In most courses I have taught in or reviewed, assessment weights rise across the term. The biggest and most-weighted task has been at the end, so students receive feedback on about half or less of their overall marks before the task that has the highest stakes. In redesigning PHCM9391 I tried to change this. The sequence is now front-weighted, so

Early institutional messaging about generative AI mostly told students not to use it. For health management students this was a problem because they’re moving into planning and policy roles where AI is already shaping decisions, and they needed to form judgements about what these systems produce and how they might be useful (or not). In Term 1

PHCM9391 Health Organisations, Strategy and Change has around 400 working health professionals enrolled each year, most studying online and many asynchronously. Whether students in a cohort like this engage depends partly on whether they feel like they belong to it, so I treat inclusion as a course design issue. I speak directly to students who will watch the recording (not just the ones live

The School of Population Health has many alumni, conjoint and adjunct staff who work in health services and want to contribute to our teaching. I wanted to draw on that goodwill and expertise so that students in PHCM9615 Primary Health Care could connect what they were learning with the experience of people working in the field. In 2020 and 2021 I interviewed 15 experts in integrated care and