400967 Health Economics and Comparative Health Systems

400967 Health Economics
and Comparative Health Systems
School of Science & Health│Learning
guide

Spring 2014

UNIT DETAILS

Unit
Code:

400967

Unit
Name:

Health Economics and Comparative Health Systems

Level:

7

Contact
hours per week:

1 hour lecture
2 hour tutorial

STAFF

Unit Coordinator and point of first contact

Diana Messum
Building24, room G35 ,Campbelltown campus
(First Point of Contact)
Off- campus
lecturer, phone or email

Phone Diana: (02) 4620 3745

Email:.messum@uws.edu.au”>d.messum@uws.edu.au

Tutors

Kevin Forde

Email:
k.forde@unsw.edu.au

CONSULTATION ARRANGEMENTS

Campbelltown

Both Kevin and Carla work of campus so
contact by email please. To make an appointment with Diana please email.
Otherwise available Tuesdays 11-3.

Text Book

No single text
is recommended for this course. Students will be directed to a number of recent
publications.

Edition: Spring 2014
© Copyright: University of Western
Sydney, 2014. No part of this publication may be reproduced or transmitted in
any form or by any means, electronic or mechanical, including photocopying,
recording, or by any information storage and retrieval system, without the
prior written permission from the Dean of the School of Science & Health.
Copyright for acknowledged materials reproduced herein is retained by the
copyright holder. All readings in this publication are copied under licence in
accordance with Part VB of the Copyright Act 1968.

Table of Contents
.docx#_Toc389567383″>1. About Health Economics and Comparative
Healthcare Systems 1
.docx#_Toc389567384″>1.1
An Introduction to this Unit1
.docx#_Toc389567385″>1.2
What is Expected of You 1
.docx#_Toc389567386″>1.3 Student responsibilities and conduct2
.docx#_Toc389567387″>1.4 What You
can Expect from the Teaching Team 2
.docx#_Toc389567388″>1.5 Changes to Unit as a Result of Past
Student Feedback 2
.docx#_Toc389567389″>2. Learning and Teaching in this Unit 3
.docx#_Toc389567390″>2.1 Unit Learning
Outcomes 3
.docx#_Toc389567391″>2.3 Schedule
of Activities 4
.docx#_Toc389567392″>2.4 Summary of
How Learning Activities Support Achievment of Unit Learning Outcomes 9
.docx#_Toc389567393″>2.5 Learning
Resources 9
.docx#_Toc389567394″>2.6 Other
Resources 9
.docx#_Toc389567395″>3. Asessment 11
.docx#_Toc389567396″>3.1 Assessment
summary 11
.docx#_Toc389567397″>3.2 Assessment
Details 12
.docx#_Toc389567398″>Assessment 1:
Individual Critical Analysis Report (30%)12
.docx#_Toc389567399″>Assessment 2: Presentation (10% group)16
.docx#_Toc389567400″>Assessment 2b: Economic analysis individual report
(10%)22
.docx#_Toc389567401″>Assessment
3:Individual Report2000 words.
Due: October 17, value 50%. Submit via Turnitinfrom coverpage to end of references or
appendices.24
.docx#_Toc389567402″>3.3
General Submission Requirements 31
.docx#_Toc389567403″>1. Important
Information 33
.docx#_Toc389567404″>4.1 Links to Policies 33
.docx#_Toc389567405″>4.2 Raising
concerns 34
.docx#_Toc389567406″>Assignment Cover Sheet35

1.
About HealthEconomics and
Comparative Health Systems
1.1
An Introduction to this Unit
The unit explores contemporary
examples of the role of economics in the organisation, funding and provision of
health services. Case examples include; Australia, United States of America,
China, India, United Kingdom and other European countries. Students use the
principles of economics to assess funding of health with a focus on the
interface between economics, ethics and equity in decision making. They also
consider economic principles in areas such as, contracting out, health
insurance and pharmaceuticals. Students will also consider the impact of
capital raising and ways some jurisdictions have approached smoothing equity
issues through funding depreciation and capital charging. Students are
encouraged to reflect on the challenges and future directions of their own
health care systems in the context of the unit components, especially in the
areas of resource allocation, opportunity cost and priority setting.
1.2
What is Expected of You
Study
Load
For
a 10 credit point unit, you are expected to study 10 hours per week for 14
weeks on that unit. For example, if class time totals 3 hours per week, then
you are expected to study a further 7 hours per week outside of class time. It
is recommended that you start work on this unit early in session because towards
session end workloads will be heavier.
Attendance
It
is strongly recommended that you attend all scheduled learning activities to
support your learning. Students with a
poor attendance record may find themselves at risk of not passing assessment.
Please note:Lateness of more
than ten minutes will be considered an absence unless appropriate documentation
is provided. Attendance at presentations is compulsory.

