Assessment 1: Emerging health Written Report

Assessment 1

Assessment overview

This assessment requires you to write a report in which you select, compare and contrast two countries/communities on the basis of one health priority area or a specific burden of disease. Within this report, you will also critically examine the influence of health determinants upon available census data as it relates to health outcomes.

This assessment supports unit learning outcomes K1, K2, K3, S1, S2 and S3.

Assessment Details

Follow these steps to complete your assessment.

Step 1: Review the relevant learning materials

The learning materials in Module 1: Health for all, Module 2: Emerging health issues, Module 3: Globalisation shaping health in policy and Module 4: Ethnicity, migration and marginalisation are highly relevant to this assessment. In particular, you should take the time to review the essential readings and discussions in each of these modules. 

Step 2: Select your refugee groups

Select two specific refugee groups from the following list who have experienced significant levels of internal and external displacement and trauma. You will complete your assessment based on these two groups. 

• Sudanese refugees in Chad
• Afghan refugees in Iran and Pakistan
• Venezuelan refugees in Colombia and Peru
• Syrian refugees in Turkey and the Middle East
• Sierra Leonean refugees in Guinea
• Rohingya refugees in Bangladesh

Step 3: Complete your report

Select the following headings to read about what to include in your report.

With regard to the structure of the report, it should include:

• a cover page
• a table of contents
• an introduction
• a conclusion
• in-text citations and a reference list of at least 10 references (the reference list is not included in the word count).

Summary of Assessment Requirements

The assessment required students to prepare a comparative report analysing two countries or communities based on a specific health priority area or disease burden. The report aimed to evaluate how health determinants and census data influence health outcomes across different contexts. Students were also expected to apply critical thinking to compare and contrast health policies, social determinants, and global influences shaping public health in each country.

The key requirements included:

• Selecting two refugee groups from the provided list (e.g., Afghan refugees in Iran and Pakistan, Rohingya refugees in Bangladesh).
• Reviewing relevant learning modules Health for All, Emerging Health Issues, Globalisation and Health Policy, and Ethnicity, Migration and Marginalisation.
• Structuring the report with standard academic sections cover page, table of contents, introduction, discussion, conclusion, and references.
• Using a minimum of 10 credible references following proper academic citation standards.
• Demonstrating understanding of unit learning outcomes (K1–K3, S1–S3), focusing on analytical, research, and communication skills.

Academic Mentor’s Guidance and Step-by-Step Approach

Step 1: Understanding the Task and Learning Objectives

The mentor began by helping the student interpret the assessment brief, clarifying that the goal was not just descriptive comparison but a critical analysis of health determinants, policy responses, and refugee health outcomes. The mentor guided the student to identify links between the assessment and the unit learning outcomes particularly knowledge of global health systems (K1–K3) and skills in data interpretation and evidence-based writing (S1–S3).

Step 2: Topic and Refugee Group Selection

The mentor encouraged the student to select refugee groups that offered contrasting health contexts, ensuring data availability and relevance to the chosen health issue. After reviewing several options, the student chose, for example, Syrian refugees in Turkey and Rohingya refugees in Bangladesh, as both represent complex humanitarian crises but differ in policy, infrastructure, and access to healthcare.

Step 3: Research and Data Collection

The mentor guided the student on sourcing reliable data from WHO, UNHCR, and national census reports. The student was trained to identify key social determinants (poverty, gender, access to healthcare, education, displacement) and how these influenced health disparities. The mentor emphasized using peer-reviewed studies and global reports to ensure academic validity.

Step 4: Structuring and Writing the Report

The mentor walked the student through an academic report format starting with a clear introduction outlining the aim and significance of the comparison, followed by well-organized sections analysing each country’s context, health determinants, and policy interventions. The mentor provided templates for data presentation (tables, graphs) and demonstrated how to use comparative language to draw meaningful contrasts.

Step 5: Critical Analysis and Discussion

In this stage, the mentor helped the student move beyond description toward critical synthesis analysing why differences exist between the two populations, what social or political factors contribute, and how globalisation and policy frameworks affect outcomes. The student was guided to link evidence to theoretical concepts from modules, such as equity, migration, and global health governance.

Step 6: Conclusion and Referencing

The mentor advised on summarising key findings while aligning them with the chosen health priority area. The conclusion highlighted implications for future health policy and recommendations for improving refugee health outcomes. Guidance was also given on referencing in APA format and ensuring the report met academic integrity standards.

Outcome and Learning Achievements

Through this guided process, the student successfully:

• Demonstrated a comprehensive understanding of how social determinants and policy environments shape refugee health.
• Developed critical comparison skills supported by data-driven evidence.
• Improved academic writing and referencing proficiency.
• Fulfilled unit learning outcomes K1–K3 (knowledge of global health issues) and S1–S3 (skills in analysis, synthesis, and professional communication).
• Produced a structured, evidence-based report that met the academic and analytical expectations of the assessment.

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