Tasmanian School of Medicine

College of Health and Medicine

CAM554
CLINICAL REDESIGN

Semester 1, 2021

Unit Outline

Unit Coordinator: Dr Pieter Van Dam

CRICOS Provider Code: 00586B

CONTACT DETAILS

Unit coordinator
Unit coordinator: Dr Pieter Van Dam
Campus: Hobart, Tasmania
Email: pieter.vandam@utas.edu.au
Phone: 03 6226 6987
Consultation hours: By Appointment

Other teaching staff

Lecturer Dr Sarah Prior
Campus: Cradle Coast – Burnie, Tasmania
Email: sarah.prior@utas.edu.au
Phone: 03 6430 1632
Consultation hours: By Appointment

Lecturer: Dr Phoebe Griffin

Campus: Launceston
Email: phoebe.griffin@utas.edu.au
Phone: 0439 159 949
Consultation hours: By Appointment

Lecturer: Mrs Lauri O’Brien

Campus: External
Email: lauri.obrien@utas.edu.au
Phone: 0408 890 034
Consultation hours: By Appointment

© The University of Tasmania 2018

CONTENTS

WHAT IS THE UNIT ABOUT? 2

UNIT DESCRIPTION 2
INTENDED LEARNING OUTCOMES 2
GRADUATE STATEMENT 3
ALTERATIONS TO THE UNIT AS A RESULT OF STUDENT FEEDBACK 4
PRIOR KNOWLEDGE &/OR SKILLS 4
HOW WILL I BE ASSESSED? 5
ASSESSMENT SCHEDULE 5
ASSESSMENT DETAILS 6
HOW YOUR FINAL RESULT IS DETERMINED 13
SUBMISSION OF ASSIGNMENTS 13
ACADEMIC INTEGRITY 16
ACADEMIC REFERENCING 17
WHAT LEARNING OPPORTUNITIES ARE THERE? 18
MYLO 18
RESOURCES 18
ACTIVITIES 19
COMMUNICATION 20
CONCERNS AND COMPLAINTS 21
LEARNING SUPPORT 21
FURTHER INFORMATION AND ASSISTANCE 21
UNIT SCHEDULE 23

Page 1 CAM554 Clinical Redesign

COVID Safety on Campus
To ensure the safety and wellbeing of our University and the broader community, it’s
important that you allow time to complete the following steps every day you attend
campus:
- Complete the COVID-Safe Return to Campus MyLO course before you attend
- Go through screening each day when attending campus, check your
temperature, swipe your access card and wear the sticky dot provided
- Maintain COVID-safe behaviours: keep 1.5 metres away from others, wash your
hands thoroughly and often, use disinfectant wipes to clean your work station
- Critically, please stay at home if you are unwell, get tested if you have any
symptoms and email us at COVID@utas.ed.au if you are getting tested
Together, let’s make our campus a safe place to be.

WHAT IS THE UNIT ABOUT?

Unit description
This unit introduces students to the clinical redesign methodology and its process.
Students will learn about effective redesign methods, theories and frameworks in a
global context to prepare them to initiate clinical redesign in practice. Students will
learn about evaluating initiatives and human and relational factors in complex people
centred environments. Students will be educated about broader system issues and
reform such as more timely care, better access and more efficient use of clinical and
other resources. There will be a focus on system efficiency, better patient experience,
patient journey, value-adding healthcare and evaluation

Intended Learning Outcomes

On completion of this unit, you will be able to:

1. Examine the purpose of Clinical Redesign and its process globally;

2. Demonstrate an appreciation of the importance of research to evidence-based
healthcare/services redesign, including the ability to adapt knowledge and skills
to diverse contexts and to exercise critical thinking and judgement in developing
new understandings;
3. Describe, critique and analyse the theories, frameworks and concepts used in
clinical redesign;

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 4. Explain and appraise the importance of defining, analysing and improving
processes and systems in healthcare; describe clinical redesign methods and
techniques commonly used in the healthcare setting and determine their
appropriate applications; and
5. Describe possible solutions to the relational challenges inherent in the redesign
process. These challenges include, motivating staff in a change fatigued
environment, engaging busy clinicians, generating shared solutions, dealing with
negativity, and facilitating groups effectively.

Graduate Statement
Successful completion of this unit supports your development of course learning
outcomes, which describe what a graduate of a course knows, understands and is able
to do. Course learning outcomes are available from the Course Coordinator. Course
learning outcomes are developed with reference to national discipline standards,
Australian Qualifications Framework (AQF), any professional accreditation
requirements and the University of Tasmania’s Graduate Statement.