Online Learning
Requirements
Unit
materials will be made available on the unit’s vUWS (E-Learning) site.
You
are expected to consult vUWS at least twice a week, as all unit announcements
will be made via vUWS. Teaching and learning materials will be regularly
updated and posted online.

Special
Requirements for the Unit
Students
will be expected to be able to download and read teaching and learning
materials posted online at the class website.

1.3 Student
responsibilities and conduct

Student responsibilities

Familiarise yourself with university policies on
assessment and examinations.More
information including links to the policies can be found at section 4.1 of
this Learning Guide
Ensure
that you understand the requirements, including timetables, for examinations
and other assessments tasks.
Ensure
you read and understand the assessment requirements and note the submission
dates, and seek assistance from the lecturer and/or unit coordinator when
needed.
Notify
relevant staff (e.g. lecturer, unit coordinator, disability adviser) as soon
as possible prior to, or at the beginning of, the semester to have special
requirements accommodated.
Submit
your own individual and unassisted assessment work, except as otherwise
permitted. Cheating, plagiarism, fabrication or falsification of data will
be severely dealt with as per policy.
Behave ethically and appropriately, avoiding any action
or behaviour which would unfairly disadvantage or advantage another student.
Where group work is assigned, ensure that every group member has the
opportunity to contribute in a meaningful way to the assignment.

Student conduct and behaviour

Attend all lectures and tutorials – not attending
lectures and tutorials is often the main cause of failure and low grades.
Respect
the needs of other students who are participating in any class activities.
Pay
attention in lectures and tutorials for key information on examinable
material.
Do
not use mobile phones during the lecture and tutorials and do not have
ongoing conversations with fellow students during the lecture or if another
student is presenting work in the tutorials.
Please use electronic devices for taking notes and other
class activities, not surfing the net or checking email.

1.4 What You
can Expect from the Teaching Team
Academic staff carry out their teaching responsibilities
under the authority of the Dean of the School of Science & Health. The
responsibilities of staff are outlined in the following table.

Staff responsibilities

Assess students’ work fairly, objectively and
consistently and when in doubt consult with the unit coordinator or Director
of Academic Program.
Provide
students with appropriate, helpful and explanatory feedback on all work
submitted for assessment.
Make
reasonable accommodation (e.g. length of time to complete) in assessment
tasks and examinations for students with special requirements and to seek
assistance from the Disability Advisor and Counsellor where appropriate and
needed.
Ensure
deadlines for the submission of examination papers to the Academic Registrar
are met.
Immediately report any issues or concerns related to
student academic and non-academic misconduct to theDirector
of Academic Program.

1.5
Changes to Unit as a Result of Past Student Feedback
The
focus of the unit changes to keep contemporary with changes in for example the
Affordable Health Care Act in the US and changes to health funding in Australia.

2.
Learning and Teaching in this Unit
2.1 Unit Learning Outcomes
Becoming a professional in this field
requires knowledge, skills, qualities that are relevant to the unit. This unit
aims to introduce concepts of health economics. Upon successfully completing
this unit, you should be able to:

1

Critically review and evaluate the
interface between economics, ethics and equity in decision making within
their own and other health systems.

2

Examine and assess the use of economic
tools of analysis within and between health services.

3

Consider and assess the use of
economic principles in the organisation of health services.

4

Critically examine and evaluate contemporary
examples of the role of economics in the organisation, funding and provision
of health services.

5

Consider and reflect on the challenges
and future direction of health professionals and health systems in the
context of present and future approaches to health economics.

