TCS Learning Outcomes PDF

**Health + Society** The Aboriginal Community Controlled Health Sector - Describe Aboriginal and Torres Strait Islander holistic concepts of wellbeing and Aboriginal and Torres Strait Islander health models, including programs and Aboriginal and Torres Strait Islander specific interp...

**Health + Society** The Aboriginal Community Controlled Health Sector - Describe Aboriginal and Torres Strait Islander holistic concepts of wellbeing and Aboriginal and Torres Strait Islander health models, including programs and Aboriginal and Torres Strait Islander specific interprofessional healthcare teams that can enhance patient health outcomes. +-----------------------------------------------------------------------+ | ***[Definition]***: refers to the social, emotional and | | cultural well-being of the whole community in which each individual | | is able to achieve their full potential as a human being which brings | | about the total well-being of the whole community (it is a whole of | | life view and not just the absence of health) | | | | ***[Programs]***: | | | | - Terms | | | | - Aboriginal Health Council of SA (AHCSA): since 1981 | | | | - Health voice for Aboriginals in SA | | | | - The peak body representing Aboriginal | | community-controlled health serves (ACCHS) and substance | | misuse services | | | | - It is also a state affiliate of the national aboriginal | | community controlled organisation (NACCHO) | | | | - ACCHS/ACCHO: | | | | - Was formed in response to poor access to services and | | racism towards Aboriginal people | | | | - First emerged in 1971 | | | | - Red fern Aboriginal medical service started around | | this time | | | | - Now 120 ACCHS's across SA | | | | - Challenges | | | | - Funding is less than what is needed | | | | - Competitive tendering (NGOs and Consultants) | | | | - Excessive reporting requirements and fragmented | | funding | | | | - Short term contracts | | | | - Body part funding | | | | - NACCHO: national peak body | | | | ***[Aboriginal Community Controlled Services:]*** | | | |  | | | | ***[ATSI Healthcare Teams:]*** Aboriginal Health Workers | | ad Practitioners | | | | - Provide culturally based care | | | | - Comprehensive primary health care and lived experience | +-----------------------------------------------------------------------+ - Describe Aboriginal and Torres Strait Islander models of health care, including community and sociocultural strengths. +-----------------------------------------------------------------------+ | ***[ATSI Models of Healthcare:]*** | | | | - Availability | | | | - Geographic distance | | | | - Comprehensiveness of services | | | | - Affordability | | | | - Cost of services and whether individuals can pay for that | | | | - Acceptability | | | | - Cultural competence | | | | - Extent that community members feel comfortable utilising that | | service | | | | - Appropriateness | | | | - The extent at which the design of the health service meets | | the needs of the community | +-----------------------------------------------------------------------+ - Describe best practice approaches that lead to improved and sustained positive Aboriginal and Torres Strait Islander health and wellbeing outcomes. +-----------------------------------------------------------------------+ | ***[Decolonising ]*** | | | | - ATSI leadership and governance | | | | - Employment of ATSI staff | | | | - Working in ways consistent with sovereignty and | | self-determination | | | | - As well as that strengthen cultural identity and integrity | | | | - Anti-racism strategies | | | | - Action and advocacy on social determinants of health | | | | - Education | | | | - Employment | | | | - Appropriate access to healthcare | | | | - Integrating indigenous knowledges | +-----------------------------------------------------------------------+ - Other Notes +-----------------------------------------------------------------------+ | - 1/3 of the health gap is caused by social determinant related | | impacts | | | | - Around 50% connected to colonisation and separation | | | | - 20% related to health risk factors | | | | - Cultural Determinants of Health | | | | - Connection to country | | | | - Family, kinship and community | | | | - Cultural expression and continuity | | | | - Indigenous beliefs and knowledge | | | | - Indigenous language | | | | - Self-determination and leadership | | | | - Maya Kuywayu Study | | | | - Looks at the connection between culture and wellbeing | +-----------------------------------------------------------------------+ Primary Health Care Models in Indigenous Communities - Apply the features of the Aboriginal Community controlled health service model to other Indigenous populations. +-----------------------------------------------------------------------+ | Culture | | | | - Incorporation of local indigenous cultural values, traditional | | healing and practices into the service delivery model | | | | - Focusing on needs of individuals | | | | Self-determination and Empowerment | | | | - Establish and manage their own health services | | | | - Provide employment | | | | - Facilitate leadership | | | | - Training to promote the development of local indigenous workforce | | | | - Promoting community development | | | | Culturally Competent and Skilled Workforce | | | | - Promoting and encouraging Indigenous employees | | | | Holistic Health Care | | | | - Providing