Page 3 CAM554 Clinical Redesign

 The University of Tasmania experience unlocks the potential of
individuals. Our graduates are equipped and inspired to shape and
respond to the opportunities and challenges of the future as
accomplished communicators, highly regarded professionals and
culturally competent citizens in local, national, and global society.
University of Tasmania graduates acquire subject and multidisciplinary
knowledge and skills, and develop critical and creative literacies and
numeracies and skills of inquiry. They demonstrate the ability to apply
this knowledge in changing circumstances. Our graduates recognise and
critically evaluate issues of social responsibility, ethical conduct and
sustainability, are entrepreneurial and creative, and are mindful of their
own wellbeing and that of the community. Through respect for diversity
and by working in collaborative ways, our graduates reflect the values of
the University of Tasmania.

Alterations to the unit as a result of student feedback

There is a commitment to continual improvement of all student materials. Feedback
from students is encouraged. Student feedback has led to broaden the scope of the
content by including areas outside acute care.

Prior knowledge &/or skills

Generally, students in this unit have completed a minimum of a Bachelor’s degree and
are a registered and currently practising clinician for a minimum of three years. In
some circumstance’s students may have equivalent experience and/or qualification as
deemed appropriate by the Dean allocated to the Course Co-ordinator.

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HOW WILL I BE ASSESSED?
Assessment schedule

Assessment task Date due Percent Links to

weighting Intended
Learning
Outcomes

Engagement Tasks

Engagement Task: “What do your 9th March 2021 0% -

patients/clients value discussion board”* Midnight

Academic Integrity Training Complete in first 0% -

Module few weeks

Assessment Tasks

22nd March 2021

Midnight
Assessment Task 1:
10% 1, 2, 3, 4 and 5
Online Quizzes
10th May 2021
Midnight

Assessment Task 2:
Twenty-minute narrated presentation on 19th April 2021
40% 3,5
change management challenges (20 Midnight
minutes)

Assessment Task 3:
Evaluation presentation: a critique of a 31st May 2021
40% 1, 2, 3 and 4
health service improvement initiative. Midnight
(2000 words)

31st May 2021

Assessment Task 4:
Midnight 10% 1, 2, 3, 4 and 5
Reflective piece (500 words)

*You must demonstrate evidence of having engaged actively with this unit by
completing this activity by the due date. If you are/were unable to complete this
activity by the due date, please email me at Sarah.Prior@utas.edu.au explaining
your circumstances. Make sure to include details of your name, and which unit you
are studying.

Page 5 CAM554 Clinical Redesign

Assessment details

Engagement Task

Week 2 Discussion board

Task
description
Participate in the week 2 discussion board “What do your patients/clients
Discussion
value?”

This discussion is not assessed, however: you MUST participate in this

discussion by the due date.
If you are/were unable to complete these activities by the due date, please
email me at Sarah.Prior@utas.edu.au explaining your circumstances. Make sure
to include details of your name, and which unit you are studying.

Task length N/A

Due by
date 9th March 2021 - Midnight

Assessment task 1

There are 2 on-line quizzes within this unit. Each quiz includes multiple
Task description
choice questions which cover the topics discussed during the semester.
Two on-line You will be able to access the quizzes on-line at least 5 days before the
quizzes due date.

Quiz 1 – focuses on learning topics in weeks 1 - 4

Quiz 2 – focuses on learning topics in weeks 5 - 10

Criterion: Mark out of 10% Measures Intended

Learning
Outcome:1,2,3,4,5
Task length N/A

Due by date Quiz 1: 22nd March 2021 - Midnight

Quiz 2: 10th May 2021 - Midnight

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Assessment task 2

Description / You are required to present a narrated PowerPoint or poster

conditions presentation (approximately 20 minutes) reflecting on your experience
of a change process within your workplace.

Identify and describe the utilised change management

framework(s) and/or communication tools.

• How well were any of the frameworks / tools were applied if

they were applied?
• Consider whether other techniques or tools may have been
more effective and why.
• Where possible make links to the literature.

A live online webinar tutorial session focussing on this assessment will

be run in Week 6 via MyLO. Details will be made available one to two
weeks prior.

Criterion Measures Intended

Learning Outcome:
Criterion 1 Does the presentation identify the challenges 3,5
within the change management process?

Criterion 2 Are the change management frameworks and 3,5

communication tools discussed in relation to
these challenges?

