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About the course

This course will help students develop an understanding of the various perspectives of health which are used to define health. Students will also develop a critical understanding of the historical, social, political and economic forces that have shaped health care in Canada. In this course, students will identify principles and challenges in Canadian health care and learn how they are related to political decision-making.

Intro to Health Studies Management, Policy and Informatics

Course Credit


Course Price

$ 550.00

Course Developer

My Learning Oasis

Prerequisite(s) (Text)

Permission of Institution

Course Code

Department Head & Contact Information


Course Type

First Year University

Grade Level

First Year Univ Level

Course Development Date

June 10th, 2021

Course Outline

Course Textbook
Raphael, D., Rioux, M. H., & Bryant, T. (2010). Staying alive critical perspectives on health, illness, and health care (2nd ed.). Canadian Scholars’ Press.

Week 1 - Chapter 1 and 2
This unit discusses epidemiological approaches to health. Students will learn how to define health based on epidemic principles. Students will also examine population health by considering power, inequality and physical environments. Furthermore, Students will learn how population health is affected by factors including early life, biology, income distribution, life expectancy, morbidity, mortality and accessibility.

It also discusses sociological approaches to health. Students will learn how to define health based on sociological principles. Students will learn how sociology influences health and health care, and also examine sociological principles including functionalism, interactionism, constructionism, materialism, feminism, racism, colonialism and modernism.

Week 2 - Chapter 3 and 4
This unit will examine political approaches to health and health care. This chapter examines inequalities amongst a population and the effect this takes on health. Students will learn political perspectives including capitalism, neoliberalism and how various welfare states affect a population's health status.

Further, it explores the concept of health as a fundamental human right. Students will examine the principles of human rights and determine the relationship between health and human rights. Students will examine health from ethical, justice and imperative perspectives.

Week 3 - Chapter 5
This unit discusses research methods in health. Paradigms in health include positivism, idealism, and realism. This chapter will also discuss health research methods including epistemology, social science quantitative and qualitative methods of analysis.

Week 4 - Chapter 6
This unit allows students to explore the social determinants of health and how these socio-economic factors play a role in determining population and individual health status.

Week 5 - Chapter 7
This unit focuses on how social class and socioeconomic status is a social determinant of health. Students will delve into the comparisons of this issue from different eras and explore if progress has taken place.

Week 6 - Chapter 8
This unit discusses how gender and race can result in health inequalities. Students will look at how this problem has persisted in different eras and geographic locations around the world.

Week 7 - Chapter 9
This unit examines how policy and politics affect health status.

Week 8 - Chapter 10
This unit compares the Canadian and American health care systems. Students will focus on identifying various flaws in health care and methods to address these inequities.

Week 9 - Chapter 11
This unit focuses on the progression of health care policy in Canada and in the US.
It explores the distribution of labor and provisions of care. This chapter focuses on management of health care.

Week 11 - Chapter 13
This unit discusses how gender plays a role in health and health care. This chapter discusses accessibility to health care based on gender

Week 12 - Chapter 14
This unit focuses on the relationship between disability and illness. Students will examine different approaches to examining disability and the social construction of disability.

Week 13 - Chapter 15
This unit examines pharmaceutical policy and the accessibility to medication in Canada.

Week 14 - Chapter 16 & Chapter 17
This unit focuses on public health in Canada and concerns in public health policy. This unit also concludes and summarizes the themes in health studies.
Homework/assignments: 30%
Project 20%
Midterm 20%
Final Assessment 30%


The course material (class notes and necessary handouts) will be provided by the teacher.

The students will be required to have:

● Access to a library or the Internet to do research

● Access to internet as well as electronic devices for note taking and communication for those taking the class online

Overall Curriculum Expectations

Students should leave this course with a good grap of the health management and the policies in health care. They should be able to relate them to acutal policies in different parts of the same country.

Special Accommodations

Only Some students are able, with accommodations, to be part of a regular course curriculum and to demonstrate independent learning. These accommodations allow access to the course without any dilution of the knowledge and skills the student is expected to demonstrate.

These required accommodations to facilitate the student’s learning will be identified in his or her IEP (see IEP Standards, 2000, page 11*). It is likely that IEP for many or all courses will reflect the same accommodations. The instructions and accommodations are geared to meet the diverse needs of learners.

The three types of accommodations that are going to be used are:

i) Instructional accommodations - changes in teaching/learning strategies facilitated by different styles of presentation; methods of organization; the use of technology and multimedia.
ii) Environmental accommodations - Certain classroom settings and preferential seating may benefit these students.
iii) Assessment: assessment procedures that enable the student to demonstrate his or her learning, such as Multiple Intelligence Theory, giving more time to complete tasks (see page 29 of the IEP Resource Guide, 2004, for more examples).