comprehensive primary care | | | | Accessible Health Services | | | | - Mobile health | | | | - Transport to care (funding, physical vehicles etc.) | | | | Flexible approach to care | | | | - Giving time | | | | - Understanding how Indigenous communities view time | | | | Relationship building and advocacy | | | | - Emerging yourself in the community | | | | - Education and involvement | | | | Comprehensive health promotion | | | | - Funding and community involvement | | | | Continuous quality improvement | | | | - Education, funding, programs, awareness | +-----------------------------------------------------------------------+ Lecture: Climate, Health, and Urgency - Understand the health impacts of climate change. +-----------------------------------------------------------------------+ | - Air pollution | | | | - Can affect health through oxidation of lipids and proteins | | and indirectly through activation of intracellular oxidant | | pathways | | | | - Chronic pulmonary | | | | - Cardiovascular disease | | | | - Freshwater contamination | | | | - Defecation, inadequate sanitation, improper sewage systems, | | agricultural use of pesticides as well as industrial and | | chemical pollution | | | | - Cholera | | | | - Other GIT infections | | | | - Chemical Pollution | | | | - Have cumulative toxic effects distributed to the brain, | | liver, kidney and bones | | | | - May cause intellectual disability | | | | - Behavioural disorders | | | | - Severe weather events | | | | - Damage increasing financial burden | | | | - Can modify transmission of infectious diseases (as they can | | tolerate the new weather changes in another region) | | | | - Increased infections and associated implications | | | | - Heat related illnesses (impact on more vulnerable | | populations) | | | | - Direct injuries from the weather events | | | | - Mental health related disorders due to trauma of events | | | | - Vector-borne diseases | | | | - Due to climate change | | | | - Major factor responsible for the increase in diseases such as | | malaria (increases economic burden) | +-----------------------------------------------------------------------+ - Learn about the role of denial. +-----------------------------------------------------------------------+ | **Types** | | | | - *[Literal]*: rejection that climate change is | | occurring | | | | - *[Interpretive]*: acknowledging the it's occurring | | without understanding the severity | | | | - *[Implicatory]*: when individuals accept the reality | | and significance of climate change but avoid or downplay its | | implications | | | | **Factors Behind Denial** | | | | - *[Cognitive Dissonance]*: People may experience | | discomfort when confronted with information that conflicts with | | their beliefs, values, or lifestyles | | | | - *[Fear and Anxiety:]* The potential consequences of | | climate change can be overwhelming, leading to feelings of | | helplessness and fear. | | | | - *[Identity and Worldview:]* Climate change denial is | | often tied to political, economic, or cultural identities | | | | - *[Misinformation]*: The spread of misinformation, | | often funded by interest groups with a stake in maintaining the | | status quo | | | | **Impact of Denial** | | | | - Policy delays | | | | - Public perception | | | | - Economic consequences | | | | - Global inaction | | | | **Overcoming Climate Change Denial** | | | | - Education and communication | | | | - Addressing emotional and psychological barriers | | | | - Countering misinformation | | | | - Engagement and empowerment | +-----------------------------------------------------------------------+ - Understand the urgency of this greatest health challenge humanity has ever faced. +-----------------------------------------------------------------------+ | Accelerating Environmental Impacts | | | | - Threatened ecosystems and biodiversity loss | | | | Human Health Risks | | | | - Increase in the spread of disease | | | | - Food and water insecurity | | | | Economic and Social Disruptions | | | | - Rise in economic costs | | | | - Inequality and Vulnerability | | | | Global Security Threats | | | | - Resource conflicts | | | | Limited Time for Action | | | | - Carbon budget | +-----------------------------------------------------------------------+ - Other +-----------------------------------------------------------------------+ | Doughnut Model | | | | - Overshooting environmental determinants of health causes | | shortfalls in social needs | +-----------------------------------------------------------------------+ GHC Seminar 1: What Does The Planet Have To Do With Health? - Describe the role of the World Health Organisation. +-----------------------------------------------------------------------+ | 1. Raising awareness | | | | 2. Policy development | | | | 3. Health impact assessment | | | | 4. Global monitoring | | | | 5. Strengthening health systems | | | | 6. Training and education | | | | 7. Promoting adaptation strategies | | | | 8. International collaboration | | | | 9. Comprehensive action plans for climate change around it's impacts | | on health | | | | 10. Focuses on vulnerable populations to address inequities | | | | 11. Humanitarian assistance | +-----------------------------------------------------------------------+ - Describe environmental determinants of health in a global setting. +-----------------------------------------------------------------------+ | - Air pollution | | | | - Freshwater contamination | | | | - Chemical Pollution | | | | - Severe weather events | | | | - Vector-borne diseases | | | | - Food Security | +-----------------------------------------------------------------------+ GHC Seminar 2: The Transmission Dynamics of Vector Borne Diseases - Describe the relationship between climate change and vector-borne disease transmission. +-----------------------------------------------------------------------+ | - Migration of species to warmer, more suitable environments which | | can increase disease presence and transmission in regions that | | were previously unaffected | | | | - Expansion of breading grounds | | | | - Increase in survival rates and reproductive cycles | | | | - Poor water storage: drought can cause people to store water in | | containers which become breeding sites for vectors | | | | - Impact on human behaviour: as temperatures rise, people may spend | | more time outdoors or sleep with open windows leading to more | | exposure to vector bites | | | | - Weakening of public health infrastructure: extreme weather events | | making it hard to control outbreaks and provide medical care | +-----------------------------------------------------------------------+ - Recall and apply the Ross-McDonald model of malaria transmission. +-----------------------------------------------------------------------+ | - General | | | | - To determine risk of spread by mosquito-borne pathogens | | | | - Parameters | | | | | | | | - Dh - duration of infection in the human | | | | - Dm - duration of infection in the mosquito | +-----------------------------------------------------------------------+ - Explain a range of control measures for vector-borne diseases and describe how they can be evaluated +-----------------------------------------------------------------------+ | - Aspects | | | | - Is it cost effective | | | | - How well is it working | | | | - Will the benefits be sustained | | | | - Is it safe | | | | - Who will have access to the benefits | | | | - Is the infrastructure available | | | | - Examples | | | | - Bed nets | | | | - Insecticides | | | | - Male sterilisation | | | | - Vaccinations | | | | - Public health education | | | | - Minimising breeding grounds | | | | - Protective clothing | +-----------------------------------------------------------------------+ Introduction to Health Economics - Describe the role of economic evaluation in the context of making a decision about providing healthcare to society, using the concepts of scarcity, choice and opportunity cost. +-----------------------------------------------------------------------+ | General | | | | - Economic evaluation plays a role in healthcare decision making by | | helping policymakers and healthcare providers allocated limited | | resources efficiently and effectively | | | | Concepts | | | | - Scarcity | | | | - Underlying premise of economics is that humans wants are | | unlimited | | | | - Demands for health services outstrip supply (concept of | | scarcity) | | | | - Tragedy of the commons | | | | - Where individuals are allowed to have uncontrolled access | | to finite shared resources | | | | - Optimising for self in short term produces long term | | consequences | | | | - Choice | | | | - Making choices about which healthcare service/s to provide to | | achieve this maximal benefit | | | | - Opportunity Cost | | | | - Describes the potential benefit that is lost through the | | decision to fund one option over another | | | | - \'The opportunity cost of devoting resources to a | | particular use is defined as the loss of the benefits the | | resources could have produced had they been put to their | | next-best use - the lost opportunity to invest in that | | alternative\' | | | | - Poor allocation of resources if opportunity cost is greater | | than the benefit gained | | | | - Example | | | | - Info | | | | - Imagine you are a health economist working for a | | mid-sized tertiary hospital. | | | | - Your hospital is considering investing in a new CT | | scanner, which costs \$1.2 million. | | | | - The hospital has \$1.5 million in its budget for new | | equipment, but the board is also considering using | | that money to purchase a new MRI machine, which costs | | \$1 million. | | | | - Questions | | | | - Identify the opportunity cost of the CT scanner | | | | - It would be the benefit that could have been | | gained from purchasing the MRI machine | | | | - How could each of the following factors impact your | | final choice | | | | - Different diagnostic capabilities between an MRI | | machine and CT scanner? | | | | - The greater the diagnostic capability, the | | greater the benefit | | | | - Frequency of use | | | | - Greater use = greater benefit | | | | - Distance to the next-nearest hospital and their | | current imaging capabilities? | | | | - Whether the hospital has the facilities to | | house an MRI machine | +-----------------------------------------------------------------------+ The Health Economic Cost-Effectiveness Analysis (CEA) Framework - Describe the key elements of the Health Economic Evaluation (HEE) decision analytic framework for performing cost effectiveness analysis. +-----------------------------------------------------------------------+ | Table 2: Comparison of the different types of economic evaluation | | Type of analysis Costs Monetary. Monetary. Health