Note: This is an archived Handbook entry from 2016.
|Dates & Locations:|| |
This subject has the following teaching availabilities in 2016:Semester 2, Parkville - Taught on campus.
Timetable can be viewed here. For information about these dates, click here.
|Time Commitment:||Contact Hours: Campus component - 20 hours of lectures, Clinical component - 105 hours (3 weeks x 35 hrs per week) |
Total Time Commitment:
Approximately 170 hours
In addition to the contact hours, students will need to allow approximately 2 hours a week for self-directed learning and assignment preparation.
Study Period Commencement:
Not offered in 2016
|Recommended Background Knowledge:|| |
Theory covered in Healthcare in Context 1 and Healthcare in Context 2
|Non Allowed Subjects:||None|
|Core Participation Requirements:||
For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.
It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://services.unimelb.edu.au/disability
CoordinatorMrs Tamara Clements
The key aim of Healthcare in Context (HCC) 3 is to provide students with the opportunity to build their knowledge of the socio-politico-cultural influences on healthcare in a local and global context and to apply this leaning by designing a project that meets the prioritised health needs of a community. HCC 3 follows on from two previous HCC subjects run in the first two years of the DPT program. In HCC1, students undertook a community engagement program, in which they learnt about determinants of health relevant to a selected community. In HCC2, students conducted and analysed a needs assessment of their community and identified the health and wellness priorities of this community. In HCC3, students will use their findings from their needs analysis to design a project that meets one of the prioritised needs of their community.
To support this project, student will cover theory related to environmental factors within the Ecological Model of Health and the International Classification of Functioning, Disability & Health. Topics covered will include public health priorities, disease prevention, health promotion, government and non government funding and State and Federal resources that support community health and wellness. Specific attention will be paid to the health needs of Australian Indigenous peoples and the complexity of their health experiences within current local and global contexts.
To further expand on their understanding of diverse and complex healthcare contexts, students will have the opportunity to choose from 3 ‘placement’ electives that will allow them to compare and contrast different models of healthcare as practiced locally and globally. The elective will involve a 3 week ‘clinical experience’ or professional management experience that will draw from the following.
Elective 1) Global elective. Students will have an opportunity to travel either overseas, rurally or remotely to build their understanding of diversity of community contexts.
Elective 2) Student-led clinical elective. Students will spend the equivalent of three weeks working with the Executive of the student-led clinic to support the development of this project in Melbourne.
Elective 3) Healthcare Conference committee - students will spend the equivalent of three weeks working with the HCC conference committee to build skills in promoting knowledge translation.
The global elective can be completed during the Christmas holidays while the student-led clinic and the conference clinic committee elective can be completed during the semester.
The culmination of this subject will be in a mini-Conference presentation, in which students will present their community project to their peers, academic staff and community members. Attendance at this final conference is mandatory.
The curriculum for the DPT program has been designed around 8 learning outcomes under 3 elements
Element 1: Physiotherapy Theory and practice
Element 2: Research and Evidence
Element 3: Healthcare in context
|Breadth Options:|| |
This subject is not available as a breadth subject.
|Fees Information:||Subject EFTSL, Level, Discipline & Census Date|
On completion of this subject students will have the opportunity to develop the skills associated with the DPT graduate attributes including:
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