2.3 Schedule of Activities

Week
starting

Lecture

Tutorial

Independent Reading &
Activities

Assessments

Assessment
items

Feedback
[Mode]

1
28/7

What
is Economics’?
What are the comparative health system issues? Are these
economic issues?

Discussion of unit outline seminar expectations and
requirements for assessment tasks

Finkler, S. A.,
Kovner C. T. and Jones C. B. (2013) Financial
Management for Nurse Managers and Executives(4th.
Ed.). St Louis: Saunders Elsevier, p. 56-70

Slembeck’s
10 Principles.Available from:
.slembeck.ch/principles.html”>http://www.slembeck.ch/principles.html

World Health
Report (2010), Health System Financing
– the Path to universal coverage,Geneva: World Health Organisation.Available:
.who.int/whr/2010/en/index.html”>http://www.who.int/whr/2010/en/index.html

2
4/8

Nature and characteristics of ‘health care’ as a
commodity – micro economics

In small groups,
identify and discuss the main challenges health economics has in having
anything credible to say about health care delivery and the allocation of
health resources.

Readings:
Report of WHO
Commission on Macroeconomics and Health (2001) A Commission Examining the Interrelations Among Investments in
Health, Economic Growth and Poverty Reduction. Available:
.who.int/publications/9241590092.pdf”>http://whqlibdoc.who.int/publications/9241590092.pdf

3
11/8

Economics and the Health Workforce
Present and future roles of health professionals, health
care and health services within health care systems

Consider the
economic factors that influence the health workforce. Consider also the
effects of migration on the supply of health workers. What other factors may
be at work?

World Health
Organization. (2010). The World Health
Report 2010 –Financing for Universal Coverage. Geneva: World Health
Organization Available:.who.int/whr/2010/whr10_en.pdf”>http://www.who.int/whr/2010/whr10_en.pdf

Davies,
C. (2004) The Future Health Workforce.NY:
Palgrave Macmillan

Health Workforce
Australia (2013),Australia’s Health Workforce Series – Nurses in Focus,Health Workforce Australia:
Adelaide. Available:
.hwa.gov.au/sites/uploads/Nurses-in-Focus-FINAL.pdf”>https://www.hwa.gov.au/sites/uploads/Nurses-in-Focus-FINAL.pdf

Food and Health Bureau (2012)Strategic Review on Healthcare Manpower Planning and Professional Development
LC Paper No. CB (2)1700/11-12(01).Available:
.hpdo.gov.hk/en/srrelevantpapers.html”>http://www.hpdo.gov.hk/en/srrelevantpapers.html

4
18/8

Economic evaluation ofhealth care

Critical review the use of cost-utility analysis (CUA) and
quality adjusted life years (QALYs) as tools of economic appraisal.

Critical
review the use of cost-effectiveness analysis (CEA) as a tool of economic
appraisal.

Discuss the use of CBA in health
care /service planning/evaluation.

Nord, E. (1999) Cost-value Analysis in Health Care: Making Sense out of QALYs
Cambridge: Cambridge University Press.

McCulloch
,D. (2003)Valuing Health in Practice:
Priorities, QALYs, and Choice Burlington, VT: Ashgate.Available:.nice.org.uk/newsroom/features/measuringeffectivenessandcosteffectivenesstheqaly.jsp”>http://www.nice.org.uk/newsroom/features/measuringeffectivenessandcosteffectivenesstheqaly.jsp

Australian
Government Department of Health and Ageing (2002) Return on investment in needle and syringe programs in Australia: Report

.health.gov.au/internet/publications/publishing.nsf/Content/illicit-pubs-needle-return-1-rep-toc~illicit-pubs-needle-return-1-rep-5~illicit-pubs-needle-return-1-rep-5-2″>http://www.health.gov.au/internet/publications/publishing.nsf/Content/illicit-pubs-needle-return-1-rep-toc~illicit-pubs-needle-return-1-rep-5~illicit-pubs-needle-return-1-rep-5-2

National Institute for Health Care
Excellence (2010) Measuring
Effectiveness and Cost Effectiveness: the QALY

Report 1 due22nd
August

Feedback via gardemark

5
25/8

Activity based funding and Cost Containment Strategies

Does a casemix
based payment system sent a price signal to health managers?