Presentation of | | outcomes results CC CMA CEA CUA CCA CBA Cost Comparison partial | | economic analysis Cost- minimisation analysis partial economic | | analysis Cost- effectiveness analysis Monetary. full economic | | evaluation Cost utility analysis Monetary. full economic evaluation | | Cost consequence analysis Monetary. Not included. Assumed equivalent. | | In \'natural units\'. In QALYs. Multiple outcomes. Monetary value. | | Cost difference. Cost difference. ICER, \$ per \'outcome\'. ICER, \$ | | per QALY. Variable. Advantages Very simple. Very simple. Medium | | complexity; does not require outcome transformation. Outcome is | | patient relevant and easy for non-health economists to understand. | | Results presented in a universal outcome capturing all health effects | | and comparable across different types of interventions. Can describe | | all For example, \$ per relevant outcomes, priority outcome | | quantifiable or not, and other and include outcomes outcomes listed, | | full economic evaluation Cost-benefit analysis full economic | | evaluation Monetary. or multiple outcomes reported per \$ | | expenditure. Net monetary benefit (\$). for broader populations and | | in areas other than health. Universal outcome enabling comparison of | | cost-effectiveness across decisions from any sector. Disadvantages | | Does not reveal which alternative is more cost-effective or the | | better choice. Requires evidence of assumed equivalent outcomes. If | | this is not reliable, the conclusion may be incorrect. May not | | accurately capture the overall value if multiple health outcomes are | | affected by the decision. Requires more evidence to support | | estimation of outcomes and transformation of outcomes to QALYs. Can | | be difficult to interpret as outcomes may run in mixed directions, | | and difficult to compare to outcomes reported for other decisions. | | Relies on many assumptions for transformation of outcomes to monetary | | value, and some of these are subjective. | | | | Parameters to Define before conducting or interpreting HEE | | | | - Perspective | | | | - Those whose costs and benefits are included in the evaluation | | | | | | | | - Time horizon | | | | - The length of time over which the costs and benefits are | | estimated and valued in the HEE | | | | - Refers to the length of time over which costs and | | benefits are measured and theoretically should extend | | until no further differences in costs or outcomes are | | accruing between the alternatives being compared | | | | | | | | - Discounting for time preference | | | | - Where the value of costs and outcomes that accrue in future | | years are discounted by a certain rate for the year they are | | accrued after the first year | | | | - Changes the results of an economic evaluation | | | | Components in Economic Evaluation | | | | - Population | | | | - Intervention | | | | - Comparators | | | | - Outcomes/Results | | | | - Costs | | | | Evidence Frameworks | | | | - Trial based | | | | - Advantages | | | | - Statistical analysis is available | | | | - Internal consistency | | | | - Assumption about clinical pathways are not required | | | | - Disadvantages | | | | - Limited to the outcomes measured and time horizon of the | | trial | | | | - Limited to the patients and interventions in the trial | | | | - Increases costs and complexity of clinical trials | | | | - Economic model | | | | - A constructed mathematical framework generally supported by | | computer software which uses multiple data inputs and | | calculations to generate estimates of costs and outcomes for | | the alternatives presented in an economic decision which have | | not been directly measured in clinical studies | | | | - Components | | | | - Conceptual model: decision tree; sets out the | | disease-specific events and processes within the system | | in which the decision problem exists. | | | | - Working model: the actual software, programming and | | calculations | | | | - When it\'s needed | | | | - When the population has different risk characteristics, | | and the effect\'s magnitude may differ, we need to | | translate the treatment effect to make it applicable to | | the population. | | | | - When the follow-up time is too short to capture all the | | differences in outcomes (or costs); therefore we need to | | extrapolate outcomes and costs over a longer time | | horizon. | | | | - When the effect outcome is a surrogate measure; | | therefore, we need to transform surrogate outcomes into | | an outcome. | | | | - When the comparator isn't the relevant comparator in the | | real-world decision; therefore, we need to combine data | | from different sources for an indirect comparison. | | | | - When the setting is in a different healthcare system | | (e.g. with a different pattern of resource use); | | therefore, we need to model/re-assign the way of resource | | use. | | | | - When there are missing details (e.g. resource use, | | adverse events, etc.) that will affect overall | | comparative costs or outcomes; then we need to add or | | combine data from different sources. | | | | Equity | | | | - Concept that refers to fairness in distributing resources, | | benefits and burdens within a society | | | | - Types | | | | - Horizontal: refers to the idea that individuals who are | | similarly situated in terms of their ability to pay should be | | treated equally | | | | - Vertical: recognises