Criterion 3 Are alternative techniques described and clearly 3,5

argued?

Criteria 4 Is the presentation, clear and concise and 3,5

articulate and within the designated time frame.

Duration 20 minutes

Date 19th April 2021 - Midnight

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Assessment 2 Rubric
Criterion HD DN CR PP NN
• Thoroughly and insightfully analysed a • Thoroughly analysed a change • Analysed a change process • Partially analysed a change • In your presentation, you
Identify the change process within your work process within your work place. within your work place. process within your work place. provided a description of an
challenges within place. • Critically reflected on the • Reflected on the process and • Reflected on the process and issue that did not meet the PP
the change • Critically reflected on the process and process and examined how it was examined how it was managed standard
management examined how it was managed using examined how it was managed
process managed (the pros and cons) (the pros and cons)
relevant literature to support their (the pros and cons) • Reference to the core • Reference to the core literature
observations and arguments (the
• Reference to the core literature literature and evidence of and evidence of supplementary
pros and cons)
and evidence of supplementary supplementary reading (2-3 reading (1-2 References)
• Reference to the core literature and
reading (4-5 References) References) • Showed a limited interpretation
evidence of supplementary reading
• Showed an interpretation of the • Showed an interpretation of of the broader system context
(5-6 References)
broader system context by the broader system context by by describing the background.
Weighting 30% • Showed an in-depth interpretation of
describing the background. describing the background. • Limited ability to combine ideas,
the broader system context by
• Ability to combine ideas, • Ability to combine ideas, concepts from a limited number
describing the background.
concepts from a number of concepts from a limited of sources
• Fluent ability to combine ideas,
sources number of sources
concepts from a number of sources
• Integrated into the discussion a • Integrated into the discussion a • Integrated into the discussion • Integrated into the discussion a • Did not fulfil the requirements
Reference to change comprehensive range of change range of change management a limited range of change limited range of change for PP
management management frameworks and frameworks and communication management frameworks and management frameworks and
frameworks and communication tools available. tools available. communication tools communication tools available.
communication tools • Discussion and written tasks • Discussion and written tasks available. • Discussion and written tasks
discussed in relation illustrated an in-depth knowledge of illustrated a knowledge of the • Discussion and written tasks illustrated limited knowledge of
to these challenges the literature. literature. illustrated some knowledge of the literature.
• Provided relevant examples to support • Provided relevant examples to the literature. • Provided minimal examples to
ideas support ideas • Provided a few relevant support ideas
Weighting 30% examples to support ideas
• Illustrated and clearly argued a • Illustrated and clearly argued a • Illustrated and argued • Illustrated and argued limited • Did not fulfil the
Alternative comprehensive range of alternative range of alternative techniques drawing from a few alternative techniques that requirements for PP
techniques techniques that could have been used that could have been used in alternative techniques that could have been used in the
described and in the change process drawing from the change process drawing could have been used in the change process drawing from
clearly argued relevant literature from relevant literature change process drawing from relevant literature
• 5-6 references • 3-4 references relevant literature

Weighting 30%
• Well prepared, any visual aids are • Well prepared, any visual aids • The presentation has been • The presentation has been • Incorrect use of vocabulary,
Is the presentation, engaging and well-coordinated with are engaging and well- prepared in terms of both the partially prepared in terms of grammar, punctuation,
clear, concise and speaking. coordinated with speaking. oral component and any both the oral component and paragraphs, syntax, spelling in
articulate and within • Information is presented logically and • Speech is clear, a good volume, visual (or other) aids. any visual (or other) aids. the presentation,
the given time frame fluently. and delivered with confidence. • Speech is clear and of a good • Speech is partially inaudible at • Speech is inaudible at times.
• Speech is clear, a good volume, well- volume. Any minor mistakes times. Minor mistakes are not Minor mistakes are not
paced and delivered with confidence. are corrected or recovered corrected or recovered from corrected or recovered from
Weighting 10% from quickly. quickly quickly
• Not within nominated time
frames by more than 30%

Page 8 CAM554 Clinical Redesign

Assessment task 3

Critique an article (choice of three, located in the Additional Resources

Description /
folder) that describes the implementation and evaluation of a health
conditions
service improvement initiative

Outline the Clinical Redesign and evaluation methodology and

frameworks utilised. Identify any gaps in the evaluation and suggest
what could have been done differently, drawing on the relevant
literature.

A link to “How to write a critique” is included in the assignment

description on MyLo and can be found in the Assignments Folder.