Independent Hospital Pricing Authority (2012)The Pricing Framework for Australian Public Hospital Services.Available:.ihpa.gov.au/internet/ihpa/publishing.nsf/content/CA25794400122452CA257B4600812D0E/$File/PricingFramework.pdf”>http://www.ihpa.gov.au/internet/ihpa/publishing.nsf/content/CA25794400122452CA257B4600812D0E/$File/PricingFramework.pdf
Duckett S. (2013)
Performance
management using ABF,Sydney: IHPA.Available
from:.abfconference2013.com/program.html”>http://www.abfconference2013.com/program.html
Williams,
J. (2010) Innovative approaches to cost containment Healthcare Leadership Review, 29(5): 7-8.
Collins, S.R., Nuzum, R., Rustgi,
S., Mika, S., Schoen, C. and Davis, K. (2009) How Health Care Reform Can
Lower the Costs of Insurance Administration.Retrieved July 20,
2012. Available::
.commonwealthfund.org/Publications/Issue-Briefs/2009/Jul/How-Health-Care-Reform-Can-Lower-the-Costs-of-Insurance-Administration.aspx”>http://www.commonwealthfund.org/Publications/Issue-Briefs/2009/Jul/How-Health-Care-Reform-Can-Lower-the-Costs-of-Insurance-Administration.aspx

Brandao de Souza, L. (2009) Trends
and approaches in lean healthcare. Leadership
in Health Services, 22(2), 121-139. doi 10.1108/17511870910953788
Edwards, N. (2012)Can lean redesign stick in health
care?London: The King’s Fund.
Available:
.kingsfund.org.uk/blog/2012/06/can-lean-redesign-stick-health-care”>http://www.kingsfund.org.uk/blog/2012/06/can-lean-redesign-stick-health-care

6
1/9

Health insurance and health services

Critically review Ho’s (2001:156) “taxonomy of
alternative funding options”
Having had the
semester to think about it, how would you answer the question raised by the
Hong Kong Food and Health Bureau – What is the best option for Hong Kong?

Ho, L. (2001) Health
care funding and delivery in Hong Kong: what should be done? Hong Kong Medical Journal, No. 2.
Food and Health Bureau Hong Kong
Special Administrative Region (2008)
Your Health Your Life Healthcare Reform Consultation
Document. Available:
http://www.fhb.gov.hk/beStrong/files/consultation/Condochealth_full_eng.pdf

7
8/9

On line quiz

Group meetings to discuss
presentation

8 15/9

Group meetings to discuss
presentation

9
22/9

Intersession
Break

10 29/9

Student presentations on
differenthealthcare
systems

11 6/10

Student presentations on
differenthealthcare
systems

12 13/10

Student presentations on
differenthealthcare
systems

Asssignment 2 due Friday 17th October

Feedback via Grademark

13
20/10

Student presentations on
differenthealthcare
systems

14
27/10

Student presentations

Review of course

Feedback via grademark

Additional
readings on economic evaluation of healthcare:

Muennig, P. (2008) Cost Effectiveness Analysis in Health:
Available:.aquabrowser.com/?q=Cost+effectiveness+%2Bhealth&x=11&y=20″>http://uws.aquabrowser.com/?q=Cost+effectiveness+%2Bhealth&x=11&y=20

WHO (2003) Guide to Cost Effectiveness Analysis Available from:
.who.int/choice/publications/p_2003_generalised_cea.pdf”>http://www.who.int/choice/publications/p_2003_generalised_cea.pdf
Drummond,
M., Sculpher, M., Torrence, G., O’Brien, B. and Stoddard, G. (2005) Methods for the Economic Evaluation of
Health Care Programmes (3rd Ed.) Oxford: Oxford University
Press.

