Obesity Among Adults in Rural Saskatchewan

Assignment Overview

A. Characteristics of the Population

1. What issue and population did you choose, and why?

2. How do you know that this is a serious problem? (Hint: use numbers)

B. Determinant Analysis

1. From your initial reading, what are the main causes or risk factors that influence the problem in this population, using a multi-level analysis?

Level 1:
4. Factor 1: __________
5. Factor 2: __________
6. Factor 3: __________

Level 2:
7. Factor 1: __________
8. Factor 2: __________
9. Factor 3: __________

Level 3:
10. Factor 1: __________
11. Factor 2: __________
12. Factor 3: __________

C. Interventions

1. From your initial reading, what kind of interventions are proposed to stop this problem?

2. Example 1: __________

3. Example 2: __________

D. Reflection

1. Are there any course concepts (vocabulary that was emphasized in your textbook or lectures) that you have noticed so far in your analysis of this problem? In your final paper, try to incorporate course concepts in your reflection.

2. Concept 1: __________

3. Concept 2: __________

Grading Categories

Your assignment will be graded based on the following:

• Topic is well thought-out and appropriate sources are used.

• Good understanding of the levels of analysis.

• Appropriate identification of causes/risk factors.

• Appropriate identification of interventions.

• Appropriate application of course concepts.

Brief of Assessment Requirements 

Purpose: Analyse a population health issue using multi-level determinants, propose interventions, and reflect using course concepts.
Structure / Sections required:

• A. Characteristics of the Population

  • State the chosen issue and population and justify the choice.

  • Provide evidence that the problem is serious (use statistics / prevalence / trends).

• B. Determinant Analysis

  • Identify main causes/risk factors using a three-level analysis (Level 1, Level 2, Level 3).

  • For each level list three distinct factors and briefly explain how each influences the problem.

• C. Interventions

  • From literature/reading, describe the types of interventions proposed to address the problem.

  • Give at least two concrete examples and explain why they suit the population/context.

• D. Reflection

  • Identify course concepts observed in the analysis and integrate them into reflective commentary (e.g., social determinants, ecological model, upstream vs downstream, health equity).

• Grading criteria to meet

  • Thoughtful topic choice with appropriate sources.

  • Clear, accurate multi-level analysis.

  • Correct identification of causes/risk factors.

  • Relevant, evidence-based interventions.

  • Proper application of course vocabulary/concepts.

How the Academic Mentor Guided the Student 

Step 1 — Clarifying scope and choosing the topic (A)

Action: Mentor helped the student pick a focused population and a single, well-defined issue (e.g., adult obesity in rural Saskatchewan).
Why: Narrow scope makes it possible to provide numbers and do an in-depth determinant analysis.
Mentor tip given to student: Choose recent, localised data (surveys, provincial reports) and note exact figures and dates.

Step 2 — Gathering evidence and demonstrating seriousness (A)

Action: Mentor taught how to find and cite credible statistics and to present them succinctly (prevalence, trend, hospitalization rates, or cost burden).
How it was done: Student pulled 2–3 high-quality sources, extracted key statistics, and added one comparative point (e.g., rural vs urban).
Result: A clear, evidence-backed opening that proves the problem’s scale.

Step 3 — Framing the multi-level determinant analysis (B)

Action: Mentor introduced a simple framework for the three levels (commonly: individual, interpersonal/community, structural/policy/environmental).
Student task: For each level, identify three factors and give one-sentence explanation for each.
Mentor guidance: Ensure factors are distinct across levels (avoid repeating “income” in every level) and link each factor briefly to the evidence gathered.
Outcome: A concise table or bullet list of 9 factors with causal links back to the population.

Step 4 — Mapping interventions to determinants (C)

Action: Mentor modelled how to match interventions to root causes (i.e., upstream interventions address structural factors; downstream interventions address individual behaviour).
Student task: Propose 2–4 interventions and justify each by pointing to which level/factor it targets.
Mentor tip: Include at least one community-led/culturally appropriate option and one system-level policy or service change.
Result: Interventions presented with rationale and feasibility notes.

Step 5 — Reflection using course concepts (D)

Action: Mentor reminded student to explicitly name course vocabulary and show how it informed the analysis (e.g., “social determinants of health,” “health equity,” “ecological model,” “stigma,” “population health approach”).
Student task: Write a short reflective paragraph linking what was learned to course concepts and to future practice.
Outcome: Reflection demonstrating conceptual understanding, not just description.

Step 6 — Editing for grading rubrics and referencing

Action: Mentor reviewed the draft against the grading categories, suggested tightening, improved source selection, and corrected any unsupported claims.
Student task: Finalize references in required style and ensure each grading criterion had a clear supporting element in the paper.
Outcome: A submission aligned with rubric expectations.

How the Outcome Was Achieved (brief)

• Focused topic selection enabled use of specific, recent statistics proving seriousness.

• Structured determinant analysis used a clear three-level ecological framework to present nine distinct factors with causal links to the problem.

• Intervention choices were evidence-informed and mapped to corresponding determinants (community programs, health service enhancements, and policy-level supports).

• Reflection integrated course vocabulary to show applied understanding.

• Final polishing ensured alignment with grading criteria: good sources, clear logic, and explicit application of course concepts.

Learning Objectives Covered

1. Apply multi-level public health analysis — student demonstrated the ecological approach by linking individual, community, and structural factors to the issue.

2. Use evidence to justify population health priorities — student located and used statistics to show problem severity.

3. Match interventions to determinants — student proposed feasible, context-appropriate interventions mapped to root causes.

4. Integrate course concepts — student used and reflected on course vocabulary (e.g., social determinants, health equity, upstream/downstream interventions).

5. Academic skills — source selection, critical appraisal, concise writing, and alignment with assessment rubric.

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