Explain how a cost-benefit analysis and a cost-effectiveness analysis (taking into account health care outcomes)
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ASSESSMENT BRIEF Subject Code and Title
PUBH6003: Health systems and Economics Assessment
Assessment 3: Case Study Economic Analysis Individual/Group
Individual Length
2,000 words Learning Outcomes
This assessment addresses the following learning outcomes:
5. Understand the role of government regulation of the healthcare sector.
6. Analyse the demand for and supply of health services, factors that influence these, and equity issues in resource allocation.
7. Understand basic principles of health economic analysis and how it can be used to further public health goals. Submission
Due Sunday following the end of Module 6 at 11:55pm AEST/AEDT* Weighting
30% Total Marks
100 marks
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Assessment Description:
In assessment 3 you will continue to examine the same country you chose for assessment 2.
Effective public health managers are adept at using a variety of economic tools to assist them in creating the right public health services and programs in communities where they are most needed. In this assignment you will use the designated readings to acquaint yourself with the tools used in economic analysis.
Then, in approximately 2,000 words:
1. Explain how a cost-benefit analysis and a cost-effectiveness analysis (taking into account health care outcomes) could be used to assist with resource allocation in relation to public health services and products. (you are not expected to perform the analysis, but you are required to understand the key concepts in economic analysis and say how you might go about the analysis)
2. Identify the strengths and weaknesses of the public health system and gaps that exist. Explain the challenges in meeting demand and investing in health services and products in order to close those gaps.
3. Describe a new potential health system reform you would implement in your chosen country to bridge the identified gap. Explain how your newly created reform would contribute to strengthening the public health system in your chosen country.
Assessment Criteria:
Demonstrated knowledge and understanding of the principles of cost-benefit analysis and cost-effectiveness analysis. (20%)
Shows the ability to interpret and analyse relevant information and literature on public health systems and demand and investment in public health. (20%)
Analysis of the strengths and constraints of a public health system using health economics principles. (20%)
Demonstrates the ability to apply knowledge and understanding of health economics, to propose a health reform. (20%)
Addresses General assessment criteria: (20%)
o Uses key readings and shows evidence of reading beyond the key reading o There is a lucid introduction and clear conclusion or summary o Complies with normal academic of referencing and bibliographical details (including reference list, use APA style).
o Is written clearly with accurate spelling, grammar and sentence and paragraph construction.
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Marking Rubric: Assessment Attributes 0-34 (Fail 2 – F2) Unacceptable 35-49 (Fail 1 – F1) Poor 50-64 (Pass -P) Functional 65-74 (Credit - CR) Proficient 75-84 (Distinction – DN) Advanced 85-100 (High Distinction – HD) Exceptional
Grade Description (Grading Scheme)
Evidence of unsatisfactory achievement of one or more of the learning objectives of the subject, insufficient understanding of the subject content and/or unsatisfactory level of skill development.
Evidence of satisfactory achievement of subject learning objectives, the development of relevant skills to a competent level, and adequate interpretation and critical analysis skills.
Evidence of a good level of understanding, knowledge and skill development in relation to the content of the subject or work of a superior quality on the majority of the learning objectives of the subject. Demonstration of a high level of interpretation and critical analysis skills.
Evidence of a high level of achievement of the learning objectives of the subject demonstrated in such areas as interpretation and critical analysis, logical argument, use of methodology and communication skills.
Evidence of an exceptional level of achievement of learning objectives across the entire content of the course demonstrated in such areas as interpretation and critical analysis, logical argument, creativity, originality, use of methodology and communication skills.
Knowledge and understanding
Demonstrated knowledge and understanding of the principles of cost-benefit analysis and cost-effectiveness analysis. (20%)
Limited understanding of required concepts and knowledge. Key components of the assignment are not addressed.