European Commission (2008)Guide to Cost Benefit Analysis
.europa.eu/regional_policy/sources/docgener/guides/cost/guide2008_en.pdf”>http://ec.europa.eu/regional_policy/sources/docgener/guides/cost/guide2008_en.pdf

2.4 Summary of How Learning
Activities Support Achievment of Unit Learning Outcomes

UNIT LEARNING OUTCOMES

LEARNING ACTIVITIES

ASESSMENT ACTIVITIES

1

1-5

Participation in tutorial
activities

Assessment of tutorial
participation

2

2-3

Presentation
on an issue related to health economics

Assessment
of presentation material and presentation skills.

3

1-4

Preparation of a report
which critically analyses an issue from the perspective of health economics.

Assessment
of the quality of the document (language fluency, editing, spelling) and of
contents (clarity and accuracy in the presentation)

4

1-5

Preparation of a report on
a current health economics issue.

Assessment
of the quality of the document (language fluency, editing, spelling) and of
the document contents (understanding and articulation of the issues,
integration of the literature into a coherent analysis of the chosen issue).

2.5 Learning Resources

Resources

How to Engage with the Resources

Lectures/Textbooks/Reading List

Reading List
·
University of Western Sydney (2012) American
Psychological Association Referencing Style Guide. Campbelltown: UWS. Available from: .uws.edu.au/FILES/cite_APA.pdf”>http://library.uws.edu.au/FILES/cite_APA.pdf
·
For other readings see the references listed for
each seminar.

2.6 Other Resources

University life

Find out about life outside the lecture theatre – news
and events, services and facilities, career information and more!
.uws.edu.au/currentstudents/current_students/services_and_facilities”>http://www.uws.edu.au/currentstudents/current_students/services_and_facilities

E-Learning

Check your vUWS sites regularly for
unit announcements and to keep up with online discussions. If you do not
have access tovUWS please contact e-learning on.uws.edu.au/”>https://vuws.uws.edu.au/

Disability Service

Students with a disability should visit:
.uws.edu.au/currentstudents/current_students/getting_help/disability_services”>http://www.uws.edu.au/currentstudents/current_students/getting_help/disability_services

Course and unit rules

This site provides information on pre-requisites, co-requisites and
other matters concerning how your course is structured.
.uws.edu.au/currentstudents/current_students/managing_your_study/enrolment/course_and_unit_rules”>http://www.uws.edu.au/currentstudents/current_students/managing_your_study/enrolment/course_and_unit_rules

Student Learning Unit

The Student Learning Unit (SLU) can offer you assistance
in writing good exam essays. Visit:.uws.edu.au/campuses_structure/cas/services_facilities/slu”>http://www.uws.edu.au/campuses_structure/cas/services_facilities/slu

Policies

This site includes the full details of policies that apply to you as a
UWS student.
.uws.edu.au/policies/a-z”>http://www.uws.edu.au/policies/a-z

3.Asessment

3.1 Assessment summary
There are three assessment items in this
unit designed to enable you to demonstrate that you have achieved the unit
learning outcomes. Completion and submission of all assessment items at the
required time and required academic standard are necessary to receive a final mark
in the unit. Achievement of at least 50% overall is required to pass this unit.
Participation in tutorials will be considered as an essential requirement for
the course.

ASSESSMENT ITEM

DUE DATE

WEIGHTING

ULOs

FEEDBACK

MODE

DATE

1

Report

Week 4
Friday 22nd August

30%

1-3

Returned via Grademark

Normally within 2 weeks

2

Presentation

Discussion
paper (day before presentation)
Oral
presentation (day of presentation)

10%
[written]

10%
[oral]

1-4

General comments in lecture

Normally within 2 weeks

3

Report

Week 13 Friday 17th October

50%

1-4

Returned via Grademark

Normally within 2 weeks

Note: Results may
be moderated before you receive
your results. Moderation is a process whereby the unit coordinator regulates
the marking of individual markers to achieve consistency in the application of
unit objectives, performance standards and marking criteria. Marks for an
individual piece of assessment will not be changed after you have your
results. You should note that, consistent with the Criteria and Standards
Based Assessment policy, the final marks for the cohort may also be adjusted
if marks are very high or low or there are inconsistencies between groups.

3.2 Assessment Details
Assessment 1:Individual Critical
Analysis Report (30%
Critical Analysis
Paper: 1500 words – this is a strict word limit. There will be penalties for
exceeding the word limit.
Due:Friday 22nd August
Value: 30%.
Submit via Turnitin with cover page and
references and/or appendices.

