Queen's University
BMED 472 Special Populations: Neonatal to End-of-Life Care

Course Offering TBD

In this online course, students will examine how variations in determinants of health can affect delivery of health care to special populations and shape health policy. Specific populations covered will include neonates, marginalized populations, those in intensive and end-of-life palliative care.

Minimum 4th year (Level 4) standing and BMED 173/3.0 and BMED 373/3.0, or permission of instructor.

Teaching strategies for the online format will include provided online materials, live discussions and individual and group assignment submissions via BrightSpace (onQ).

After completing BMED 472, students will be able to:

1. Identify special health populations recognized by the Medical Council of Canada to be able to assess the challenges of access to health services in special populations.
2. Employ a critical understanding of the health care needs of special populations to describe how members of the population may rely on traditional or alternatives sources of health services that are not commonly used by society as a whole.
3. To understand the unique roles of the government, social agencies, and other groups in providing health care services to effectively critique and evaluate how the needs of a population are being met.
4. Gain a perspective of current health care delivery methods to understand how the needs of a population affect the planning, delivery, and evaluation of services.

1. Communicator
2. Advocate
3. Leader
4. Scholar
5. Professional
6. Collaborator

Assessment 1 – Section Tests (30%)
Section tests worth 5% each will be administered at the end of each learning module. Section tests will correspond to
the special population(s) covered in that unit, and will take the form of multiple choice and short answer questions.

Assessment 2 – Written Report (20%)
This individual written assignment will require students to develop a concept map of the long-term health care needs
of an assigned population. The concept map must include consideration of the relationship between the health care
needs and considerations of that population and provision of support by government, social and other agencies.

Assessment 3 – Group Project Presentation (20%)
Working in small groups, students will be assigned a unique case study applicable to one of the special populations
covered in class. Each student group will be responsible for developing a presentation on the unique health care needs
of their population of interest, and how those needs were or were not addressed by government, social and health care
services at the time in question. Each group will be responsible for guiding a discussion period at the end of their
presentation to generate feedback and gain alternative perspectives from other students.

Assessment 4 – Group Debate (30%)
As a final assessment, students will be divided into small groups and assigned the proposition or opposition of a debate
topic based modern ethical and advocacy issues surrounding health care in special populations. Students participate in
a live debate within their assigned tutorial groups, and a minimum of 2 debate topics will be available for four debate
groups. TA and/or instructor evaluation will be based on active participation within the assigned debate topic and
evidence of independent research with sound arguments. Peer evaluation will be based on feedback from group
members on contribution to the project as well as student feedback from audience groups.

Students will be assigned to tutorial sessions from which they will be assigned to groups for presentations and debates. Students will be encouraged to approach the TAs managing their tutorial groups for support on the material covered in the course.

Students can expect to spend approximately 9 – 10 hours a week in study, practice and online activity for BMED 472.

Learning modules, course notes and select readings will be made available as needed by the instructor.