Knowledge/understanding of the field or discipline. Resembles a recall or summary of key ideas. Often conflates/confuses assertion of personal opinion with information substantiated by
Thorough knowledge/understanding of the field or discipline/s. Supports personal opinion and information substantiated by evidence from the research/course materials. Demonstrates a capacity to explain and apply relevant
Highly developed understanding of the field or discipline/s. Discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading.
A sophisticated understanding of the field or discipline/s. Systematically and critically discriminates between assertion of personal opinion and information substantiated by robust evidence from the research/course materials and extended reading.
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evidence from the research/course materials.
concepts.
Well demonstrated capacity to explain and apply relevant concepts.
Mastery of concepts and application to new situations/further learning.
Critical reasoning, presentation and defence of an argument and/or position
Analysis of the strengths and constraints of a public health system using health economics principles. (20%)
Specific position (perspective or argument) fails to take into account the complexities of the issue(s) or scope of the assignment. Makes assertions that are not justified.
Specific position (perspective or argument) begins to take into account the issue(s) or scope of the assignment. Justifies any conclusions reached with arguments not merely assertion.
Specific position (perspective or argument) takes into account the complexities of the issue(s) or scope of the assignment. Others’ points of view are acknowledged. Justifies any conclusions reached with well-formed arguments not merely assertion.
Specific position (perspective or argument) is expertly presented and accurately takes into account the complexities of the issue(s) and scope of the assignment. Justifies any conclusions reached with well-developed arguments.
Specific position (perspective or argument) is presented expertly, authoritatively and imaginatively, accurately taking into account the complexities of the issue(s) and scope of the assignment. Limits of position are acknowledged. Justifies any conclusions reached with sophisticated arguments.
Analysis and application with synthesis of new knowledge
Shows the ability to interpret and analyse relevant information and literature on public health systems and demand and investment in public health. (20%)
Limited synthesis and analysis. Limited application/recommendations based upon analysis.
Demonstrated analysis and synthesis of new knowledge with application. Shows the ability to interpret relevant information and literature.
Well-developed analysis and synthesis with application of recommendations linked to analysis/synthesis.
Thoroughly developed and creative analysis and synthesis with application of pretested models and / or independently developed models and justified recommendations linked to
Highly sophisticated and creative analysis, synthesis of new with existing knowledge. Strong application by way of pretested models and / or independently developed models. Recommendations are clearly justified based
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Demonstrates the ability to apply knowledge and understanding of health economics, to propose a health reform. (20%)
analysis/synthesis.
on the analysis/synthesis. Applying knowledge to new situations/other cases.
Use of academic and discipline conventions and sources of evidence Addresses General assessment criteria: (20%):
o Uses key readings and shows evidence of reading beyond the key reading
o There is a lucid introduction and clear conclusion or summary
o Complies with normal academic of referencing and bibliographical details (including reference list, use APA style).
o Is written clearly with accurate spelling, grammar and sentence and paragraph construction.
Poorly written with errors in spelling, grammar. Demonstrates inconsistent use of good quality, credible and relevant research sources to support and develop ideas. There are mistakes in using the APA style.
Is written according to academic genre (e.g. with introduction, conclusion or summary) and has accurate spelling, grammar, sentence and paragraph construction. Demonstrates consistent use of credible and relevant research sources to support and develop ideas, but these are not always explicit or well developed. There are no mistakes in using the APA style.
Is well-written and adheres to the academic genre (e.g. with introduction, conclusion or summary). Demonstrates consistent use of high quality, credible and relevant research sources to support and develop ideas. There are no mistakes in using the APA style.
Is very well-written and adheres to the academic genre. Consistently demonstrates expert use of good quality, credible and relevant research sources to support and develop appropriate arguments and statements. Shows evidence of reading beyond the key reading. There are no mistakes in using the APA style.
Expertly written and adheres to the academic genre. Demonstrates expert use of high-quality, credible and relevant research sources to support and develop arguments and position statements. Shows extensive evidence of reading beyond the key reading. There are no mistakes in using the APA Style.
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