ASSESSMENT BRIEF
Subject Code and Title PUBH6003: Health systems and Economics
Assessment Assessment 2: Group Case Study Presentation: Health Systems and Economics
Individual/Group Group presentation and individual written submissions
Length -­-20 minute group presentation and submission of
PowerPoint slides; and
-­-1,000 word case study summary; and
-­-Completed self and peer evaluation form
Learning Outcomes This assessment addresses the following learning outcomes:
2. Understand the core competencies of public health workers, and how public health competencies can be fostered.
3. Understand the rationale for and development of universal health coverage.
4. Analyse public health expenditure estimation strategies.
5. Understand the role of government regulation of the healthcare sector.
6. Analyse the demand for and supply of health services, factors that influence these, and equity issues in resource allocation.
7. Understand basic principles of health economic analysis and how it can be used to further public health goals.
Submission Presentation due Week 11 (Module 6) on a day arranged by the Learning Facilitator.
1000 word case study summary and self and peer
evaluation form due Sunday following the end of Module 6 at 11:55pm AEST/AEDT.
Weighting Total – 45% consisting of:
25% -­- Presentation and case study summary
20% -­- Self and peer evaluation form
Total Marks 100 marks
Context:
For Assessment 2, you will give a group presentation on the public health system in a country of your choosing, other than your own. Having the opportunity to research a particular country’s healthcare system will facilitate your understanding of the interdependent relationship between economics, health care and public health. You can begin to get an understanding of the way a country perceives health and well-­-being by examining the areas to which resources are allocated, how efficiently they are managed, and how effective they are in terms of health care outcomes.
Assessment Description:
In your presentation, you are expected to discuss the following issues:
1. How the public health system is both organised and funded. As part of this, describe the following:
(a) The percentage of Gross Domestic Product spent upon health and how this compares with Australia (or another country);
(b) Where the money to fund this system comes from;
(c) How expenditures for public health services, including prevention programs, are estimated.
(d) What the mix of public and private expenditure and services is;
(e) Whether a proportion of funding comes from development assistance for health or any form of innovative financing;
(f) The underlying trends (demographic, changes in treatment, or technology) which help to explain expenditure;
(g) The extent to which health coverage is universal.
(h) Any economic levers that are used , or could be used, to achieve better health outcomes in your chosen country.
2. How your chosen country performs in terms of the key elements or building blocks of the health system (as identified by WHO 2007; 2009) e.g. are there key workforce shortages in a
particular profession and how might imbalances be addressed; and is the workforce appropriately trained to develop core competencies?
3. Explain what cost-­-benefit analysis and cost-­-effectiveness analysis are and how they could be used to assist with resource allocation in relation to analysing the health system (you are not expected to perform the analysis, but you are required to understand these key concepts and say how you might go about the analysis). Additionally, describe a potential health system reform you could implement in your chosen country to improve weaknesses in the system.
Assessment criteria:
Demonstrates the ability to interpret and analyse relevant concepts and literature on universal health coverage, health systems, core competencies in public health and cost-­-benefit analysis and cost-­-effectiveness analysis. (30%)
Demonstrates the ability to apply knowledge and understanding of health systems and core competencies in public health to a case example. (15%)
Critical analysis of key health system issues for the selected country. (20%)
Demonstrated knowledge and understanding of the principles of health economics including health expenditure estimation, resource allocation issues, economic levers and equity considerations. (10%) Understanding and analysis of equity principles in health economics. (10%) Addresses General assessment criteria: (15%)
-­- Uses key readings and shows evidence of reading beyond the key reading.
-­- There is a lucid introduction and clear conclusion or summary
-­- Complies with normal academic of referencing and bibliographical details (including
reference list, use APA style).
-­- Is written clearly with accurate spelling, grammar and sentence and paragraph construction.
Marking Rubric:
Assessment
Attributes
0-34
(Fail 2 – F2)
Unacceptable 35-49
(Fail 1 – F1)
Poor 50-64
(Pass -P)
Functional 65-74
(Credit - CR)
Proficient 75-84
(Distinction – DN)
Advanced 85-100
(High Distinction – HD)
Exceptional
Grade Description (Grading Scheme) Evidence of unsatisfactory achievement of one or more of the learning objectives of the subject, insufficient understanding of the subject content and/or unsatisfactory level of skill development. Evidence of satisfactory achievement of subject learning objectives, the development of
relevant skills to a competent level, and adequate interpretation and critical analysis skills. Evidence of a good level of understanding, knowledge and skill development in relation to the content of the subject or work of a superior quality on the majority of the learning objectives of the subject. Demonstration of a high level of interpretation and critical analysis skills. Evidence of a high level of achievement of the learning objectives of the subject demonstrated in such areas as interpretation and
critical analysis, logical argument, use of methodology and communication skills. Evidence of an exceptional level of achievement of learning objectives across the entire content of the course demonstrated in such areas as interpretation and critical analysis, logical argument, creativity, originality, use of methodology and communication skills.