that individuals have different | | abilities to pay and should be reflected in how taxes are | | structures | | | | - Sources of inequity | | | | - Socioeconomic | | | | - Geographic | | | | - Cultural differences | | | | - Educational differences | | | | - Occupational differences | | | | - Age | | | | Efficiency: refers to the practical and productive use of resources | | | | - Ensures that resources are used in the most cost-effective way | | possible to achieve maximum output with minimum waste | | | | Equity + Efficiency | | | | - Achieving both is challenging | | | | - To achieve equity, a tax system may need to be structured to | | be less efficient | | | | - It may be simpler and more efficient to tax everyone the same | | or to provide a subsidy to everyone without means testing | | | | - Health economics rarely consider equity | | | | - Only QALYs but not the distribution of who gets those | | resources | | | | Steps used in a simple Financial Analysis | | | | - Identify the time period when the intervention could | | realistically be introduced | | | | - Estimate the size of the population who would be eligible for the | | intervention | | | | - Estimate the uptake rate of the intervention in the eligible | | population | | | | - Combine the projected eligible population and uptake rate | | estimates | | | | - Estimate the quantity of the intervention that will be used | | | | - Consider the unit cost | | | | - Consider also the additional costs | | | | - Consider any cost offsets that may be directly associated with | | providing the intervention | | | | - Calculate the net costs or cost-savings expected each year | +-----------------------------------------------------------------------+ - Be able to interpret the results of a cost-effectiveness analysis of a healthcare intervention. ---- OK ---- Lecture: Indigenous Health Equity - Demonstrate understanding of inequity for Indigenous patients within the health and medical system. +-----------------------------------------------------------------------+ | Historical context and intergenerational trauma | | | | - Lasting trauma, thus increasing the proportion of those with | | mental health conditions, addictions | | | | - Impact of colonisation and the effect that has on social | | determinants | | | | Disparities in health outcomes | | | | - Genetically more at risk of developing a number of conditions | | including cardiovascular disease, diabetes and kidney disease | | | | - Accompanies with the other points mentioned here, the mortality | | for Indigenous people is thus increased | | | | Access to healthcare services | | | | - Many live in rural and remote regions where there is limited | | access to sufficient healthcare | | | | - Even if located near health facilities, financial limitations | | often hinder their willingness/ability to attend | | appointments/check ups | | | | Systemic bias and discrimination | | | | - Racial discrimination and stereotyping, impairing clinical | | judgement and often misdiagnoses (resulting in undertreatment | | worse health outcomes) | | | | - Makes Indigenous people less likely to seek professional medical | | advice when it is needed | | | | Cultural incompatibility and lack of culturally safe care | | | | - Lack of competency training which often subconsciously creates an | | unwelcoming and unsafe environment (emotionally) for Indigenous | | people | | | | - Can also prevent trust and rapport between the doctor and patient | | | | Underrepresentation in the healthcare workforce | | | | - Limits opportunities for Indigenous patients to receive care from | | providers who share or understand their cultural background | +-----------------------------------------------------------------------+ - Demonstrate knowledge of enablers and barriers to achieving equitable Indigenous health outcomes. +-----------------------------------------------------------------------+ | Enablers | | | | - Culturally safe healthcare | | | | - Requires healthcare professionals and their associated | | healthcare organisations to influence healthcare to reduce | | bias and achieve equity within the workforce and working | | environment" | | | | - Community engagement and empowerment | | | | - Programs designed and led by Indigenous communities are more | | likely to be successful as they address specific community | | needs and involve Indigenous knowledge | | | | - Examples include community-controlled health services which | | improve health outcomes by providing tailored accessible care | | | | - Supporting Indigenous leadership in health policy and | | governance enabling communities to have control over | | healthcare services making them more culturally appropriate | | and relevant | | | | - Policy and funding commitments | | | | - Sustained investment: allocated targeted funding to | | Indigenous health services and programs Is essential for | | addressing disparities in health resources and improving | | healthcare access | | | | - Health equity policies: policies that prioritise health | | equity, including equal access to services and the reduction | | of social determinants of health inequities (ie. housing, | | education and employment | | | | - Increasing opportunities for Indigenous people to join the | | healthcare workforce | | | | - Support and encouragement for Indigenous people to pursue | | careers in health | | | | - Improved access to healthcare | | | | - Telehealth | | | | - Community-based services | | | | Barriers | | | | - Historical and ongoing discrimination | | | | - Limited access to services | | | | - Socioeconomic disparities | | | | - Underfunding of Indigenous health services | | | | - Lack of cultural safety and sensitivity | | | | - Low representation in decision-making | +-----------------------------------------------------------------------+ - Demonstrate understanding of social and cultural determinants that impact on Indigenous patient experience within the mainstream health system. +-----------------------------------------------------------------------+ | Social | | | | - Education: lower health literacy | | | | - Financial: lacking ability to pay for appointments/treatment, | | unemployment | | | | - Living: DV, crowded, poorer areas/suburbs, access to healthcare | | | | Cultural | | | | - Cultural understanding: professionals that lack cultural safety | | knowledge | | | | - Racism and discrimination | | | | - Language and communication barriers | | | | - Body language and respect | | | | - Community and family relationships | +-----------------------------------------------------------------------+ - Identify strengths and limitations across Indigenous community-controlled, private practice, and government health services. +-----------------------------------------------------------------------+ | Strengths | | | | - Cultural safety and sensitivity | | | | - Community trust and engagement | | | | - Holistic and inclusive approach | | | | - Empowerment and self-determination | | | | - Integrated services | | | | Limitations | | | | - Resource funding | | | | - Limited access to specialised care | | | | - Workforce shortages | | | | - Geographic coverage | | | | - Broad range of Indigenous tribes and cultural differences | +-----------------------------------------------------------------------+ GHC Seminar 3: The Economics of Public Health Interventions - Describe socioeconomic determinants of health in a global setting. +-----------------------------------------------------------------------+ | - Income and Wealth Inequality | | | | - Education | | | | - Employment and working conditions | | | | - Access to healthcare | | | | - Housing and living conditions | | | | - Food security and nutrition | | | | - Social support networks | | | | - Gender inequality | | | | - Environmental factors (ie. clean air, water, safe spaces) | +-----------------------------------------------------------------------+ - Describe methods and purpose of measuring Global Burden of Disease. +-----------------------------------------------------------------------+ | Methods | | | | - QALY's | | | | - Definition: measure of both the quality and the quantity of | | life lived | | | | - Combines the length of time and the health-related | | quality of life into a single value | | | | - Calculation: YLL x Quantity of life lived | | | | - Purpose: widely used in cost-effectiveness analysis to | | evaluate healthcare interventions | | | | - Allows for comparison across treatments based on both | | life extension and improvement in quality of life | | | | - DALY's | | | | - Definition: a measure that combines both years of life lost | | due to premature death and years lived with disability | | | | - Calculation: YLL + YLD | | | | - Purpose: this metric allows for comparing the overall burden | | of different diseases and injuries | | | |  | | | | Purpose | | | | - Informed health policy and planning | | | | - Comparing health impacts across regions | | | | - Tracking progress over time | | | | - Understanding risk factors | | | | - Supporting funding decisions and health economics | +-----------------------------------------------------------------------+ - Discuss whether Global Health problems require Global or Local solutions. ---- Ok ---- GHC Seminar 4: Consolidation of Learning - Analyse important global health challenges and identify examples of best practice solutions. +-----------------------------------------------------------------------+ | Infectious Disease | | | | - Prevention strategies (ie. vaccinations, limiting spread) | | | | Non-Communicable Diseases | | | | - Education, campaigns, screening | | | | Maternal and Child Health | | | | - Education, rural/remote supports, screening | | | | Access to Clean Water and Sanitation | | | | - Organisations -- community led total sanitation | | | | Metal Health | | | | - Mental health services, education, training, awareness | | | | Antimicrobial Resistance | | | | - Restrictions on antibiotic use, hospital policys and strict | | documentation, education | | | | Health Inequities | | | | - Treating the social determinants in addition to the disease | +-----------------------------------------------------------------------+ Lecture: Effective Approaches to our Climate Health Threats - Understand how vested interest uses "doubt" to stall necessary responses. +-----------------------------------------------------------------------+ | General | | | | - Vested interests, such as corporations, political groups or other | | entities with a stake in a particular outcome, often use the | | tactic of creatin or exploiting 'doubt' to stall necessary | | responsibility to pressing global health challenges | | | | - It can significantly impact public policy, health initiatives and | | scientific discourse | | | | Approach | | | | - Manufacturing Uncertainty | | | | - Selective data presentation: cherry-picking data or | | highlighting inconclusive studies to create an illusion of | | uncertainty | | | | - Promoting controversy: by framing scientific debates as more | | contentious than they are, vested interests can foster public | | confusion which can delay regulatory action | | | | - Undermining Credibility | | | | - Attacking scientists and institutions: questioning motives, | | funding sources, integrity | | | | - For example, pharmaceutical companies have historically | | tried to discredit studies revealing negative effects of | | their products | | | | - Spreading misinformation: dissemination of misleading | | information through social media or other platforms can | | further erode trust in science and public health guidelines, | | leading to scepticism | | | | - Creating Confusion in Policy | | | | - Lobbying against regulation: promoting doubt about the | | necessity or efficacy of proposed regulations, they can stall | | legislative action | | | | - Fundings research with bias: funding research that aligns | | with their goals | | | | - Exploiting Psychological Mechanisms | | | | - Cognitive dissonance: people may experience discomfort when | | confronted with information that contradicts their beliefs | | | | - Vested interests exploit this by framing their arguments | | in ways that resonate with the public's pre-existing | | biases | | | | - Framing effects: by presenting information in a way that | | highlights uncertainty or risk, vested interests can | | influence public perception | | | | - Delay Tactics | | | | - Calls for more research: vested interests may argue for | | further research before acting, suggesting that current | | evidence is insufficient | | | | - While important, excessive demands for additional studies | | can delay necessary responses as seen in the ongoing | | debates around environmental health issues | | | | - Compromise proposals: propose compromises that dilute | | effective measures | +-----------------------------------------------------------------------+ - Learn about effective communication using the concept of co-benefit. +-----------------------------------------------------------------------+ | Concept | | | | - Refers to the simultaneous achievement of multiple benefits from | | a single action or intervention | | | | Leverage in Communication | | | | - 1\. Define Co-Benefits Clearly | | | | - ***[What Are Co-Benefits?]*** Co-benefits are | | additional advantages that arise from a primary action. For | | example, transitioning to renewable energy not only reduces | | greenhouse gas emissions but also improves air quality, | | creates jobs, and promotes energy independence. | | | | - ***[Communicate Dual or Multiple Benefits]***: | | Clearly articulate both the primary goal and the co-benefits | | in your messaging. For example, in promoting vaccination, | | emphasize not just individual protection from disease but | | also the wider community immunity and reduced healthcare | | costs. | | | | - 2\. Tailor Messages to Diverse Audiences | | | | - ***[Identify Audience Values]***: Different | | stakeholders may prioritize different benefits. Tailor your | | communication to highlight co-benefits that resonate with | | specific audiences. For instance, when addressing a business | | audience, emphasize economic savings and workforce health | | alongside health benefits. | | | | - ***[Use Relatable Examples]***: Share success | | stories or case studies that demonstrate co-benefits in | | action. For instance, illustrate how urban green spaces | | improve mental health and promote biodiversity while also | | mitigating urban heat. | | | | - 3\. Employ Positive Framing | | | | - ***[Shift Focus to Opportunities]***: Instead of | | framing health initiatives solely as necessary sacrifices or | | regulations, highlight the positive outcomes. For instance, | | instead of discussing the downsides of tobacco use, | | communicate the benefits of smoke-free environments, such as | | reduced healthcare costs and improved quality of life. | | | | - ***[Encourage Collective Action]***: Highlight | | how individual actions contribute to broader societal | | benefits. For example, promoting public transportation can be | | framed not only as a way to reduce traffic congestion but | | also to improve air quality and public health. | | | | - 4\. Integrate Co-Benefits into Policy Discussions | | | | - ***[Influence Policymakers]***: When advocating | | for policy changes, emphasize the co-benefits of proposed | | measures. For example, in discussions about environmental | | regulations, present the health co-benefits of cleaner air | | alongside ecological improvements. | | | | - ***[Use Data and Evidence]***: Support your | | claims with data that illustrates co-benefits. For instance, | | studies showing the economic benefits of preventive | | healthcare can strengthen arguments for investing in health | | promotion programs. | | | | - 5\. Create Collaborative Messaging | | | | - ***[Engage Stakeholders]***: Involve community | | members, organizations, and policymakers in developing | | communication strategies. Collaborative efforts can enhance | | the message\'s credibility and ensure that co-benefits align | | with community needs and values. | | | | - ***[Utilize Multi-Disciplinary Approaches]***: | | Work across sectors (e.g., health, environment, and | | economics) to