A live online webinar tutorial session focussing on this assessment will

be run in Week 10 via MyLO. Details will be made available one to two
weeks prior.

Criterion Measures Intended

Learning Outcome:
Is the discussion concerning the use of clinical
Criterion 1 1,2,3,4
redesign methodologies and evaluation theories
robust and critical?

Are gaps in the evaluation clearly identified?

Criterion 2 1,2,3,4
Has the literature been used to support
suggestions for addressing the gaps identified?

Is the paper presented well (expression,

Criteria 3 1,2,3,4
spelling, grammar, citation and referencing, and
layout) and within prescribed word limit?

Length 2000 words

Date 31st May 2021 - Midnight

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Assessment task 3 Rubric
Criterion HD
• Demonstrated a critical
Ability to discuss
analysis by presenting
and critically
concise, coherent and logical
evaluate the use
arguments that revealed
of clinical
thorough and insightful
redesign
synthesis of clinical redesign
methodologies
methodologies and evaluation
and evaluation
theories. Use of a wide range
theories
of references to support your
Weighting 40% arguments. (3- 5 references)
• Explicitly identified the gaps
Ability to identify
in the evaluation of your
and clearly
chosen article and justified
articulate gaps in
recommendations to fill these
the evaluation,
gaps, drawing from an
using supporting
extensive range of supporting
literature
literature (5-6 References)
Weighting 40%
• Consistent, coherent, concise
Ability to
and cohesive expression
communicate
• Appropriate vocabulary,
effectively with
grammar, punctuation,
appropriate
paragraphs, syntax, spelling
referencing
• Does not exceed word count
(written and/or
• Consistent, appropriate
verbal delivery)
referencing, using UTAS
Harvard or Vancouver style
Weighting 20%
Page 10
DN
• Demonstrated a critical
analysis by presenting
concise, coherent, and
logical arguments that
revealed thorough synthesis
of clinical redesign
methodologies and
evaluation theories. Use of a
range of references to
support your arguments.(2-3
References.)
• Explicitly identified the gaps
in the evaluation of your
chosen article and justified
recommendations to fill
these gaps, drawing from a
range of supporting
literature (4-5 References)
• Predominantly coherent,
concise and cohesive
expression
• Largely appropriate
vocabulary, grammar,
punctuation, paragraphs,
syntax, spelling
• Exceeded word count/time
limit by no more than 20%
• Predominantly appropriate
referencing using UTAS
Harvard or Vancouver style
CAM554 Clinical Redesign
CR PP NN
• Demonstrated a critical • Presented some • Limited synthesis
analysis by presenting logical logical arguments of clinical
arguments that revealed that revealed some redesign
sound synthesis of clinical synthesis of clinical methodologies
redesign methodologies and redesign and evaluation
evaluation theories. Use of methodologies and theories.
references to support your evaluation theories. Limited/no use of
arguments.(1-2 References) Use of some references to
references to support support your
your arguments. (1 arguments.
reference)
• Identified the gaps in the • Identified the gaps in • Limited
evaluation of your chosen the evaluation of your demonstration of
article and justified chosen article and identifying gaps in
recommendations to fill these justified the evaluation
gaps, drawing from a range recommendations to
of supporting literature (2-3 fill these gaps,
References) drawing from a
limited range of
supporting literature
(1-2 References)
• Generally coherent, concise • Inappropriate • Incorrect use of
and cohesive expression vocabulary, grammar, grammar,
• Largely appropriate punctuation, punctuation,
vocabulary, grammar, paragraphs, syntax, paragraphs,
punctuation, paragraphs, spelling syntax, spelling
syntax, spelling • Inappropriate or • Incorrect or non-
• Exceeded word count/time inadequate academic
limit by no more than 20% referencing referencing
• Generally appropriate • Exceeded word
referencing using UTAS • Exceeded word count by more
Harvard or Vancouver style count/time limit by than 30%
more than 20%
Assessment task 4

Critically reflect on how you have met the intended learning outcomes
Description /
of the unit. Using examples of learning to support your reflection.
conditions
This assessment can be written in first person and should be a personal
reflection of your learning experience with this unit. You can use
references if they add value to your work, but they are not compulsory.

Criterion Measures Intended

Learning Outcome:
Critically reflect using examples of learning,
Criterion 1 1,2,3,4 and 5
demonstrating meeting the intended learning
outcomes.

