Queen's University
BMED 471 Advanced Global and Population Health

Students will take knowledge gained from BMED 271 Global and Population Health, and apply it in this course, Advanced Global and Population Health, which will focus on more advanced topics of population and global health, as well as provide experiential learning.

Minimum 4th year (Level 4) standing + BMED 271/3.0 or permission of instructor

After completing BMED 471, students will be able to:

  1. Recognize health as a human right in order to identify and engage in opportunities to demonstrate social responsibility and service. (PLO 6, 7; Assessment 1-5)
  2. Integrate determinants of health with institutional barriers and enablers to assess the unique needs of special populations and affiliated organizations. (PLO 6, 7; Assessments 1, 3, 4, 5)
  3. Draw on examples of successful interventions and best practices to assess the community and organization’s access to resources and design a well-informed health advocacy plan. (PLO 6 – 8; Assessment 4)
  4. Identify and engage the appropriate stakeholders to develop consensus on the rationale and execution of a health advocacy plan. (PLO 6 – 8; Assessment 3, 4)

Note: PLO refers to the program learning outcome to which each learning outcome matches.

The Assessments that correspond with the program competencies are indicated below

  1. Communicator (Assessments 1–5)
  2. Advocate (Assessments 1–5)
  3. Leader (Assessment 5)
  4. Scholar (Assessments 1, 3, 4)
  5. Professional (Assessment 1–5)
  6. Collaborator (Assessment 4, 5)

All assessments will be graded using marking rubrics.

Each assessment corresponds to a program learning outcome (PLO) and course learning outcome (LO), as indicated in brackets.

Module 2 Assessment  – Concept Map (LO 1, 2) (10%)

For this assignment, students will be required to create a concept map demonstrating how the social determinants of health (SDH) connect and affect health outcomes in one fictitious member of their community organization. Students will also be required to deliver written justifications, providing a short narrative of the fictitious member and rationale for the connections shown in the concept map.

Module 3 Assessment – Identity Circle Reflection (LO 1) (10%)

For this assignment, students will first complete an Identity Circle, to better understand their own cultural identity. Following, students are required to answer reflection questions applying what they have learned from completing this tool. It is important to note that students will not be required to submit their Identity Circle or any personal details within their reflections. All personal details can remain confidential and do not need to be disclosed to anyone in the course. Students should use this assignment as an opportunity to develop their cultural humility through gaining insight to their own culture.

Course Assessment Part 1 – Needs Assessment (LO 1, 2, 4) (25%)

For the course assignment, students will first complete a needs assessment for a community organization. Students have the option, if feasible, to complete the components of the course assignment by volunteering with a community organization, and basing their assignment from experiential learning and their own observations. If the student is unable to find a sufficient volunteer placement in their local community, the student has the option to research an organization using online sources, print material, or interactions with members of that organization.

Students will be required to submit a needs assessment report that should:

  • Describe the purpose and intent of the needs assessment and who would benefit from it
  • Describe the major characteristics of the population which your organization serves
  • Identify and describe the need which your organization is trying to address through a program/service
  • Identify and discuss current solutions to your health need which exist
  • Identify a few recommendations that could better assess the health need

Course Assessment Part 2– Intervention Plan (LO 1-4) (35%)

For the second part of the course assessment, students will take one recommendation that they made in their needs assessment and develop an intervention plan. Once a student develops their intervention plan they will communicate it as an elevator pitch and in a short written report. The elevator pitch will be presented to a group of peers, posing as leaders from the community organization. Students will be required to provide constructive feedback on the intervention plans to their peers. Following the elevator pitch and feedback, students are required to write a short report that provides all the details required to implement the plan, outlines the goals and outcomes, and provides evaluative measures.

Discussion Board Posts (LO 1, 2) (20%)

Throughout each module, students will be prompted to post to Discussion Boards of various topics pertaining to the course material. In some posts, students will be required to respond to their peers. Details regarding each post will be presented within the modules as they appear.


Students can expect to spend approximately 9–10 hours a week in study, practice and online activity for BMED 471.