus - Semester 1 - 2023

Innovating health is a level 3 core course for the BHMS (advanced) program - designed to give you skills to become leaders in all fields of human health. The course teaches you skills and approaches to translate a concept into reality, including: how to identify and evaluate opportunities; the attributes and thinking patterns of successful innovators; evaluating actual and potential solutions and their impact; identifying and obtaining the resources you actually need to deliver a project; working in teams and utilising your networks; written and oral presentation skills.

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Course Details

Course Code	HLTH SC 3102
Course	Innovating Health
Coordinating Unit	Medical Sciences
Term	Semester 1
Level	Undergraduate
Location/s	North Terrace Campus
Units	3
Contact	Up to 4 hours per week
Available for Study Abroad and Exchange	N
Prerequisites	HLTH SC 2012
Restrictions	B. Health & Medical Science (Advanced)
Assessment	Individual and group assignments, quizzes during semester, participation, peer assessment.

Course Staff

Course Coordinator: Dr Kathryn Gatford

Co-coordinator: Dr Gareth Thomas

Course Timetable

The full timetable of all activities for this course can be accessed from .

Course Learning Outcomes

1	Describe the key concepts of innovation in health.
2	Critically evaluate potential and existing solutions to problems in human health from an innovation perspective.
3	Develop an innovation plan.
4	Evaluate cultural and ethical issues in human health innovation.
5	Demonstrate oral and written communication, interpersonal and leadership skills.

最新糖心Vlog Graduate Attributes

This course will provide students with an opportunity to develop the Graduate Attribute(s) specified below:

最新糖心Vlog Graduate Attribute	Course Learning Outcome(s)
Attribute 1: Deep discipline knowledge and intellectual breadth Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.	1-4
Attribute 2: Creative and critical thinking, and problem solving Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.	2-3
Attribute 3: Teamwork and communication skills Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.	3,5
Attribute 4: Professionalism and leadership readiness Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.	2-5
Attribute 5: Intercultural and ethical competency Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.	4
Attribute 6: 最新糖心Vlogn Aboriginal and Torres Strait Islander cultural competency Graduates have an understanding of, and respect for, 最新糖心Vlogn Aboriginal and Torres Strait Islander values, culture and knowledge.	N/A
Attribute 7: Digital capabilities Graduates are well prepared for living, learning and working in a digital society.	5
Attribute 8: Self-awareness and emotional intelligence Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.	3,5

Learning Resources

Required Resources

No single text book will cover the course content. Reading and support materials will be obtained from books and journal articles available from the library and from publicly available web sites such as WHO and other relevant web sites.

Recommended Resources

Teaching staff will guide students to relevant literature and on line sources of relevant material.

Online Learning

MyUni will be used extensively to communicate with the students. Lectures will be recorded to provide students with the opportunity to review theory. Seminars are not recorded; students are expected to attend these to have the opportunity to discuss innovation and entrepreneurship concepts with the presenters. Other supporting information and publications will also be made available via MyUni.
Learning & Teaching Activities

Learning & Teaching Modes

The course materials will be delivered via lectures, seminars and workshops. Workshops provide opportunity to clarify and apply concepts from on-line theory lectures. Seminars from guest presenters provide real-world examples of innovation in health. The course will teach skills relevant for leadership in all areas of health.

Workload

The information below is provided as a guide to assist students in engaging appropriately with the course requirements.

This is a 3 unit course for one semester and has a work load of 12 hours per week, including contact and non-contact time, and is in total 156 hours across the semester.

Contact time is scheduled as a 1-hour seminar plus 2-hour workshop, and is timetabled such that students do not have clashes with other courses. Non-contact time includes ~1 h preparation and review of on-line lectures per week. Student attendance is expected at both seminars and workshops.

Learning Activities Summary

Lectures and seminars will guide students through key concepts of innovation related to health. They will be augmented by case studies presented in seminar sessions by guest speakers. Students will work through structured exercises related to core concepts and upcoming assessment tasks in workshops during the first half of the semester. In the second half of the semester, students will work in teams to assess potential innovative solutions to health problems, then develop and present an innovation plan.

Specific Course Requirements

N/A

The 最新糖心Vlog's policy on Assessment for Coursework Programs is based on the following four principles:

Assessment must encourage and reinforce learning.
Assessment must enable robust and fair judgements about student performance.
Assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned.
Assessment must maintain academic standards.

Assessment Summary

ASSESSMENT TASK	TASK TYPE	Weighting	Learning Outcome
Review of literature related to a choice of existing health innovations (week 4)	Formative and summative	15% (individual assessment)	1, 5
Case study presentation of an existing health innovation (due end of week 2 of mid-semester break)	Summative	15% (individual assessment)	1, 2, 4, 5
Innovation plan (team charter due week 8, opportunity screening due week 9, external engagement log due week 11, group presentations week 13)	Summative	The marks for Assignment 3 contribute 30% of the course grade: * 3% for opportunity screening * 4.5% for team function * 4.5% for external engagement * 18% for group presentation	1, 2, 3, 4, 5
Peer assessment of group contribution (end week 13)	Summative	5% (individual assessment)	5
Workshop participation	Summative	5% (individual assessment)	1 - 5
Quizzes - weeks 3, 6 (due end of week 1, mid-semester break), 9, 12	Summative	30% across 4 quizzes, each contributing 7.5% of the final grade	1, 5

Assessment Detail

Assignment 1: Students will identify the need and impact of an existing health innovation and identify the underlying knowlede that enabled it (1500 word essay) - 15% weighting

Assignment 2: Students will individually record and submit an oral presentation of an existing health innovation that they have identified (10 minute recorded video) – 15% weighting

Assignment 3: In the second half of the course, students will work in small teams to identify a health problem and produce an innovation plan for implementing their solution, which they will present orally as a team at the end of semester.