Criterion 2 Ability to communicate effectively using

standard academic language and referencing
conventions.
Length 500 words

Date 31st May 2021 - Midnight

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Assessment task 4 Rubric
Criteria HD
Critically reflect how • Provided relevant examples
your examples of of evidence against each
are relevant to each intended learning outcome.
of the five intended • Critically reflected on how
learning outcomes your examples of
from the unit competency illustrate
attainment of each of the
five intended learning
Weighting 80% outcomes from the unit and
demonstrated an in-depth
knowledge of the content
covered in the course
• Consistent, coherent,
Ability to
concise and cohesive
communicate expression
effectively using • Correct vocabulary,
standard academic grammar, punctuation,
language and paragraphs, syntax, spelling
referencing • Does not exceed word count
conventions. • Consistent, academic
referencing UTAS Harvard
/Vancouver
Weighting 20%
Page 12
DN CR PP NN
• Provided mostly relevant • Provided some relevant • Provided limited • Partially reflected on
examples of evidence examples of evidence relevant examples of examples of
against each intended against each intended evidence against each competency to each of
learning outcome. learning outcome. intended learning the five intended
• Critically reflected how • Reflected how your outcome. learning outcomes
your examples of examples of competency • Reflected how your from the unit and
competency are relevant are relevant to each of the examples of demonstrated narrow
to each of the five five intended learning competency are knowledge of the
intended learning outcomes from the unit relevant to each of the content covered in the
outcomes from the unit and demonstrated some five intended learning course
and demonstrated sound knowledge of the content outcomes from the
knowledge of the content covered in the course unit and demonstrated
covered in the course limited knowledge of
the content covered in
the course
• Predominantly coherent, • Generally coherent, • Incorrect vocabulary, • Incorrect or non-
concise and cohesive concise and cohesive grammar, punctuation, academic referencing
expression expression paragraphs, syntax, • Exceeded word count
• Largely correct • Largely correct spelling by more than 30%
vocabulary, grammar, vocabulary, grammar, • Exceeded word count
punctuation, paragraphs, punctuation, paragraphs, by more than 20%
syntax, spelling syntax, spelling
• Exceeded word count/time • Exceeded word count/time
limit by no more than 20% limit by no more than 20%
• Predominantly academic • Generally academic
referencing UTAS Harvard referencing UTAS Harvard
/Vancouver /Vancouver
CAM554 Clinical Redesign
How your final result is determined
To pass this unit, you need to demonstrate your attainment of each of the Intended Learning
Outcomes. Your grade will be determined in the following way: The final result for the unit is
determined by summing up the assigned marks of all the assessments. As explained in the
assessment schedule, there are three assessments in this unit i.e. Online Quizzes (10% weight),
A critical paper (weight 40%), a report (40% weight) and a reflective piece (10%). The final
result will reflect the total mark of all these assessments as well as the weighting of each
assessment.
For your reference, we detail below the grading system:
50-59% Pass grade
60-69% Pass with Credit
70-79% Pass with Distinction
80-100% Pass with High Distinction
In order to pass the unit, you must complete and submit every item of assessment and achieve
an overall mark of at least 50% of the total marks available.

Submission of assignments
All assessment tasks must be submitted via the MyLO Assignment Dropbox before or
on the due date as specified in the Unit Outline.
IMPORTANT INFORMATION regarding submission of assessment tasks in the
postgraduate Public Health and Health Systems courses.
You are required to submit a cover-sheet along with each assignment you submit to
MyLO for assessment.
Assignments are only accepted if they are submitted though a MyLO 'Assignment'
dropbox.
You may NOT submit assignments by email.
Download and complete the Assignment Cover Sheet form, including ticking the
Academic Honesty Declaration, for each assignment you submit to MyLO. Submit the
Assignment Cover Sheet to the same 'Assignment' dropbox in MyLO as your
assignment.
If you require an extension for any assessment task, you must complete an extension
request form and submit it to MyLO. See the Extension Policy for Public Health and
Health Systems courses page for more details.

Page 13 CAM554 Clinical Redesign

Requests for extensions
Extensions are only granted in exceptional circumstances.
• All requests for extensions must be submitted at least three days prior to the
due date.
• All extensions must be requested by submitting an ‘Application for Extension of
Assessment Task Submission’ form (and any associated documentation such as
medical certificates) to the 'Extension Request' Assignment dropbox in your
unit.
• Your Assessment Task Extension request will be reviewed by the Unit
Coordinator/Lecturer and you will receive notification of the outcome via your
UTAS email address.
• Extensions are not automatically granted. You should assume that your
extension request has not been granted unless you receive advice from your
Unit Coordinator/Lecturer that your request has been granted.

