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Healthcare in Context 1 (PHTY90093)
Graduate courseworkPoints: 12.5On Campus (Parkville)
For information about the University’s phased return to campus and in-person activity in Winter and Semester 2, please refer to the on-campus subjects page.
About this subject
- Overview
- Eligibility and requirements
- Assessment
- Dates and times
- Further information
- Timetable(opens in new window)
Contact information
Please refer to the LMS for up-to-date subject information, including assessment and participation requirements, for subjects being offered in 2020.
Overview
Availability | Semester 1 (Extended) July |
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Fees | Look up fees |
Healthcare in Context 1 is the first of two subjects that develops students’ knowledge and skills in community healthcare. Students will work in small groups with an identified community to learn more about the determinants of health and to complete a community Health Needs Analysis. They will build knowledge of the bio-psycho-social and ecological models of health and the International Classification of Functioning, Disability and Health and critically apply this knowledge to their community engagement. Students will specifically learn theory relating to the selection of an ethically and culturally sensitive ‘Needs Analysis’ instruments that will inform them on the health and wellness priorities of the community. Students will administer the Needs Analysis instrument to key stakeholders from their community and gather data on the ‘felt, normative, expressed and comparative’ needs of the community. They will draw on knowledge and skills learned in Research and Evidence 2 to analyse the qualitative and quantitative data gathered. Students will spend a minimum of 10 hours on their community engagement project. Their involvement as a health researcher will be situated within the context of community health practice and health promotion from the perspective of primary healthcare.
To further expand on their understanding of diverse and complex healthcare contexts, students will have the opportunity to choose from 2 ‘placement’ selectives that will allow them to compare and contrast different models of healthcare as practiced locally and globally. The selective will involve a three week clinical or professional management experience that will draw from the following:
Selective 1) Global selective. Students will have an opportunity to travel including overseas, rurally or remotely to build their understanding of diversity of community contexts.
Health Care in Context 1 (PHTY90093) and Health Care in Context 2 (PHTY90106) together make
up the capstone experience of the Doctor of Physiotherapy program.
Intended learning outcomes
The curriculum for the DPT program has been designed around 8 Learning Outcomes.
- Differentiate between strategies to identity the Felt, Normative, Expressed and Comparative needs of a community as a way to identify the Health and Wellness priorities that are amenable to Physiotherapy intervention
- Source and synthesise findings from relevant literature on existing Needs Analysis instruments and Health promotion strategies relevant to their communities
- Contrast models of healthcare practice operating in selected Australian and global contexts, integrating knowledge of the role of social, cultural, political, and economic systems in shaping these healthcare models of practice
- Discuss the complexity of Health Promotion and existing tensions between Primary Healthcare aspirations and existing political, economic and legislative factors within the Australian healthcare context
- Ethically select and administer a culturally sensitive Needs Analysis instrument to key community stakeholders while working to promote optimal data collection
- Apply knowledge from Research and Evidence 2 to analyse the quantitative and qualitative data gathered with the Needs analysis instrument
- Complete a thematic analysis of the qualitative data gathered with the Needs analysis instrument
- Present a reflective response to the data gathered on community health and wellness priorities
Generic skills
By the completion of this subject, students will have had the opportunity to develop the following generic skills:
- Awareness of social and cultural factors that may affect their professional career;
- An appreciation of the importance of, and skills in developing a team approach in working with colleagues;
- Recognition of diversity in health belief, lifestyles, culture and values.
Last updated: 3 November 2022
Eligibility and requirements
Prerequisites
None
Corequisites
None
Non-allowed subjects
None
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
Due to the impact of COVID-19, assessment may differ from that published in the Handbook. Students are reminded to check the subject assessment requirements published in the subject outline on the LMS
Description | Timing | Percentage |
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Community Health Needs Analysis report (groups of 4, 1000 words per student)
| End of semester | 40% |
Presentation of Community Health Needs Analysis proposal (group of four); Due Week 10 Close to the end of the teaching period
| Second half of the teaching period | 20% |
Written assignment on the determinants of health; Due Week 6, Close to the start of the teaching period
| First half of the teaching period | 20% |
Written assignment relating to Global elective placement; Due final week of global elective clinical placement
| End of the assessment period | 20% |
Completion of Global elective clinical placement to a satisfactory standard; End of assessment period placement can be done during holiday break or semester)
| End of the assessment period | N/A |
Last updated: 3 November 2022
Dates & times
- Semester 1 (Extended)
Coordinator Rachel Toovey Mode of delivery On Campus (Parkville) Contact hours 139 hours total: 24 hours of lectures and seminars, 10 hours of Community Engagement, 105 hours of Global Elective clinical placement Total time commitment 190 hours Teaching period 1 January 2020 to 12 June 2020 Last self-enrol date 10 January 2020 Census date 30 April 2020 Last date to withdraw without fail 5 June 2020 Assessment period ends 3 July 2020 - July
Coordinator Rachel Toovey Mode of delivery On Campus (Parkville) Contact hours 139 hours total: 24 hours of lectures and seminars, 10 hours of Community Engagement, 105 hours of Global Elective clinical placement Total time commitment 190 hours Teaching period 27 July 2020 to 13 November 2020 Last self-enrol date 18 August 2020 Census date 1 October 2020 Last date to withdraw without fail 24 December 2020 Assessment period ends 13 February 2021
Time commitment details
190 hours
Last updated: 3 November 2022
Further information
- Texts
Prescribed texts
None.
Recommended texts and other resources
None.
- Related Handbook entries
This subject contributes to the following:
Type Name Course Doctor of Physiotherapy - Available to Study Abroad and/or Study Exchange Students
This subject is available to students studying at the University from eligible overseas institutions on exchange and study abroad. Students are required to satisfy any listed requirements, such as pre- and co-requisites, for enrolment in the subject.
Last updated: 3 November 2022