Rehabilitation in Global Health (REHB90011)
Graduate courseworkPoints: 12.5Online
About this subject
Contact information
Term 2
Melbourne School of Population and Global Health
OR
Currently enrolled students:
- General information: https://ask.unimelb.edu.au
- Email: Contact Stop 1
Future Students:
- Further Information: MSPGH Website
- Email: Enquiry Form
Overview
| Availability | Term 2 - Online |
|---|---|
| Fees | Look up fees |
This subject is intended to provide practical insights into contemporary issues and solutions in strengthening and extending rehabilitation services. Students will have opportunities to compare rehabilitation services in a range of settings, through real and contemporary case studies from three main contexts: Humanitarian action in post conflict and emergency settings, post-conflict development settings, and in countries with newly advanced economic development.
Resources will include live interaction with current experts working in situations that provide interesting case studies for students. Students will be invited and encouraged to share their working experiences.
The subject will explore how supporting rehabilitation service development has shifted from a niche action linked to humanitarian crises, war and Victim’s Assistance obligation under international humanitarian law, to an investment in health systems that are responsive to changing health patterns. Using comparisons between different countries, emphasising the Asia and the Pacific, the subject will compare how rehabilitation services are provided in different settings. It will emphasise the multi-sectoral nature of rehabilitation, outlining the relationship between rehabilitation, disability, health and other sectors.
The course will explore the role of rehabilitation in emerging concepts of ‘inclusive health’ and universal health, including the limitations of current models and conceptualisations of rehabilitation. It will further explore the need and unmet need for rehabilitation. Drawing on current literature on global burden of disease, prevalence studies and similar, students will understand the evidence for an unmet need, as well as current limitations in the literature.
The subject will emphasise that rehabilitation is a rapidly changing sector. It will ultimately lead to an understanding of the future challenges for rehabilitation, emphasising priority areas for practice change, research and advocacy.
Following an introduction to foundational principles, students will complete two of three modules:
- Rehabilitation in changing economies: Drawing from real case studies of current approaches to rehabilitation, students will examine service delivery, policy and barriers to scale-up in countries with increasing population wealth, changing health patterns, and a booming private sector.
- Rehabilitation in humanitarian settings & emergencies: Students will examine and compare strategies for delivering rehabilitation in emergency and humanitarian settings. Drawing from new policy and an emerging evidence base, students will develop a proposal for action.
- Rehabilitation in development: Students will explore real-world projects and programs on rehabilitation services in low and middle income settings. Using emerging evidence and new policy frameworks, students will develop a proposal for action.
Intended learning outcomes
The curriculum is designed around three elements that provide integration throughout the subject
Rehabilitation Theory and practice
- Understand some barriers to reform in rehabilitation
- Explain the relationship between rehabilitation and responding to changing health patterns
- Describe and critically assess a range of models of practice and efforts to strengthen access to rehabilitation drawing on range of theoretical frameworks
- Model various conceptualisations of rehabilitation in health and other systems
Evidence and Innovation
- Synthesise multisectoral data, analysis, policy and other sources of information to form arguments for (or against) rehabilitation service development
- Draw on approaches to build evidence, including through proposing relevant outcome measure or indicators
Practice in Context
- Apply learnings to proposals for future actions
- Articulate priorities for future action by drawing on a range of sources of evidence, debate and obligations
Last updated: 3 November 2022
Eligibility and requirements
Prerequisites
None
Corequisites
None
Non-allowed subjects
None
Recommended background knowledge
A knowledge of rehabilitation practice, disability, healthcare, public health, technical assistance, humanitarian action or some combination of these would be an asset, but are not essential
Inherent requirements (core participation requirements)
The University of Melbourne is committed to providing students with reasonable adjustments to assessment and participation under the Disability Standards for Education (2005), and the Assessment and Results Policy (MPF1326). Students are expected to meet the core participation requirements for their course. These can be viewed under Entry and Participation Requirements for the course outlines in the Handbook.
Further details on how to seek academic adjustments can be found on the Student Equity and Disability Support website: http://services.unimelb.edu.au/student-equity/home
Last updated: 3 November 2022
Assessment
| Description | Timing | Percentage |
|---|---|---|
Discussion Board
| During the assessment period | 10% |
Quiz
| Week 3 | 10% |
Written assignment: Report: concept for a program or policy.
| Week 5 | 30% |
Report: analysis and proposal for an action to address a key problem from one of the key case studies - due one week after the end of teaching. (50%)
| At the end of the assessment period | 50% |
Last updated: 3 November 2022
Dates & times
- Term 2 - Online
Principal coordinator Wesley Pryor Mode of delivery Online Contact hours Approximately 32 hours (8 weeks x 4 hrs). This is a fully online subject that is delivered over 8 weeks with a combination of guided and independent learning. There will be a mix of didactic instruction (videos and texts) and facilitated synchronous (3 x 1 hr webinars) and asynchronous activity (weekly discussion board tasks), which will equate to approximately 4 hours per week. Pre teaching start date 23 April 2018 Pre teaching requirements During the pre-teaching period students are given the opportunity to get used to the online platform, meet the instructors/tutors and become familiar with how to access resources before the teaching period starts. Teaching period 30 April 2018 to 24 June 2018 Last self-enrol date 24 April 2018 Census date 18 May 2018 Last date to withdraw without fail 8 June 2018 Assessment period ends 1 July 2018 Term 2 contact information
Melbourne School of Population and Global Health
OR
Currently enrolled students:
- General information: https://ask.unimelb.edu.au
- Email: Contact Stop 1
Future Students:
- Further Information: MSPGH Website
- Email: Enquiry Form
Time commitment details
Approximately 140 hours, (9 weeks x 12 hrs + approximately 32 contact hours). The final assessment task will be submitted at the end of week 9. Students will be expected to complete independent learning activity equivalent to approximately 12 hours a week over the 9 weeks.
Last updated: 3 November 2022
Further information
- Texts
- Related Handbook entries
- Available through the Community Access Program
About the Community Access Program (CAP)
This subject is available through the Community Access Program (also called Single Subject Studies) which allows you to enrol in single subjects offered by the University of Melbourne, without the commitment required to complete a whole degree.
Please note Single Subject Studies via Community Access Program is not available to student visa holders or applicants
Entry requirements including prerequisites may apply. Please refer to the CAP applications page for further information.
Last updated: 3 November 2022