Rationale
The major focus of this report is to promote critical reading and
economic analysis skills. This includes developing critical analysis skills
i.e. identifying short comings, limitations and what works well, and
questioning of how things are done from an economic perspective. Deeper learning also includes the ability to
extrapolate, extend and apply principles and theory based on the evidence.
Students have to examine recent national and international literature. Quality
of writing skills is also being assessed to help improve competency,current, past or future.

Task

One important
question in health economics is: what is the most efficient way to deliver
health care services? Recently some doctors claimed that millions of dollars
are wasted on unnecessary hospital stays for conditions that could be treated
in patients’ homes.

1.
What do you see as being the main cost advantages of a
‘hospital in the home’ program?
2.
How important is ‘hospital in the home’ in Australia and
other countries – ie what percentage of total hospital admissions are accounted
for by ‘hospital in the home’ patients.
3.
Outline three health services that could be provided in the
home rather than in a traditional hospital?
4.
Can you see any disadvantages of such a program?
5. Overall, do you think such a
program could result in better health outcomes?

Criteria
You will be assessed on the
following:
·
Proof reading of text to ensure
accuracy of grammar, spelling and punctuation.
·
Writing clearly and in an
appropriate formal style for an academic report.
·
Adequately and appropriately
covering the material in the report.

Resources
Please
note that I have deliberately not given any references for this question. Part of the assignment task is for you to
find your own references and how well you do this will contribute to your mark
for this assignment.
Also as
this is an economics course you should focus on the economic – not medical –
aspects of these issues.

Marking rubric for first
assignment

Criteria

Unsatisfactory

Pass

Credit

Distinction

High
Distinction

Proof read text to ensure accuracy of
grammar, spelling and punctuation. Writes clearly and in an appropriate
style for an academic report.

Language errors detract significantly from
meaning. Abbreviations not defined.
Little evidence of proof reading or use of
grammar and spell check.
Writing is verbose, convoluted or
difficult to follow, or informal eg uses first person and/or subjective style
used eg use of slang such as isn’t, don’t etc or little use of relevant
technical language and/or frequent us of unqualified assertions. Fails to
refer to, accurately explain or interpret and integrate visual material eg
graphs, etc used in text.

Some language errors interfere with
meaning.
Writing generally clear may not be
succinct, may use informal or subjective style, sometimes uses technical
language and may qualify some assertions.

Few language errors.
Writing is clear and succinct but may
revert to informal or subjective style, sometimes uses technical language
and may qualify some assertions.
Refers to and attempts to explain visual materials used but not
always accurate in interpretation.

Very few errors.
Writing is clear and succinct, with logical
flow, does not revert to informal or subjective style, mostly uses technical
language and qualifies most assertions. Good reference to, accurate
explanation of and integration of visuals.

No errors.
Writing is clear, succinct, and
consistently formal and objective in style, using technical language and
qualifies assertions.
Consistent and accurate reference to,
explanation of and integration of visual materials into text.

Marks /10

0

5

7

8

10

Identify features of ethical scholarship
and academic integrity for citations in-text.

Does not
use referencing and citations to identify some or all sources used in
assessment. Correct in-text citation
format for less than 50% of sources eg citations only given at end of
sentences or paragraphs rather than inserted at earliest opportunity; author
and year or report title and year not integrated into sentences. Page
reference missed for quotations and/or excessive quoting eg more than 5%. Incorrect use of et al. Personal
communications incorrectly cited. Sources not provided for tables, graphs
etc. which includes author(s), or report title, year and page.

Correct
in-text citation.

Correct
in-text citation.

Correct
in-text citation.

Correct
in-text citation.

Marks /5

0

2.5

3

4

5

Demonstrate ability to critically analyse and
discuss current literature eg
identifies strengths and weaknesses of the approaches taken, with evidence
of original thought.

Descriptive
discussion of current literature. Little
attempt, if any to integrate and interpret information, tendency to make
claims, little attempt to identify strengths and weaknesses.