For students who require accommodations for only the mathematics courses, the assessment and evaluation of their achievement will be based on the appropriate course curriculum expectations and the achievement levels outlined in this document. The IEP box on the students’ Provincial Report Cards will not be checked, and no information on the provision of accommodations will be included.

* Taken from: Ministry of Education, Ontario. Extracted from The Ontario Curriculum, Grades 9 to 12: Social Sciences and Humanities, 2013; Pg 35-38 Date of extraction: date: Sunday, March 14, 2021

Program Considerations For English Language Learners

Students from a variety of cultural and linguistic backgrounds. For many of these students, English is not their spoken language. They may be coming from highly sophisticated educational systems, while others may have come from regions where access to formal schooling was limited. These students offer a rich addition to the classroom experience by way of their background knowledge and experience. All teachers will assist with their English- language development. In mathematics the teachers will include appropriate adaptations and strategies in their instructions and assessments to facilitate the success of the English language learners in their classrooms. Some of these strategies and adaptations are: modification of some or all of the course expectations so that they are challenging but attainable for the learner at his or her present level of English proficiency, given the necessary support from the teacher.

Teaching/Learning Strategy

The key learning strategy at My Learning Oasis Elite Private School is Constructivism. This format facilitates learning by many techniques, most or all of which will be adopted in the classroom. The most dominant of these is group learning. The facilitator places students of different backgrounds in the same group so that they can feed off each other. Each may bring to the table a different reasoning strategy to facilitate problem-solving. Now, each student becomes a learner and a teacher at the same time, as he/she has to communicate his/her solution. This builds the students' knowledge base and by default, increases their confidence to speak in a crowd, albeit a small group at the beginning. The famous educationalist, Vygotsky, proved that by placing students in a group they function at the upper level of their zone of proximal development, each one scaffolding the other.

This strategy is further enhanced by the teacher asking leading questions as opposed to giving the answer outright, then allowing for group discussion. The students are encouraged to make connections between what they have learnt and their life experiences, then share with the group. The effect of this strategy is intrinsic motivation and learning. Each student develops an expanded appreciation of the topic at hand by seeing how it applies in different settings around the world by way of listening to their group members.

This Constructivist approach will be further accentuated by implementing “fish-bowling”. There are many ways to implement this technique. The one that will mostly be used will be by dividing up the larger problem (technical, mathematics, science, or otherwise) into smaller bits and have each student thoughtfully master one part. That student then teaches the group and facilitates a discussion reflection about the strategy (computational or otherwise) used in the solution. Each student in turn does this.

The above techniques enable students to reflect on the material learnt, make real life connections, and develop problem solving skills. One important by-product of the technique of Constructivism is that each student develops an appreciation of each other’s culture. This cultivates healthy people’s skill, which is not only important for the professional world but for life itself.

Constructivism lends itself well to students whose first language is not the language of instruction and who is new to the class. While other strategies will be used for students having difficulty with the English Language, this technique will definitely be used to enhance their English skill.

Assessment And Evaluation

At My Learning Oasis, course facilitators do not wait for a quiz or exam to determine how well a student is doing. Here, evaluation is an on-going exercise. The pedagogical techniques (refer to Teaching and Learning Strategies) used at My learning Oasis are perhaps the best techniques suited for on-going assessment, hence, they being an integral part of our delivery methodologies. Concrete assessments are made through projects and assignments. However, the evaluation is based on “our flavor” of the Mastery Teaching technique.

This ensures that the emphasis is on the quality of learning and NOT grading. Students' projects and homework will continuously be evaluated and re-evaluated with appropriate guidance to meet the school’s and Ministry’s expectations. At My Learning Oasis, we will work with the students until the projects meet a minimum of a B-grade, unless in extreme circumstances where the willful negligence of the students force lower grades. While this is a lot more taxing on the facilitator, it does not matter because My Learning Oasis is a Learner-centered institution NOT a Grade-Centered nor a Teacher-Centered institution.

Four categories of knowledge and skills are outlined in the achievement chart - knowledge and understanding, thinking, communication, and application. Student’s work is assessed and evaluated with respect to these categories, and that achievement of particular expectations is considered within the appropriate categories. A final grade will then be recorded for this course and if that grade is 50% or higher, a credit is granted to the student and recorded for this course. The final grade for this course will be determined as follows:

● For material evaluated throughout the course, seventy percent of the grade will be assigned. This portion of the grade should reflect the student's consistency in his/her level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.

● Thirty percent of the grade will be based on a final evaluation, which is administered towards the end of the course.

Final Exam 30%

Grading for all course work, projects, presentation, participation, interim quizzes and exams 70%"""

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