In this assessment, you are asked to research, critically consider, and present (in written form) information that describes the population health data and impacts of a specified health issue, for an academic audience. Using appropriate measures, you must source, interpret, critique and communicate the current epidemiological evidence. The topic choices for the task will be available on the unit Moodle site from week 1 of the term.

Epidemiological information is all around us and easily accessible (though not necessarily always of high quality or credible), particularly in the era of generative artificial intelligence (GenAI). In your professional life, you may be required to perform a range of skills in gathering, interpreting, appraising and presenting epidemiological information in a range of contexts to describe the impact of health outcomes, the patterns of disease, or the risks of a particular outcome in your work with clients, collaborators, or the general public. This could take place in a variety of formats and task including undertaking a community needs assessment, developing a program or policy, or even counselling individual clients, among a wide range of other ways. This assessment is a practical application of that.

There are three parts to this task:

1. Part A requires you to produce a GenAI output of a response to the task via CQU's MS Co-pilot platform.
2. Part B requires you to critique and annotate the GenAI output using MS word.
3. Part C requires you to revise and develop the GenAI output with your further research and original contributions, to produce a final report of 2000 words (+/- 10%). 

You must submit all three parts together to form one submission.

Further information and instructions for completing each part, such as generating the AI output and undertaking the critique, will be provided on the unit Moodle site (under Assessment 1 information) and in tutorials (including working demonstrations and examples).

Your final report should include:

• A clear introduction which provides the purpose and intent of the report, and justification for the issue
• A body of the report which presents and discusses:

• • a range of appropriate epidemiological measures to critically demonstrate the population health data (e.g. prevalence, incidence or other trends) of the health issue on the Australian population as a whole and within or between different population groups of relevance (i.e. differential impacts based on, for instance, age, gender, geographic location, occupation, etc.)
  • a range of appropriate epidemiological information to critically discuss the population health impacts (e.g. health and social impacts and outcomes) of the health issue on the Australian population as whole, and within or between different population groups of relevance (i.e. differential impacts based on, for instance, age, gender, geographic location, occupation, etc.)
  • the use of appropriate data visualisation which contribute to the effective communication of the issue.

• A clear and concise conclusion.

See the unit Moodle site for full task guidelines and rubric.

Generative AI and this Assessment

Level 3: AI Collaboration. You may use AI to assist with specific tasks such as drafting text, refining and evaluating your work. You must critically evaluate and modify any AI-generated content you use.

Further support

If you require further academic support with this assignment, please utilise the range of resources available through the CQUniversity  Library and Academic Learning Centre (ALC) for support with academic skills including:

• understanding and interpreting assessment task requirements and rubrics
• researching (including developing effective search terms, and effectively utilising search databases)
• writing (including paraphrasing, synthesising, critical appraisal)
• referencing (including what, how and where to reference appropriately)

See the marking rubric on the Moodle site (under Assessment 1 information) for further details of the levels of attainment (e.g. HD, D, C, P, F) for the criteria.

Relevance (40% / 20 marks) (i.e. the appropriateness and context of the content)

• Breadth and appropriateness of information requested for the original GenAI output (Part AI), and included in the critique (Part B) and final report (Part C)
• Discussion demonstrating the epidemiological context and health impacts of the health issue for the Australian population and identified at-risk groups
• Incorporation of data visualisations to illustrate the epidemiological measures and impacts of the health issue

Validity (40% / 20 marks) (i.e. the strength of the evidence and quality of references)

• Depth and extent of research and analysis, demonstrated by the critique of the GenAI output (Part B) and the sufficiency and quality of evidence and references incorporated into the final report (Part C)
• Contextual and factual accuracy of the final report (Part C)
• Originality of the critique (Part B) and final report (Part C)

Organisation and Presentation (20% / 10 marks) (i.e. the structure, writing and referencing)

• Overall quality and cohesion of the reports
• Clarity and logic of the structure, synthesis and flow of information including visualisations
• Use of subheadings or template(s) if used
• Three required components submitted
• Style and formatting in accordance with required academic standards and assessment task requirements
• Writing – clarity, fluency and consistency of academic or professional communication appropriate for the intended audience
• Writing - spelling, punctuation and grammar
• Accurate referencing style

In your professional life, you may use your knowledge of epidemiology to develop project applications for a variety of reasons including investigative or experiential research, or applied community-based research such as a community needs assessments or evaluations community-based programs. This may involve developing proposal and funding applications outlining your plans for your employer or external bodies. You will most often do this as part of a collaborative team. This assessment is a practical application of that kind of task.

In this assessment task, you are required to research and write a project proposal as part of a team. The proposal will be to explore the health of a population related to a topic from assessment 1. There are two components to this task:

1. Part A - written project proposal (40%)

2. Part B - individual contribution to group work (10%)

See the Assessment 2 information, under the 'Assessments' tile on the unit Moodle site, for more detailed assessment information and criteria for these components.

To develop the task, your team should:

• complete the 'Team Charter' (template available on the unit Moodle site, under the Assessment 2 information)
• synthesise a review of literature related to the topic, leading to the identification and justification of a gap in current knowledge/practice - i.e. a research question to be addressed
• formulate a key research question. It is strongly advisable you check this with the Unit Coordinator to ensure appropriateness and feasibility
• develop and evidence-based proposal (i.e. based on theory and research to justify your design, methods and ethical considerations)
• complete your written proposal using the 'Project Proposal Template' (available on the unit Moodle site, under the Assessment 2 information)
• keep group meeting agendas and minutes, and submit these and your team charter along with your written proposal.

See the unit Moodle site for full task guidelines and templates.

Group work information

This task is a group-based task. Further information about group formation will be provided on the unit Moodle page and in tutorials by week 6 of term, and you will be facilitated to form groups. Please check the Moodle site throughout the term for updates and information about this. 

You will be supported in the management of your group work through resources such as the 'Team Charter' and the requirement to keep a folio of group meeting agendas and minutes. Templates and exemplars will be available to illustrate these tools to support you. 

As this is a group task, all group members accept the shared responsibility for the academic integrity of the work upon submission. All group members will receive the same marks for the task output (written proposal). A proportion of marks is allocated for individual contribution to the project, which may be differential among group members. In exceptional circumstances, a student may apply to the Unit Coordinator for a differential mark for the task output but must have thorough documentary evidence to support the application.

Generative AI and this Assessment

Level 2: AI Planning. You may use AI for planning, idea development, and research. Your final submission should show how you have developed and refined these ideas.

Further support

If you require further academic support with this assignment, please utilise the range of resources available through the CQUniversity Library and Academic Learning Centre (ALC) for support with academic skills including:

• understanding and interpreting assessment task requirements and rubrics
• researching (including developing effective search terms, and effectively utilising search databases)
• writing (including paraphrasing, synthesising, critical appraisal)
• referencing (including what, how and where to reference appropriately)

See the marking rubric on the Moodle site (under Assessment 2 information) for further details of the levels of attainment (e.g. HD, D, C, P, F) for the criteria.

WRITTEN REPORT (80% / 40 marks)

• Relevance (30% / 15 marks) (i.e. the appropriateness and context of the content)
• Validity (30% / 15 marks) (i.e. the strength of the evidence and quality of references)
• Organisation and Presentation (20% /10 marks) (i.e. the structure, writing and referencing)

INDIVIDUAL CONTRIBUTION (20% / 10 marks)

• Contribution to the team (effectiveness, timeliness, equity and accountability, communication and interpersonal engagement)