PBHL20003 Social Epidemiology and Statistics
PBHL20003 Social Epidemiology and Statistics
Supplementary Assessment Term 1 2022
Download the following research paper from the Moodle Supplementary Assessment page: MARTIN, K., DONO, J., STEWART, H., SPARROW, A., MILLER, C., RODER, D. & BOWDEN, J. 2019. Evaluation of an intervention to train health professionals working with Aboriginal and Torres Strait Islander people to provide smoking cessation advice. Australian and New Zealand Journal of Public Health, 43, 156-162.
This is an individual assessment: do not discuss your answers with other students.
Read the paper carefully. Make notes. And then answer all questions below:
a) What type of study design is it?
b) What is the PICO that informs the research question?
c) Describe the methods (Methods - apart from research question and study design - include RECRUITMENT, DATA COLLECTION, ANALYSIS. Address each of these below).
d) What are the main findings? (Summarise in 2-3 sentences)
e) Why are these findings important in the context of Aboriginal and Torres Strait Islander health in particular? (Think about what we have discussed during term in relation to social determinants of health and read the article carefully)
e) What are the conclusion and implications? (3-4 sentences)
PBHL20003 Supplementary Assessment Epidemiology and Statistics Marking Rubric
Criteria (percentage) HD D Cr P F
Describe study design (25%) Demonstrates an informed and critical ability to describe and appraise study designs. Demonstrates an informed and critical ability to describe study designs, with one or two gaps in knowledge and/or appraisal. Demonstrates a critical ability to describe and appraise study designs, with gaps in knowledge and/or appraisal. Demonstrates an attempt to describe and appraise study designs; however there are frequent gaps in knowledge and/or appraisal. Little or no evidence provided of an ability to describe and appraise study designs.
Critique & synthesis of the literature. Identify gaps/deficiencies. Interpretation and discussion of implications (25%) Excellent critique & synthesis of the literature that identifies gaps/deficiencies.
Demonstrates a comprehensive understanding of implications for policy and practice. Well-informed critique & synthesis of the literature that identifies gaps/deficiencies.
Demonstrates a good understanding of implications for policy and practice. Good critique & synthesis of the literature that partly identifies gaps/deficiencies.
Demonstrates a fair understanding of implications for policy and practice. Attempts critique & synthesis of the literature and gives a limited identification of gaps/deficiencies.
Demonstrates some understanding of implications for policy and practice. Little or no critique or synthesis of the literature. Little or no identification of gaps/deficiencies;
Little or no evidence given of understanding implications for policy and practice.
Interpret population health data (20%) Demonstrates a high-level capacity to interpret population health data, and its relevance in epidemiological contexts. Demonstrates a good capacity to interpret population health data, and its relevance in epidemiological contexts. Demonstrates capacity to interpret population health data, and its relevance in epidemiological contexts. Partial demonstration of an ability to interpret population health data, and its relevance in epidemiological contexts. No demonstrated capacity to interpret population health data, nor its relevance in epidemiological contexts.
Apply ethical principles in interpreting social epidemiological data (10%) Demonstrates a considered and thoughtful awareness of ethical principles in data collection and analysis, particularly in relation to First Nations Peoples. Demonstrates an awareness and consideration of ethical principles in data collection and analysis, particularly in relation to First Nations Peoples Demonstrates some awareness and consideration of ethical principles in data collection and analysis, particularly in relation to First Nations Peoples Demonstrates limited consideration of ethical principles in data collection and analysis, particularly in relation to First Nations Peoples Does not demonstrate consideration of ethical principles in data collection and analysis, particularly in relation to First Nations Peoples
Language and structure (10%) Excellent use of clear, concise language and a methodical, well-planned structure. Presentation of responses in both Excel and Word is logical and coherent. Mostly clear, concise language and structure.
Presentation of responses in both Excel and Word is logical and coherent overall. Occasional lack of clarity in language and structure. Presentation of responses in either/both Excel and Word has occasional gaps in logic and/or coherence. Language and structure lack clarity in part.
Presentation of responses in either/both Excel and Word has frequent gaps in logic and/or coherence. Language and structure lack clarity throughout.
Presentation of responses in both Excel and Word has little or no logic and/or coherence.
Originality and referencing (10%) All work submitted represents the student's original words and ideas.
The Harvard reference style is correctly used where relevant. All work submitted represents the student's original words and ideas.
The Harvard reference style is correctly used where relevant. All work submitted represents the student's original words and ideas.
The Harvard reference style is correctly used where relevant overall. All work submitted represents the student's original words and ideas.
The Harvard reference style is used with inconsistency or error. There are significant problems with referencing and/or evidence that work submitted does not represent the student's original words and ideas.