Penalties
Penalties for late work without a formal extension

A penalty will be applied for submission after the due date unless an extension has been
granted. The penalty for late submission without an approved extension will be 5% of
the mark each work day for the first week beyond the due date. Thereafter the
assessment task will not be marked and will therefore receive a fail grade.

Penalties may also be imposed for assessment tasks that exceed or are below the word
limit by more than 10%. A penalty of 5% of the awarded mark for each 10% over or under
the word limit, excluding references, may be applied.

Review of results and appeals

Students should contact the Unit Coordinator in relation to queries about an internal
assessment task.
A student may apply for review of the result of an assessment task within 10 working
days of notification of the result only when there are academic or procedural reasons
for the request. The Unit Coordinator may decide to review the assessment. Where
this reveals a calculation or other administrative error, the Unit Coordinator will
correct the error, and if relevant provide further feedback on the assessment.
If a student still perceives the assessment to be unfair they may make a request in
writing to the Unit Coordinator, to have the assessment remarked by a review
assessor, outlining the academic or procedural grounds for their request. A review of
assessment depends on the School being able to reproduce the original marking

Page 14 CAM554 Clinical Redesign

conditions. This may not be possible where the assessment has a practical or
performance component, or where work has been assessed by a panel or contains an
oral component. Note that a remark of an assessment item may result in a mark that is
lower than the original mark awarded.
The University has a formal process for review of results once the unit has been
finalised. A student may apply for a review of their final result by submitting an
‘Application for Review of Assessment’ form through the Examinations Office. The
review will consist of an administrative review to check that all relevant work has been
assessed and all marks have been totalled correctly, and if deemed appropriate by the
Unit Coordinator, a re-mark will be undertaken of the final assessment for the unit
and / or an assessment task for which the result had not been released prior to
finalisation of the unit. Please refer to UTAS Examinations & Results for the procedure
of requesting final results review.

Page 15 CAM554 Clinical Redesign

Academic integrity
What is academic integrity?
At the University of Tasmania, academic integrity requires all students to act
responsibly, honestly, ethically, and collegially when using, producing, and
communicating information with other students and staff members. The University
community is committed to upholding the Statement on Academic Integrity.
Breaches of academic integrity such as plagiarism, contract cheating, collusion and so
on are counter to the fundamental values of the University. A breach is defined as
being when a student:
a) fails to meet the expectations of academic integrity; or
b) seeks to gain, for themselves or for any other person, any academic
advantage or advancement to which they or that other person is not
entitled; or
c) improperly disadvantages any other member of the University
community.
The University and any persons authorised by the University may submit your
assessable works to a text matching service, to obtain a report on possible breaches
such as plagiarism or contract cheating. Substantiated breaches can result in a range
of sanctions which are outlined in the Student Academic Integrity Ordinance.
More information is available from the Academic Integrity site for students on the
Student Portal.
The University and any persons authorised by the University may submit your
assessable works to a text matching service, to obtain a report on possible instances of
plagiarism or contract cheating.

Academic Integrity Training Module

As part of the University’s educative approach to academic integrity, there is a short
Academic Integrity Training Module that all students are required to complete.
Completion of the module allows you to demonstrate your understanding of what
constitutes academic misconduct.
The Academic Integrity Training Module is available for all students through MyLO.
All commencing students (pre-degree through to higher degree by research)
are required to complete the Academic Integrity module available through
MyLO. If you do not complete this module your final unit results will be
withheld. You should aim to complete the module within the first few weeks of
commencing study at the University.

Page 16 CAM554 Clinical Redesign

Academic referencing
In your written work you will need to support your ideas by referring to scholarly
literature, works of art and/or inventions. It is important that you understand how to
correctly refer to the work of others and maintain academic integrity.
Failure to appropriately acknowledge the ideas of others constitutes a breach of
academic integrity, a matter considered by the University of Tasmania as a serious
offence.

Referencing and managing your bibliography.

Citing and Referencing the literature correctly is an important skill for all
postgraduate students. Further information about referencing for units in the Public
Health and Heath Systems courses at UTAS can be found in the ‘About Referencing’
page in the ‘Contents > Start Here > Referencing, EndNote and Academic Integrity’
section in MyLO, and at http://www.utas.edu.au/health/resources/student-
resources/ph-hs-students/about-referencing
The appropriate referencing style for this unit is Harvard UTAS or Vancouver
The University library provides information on presentation of assignments, including
referencing styles and should be referred to when completing tasks in this unit.