Peer assessment: Based on contribution to Assignment 3 team – 5% weighting

Workshop participation: Based on participation in workshops throughout the semester - 5% weighting

Quizzes: Four on-line quizzes will be conducted via MyUni throughout the semester (weeks 4, 7 10 and 13), contributing a total of 30% weighting to overall assessment. Quizzes will assess key concepts and provide opportunity to use case studies as examples.

Submission

Assessment tasks will all be submitted and feedback and grades will be provided via MyUni.

Course Grading

Grades for your performance in this course will be awarded in accordance with the following scheme:

M10 (Coursework Mark Scheme)
Grade	Mark	Description
FNS		Fail No Submission
F	1-49	Fail
P	50-64	Pass
C	65-74	Credit
D	75-84	Distinction
HD	85-100	High Distinction
CN		Continuing
NFE		No Formal Examination
RP		Result Pending

Further details of the grades/results can be obtained from Examinations.

Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level. More information at Assessment for Coursework Programs.

Final results for this course will be made available through .

The 最新糖心Vlog places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the 最新糖心Vlog to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the current SELT Policy (http://www.adelaide.edu.au/policies/101/) course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition aggregated course SELT data is available.

This course was delivered for the first time in 2018, and we used student SELT responses in 2019 and 2020 to make major changes which have improved alignment of content, and scaffolding, timing and weighting of assessment tasks. The final exam was replaced with in-semester quizzes to assess understanding of core concepts, allow use of case studies as examples, and provide prompt feeedback on understanding. We have developed and refined rubrics for each assessment task in addition to providing exemplars of high standard assignments for each task to clarify expectations.

Student feedback during the semester in 2022 described the value of the course:
"To not think about a solution before [identifying] a problem - This course has encouraged me to broaden the way I approach problems"
"Opened my mind to different ways of generating ideas"
"Didn't realise there were systematic ways of developing ideas. Will be able to use the tools (eg. the Why questions, thinking differently about resources) to approach problems in the future"
"Made me want to be more creative in the way I approach problems - be more open to ideas initially and work on brainstorming further"
"It has made me break down the problem first instead of jumping straight to the solution"

2022 SELT feedback summary:

The following themes were raised by students as the best aspects of the course:
• Collaborative workshop environment which facilitated great learning and helped to solidify intellectually stimulating and engaging course concepts.
• helpful getting exemplars from previous years
• The final group project provided a chance to practice skills learned in the course.
• Guest speakers who presented at the weekly seminars were engaging and inspiring, provided an opportunity to share with us what innovation can be in the health field and how to overcome challenges.

Course revision

Suggestions for improvement / issues raised	Response and Actions
Course structure • Course structure of lectures, seminars and workshops were generally received positively • A few students felt alignment of workshops with lecture content could be improved • Q1 (understanding of key concepts) – 82% broad agreement • Q2 (intellectually stimulating) - 89% broad agreement • Q6 (diverse perspectives) – 89% broad agreement • Q7 (course organisation) – 86% broad agreement	The course structure of online theory, live seminars and practical activities to apply theory in workshops will remain unchanged. Theories, skills and tools being covered each week will be explicitly mapped for students so that the purpose of each activity and the alignment of lectures and workshops are clearer.
Lecture content & learning objectives • Lecture depth could be expanded in places • Lots of acronyms	Lectures were freshly recorded in 2022 to increase depth – these will be revised and progressively re-recorded across the next 2-3 years to improve depth/clarity. Acronyms are frequent in the course – many of these are mnemonics. Seminars and workshops following weekly lectures provide the opportunity to seek clarification on the theory covered each week.
Lecture delivery (face-to-face & online) • No issues raised in written feedback • Q3 (digital activities) – 68%	Theory was delivered online and digital activities were used throughout each workshop. This suggests students may not have been aware that these course components were digital. Digital activities will continue and will be flagged in the course timetable and during teaching.
Assessment • Clarity of quiz questions could be improved • Timing of assignments was commented on – some students felt that assignment 3 (group task) should start at the beginning of semester, others liked finishing the first two assignments before starting the group project • Q5 (assessment tasks) – 89% broad agreement	Some quiz answers deliberately introduce ambiguity as they assess student reasoning and ability to identify the “best” answer rather than a “correct” vs “incorrect answer”. We will continue to develop quiz questions jointly and proof-read and discuss each question, to ensure questions are appropriate for BHMSA students. Assignments were re-designed in 2019 and refined in 2021. Because content expected in each assignment is scaffolded, we will keep the timing as it currently is, as students need to cover some key theory areas before commencing the group project.
Feedback • Q4 (feedback) 89% broad agreement	We will continue to provide detailed and timely feedback on assignments and embed digital feedback in quizzes.
Workshops • See above	Theories, skills and tools being covered each week will be explicitly mapped for students so that the purpose of each activity and the alignment of lectures and workshops are clearer.

Student Support
Policies & Guidelines
This section contains links to relevant assessment-related policies and guidelines - all university policies.
Fraud Awareness

Students are reminded that in order to maintain the academic integrity of all programs and courses, the university has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their supervisor/manager, who will refer them for action under the university's student鈥檚 disciplinary procedures.

The 最新糖心Vlog of Adelaide is committed to regular reviews of the courses and programs it offers to students. The 最新糖心Vlog of Adelaide therefore reserves the right to discontinue or vary programs and courses without notice. Please read the important information contained in the disclaimer.

Authorised by:	Deputy Vice-Chancellor and Vice-President (Academic)
Maintained by:	Course Outlines Administrator

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