1. Response to the evaluation of the Population Health Major, 2014
Final year Population Health Major students were sent an evaluation survey in semester 2, 2014. The
aim of the survey was to evaluate the students’ experience in four key areas: perceived achievement
of the graduate outcomes; teaching and learning environment; School of Population Health support
and satisfaction with the major. Within each area students were asked to rate their level of agreement
on a 5-point scale ranging from 'strongly disagree' to 'strongly agree'. They were also asked three
open-ended questions: what were the three best things about the major; what are the three ways in
which the Population Health Major could be improved and any other comments.
There were 16 responses out of a possible 26 (61.5% response fraction).
A summary of the results is provided below. First, the degree of level of agreement for the closed
items are summarised followed by a summary of the open-ended questions. The final table indicates
areas for improvement and the proposed action by the School of Population Health.
For each of the sixteen population health learning outcomes, at least 13 of the16 of
respondents (81%) agreed or strongly agreed that they had achieved the learning outcomes,
with the mean scores ranging from 3.94-4.81 (out of a maximum score of 5).
For each of the eight generic outcomes, at least 14 /16 respondents (88%) agreed or strongly
agreed that they had achieved the generic learning outcomes (mean scores ranged from 4.384.75).
There were eight statements about the teaching and learning environment. At least 14 /16
respondents (88%) agreed or strongly agreed with these statements (mean scores ranged
from 4.38-4.63).
At least 14 /16 responses agreed or strongly agreed with the four statements related to SPH
support (mean score ranged from 4.56-4.81).
A very strong theme throughout the evaluation responses was the quality and support of the
staff:
“I enjoyed the teachers. They are really friendly, supportive and passionate about what they
do which translated to a better learning experience.”
Finally there were two questions related to overall satisfaction with the Population Health
major. All respondents agreed or strongly agreed that they were satisfied with the Major
with 75% strongly agreeing (12/16) that they were satisfied. Eighty-eight per cent of
respondents (14/16) would recommend the Major to others.
The response to the open-ended questions about the three best aspects of the Population Health major
and areas of improvement are summarised in Tables 1 and 2 below.
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Table 1 Summary of comments related to best aspects of the Population Health major
Area
Number of
comments
Staff quality and support
11
Practical component / work experience / field
work
11
Small friendly cohort
8
Holistic learning / diversity
6
Group work / projects
3
Vertical integration
2
Table 2 Summary of areas for improvement within the Population Health major
Areas for improvement (number of
comments)
School of Population Health Response
PUBH2203) Epidemiology and
biostatistics probably ought to be two
separate units because I know myself and
many of the other students were very
interested in that field and would have
liked to have been able to go into more
depth (2)// Skills learnt in biostatistics and
epidemiology were only really used in the
one unit, and in order to cement these
concepts in our minds and become more
familiar with then and confident in using
them, it would be good to incorporate more
of these skills into other units (1)/
Biostatistics unit seemed overwhelming
(1).
We acknowledge that this unit is challenging and will
continue to work towards making the unit more
accessible for students. These changes will be evaluated
through SPOT and SURF.
PUBH3301 Health Industry Leadership
(4)- comments re content and learning
experience and overlap between
PUBH3301 and PUBH3307 (1).
The unit content has been reviewed and revised. Unit
coordinators have met to review overlapping material.
The impact of these changes will be evaluated through
SPOT and SURF.
More options: Make PUBH2209 and
PUBH2208- make these units core to the
major (1); have more options (2).
We are promoting these units to students in the Major to
a greater degree.
The link between PUBH2203 and PUBH3305 and
PUBH3302 will be emphasised in each unit
PUBH2209 is moving to S1 so that the electives are not
in the same semester.
As the number of students in the Major grows there may
be the opportunity to add further options.
Clash between Population Health and
Aboriginal Health units,
Timetable requests documenting which units should not
be timetabled at the same time were submitted in
2014.Some clashes have been avoided but there are
clashes with a 2nd year AHEA unit and PUBH3305. The
timetable document has been updated to include a
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request that AHEA2201 not be timetabled with either
PUBH3305 or PUBH3301 in future years.
Reinstate Practicum (7)
A practicum unit was in development in 2014 and has
been offered for the first time this year as an elective.
(PUBH3308 Population Health Practicum).
Incorporate field trips to Aboriginal
communities (1)
Advice has been sought from CAMDH and will be
sought from WA Centre for Rural Health on this
possibility. Students doing population health as their
degree specific major, are required to take AHEA2201,
which incorporates some field visits.
AHEA3200 Aboriginal Health Community
Organisation Placement will be promoted as an elective
in order to provide that opportunity.
PUBH3308 will include the opportunity to undertake a
practicum-related to Aboriginal health.
Assessment - better distribution of
individual and group work marks (1)
Less exams-reflect upon whether exams
add to the learning (2)
More practice/mock exams (2).
This feedback has been provided to teaching staff
Coordinators teaching units in the same semester / year
will be reminded prior to the beginning of semester to
check their assessment dates with each other.
Overlapping due dates for assessment (1)
Cohort identify needed earlier/ more
about employment earlier / planning ahead
for study abroad
We agree and we have invited first year students to
lunches / morning teas over the last two years but
attendance has been very low. However, we are
encouraging the student society to hold morning teas on
the Nedlands campus.
The Population Health Major booklet was written to
assist with this aspect of the student experience.
More information on employment opportunities will be
provided in the population health major booklet.
Quality of computers in the lab- The lab
is a good collaborative space and better
resources could take even more advantage
of this
On the right section (where most of the computers were
problematic) of the lab, 30 computers have been
replaced from "Core2Duo" to faster "i5' processor.
June 15, 2015
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