Using Endnote to Manage Your References

You are encouraged to use EndNote reference management software to manage your
references. EndNote is a very useful tool for storing the references (and often soft
copies) of the resources you find throughout your literature searches. To begin with, it
may seem laborious to have to enter each reference into a separate piece of software.
However once you have an EndNote library, creating and fixing reference lists for your
assignment become much quicker. Having your references stored in one place makes
referencing your assignments much easier and also more accurate. The use of EndNote
is also required for some units in the Masters Programs so this is a good opportunity
to familiarise yourself with the tool.

The University provides EndNote software free to UTAS students to help you manage
your bibliography. You can learn more about using Endnote to support your studies in
Public Health and Health Systems courses on the ‘Managing your Bibliography’ page
in the ‘Contents > Start Here > Referencing, EndNote and Academic Integrity’ section
in MyLO or at: http://www.utas.edu.au/health/resources/student-resources/ph-hs-
students/managing-your-bibliography.

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WHAT LEARNING OPPORTUNITIES ARE THERE?
MyLO
MyLO is the online learning environment at the University of Tasmania. This is the
system that will host the online learning materials and activities for this unit. All of
the content for CAM554 is available on MyLO. This includes week-by-week course
notes, relevant literature, webinar tutorials and videos applicable to the teaching and
learning.

Getting help with MyLO

It is important that you are able to access and use MyLO as part of your study in this
unit. To find out more about the features and functions of MyLO, and to practice
using them, visit the Getting Started in MyLO unit.
For access to information about MyLO and a range of step-by-step guides in pdf, word
and video format, visit the MyLO Student Support page on the University website.
If something is not working as it should, contact the Service Desk (phone 6226 2600
or request ITS help online through the Service Portal).

Resources
Required readings
The following text is available via the class reading list: Or can be purchased in hard
copy if desired.

Kenney, C. (2011). Transforming Health Care: Virginia Mason Medical Center’s Pursuit of
the Perfect Patient Experience. New York: Productivity Press.

Recommended readings
The reading list is updated every semester, see on-line content. These materials will be
useful to your developing knowledge and understanding of the content in this unit, but
you are not required to purchase them. When seeking sources of evidence to support
your assignment work, you will find these a useful starting point.

Reading Lists
Reading Lists provide direct access to all material on unit reading lists in one place.
This includes eReadings and items in Reserve. You can access the Reading List for this
unit from the link in MyLO, or by going to the Reading Lists page on the University
Library website.

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Equipment, materials, software, accounts
You will need a web-browser and internet connection to access MyLO, and UTAS
recommends using the latest version of Chrome, Firefox or Safari. See the MyLO
browser Information page for the latest advice.

UTAS students have access to the Office 365 suite at no cost. See the Office 365 help
page for information about Office 365 and to download Office 365 software. We
recommend that you use Word for written assignments and PowerPoint for
presentation assignments that are submitted through MyLO. Assignments submitted
to MyLO that are not in PDF, Word or PowerPoint formats may not be able to be
opened by UTAS staff.

We recommend that you use EndNote to manage your references. See the Academic
Referencing section in the document for more information on getting and using
Endnote.

For further IT support contact the UTAS Service Desk 1300 304903 (local call charge
from within Tasmania, mobiles excepted), or 6226 2600 or at
http://www.utas.edu.au/service-desk/

Activities
Learning expectations
The University is committed to high standards of professional conduct in
all activities, and holds its commitment and responsibilities to its
students as being of paramount importance. Likewise, it holds
expectations about the responsibilities students have as they pursue their
studies within the special environment the University offers.
Students are expected to participate actively and positively in the
teaching/learning environment. They must attend classes when
and as required, strive to maintain steady progress within the
subject or unit framework, comply with workload expectations,
and submit required work on time.

Details of teaching arrangements

This unit is taught through on-line activity, readings and tasks.

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Specific attendance/performance requirements
In this unit, your active engagement will be monitored in the following way:
1. Participate in the discussion “what do your patients/clients value”.

If, for any reason, you are/were unable to complete this activity by its due date please
contact me at sarah.prior@utas.edu.au explaining your circumstances. Please include
your name, and the unit you are studying.

Teaching and learning strategies

Throughout the course of the unit, there will be opportunities to participate in online
webinars and tutorials to discuss and ask questions about the unit content and
assessment tasks. The dates for these webinars will be posted in the announcements
during the semester.