highlight co-benefits in various domains. For | | example, a public health initiative to promote physical | | activity can be linked to urban planning (creating walkable | | neighborhoods) and environmental benefits (reducing vehicular | | emissions). | | | | - 6\. Simplify and Visualize Information | | | | - ***[Use Clear Language:]*** Avoid jargon and | | technical terms. Make your messages accessible to all | | audiences by using straightforward language. | | | | - ***[Visual Aids:]*** Utilize infographics, | | charts, or visual storytelling to illustrate co-benefits. | | Visual representations can effectively convey complex | | information and make it more memorable. | | | | - 7\. Foster Long-Term Engagement | | | | - ***[Build Community Relationships]***: Engage | | communities in ongoing dialogues about co-benefits. This can | | help foster a sense of ownership and commitment to | | initiatives. | | | | - ***[Monitor and Share Successes]***: Continuously | | communicate the outcomes of initiatives and the realized | | co-benefits. Sharing positive results can motivate further | | action and community support. | | | | A visually engaging infographic illustrating the concept of | | co-benefits in various sectors. The design features interconnected | | sections highlighting different examples: 1. Active Transportation - | | depicting a bike lane with cyclists, showing health and environmental | | benefits. 2. Renewable Energy - showing solar panels with icons of | | job creation and energy independence. 3. Urban Green Spaces - | | illustrating a park with people enjoying nature, highlighting mental | | health and air quality improvements. 4. Wetland Restoration - | | depicting a restored wetland with wildlife, emphasizing water quality | | and flood control benefits. The overall style is colorful, modern, | | and easy to understand, using icons and clear labels to represent | | each co-benefit. | +-----------------------------------------------------------------------+ - Identify solutions to climate change and your role as health professionals. +-----------------------------------------------------------------------+ | Solutions | | | | - Renewable energy | | | | - Reduction in the use of fossil fuelled motor transport | | | | - Using bikes, electric cars, scooters | | | | - More sustainable designs in healthcare practices, hospitals | | | | - Type of lights used, more reusable equipment, plant-based | | packaging, materials | | | | - Sustainable food systems | | | | - More plant-based, less meat | | | | - Public health education | | | | - Waste management | | | | Role as a Health Professional | | | | - Advocacy | | | | - Health promotion | | | | - Research and data collection | | | | - Community engagement | | | | - Leading by example | | | | - Interdisciplinary collaboration | | | | - Training future professionals | +-----------------------------------------------------------------------+ Measuring Population Health Outcomes and Health System Performance in Australia and the AHPF - Describe the key characteristics of the Australian Health Performance Framework (AHPF), including its indicators. +-----------------------------------------------------------------------+ | General | | | | - Performance framework designed to assess and improve the | | performance of the Australian healthcare system | | | | Purpose | | | | - Measuring success/failure | | | | - Improves accountability and transparency | | | | - Supports consumer choice | | | | - Enables continuous improvement | | | | - Optimises resources for better health care | | | | Indications | | | | - Health System Conceptual Domain | | | | - Effectiveness | | | | - Immunisation rates for vaccines in the national schedule | | | | - Screening tests | | | | - Cancer prognosis and survival rates | | | | - Potentially avoidable deaths | | | | - Safety | | | | - Adverse events treated in hospital | | | | - Healthcare associated staph infections | | | | - Sentinel events | | | | - Rate of seclusion (state of being away or in isolation) | | | | - Appropriateness | | | | - No indicators for this dimension available yet | | | | - Continuity of Care | | | | - Unplanned hospital readmission rates | | | | - Accessibility | | | | - Efficiency + Sustainability | | | | - Determinants of Health Domain | | | | - Health behaviours | | | | - Daily smokers or alcohol consumers | | | | - Unsafe needle sharing | | | | - Intake of healthy foods/diet | | | | - Exposure to toxic environmental chemicals | | | | - Personal biomedical factors | | | | - Proportion of persons obese and overweight | | | | - Socioeconomic factors | | | | - Proportion of people with low income | | | | - Education | | | | - Health Status Domain | | | | - Health conditions | | | | - Incidence of disease | | | | - Notification of selected childhood diseases | | | | - Human Function | | | | - Limitation on activities | | | | - Wellbeing | | | | - Psychological distress | | | | - Self-assessment | | | | - Deaths | +-----------------------------------------------------------------------+ Other Frameworks that Measure Health System Performance in Australia - Identify other relevant performance frameworks that are used to measure health system performance and population health outcomes. +-----------------------------------------------------------------------+ | - National Health Performance Framework 2001 | | | | - Assessed performance, planning and benchmarkin