ASSESSMENT BRIEF
Subject Code and Title	PUBH6003: Health Systems and Economics
Assessment	Assessment 2: Case Study
Individual/Group	Part A: Group presentation Part B: Individual written submission
Length	Part A: 20 minute group presentation and submission of presentation Part B: Case Study Summary 1,000 words (+/- 10%)
Learning Outcomes	This assessment addresses the following learning outcomes: Understand the core competencies of public health workers, and how public health competencies can be fosteredUnderstand the rationale for and development of universal health coverage.Analyse public health expenditure estimation strategiesUnderstand the role of government regulation of the healthcare sector
Submission	Part A: Group Presentation due Week 11 in class Part B: Due Sunday following the end of Module 6.1 in week 11 at 11:55pm AEST/AEDT. For 6 week intensive class: Part A: Group Presentation due Week 6 in class Part B: Due Sunday following the end of Module 6.1 in week 6 at 11:55pm AEST/AEDT.
Weighting	Total – 50% consisting of: Part A: 25% Part B: 25%
Total Marks	100 marks

Context:

The opportunity to research a particular country’s healthcare system will facilitate 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.

Instructions:

Select a public health system in a country of your choosing (other than your own).

Part A: Group Presentation Assessment Description:

In a small group of 3 to 4 students prepare your presentation, discuss the following issues:

1. How the public health system is both organised and funded. As part of this, describe the following:
   1. The percentage of Gross Domestic Product spent upon health and how this compares with Australia (or another country);
   1. Where the money to fund this system comes from;
   1. How expenditures for public health services, including prevention programs, are estimated.
   1. What the mix of public and private expenditure and services is;
   1. Whether a proportion of funding comes from development assistance for health or any form of innovative financing;
   1. The underlying trends (demographic, changes in treatment, or technology) which help to explain expenditure;
   1. The extent to which health coverage is universal.
   1. Any economic levers that are used, or could be used, to achieve better health outcomes in your chosen country.

• 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?

• 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.

Part B: Individual Case Study Summary

In 1000 words (+/- 10%), write a summary of the key points from the three sections of Part A. This should include a concise summary of:

• How the public health system is both organised and funded
• How your chosen country performs in terms of the WHO’s key building blocks of the health system
• A potential health system reform you could implement in your chosen country to improve weaknesses in the system

Note: This is an individual assessment and students must work independently to create their own individual work

Submission Instructions:

Submit via the Assessment 2 – link in Assessment on main navigation menu in Blackboard

Other issues

On Campus students:

How will the groups be set up?

Your lecturer will assign the groups. Groups will be formed in blackboard for each group.

Should we submit our presentation on blackboard?

Yes, the presentation slides should be submitted on blackboard after the presentation has been given in class

What if I can’t make it to class when my group are due to present?

If you have any unforeseen circumstances in week 11 (for example, illness or emergency), your group will have the option to give the presentation in week 12.

If these circumstances still prevent you attending in week 12, your group can present

their sections and you can have the option, for your section, of recording your voice to powerpoint slides and submitting this online.

How do we make sure everyone contributes?

You should all contribute evenly to the preparation and delivery of the presentation.

You will be provided with a peer evaluation form which you will submit with your presentation on blackboard.

This forms asks you to specify the contribution of group members.

If you have any concerns prior to this about group member contribution, in the first instance, you should attempt to resolve this in your group.

If this is not successful, speak to your lecturer.

If a student does not contribute at all towards preparing the presentation and does not show up in week 11 or 12 without an adequate reason, they will not receive a mark for the presentation.

How will the marks be distributed?

If all group members contribute evenly towards preparation and delivery of the presentation, they will all receive the same mark.

Variations to this will depend upon whether there is disagreement about the contribution of group members.

Such disagreements should be documented in the peer review form, and discussed with your lecturer. The lecturer will determine mark distribution depending upon relative contribution of group members.

Online students:

How will the groups be set up?

Your lecturer will assign the groups. Groups will be formed in blackboard for each group.

As online students, it is your responsibility to be in contact with each other and organise how to undertake the task

and divide responsibilities.

How should we submit our presentation?

You should submit your presentation on blackboard by Sunday of week 11.

Your presentation should consist of powerpoint slides with voice recordings for each slide. Your recordings should add up to 15 minutes.

Your lecturer can provide some instructions how to record audio material to slides.

You are welcome to explore other ways to add audio and/or video content (optional) to slides. All group members should contribute towards the preparation and delivery (via voice recording) of the presentation.

How do we make sure everyone contributes?

You should all contribute evenly to the preparation and delivery of the presentation.

You will be provided with a peer evaluation form which you will submit with your presentation on blackboard.

This forms asks you to specify the contribution of group members.

If you have any concerns prior to this about group member contribution, in the first instance, you should attempt to resolve this in your group.

If this is not successful, contact your lecturer.

If a student does not contribute at all towards preparing the presentation

and does not contribute to recording audio content for the presentation, they will not receive a mark.

How will the marks be distributed?

If all group members contribute evenly towards preparation and delivery of the presentation, they will all receive the same mark.

Variations to this will depend upon whether there is disagreement about the contribution of group members.

Such disagreements should be documented in the peer review form, and discussed with your lecturer. The lecturer will determine mark distribution depending upon relative contribution of group members.

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	Evidence of unsatisfactory		Evidence of	Evidence of a good	Evidence of a high	Evidence of an
Scheme)	achievement of one or more		satisfactory	level of understanding,	level of achievement	exceptional level of
	of the learning objectives of		achievement of	knowledge and skill	of the learning	achievement of
	the subject, insufficient		subject learning	development in	objectives of the	learning objectives
	understanding of the subject		objectives, the	relation to the content	subject	across the entire
	content and/or unsatisfactory		development of	of the subject or work	demonstrated in	content of the course
	level of skill development.		relevant skills to a	of a superior quality on	such areas as	demonstrated in such
			competent level, and	the majority of the	interpretation and	areas as interpretation
			adequate	learning objectives of	critical analysis,	and critical analysis,
			interpretation and	the subject.	logical argument, use	logical argument,
			critical analysis skills.	Demonstration of a	of methodology and	creativity, originality,
				high level of	communication skills.	use of methodology
				interpretation and		and communication
				critical analysis skills.		skills.
Knowledge and understanding	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.
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%)		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	Limited synthesis and analysis.	Demonstrated	Well-developed	Thoroughly	Highly sophisticated
synthesis of new knowledge		analysis and synthesis	analysis and synthesis	developed and	and creative analysis,
	Limited	of new knowledge	with application of	creative analysis and	synthesis of new with
	application/recommendations	with application.	recommendations	synthesis with	existing knowledge.
Demonstrates the ability to apply knowledge and understanding of	based upon analysis.	Shows the ability to	linked to analysis/synthesis.	application of pretested models	Strong application by
health systems and core		interpret relevant		and / or	way of pretested
competencies in public health to a		information and		independently	models and / or
case example. (15%)		literature.		developed models	independently
				and justified	developed models.
				recommendations linked to	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	Poorly written with errors in	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.
conventions and sources of	spelling, grammar.
evidence	Demonstrates inconsistent
Addresses General assessment	use of good quality, credible
criteria: (15%)	and relevant research sources
a. Uses key readings and shows	to support and develop ideas.
evidence of reading beyond the key reading b. There is a lucid introduction and	There are mistakes in using the APA style.
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.

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