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  1. Provide overview of project requirements, including planning
  2. Answer your questions about project requirements

Group Project: Analysis of a health problem in a population

  • For full project guidelines, refer to:
    • P2-SH Student Guide pp.10-16
    • OR
    • eMed Map assessment form

Project - Learning Objectives

  1. Develop understanding of a significant public health problem (PHP) & what makes particular population sub groups more vulnerable to this problem
  2. Develop an understanding of the key social, cultural, economic & behavioural factors contributing to chosen PHP
  3. Critically examine the roles, functions & dynamics of health teams that ensure delivery of effective & culturally appropriate public health interventions & the challenges to teamwork - intervention and who does what in the team
  4. Critically evaluate the effectiveness, social & cultural relevance & appropriateness of a public health intervention
  5. Develop deeper understanding of 1 P2-SH term weekly theme
  6. Recognise own teamwork skills that need further strengthening to facilitate effective functioning in future collaborative clinical teams
  • Note there is a link to your weekly journals

Project - Requirements

  1. Project group - allocated on basis of geographical locations of clinical attachments / tutorial groups
  2. Between 4-6 students
    • large vs. small group size: pros & cons
  3. Refer to Chapter 9 of textbook
  4. Follow the steps listed in the project outline - in order


  • Make sure you include all three:
    1. Theoretical framework
    2. Literature
    3. Interviews
  • List A/B are in the student guide. This project only has List B
  • Projects have changed since last year - since they had basic clinical sciences
  • Remember to substantiate your interventions based on theoretical framework, literature and interviews
  • Team involves politicians, advocacy groups, school teachers, NGOs, outreach groups, etc. Can't just be made up.
  • Start literature review this week
    • Takes a while to set up interviews
  • Theoretical framework = stuff in health promotion tutorial

Required Research

  • Interviews
    • Minimum 3 interviews with professionals from health / welfare / other organisations
      • You should interview people from a variety of locations, not just one clinic. Not just doctors, but also public health people, UNSW academics, etc. Be creative
    • Each student must contribute to asking Qs
    • Do NOT interview patients/general public
    • Interview data supplements literature
      • Think about what sort of data to collect
    • Audio recordings; verbal consent
      • They do assess how we conduct interviews
  • Literature search & review
    • Texts, reports, articles from health, medical & socio- cultural literature
    • Describe search strategy – include databases, keywords, hits, selection, etc
  • Make sure you do the research before the interview, so that you can ask informed questions
    • Interview should take 10-15 minutes
    • You should feel like you've saturated your opportunity for information
    • Include verbal consent in the audio
  • Include journals not only in medicine, but also allied health, social sciences, nursing etc

Progress Review Meeting

  • Week 3 Friday: voluntary for each group to have 5-10 minute F2F meeting with Term Supervisor to review project progress
  • Not every group member has to attend – group decides
  • Aim: groups brief Term Supervisor on:
    • chosen public health problem & focus population
    • contributing factors
    • list of documented interventions, focus intervention
    • plans for interviews
    • issues & challenges group facing in completing project
  • Term Supervisor provide feedback on work done – good opportunity to receive feedback/guidance on areas of concern
  • Book appointments in advance via online system (details to follow) after 9am on Monday Week 3. Appointments allocated on 1st come, 1st served basis. Available during the timetabled session only

Group self-reflection (voluntary)

  • Planning & topic selection
    • What steps & tasks did you identify to enable you to do the project?
    • How was the topic chosen?
    • What is the task allocation & how was it made?
    • What adjustments have been made to the plan to date?
    • How are you going to pull it together?
  • Data collection: published literature, other documents, interviews
    • What was the search strategy for the literature review?
    • How effective has it been?
    • What questions did you ask when critiquing the literature?
    • What other documents have been useful?
    • What criteria did you use when deciding who to interview?
    • As a group, how are you going to compare & contrast the data & use it to support your arguments?

Conference Presentation @ Week 6

Written Report

  • 3,000 words:
    • includes tables & figures
    • excludes reference list & appendices
  • 12 point font
  • Max 25 references - the most pertinent
  • 2 exemplary ‘old’ SH3 projects available on Phase 2 Blackboard site (
    • projects were done pre-2013 – so project guidelines were different – you must take this into account when reading & DO NOT COPY
    • useful only for ascertaining standard to reach in order to attain P+ grades

Project Report: Appendices

  1. e-poster
  2. 1 page summary of peer feedback & discussion
    • Need to summarise the peer feedback we got from everyone else and how you incorporated
  3. 1 page summary for each interview; isolate pertinent facts
  4. Project plan & timeline
  5. List of project tasks & interviews by each group member
  6. Individual reflective reports: 500 words for each student (include your student numbers; this will be used to grade each of us separately)
  • Remember: add your peer comments in eMed Feedback for your P2 Portfolio. You have 42 days after end of P2-SH term to do so. No extension allowed by Faculty.

Assessment Criteria

3 Focus Capabilities

  1. Social & Cultural Aspects of Health & Disease
    • List B: significant factors & interventions
  2. Effective Communication
    • based on focused interviews; also literature 3) Team Work
    • in context of health team members involved in implementation of List B intervention
  • Read full ‘Assessment Criteria’ carefully

List B perspectives


Assessment criteria

  • 3 Generic Capabilities
  1. Effective Communication
    • written report, oral conference presentation, poster
  2. Self-Directed Learning & Critical Evaluation
    • written report; contributions during conference presentation; reflection on conference presentation feedback
  3. Reflective Practitioner
    • reflect on your own team work skills; connect with future clinical teams; 1 P2-SH weekly theme
  • Read full ‘Assessment Criteria’ carefully

Planning your project

  • Finalise your group of 4-6 members ASAP. Consider:
    • geographical location of team members’ clinical attachments
    • mix of Year 3-4 students (ILP/research experience)
  • Develop a timeline, allocate tasks, regular reviews
  • Meet often - use scheduled time on campus days
  • Spot difficulties early:
    • try to resolve within your group
    • Check Project FAQs
    • seek help: 1st ask your term tutor &/or clinical supervisors, then Term Supervisor