Knowledge and understanding
Demonstrated knowledge and understanding of the principles of health economics including health expenditure estimation, resource allocation issues, economic levers and equity considerations. (10%)
Understanding and analysis of equity principles in health Limited understanding of required concepts and knowledge.
Key components of the assignment are not addressed.
Knowledge/understa nding of the field or discipline.
Resembles a recall or summary of key ideas.
Often conflates/confuses assertion of personal opinion with information substantiated by Thorough knowledge/understand
ing of the field or discipline/s. Supports personal opinion and information substantiated by evidence from the research/course materials.
Demonstrates a capacity to explain and apply relevant Highly developed understanding of the field or discipline/s.
Discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading.
A sophisticated understanding of the field or discipline/s.
Systematically and critically discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading.
economics. (10%) evidence from the research/course materials. concepts.
Well demonstrated capacity to explain and apply relevant concepts.
Mastery of concepts and application to new situations/further learning.
Critical reasoning, presentation and defence of an argument
and/or position
Critical analysis of key health system issues for the selected country. (20%) Specific position (perspective or argument) fails to take into account the complexities of the issue(s) or scope of the assignment.
Makes assertions that are not justified.
Specific position (perspective or argument) begins to take into account the issue(s) or scope of the assignment.
Justifies any conclusions reached with arguments not merely assertion. Specific position (perspective or argument) takes into account the complexities of the issue(s) or scope of the assignment. Others’ points of view are acknowledged.
Justifies any conclusions reached with well-formed arguments not merely assertion.
Specific position (perspective or argument) is expertly presented and accurately takes into account the complexities of the issue(s) and scope of the assignment.
Justifies any conclusions reached with well-developed arguments. Specific position (perspective or argument) is presented
expertly, authoritatively and imaginatively, accurately taking into account the complexities of the issue(s) and scope of the assignment. Limits of position are acknowledged.
Justifies any conclusions reached with sophisticated arguments.
Analysis and application with
synthesis of new knowledge
Demonstrates the ability to apply knowledge and understanding of health systems and core competencies in public health to a case example. (15%)
Limited synthesis and analysis.
Limited application/recommendations based upon analysis. Demonstrated analysis and synthesis of new knowledge with application.
Shows the ability to interpret relevant information and literature.
Well-developed analysis and synthesis
with application of
recommendations
linked to analysis/synthesis. Thoroughly developed and creative analysis and synthesis with application of pretested models and / or independently
developed models and justified
recommendations
linked to Highly sophisticated and creative analysis, synthesis of new with existing knowledge.
Strong application by way of pretested models and / or independently developed models. Recommendations are clearly justified based
Demonstrates the ability to interpret and analyse relevant concepts and literature on universal health coverage, health systems and core competencies in public health. (20%)
Shows the ability to interpret and analyse relevant information and literature on economic considerations. (10%) analysis/synthesis. on the analysis/synthesis. Applying knowledge to new situations/other cases.
Use of academic and discipline conventions and sources of evidence
Addresses General assessment criteria: (15%)
a. Uses key readings and shows evidence of reading beyond the key reading
b. There is a lucid introduction and clear conclusion or summary
c. Complies with normal academic of referencing and bibliographical details (including reference list, use APA style).
d. Is written clearly with accurate spelling, grammar and sentence and paragraph construction. Poorly written with errors in spelling, grammar.
Demonstrates inconsistent use of good quality, credible and relevant research sources to support and develop ideas.
There are mistakes in using the APA style. Is written according to academic genre
(e.g. with introduction, conclusion or summary) and has
accurate spelling, grammar, sentence and paragraph construction.
Demonstrates consistent use of credible and relevant research sources to support and develop ideas, but these are not always explicit or well developed.
There are no mistakes in using the APA style. Is well-written and adheres to the academic genre (e.g. with introduction, conclusion or summary).
Demonstrates consistent use of high quality, credible and relevant research sources to support and develop ideas.
There are no mistakes in using the APA style. Is very well-written and adheres to the academic genre.
Consistently demonstrates expert use of good quality, credible and relevant research sources to support and develop appropriate arguments and statements. Shows evidence of reading beyond the key reading.
There are no mistakes in using the APA style.
Expertly written and adheres to the academic genre.
Demonstrates expert use of high-quality, credible and relevant research sources to support and develop arguments and position statements. Shows extensive evidence of reading beyond the key reading.
There are no mistakes in using the APA Style.