Descriptive
discussion, some attempt to identify strengths and weaknesses, based on
interpreted information.

Analytical
(rather than descriptive) interpretation Appropriate interpretation and
integration of evidence to strengths and weaknesses

Analytical
and accurate analysis with good evidence base.

Strong
critical analysis skills demonstrated, with excellent evidence base to
support discussion.

Marks /12

0

6

8

10

12

Use of
report format

No executive summary or abstract only,
and/or no contents page and/or numbered headings in text. Formatting errors
eg inaccurate formatting of tables, graphs etc, and headings or none
included.
No spacing between paragraphs.
Used underlining instead of bold.
Used familiarity and /or first person.

ES may cover some key points only. Poorly
presented contents page which may not match headings in text. Other formatting errors. First person
errors.

Good focus on key points in ES.
Good use of report format with some errors
only eg pagination errors or other formatting errors.

ES covers all main points.
Document well formatted with few errors.

ES covers all main points.
Document professionally presented.

Marks /3

0

0.5

1

2

3

Assessment 2: Group Presentation (10% presentation mark,
10% individual report mark)
Due
Date: weeks 11-14
Presentation
Length: 30 Minutes
Submission
Details: A copy of the presentation listing members of the group (with a
coversheet) and any additional material should be submitted to the tutor for
assessment and return.
Feedback
Details: Tutor and peer feedback will be provided at the end of the
presentation. Tutors will review the material submitted and return a marked
copy to the student.

Rationale
The
purpose of this assessment is to enable students to gain knowledge of different
healthcare systems. It enables the class to cover a wide range of issues
relating to the financing and delivery of health services in different
countries.

Group presentation
10%
At the first seminar,
students will be randomly allocated to teams to prepare a presentation on a healthcare
system: each group will be allocated a different country to analyse. Each team
is required to develop an oral presentation for the allocated time, with each
student presenting a section of the required content. Preparation for this part
of the assessment task should be finalised at least one week before the due date.
Be careful to reference all sources cited in any presentation with author(s) or
report title, year and page.
If you have any difficulty
in preparing for the assessment task you will need to contact the lecturer via
email at least one week before the seminar and discuss the problem/s so that
solutions can be reached well before your presentation.
Task Description

For the allocated country address the following:
·
Identify three important health
problems facing the country. Please supply data to support your choice of
problems.
·
How is healthcare funded and
delivered in the country?
·
Identify any areas in the
country, or groups of people within the country, where access to healthcare is
less than ideal. That is, are health resources allocated relatively equally
through the country and to all its citizens? Explain why this has occurred.
·
Would you be happy to be a
patient in this country’s healthcare system? Explain why or why not.
·
Make recommendations at least
four, to improve this country’s healthcare system.

In order
to meet the requirements of the assessment task and maximise learning outcomes
and capabilities, each presenter should:
·
To the best of their ability work
effectively and co-operatively in the team in areas such as, attending
meetings, communicating with the team through the vUWS site, the distribution
and completion of tasks and the presentation;

·
Focus on the chosen healthcare
system and provoke discussion amongst the seminar group on specific issues and
concerns that relate to this country.
·
Workshop the presentation with
the seminar group through the use of adult learning methods, such as,
discussion questions aimed at provoking debate; sharing and discussing of the
ideas; developing an interesting and thought provoking case study or scenario
for small and large group discussion; building the presentation around a role
play/debate and subsequent discussion.
·
You must encourage small group
discussion and the active participation of the seminar group throughout the
presentation. At no time should any presenter stand and talk to the group for
any length of time. The introduction and conclusion to the presentation should
be as short as possible and take no more than five minutes.
·
The assessment task requires
adult learning methods and the aim of the presentation is to develop these
capabilities.
·
Use overheads where they assist
in the generation of discussion, for example, cartoon captions, pictures, brief
quotes, sayings, statistical data and short/brief dot points.
·
Presentations should last for 30
minutes only.
·
Presentation will start at the
beginning of the session. The presentation will be followed by general
discussion on any other interest areas that arise out of the presentation.
Criteria
You will be assessed on the
following:
·
Oral communication
skills: clear and concise, logical order, engaging the audience with