PUBH6013: Qualitative Research Methods for Public Health

PUBH6013_Assessment Brief 3 Page 1 of 5

ASSESSMENT BRIEF
Subject Code and Name	PUBH6013: Qualitative Research Methods for Public Health
Assessment	Assessment 3: Investigation Report and Short Presentation
Individual/Group	Individual
Length	2000 words (+/- 10%)
Learning Outcomes	This assessment addresses the following learning outcomes: c) Apply qualitative research methods through undertaking data collection through, e.g. focus group, interviews, observational methods d) Appreciate cultural and ethical considerations for qualitative research in Public Health e) Understand sampling techniques, bias and rigour as they apply to qualitative research f) Apply coding and analysis techniques to qualitative data
Submission	Part A: Due Sunday following the end of Module 6.1, Week 11 at 11.55pm AEST/AEDT* Part B: Due Sunday following the end of Module 6.2, Week 12 at 11:55pm AEST/AEDT*
Weighting	Written report: 30% Presentation 10%
Total Marks	100 marks

*Please Note: This time is Sydney time (AEST or AEDT). Please convert to your own time zone (eg.
Adelaide = 11:25pm).
Instructions:
This assessment involves preparing a report with data analysis/discussion of interviews and a
brief presentation.
There are two steps for this assignment. Part A involves writing a report and Part B involves
a 5 minute presentation.
Part A: Due Module 6.1, Week 11: Sunday at 11.55pm AEST.
Coding and Theming: Use module six as basis for coding the data you collect from your
interviewees. Develop themes based on your coding, and in this assignment report on the themes
you’ve identified, supported by relevant quotes from your interviewees. Report this part in the
same style as the results section of a qualitative journal article.
Reflection: reflect on your experience of interviewing and analysing the data. What did you do well,
and what did you struggle with? What did you learn through this experience?
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Part B: Due Module 6.2, Week 12: Sunday at 11.55pm AEST
Presentation (5 mins)
Summarise your research question, methods, interview process, data analysis and results in a 5 minute
presentation.
You can use the presentation mode of your choice ie PowerPoint, Prezi.
Note: Online students may find PowerPoint easier to use, as it allows you to record narration
to each slide.
Submit Part A by uploading via the Assessment 3 submission portal in Blackboard.
On-campus students will submit Part B through an in-class presentation.
Online students will submit Part B by uploading their recorded presentation to the relevant
forum thread in Blackboard.
Assessment Criteria:

   

Ability to interpret and analyse data (30%) Reflection upon the interview experience and demonstrates reflexivity (25%) Presentation of findings (25%) Use of academic conventions (20%)

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Assessment	0-34 (Fail 2 – F2) Unacceptable Poor	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) Excellent
to support the journey to community empowerment and ownership of a prevention program for your chosen health concern (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 Ability to interpret and analyse data (30%)	Limited understanding of required concepts and knowledge. Key components of the assignment are not addressed.	Knowledge/understan ding of the field or discipline. Resembles a recall or summary of key ideas. Often conflates/confuses assertion of personal opinion with information substantiated by evidence from the	Thorough knowledge/understandi ng of the field or discipline/s. Supports personal opinion and information substantiated by evidence from the research/course	Highly developed understanding of the field or discipline/s. Discriminates between assertion of personal opinion and information substantiated by robust evidence	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 research course materials

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research/course material	materials. Demonstrates a capacity to explain and apply relevant concepts	from the research course materials and extended reading Well demonstrated capacity to explain and apply relevant concepts	and extended reading. Mastery of concepts and application to new situations/ further learning.
Analysis and application with synthesis of new knowledge Reflection upon the interview experience and demonstrates reflexivity (25%)	Limited synthesis, analysis, application/recommendations based on analysis	Demonstrated analysis and synthesis with application of recommendations linked to analysis/synthesis	Well-developed analysis and synthesis with application of recommendations linked to analysis/synthesis	Thoroughly developed creative analysis and synthesis with application of pretested models and/or independently developed models and justified recommendations linked to analysis/synthesis	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 on the analysis/synthesis. Applying knowledge to new situations/other cases.
Use of academic and discipline conventions and sources of evidence Use of academic conventions (20%)	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	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	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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not always explicit or well developed. There are no mistakes in using the APA style.	evidence of reading beyond the key reading There are no mistakes in using the APA style.
Effective communication Presentation of findings (25%)	Difficult to understand for audience, no logical/clear structure, poor flow of ideas, argument lacks supporting evidence. No effort is made to keep audience engaged, audience cannot follow the line of reasoning. Little use of presentation aids, or the	Information, arguments and evidence are presented in a way that is not always clear and logical. Attempts are made to keep the audience engaged, but not always successful. Line of reasoning is often difficult to follow. Presentation aids are used more for effect than relevance.	Information, arguments and evidence are well presented, mostly clear flow of ideas and arguments. The audience is mostly engaged. Line of reasoning is easy to follow. Effective use of presentation aids engaged, line of reasoning is easy to follow. Effective use of presentation aids.	Information, arguments and evidence are very well presented, the presentation is logical, clear and well supported by evidence. Engages the audience, demonstrates cultural sensitivity. Carefully and well prepared presentation aids are used	Expertly presented ; the presentation is logical, persuasive, and well supported by evidence, demonstrating a clear flow of ideas and arguments. Engages and sustains audience’s interest in the topic, demonstrates high levels of cultural sensitivity Effective use of diverse presentation aids, including graphics and multi- media.