2022/3, Trimester 3, FACE-TO-FACE,
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| Occurrence: | 001 |
| Primary mode of delivery: | FACE-TO-FACE |
| Location of delivery: | SIGHTHILL |
| Partner: | |
| Member of staff responsible for delivering module: | Janette Pow |
| Module Organiser: | |
| Learning, Teaching and Assessment (LTA) Approach: |
This module will be delivered both face to face and supported online via Moodle. The flipped classroom will be adopted which will enable you to engage with concepts informed by evidence prior to tutorials/seminars (evidence includes podcasts and materials/resources on the Module pages in Moodle). During face-to-face tutorials/seminars you will be facilitated to apply and critically discuss what they have learned during the online self-directed activities. Tutorials/seminars are designed to allow you to learn as part of a community of learners where you can share learning, learn from others, offer and receive support and offer healthy challenge/debate to the work of others. The module will be presented as follows: A core VLE page that has the following: • An introductory/ overview video that explains the aims and structure of the module • Links to four units with resources that cover all learning outcomes. • Each unit will cover a different learning outcome. • Link to formative and final summative assessment. Learning activities will include • Workbooks• Case studies • Viewing• Directed reading and appraising of literature, podcasts and videos• Face to Face tutorials/seminars will include peer learning through discussion and groupwork To promote the public health identity of the programme and to recognise the value for you to develop professional networks, synchronous activities will be organised i.e., tutor and peer led group discussions and seminars both face to face and online. The aim of these synchronous activities is to facilitate a student group identity and community of practice within your cohort. A further key aim of these activities is to enable you to ‘get to know’ the other students within your cohort on the programme becoming a community of learners. Sessions within the module are designed to encourage students to reflect upon the extent to which. leadership and collaborative working in public health practice is crucial for public health improvement UK and international case studies will be used to illustrate and guide discussions on public health projects and complex interventions using collaborative approaches for health improvement. For example, UK demonstration projects and World Health Organisation and global public health initiatives. Additionally, students are encouraged to develop their leadership skills and apply collaborative approaches to the planning, implementation, and evaluation of public health projects. Students are expected to critically appraise and evaluate the value of relevant field specific literature. Formative assessment opportunities and guided tasks will allow students to identify learning strategies to meet their personal learning needs and to meet the learning outcomes for the module.
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1) You will produce an electronic academic poster on one powerpoint slide which will critically analyse collaborative partnership working issues in an existing or previous public health complex intervention. This will be presented to your peers and module tutors in a five minute presentation. You will receive feedback from your peers and tutors and this feedback will help you develop your final electronic academic poster which is one element of the summative assignment - presentations will take place in week 6 and you will be allocated a five minute slot to present. The electronic poster will provide the opportunity for you to present a visual representation of key issues relating to the rationale and effectiveness of an example of public health management and collaborative/partnership working 2) You will be asked to provide an outline plan (500 words max) of your report (part 2 of summative assessment) - you will be given 1:1 feedback from the tutor which will feed forward into your final report
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1) The summative component: submission of the final version of the academic poster which critically analyses collaborative/partnership working issues within an existing collaborative public health intervention project. Component one 50% weighting 2) 2000 essay which critically discusses and evaluates the importance of management and leadership theory and its application within public health intervention projects - both components submitted in week 12 (Summative Assessment, LOs 1-4). Component two 50% weighting
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| Student Activity (Notional Equivalent Study Hours (NESH)) |
| Mode of activity | Learning & Teaching Activity | NESH (Study Hours) |
| Face To Face | Tutorial | 10 |
| Face To Face | Seminar | 10 |
| Online | Guided independent study | 170 |
| Face To Face | Practical classes and workshops | 10 |
| Total Study Hours | 200 |
| Expected Total Study Hours for Module | 200 |
| Assessment |
| Type of Assessment | Weighting % | LOs covered | Week due | Length in Hours/Words |
| Poster | 50 | 1-4 | 12 | HOURS= 05.00, WORDS= 1000 |
| Essay | 50 | 1-4 | 12 | HOURS= 05.00, WORDS= 2000 |
| Component 1 subtotal: | 50 | |
| Component 2 subtotal: | 50 | | | |
| Module subtotal: | 100 | | | |