1. Handbook
  2. Subjects
  3. Rehabilitation in Global Health
  4. Print

Rehabilitation in Global Health (REHB90011)

Graduate courseworkPoints: 12.5Online

You’re viewing the 2019 Handbook:
Or view archived Handbooks

Overview

Year of offer2019
Subject levelGraduate coursework
Subject codeREHB90011
Availability
Term 2 - Online
FeesSubject EFTSL, Level, Discipline & Census Date

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:

  1. 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.
  2. 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.
  3. 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

  • Explain the relationship between rehabilitation and responding to changing health patterns
  • Understand some barriers to reform in rehabilitation
  • 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

  • Articulate priorities for future action by drawing on a range of sources of evidence, debate and obligations
  • Apply learnings to proposals for future actions

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

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

Assessment

DescriptionTimingPercentage
  • Discussion Board
  • 1000 words
During the assessment period10%
  • Quiz
  • 500 words
Week 310%
  • Written assignment: Report: concept for a program or policy.
  • 1500 words
Week 530%
  • 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%)
  • 2500 words
At the end of the assessment period50%

Dates & times

  • Term 2 - Online
    Principal coordinatorWesley Pryor
    Mode of deliveryOnline
    Contact hoursApproximately 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 date22 April 2019
    Pre teaching requirementsDuring 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 period29 April 2019 to 23 June 2019
    Last self-enrol date23 April 2019
    Census date17 May 2019
    Last date to withdraw without fail 7 June 2019
    Assessment period ends30 June 2019

    Term 2 contact information

    Melbourne School of Professional and Continuing Education

    Email: continuing-education@unimelb.edu.au Phone: + 61 3 8344 0149 Monday to Friday 8am to 9pm AEST/AEDT. Weekends and University of Melbourne observed Public Holidays 10am to 5pm AEST/AEDT.

    Further Information: MSPGH Website

    Academic Contact: Wesley.pryor@unimelb.edu.au

Time commitment details

Approximately 140 hours, (9 weeks x 12 hrs + approximately 32 contact hours). Students will be expected to complete independent learning activity equivalent to approximately 12 hours a week over the 9 weeks.

Further information

  • Texts

    Prescribed texts

    There are no specifically prescribed or recommended texts for this subject.

  • 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.

    Entry requirements including prerequisites may apply. Please refer to the CAP applications page for further information.

Last updated: 19 July 2019