Work Health and Safety (WHS)

The University is committed to providing a safe and secure teaching and learning
environment. In addition to specific requirements of this unit you should refer to the
University’s Safety and Wellbeing webpage and policy.

Communication
News and announcements will be posted to MyLO News, and students will be expected
to be aware of the content of such posts within 48 hours of them being posted. All
questions about assessment that have not been answered in the descriptions here in the
Unit Outline, or in the instructions on MyLO, can be asked using the Q&A Discussion
Forum on MyLO.
Emails should be addressed to Sarah.Prior@utas.edu.au or Pieter.VanDam@utas.edu.au

UTAS recognises that feedback is an important part of the learning process. Feedback
is provided in many ways, and from different sources. Feedback from teaching staff may
be in the form of verbal comments made during seminars, written comments made on
submitted assessment tasks, web discussion board input, checklists on criteria sheets or
formal interview processes. Feedback may also come from your colleagues in the form
of informal comments during assignment discussions or group work, or written peer or
supervisor assessment of skills.

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Teaching staff aim to mark all assessment tasks and return them to students within
three weeks of submission.

Concerns and complaints

The University is committed to providing an environment in which any concerns and
complaints will be treated seriously, impartially and resolved as quickly as possible.
We are also committed to ensuring that a student may lodge a complaint without fear
of disadvantage. If you have a concern, information about who to contact for
assistance is available on the Student Complaints page.

Learning support
The University provides a range of face-to-face and online services to help equip
students with the academic and literacy skills that they need to undertake their study.
These services are in addition to the support you receive in each unit from unit
coordinators, lecturers and tutors. For details of these additional services such as
workshops, individual consultation for learning advice, and peer assisted learning
opportunities, please visit the Study Support page.
The University also provides free access to Studiosity, 24/7 online study help for all
UTAS students, enabling them to get feedback on written work within 24 hours or
chat live with a subject specialist anywhere and anytime.
All direct assessment-based feedback is provided only from the staff teaching you the
unit.

Further information and assistance

If you are experiencing difficulties with your studies or assignments, have personal or
life-planning issues, disability or illness which may affect your course of study, you are
advised to raise these with the unit coordinator in the first instance.
In addition to Learning Support, there is a range of University-wide support services
available to you including Student Advisers, Disability Services, and more which can
be found on the Study Support and Resources and Safety, Health and Wellbeing pages
from the Current Students portal of the University website.
Should you require assistance in accessing the Library, visit their website for more
information.

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Mental Health Resources
If you have concerns about your own or a fellow student’s mental health, there are a
number of avenues for support. A list of the support services available to students at
can be found on the ‘Mental Health Resources’ page in the ‘Contents > Start Here >
University Services and websites’ section on MyLO or at:
http://www.utas.edu.au/health/resources/student-resources/common/mental-health-
resources

Study Support Resources

You can find additional study support resources in the ‘Contents > Start Here > Study
Guides, Resources and Advice’ section in MyLO, including information about making
effective use of assessment rubrics, interpreting your unit outline, and more.

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Unit schedule

WEEK DATE BEGINNING TOPIC/ MODULE/ FOCUS AREA ACTIVITIES RESOURCES/ READINGS/ FURTHER INFORMATION

Module 1
1 22 Feb
nd
Introduction to Clinical
Redesign

Engagement Task:
Redesign theories and “What do your patients/clients value
2 1st March Engagement Task due next Tuesday
frameworks discussion board”

Redesign theories and Chrysanthemums video 1 Engagement Task due:

3 Tues 9th March frameworks 9th March Midnight

Frameworks and the

4 15th March Quiz 1 due next Monday
Australian perspective

Clinical redesign in a
5 22nd March Quiz 1 due 22nd March Midnight
global perspective

Module 2 Chrysanthemums video 2

6 29th March Frameworks for Assessment 2 Webinar Tutorial
influencing people (30/3)

Mid Semester Break: 1st April – 7th April

7 12th April Communication tools Start work on Assessment 2

Assessment Task 2 due

8 19th April Leadership and facilitation
Monday 19th April Midnight

9 26th April Clinician engagement Discussion Board

Module 3 Assessment Task 3 Webinar

10 3rd May Quiz 2 due next Monday
Evaluating clinical redesign Tutorial (4/5)

11 10th May Evaluation in Context Start work on Assessment 3 Quiz 2 due 10th May Midnight

12 17th May Evaluation applied

Assessment task 3 & 4 due Monday

13 24th May Reflections Start work on Assessment 4
31st May Midnight

* Monday 8th March is a public holiday

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