Healthcare in Context 2 (PHTY90106)
Graduate courseworkPoints: 12.5On Campus (Parkville)
About this subject
Contact information
Semester 2 (Extended)
Overview
| Availability | Semester 2 (Extended) |
|---|---|
| Fees | Look up fees |
The subject Healthcare in Context (HCC) 2 provides students with the opportunity to build their knowledge of the socio-politico-cultural influences on healthcare in a local and global context and to develop skills in health promotion. Students will draw on previous learning from the DPT program to design, implement and evaluate a community health promotion project.
HCC2 will also build directly on the community engagement established in HCC1, in which students completed a community needs analysis and identified the health and wellness priorities of a community. In HCC2, students will use the findings from their needs analysis to design a project that meets one of the prioritised needs of the community.
To support this project, students will cover the theory and practice of health promotion and the social and economic factors that support community health and wellness. Attention will also be paid to the health needs of Australian Indigenous peoples and the complexity of their health experiences within current local and global contexts.
The culmination of this subject will be in a mini-Conference presentation, in which students will present their community project to their peers, academic staff and community members. Attendance at this final conference is mandatory.
This subject, together with HCC1, is the capstone experience for the DPT program.
Intended learning outcomes
The curriculum for the DPT program has been designed around 8 Learning Outcomes.
- Identify the cultural, economic and ethical considerations in using Health Needs Analysis data to build on a nominated Community's Health and Wellness priorities
- Examine current healthcare strategies that afford and constrain the health and wellness of culturally diverse communities
- Build on prior knowledge of a community needs assessment to design a health promotion project that addresses identified and prioritised community needs
- Justify the selection of health promotion strategies drawing on the diverse range of social, cultural, political, and economic factors that influence the community
- Critically appraise the evidence available to support the health promotion project
- Devise an evidence-based project in collaboration with the community
- Demonstrate reflexivity and insight when discussing factors that influence the ongoing health disparities of indigenous peoples in this country, including history, cultural development and the impact of colonisation in Australia and the wellness of the community
- Creatively and critically think, discuss and write about the local, regional, national and global ramifications of health care issues.
Generic skills
On completion of this subject, students will have had the opportunity to develop the skills associated with:
- reading and interpreting text related to the determinants of a well society and the economic, political, psychological, social and cultural factors that contribute to the development and persistence of health and illness
- thinking innovatively about how health workers can contribute to the community
- working with others to understand the principles of efficient and equitable allocation and use of finite resources in healthcare systems
- improving personal commitment and skills to contribute to the resolution of health inequities locally
Last updated: 4 March 2025
Eligibility and requirements
Prerequisites
All of
| Code | Name | Teaching period | Credit Points |
|---|---|---|---|
| PHTY90101 | Research and Evidence 2 | Semester 1 (Extended) (On Campus - Parkville) |
12.5 |
| PHTY90093 | Healthcare in Context 1 |
July (On Campus - Parkville)
Semester 1 (Extended) (On Campus - Parkville)
|
12.5 |
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: 4 March 2025
Assessment
| Description | Timing | Percentage |
|---|---|---|
Essay – Reflection on Health promotion theory and practice
| Week 5 | 20% |
Peer review on group collaboration (completion of Peer Evaluation Form & peer review) (comprising of 5% completion of Peer Evaluation Form, 5% peer rating) | End of the teaching period | 10% |
Community Health Promotion Report (Groups of 4); 2500 words per student
| End of the teaching period | 50% |
Conference presentation on Community Health Promotion project (group presentation)
| End of the teaching period | 20% |
Last updated: 4 March 2025
Dates & times
- Semester 2 (Extended)
Coordinators Rachel Toovey and Free Coulston Mode of delivery On Campus (Parkville) Contact hours 36. 26 hours: Lectures and Seminars, 10 hours: Community Engagement Total time commitment 170 hours Teaching period 14 July 2025 to 14 November 2025 Last self-enrol date 25 July 2025 Census date 1 September 2025 Last date to withdraw without fail 26 September 2025 Assessment period ends 22 November 2025 Semester 2 (Extended) contact information
Time commitment details
Approximately 170 hours. In addition to the contact hours, students will need to allow approximately 2 hours a week for self-directed learning and assignment preparation.
What do these dates mean
Visit this webpage to find out about these key dates, including how they impact on:
- Your tuition fees, academic transcript and statements.
- And for Commonwealth Supported students, your:
- Student Learning Entitlement. This applies to all students enrolled in a Commonwealth Supported Place (CSP).
Subjects withdrawn after the census date (including up to the ‘last day to withdraw without fail’) count toward the Student Learning Entitlement.
Last updated: 4 March 2025
Further information
- Texts
- Related Handbook entries
Last updated: 4 March 2025