Unit rationale, description and aim
Planetary health recognises that the health of humans, animals and ecosystems are interconnected. Planetary health hinges on the ‘symbiotic relationship’ and interconnections between humans, animals, and the environment. Planetary health, with its focus on the links between the health of humans, animals and the broader ecosystem, calls for global cooperation, and for inter- and multi-disciplinary collaboration (medicine, veterinary medicine, public health, agriculture, and environmental health) to combat threats to health.
In this unit, students will be introduced to the concepts, theories, frameworks, and relationships that underpin the connections of human, animal, plant and environmental health, and also critically review the impact these interconnections have on the health of human populations and international and national health systems, using cases studies of public health problems and solutions. Students will develop knowledge about Planetary Health interventions that effectively prevent and manage global public health problems.
The aim of this unit is to introduce students to Planetary Health, for students to demonstrate a broad understanding of population health including multisectoral and interdisciplinary relationships, and the need for multiple approaches and solutions to detect and manage outbreaks of disease.
Campus offering
No unit offerings are currently available for this unit.Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Define concepts, principles, and features of Plane...
Learning Outcome 01
Analyse the interconnections of systems relating t...
Learning Outcome 02
Evaluate the policy and legislative frameworks tha...
Learning Outcome 03
Critically assess contemporary global health issue...
Learning Outcome 04
Content
Topics will include:
a. Definitions
b. Origins of Planetary Health
c. Planetary Health, in relation to specific issues:
• Climate change
• Global emerging infectious diseases/examples and case studies
• Global existing infectious diseases and antibiotic and antiviral resistance
• Noncommunicable diseases
• Food safety, security, and sustainability
d. Actors involved in Planetary Health at international, national, and local levels,
e. Policy, legislative frameworks that underpin Planetary Health
f. Funding of Planetary Health
g. Relationship between Planetary Health and the environment, and recovery from environmental disruption (natural and human-made disasters):
• Natural environment: agriculture, mining, and natural landscape
• Built environment: urbanization, urban planning.
h. Applying intersectoral and multidisciplinary solutions and strategies to manage and improve Planetary Health
i. Links between Planetary Health and Sustainable Development Goals
Assessment strategy and rationale
There are three assessment tasks: written, oral, and group activities. The assessment strategy allows students to progressively develop their knowledge and skills by first understanding the background, context, and origins of Planetary Health, then applying this knowledge to a more comprehensive understanding of the interconnections of the structures and systems of the ecological system. Finally, this knowledge is further consolidated, by students examining interventions that are required to successfully contain and manage emerging problems or issues in the Planetary Health ecosystem that will lead to improvements in population heath.
The first assessment task consists of a written task comprising a series of questions and short answers that requires students to address concepts, principles, frameworks, early developments, and issues arising in Planetary Health.
The second assessment task requires students to deliver a group interactive oral presentation (with Q&A) critically assessing a specific Planetary Health problem, thus enabling students to explore the interconnections between humans, animals, and the environment.
The third assessment task is a written essay requiring students to examine interventions that are required to successfully contain and manage emerging problems or issues in the Planetary Health ecosystem that will lead to improvements in population health.
To pass the unit, students must demonstrate achievement of every unit learning outcome and obtain a minimum mark of 50% in this unit.
Overview of assessments
Assessment 1: Written assessment Questions/answ...
Assessment 1: Written assessment
Questions/answers: Written paper to enable students to describe, interpret and reflect on concepts and principles of Planetary Health (800 words)
20%
Assessment 2: Interactive oral presentation Grou...
Assessment 2: Interactive oral presentation
Group oral presentation which will critically assess a specific Planetary Health problem enabling students to explore the interconnections between humans, animals, and the environment (15 mins)
30%
Assessment 3: Written assessment Essay to examin...
Assessment 3: Written assessment
Essay to examine interventions utilizing Planetary Health principles and approaches that are required to successfully contain and manage an emerging problem or issue in the ecosystem that will lead to improvements in population health (2000 words)
50%
Learning and teaching strategy and rationale
Teaching and learning strategies addressing basic concepts and frameworks incorporate multiple means of engagement, representation and expression. These will include lectures, tutorials, and small group discussions and Q&A to consolidate learning and share perspectives. Specialised topics will rely on videos, discussions with experts in various settings, and use of case studies, Canvas, and asynchronous content.
The design of this unit is based on the constructivist approach, which supports active learning that encourages students to engage in a range of learning activities to facilitate the construction of new knowledge. Constructive alignment is achieved between learning outcomes, content and assessment tasks.