GLPH 493 Global Health Practice

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Year 4 Optional Course

11-12 hours/week

3 units

Available

Online Course

Instructors

Please email quglph493@queensu.ca with any inquiries.

This course will strengthen students’ abilities to respond to a community’s health needs through a practical service learning position with an approved local or international community health organization. Students will apply a reflective approach to community engagement in global health and consider the relationship between global health practice and critical concepts from relevant fields including international development, postcolonial theory, service learning, and public health.

Students interested in taking GLPH 493 must secure a service-learning position with a host organization and submit the course enrolment package for approval 8 weeks prior to the start of term. Registration must occur through the Bachelor of Health Sciences Program Office.

Note: Please review the following information package for frequently asked questions about enrolling in this course: GLPH 493 Frequently Asked Questions

Enrolment Term	Deadline to Secure Service-Learning Position
Fall	July 1
Winter	November 1
Spring/Summer 2023	Course is not offered in Spring/Summer 2023

GLPH 493 Information and Enrolment Package

WATCH: Recording of the GLPH 493 Info Session (October 2022)

Prerequisites

Minimum 4th year (level 4) standing and GLPH 171/3.0 and GLPH 271/3.0.

Registration must occur by permission through the Bachelor of Health Sciences Office. For more information, please email quglph493@queensu.ca

Method of Delivery

Teaching strategies for the online format will include provided online modules, group discussions, and assignment submissions via onQ. Online coursework will be complemented by an Experiential Learning position, in which students will volunteer with a community organization for a minimum of 5 hours per week beginning the third week of the semester (minimum 10 weeks) to assist the organization in addressing a health equity issue in the local community. Students may work in an organization where they have previous experience.

Learning Tracks

Global and Population Health

Learning Outcomes

After completing GLPH 493, students will be able to:

Identify the ways in which their individual social location influences their perspectives to inform their practice as a global health researcher, service provider, activist or community organizer
Develop and communicate a process of self-reflexivity to adapt and improve upon their global health practice through a combination of continuous independent reflection and regular communication with relevant stakeholders
Describe their individual philosophy of practice in global health, including the broad values, knowledge, and approaches that they will use to identify, understand, and respond to a community’s health needs
Demonstrate how concepts of globalization, equity, and social and international development influence community health organizations’ work to enhance their ability to enhance equitable relationships in global health service delivery

Competencies

The assessments that correspond with the program competencies are indicated below:

Assessments

Assessment 1 – Positioning Paper (15%)

The students’ first assignment will reflect on their individual social location and relationship to the community that they are working with through their service learning position. Students will identify the factors that have contributed to the development of their individual perspective and social status, learn about the population that they are seeking to support through their service learning position, and identify what they bring to the position and what they will take from the experience.

Assessment 2 – Photovoice Posts Journal Entries & Presentation (15%)

Throughout the course, students will take photos reflecting viewpoints or encounters that they see in their personal and professional lives that highlight issues of equity, health, globalization, and privilege. The objective of the assignment is to get students to continuously reflect upon how these issues permeate their everyday life. Students will post photos throughout their placement in the Global Health Photovoice App related to issues discussed in the course. Students will also give a 10 minute presentation that connects at least two of their photos to the themes of the course, including the readings for that week. This presentation will be used to stimulate a group discussion that the student will facilitate in their online discussion group.

Assessment 3 – Progress Evaluation Reflections (30%)

In this assignment, students will describe and reflect upon a progress evaluation with their service learning position supervisor. Students will meet with their position supervisor to assess their progress in the position. Prior to the conversation, both the supervisor and the student will fill out an open-ended written evaluation responding in relation to the responsibilities and expectations agreed upon at the outset of the service learning position.

During the progress evaluation conversation, the student and the supervisor will review and discuss the self-evaluation and the supervisor evaluation. The student will then write reflection paper considering their progress, identified strengths and areas for improvement. This will include concrete steps for how to amplify their strengths and improve their effectiveness in helping the community organization in the remainder of the position or (for the final reflection) in their subsequent global health practice. There will be two progress evaluation reflections, each worth 15% for a total of 30%.

Assessment 4 – Philosophy of Practice Paper (30%)

For the final course assignment, students will describe their ‘philosophy of practice’ that they have crafted throughout the duration of the course. A philosophy of practice describes the values, beliefs, practices, and behaviours that characterize their approach to service delivery in global health research, clinical work, advocacy, or program and project design and implementation. It should draw upon reputable academic sources from within and outside of the course syllabus to describe one or two theories or perspectives on globalization, equity and development that resonate with them personally and/or professionally and explain its practical relevance based on their service learning experience. It should also describe the methods of reflexive inquiry they have undertaken throughout the course and explain how it has shaped their philosophy of practice. Students will share a brief summary of their philosophy of practice in their online group discussion prior to submitting their paper.

Assessment 5 – Online Group Participation (10%)

Students will be evaluated on the level of their participation in their online group discussions. This will encompass the number of group discussions in which they participate, the level of activity with which they contribute to the discussion and the degree to which they demonstrate familiarity with the assigned readings.

Time Commitment

Students can expect to spend approximately 12 hours a week in study, practice and online activity for GLPH 493, including their service learning position. This includes 5 hours per week in their service learning position, 3 hours per week participating in course learning modules and online group discussions, and 4 hours per week completing course readings and assignments.

Textbooks and Materials

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

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