Module code: HCRM047

Module Overview

This module provides opportunities for leaders, managers, educators and clinicians working in healthcare to further develop their knowledge regarding the complexities of health and health inequalities. Participants are empowered to draw on their work in healthcare and engage in multi-professional dialogue and analysis of evidence, policies and practice to identify how and why equitable health services and outcomes are fundamental. Upon completion of the module students may wish to disseminate their assessment within their organisation, communities, and groups to raise awareness of the issues presented and promote dialogue and action towards equitable health.

Module provider

School of Health Sciences

Module Leader

STOBBART Mark (Health Sci.)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 7

Module cap (Maximum number of students): N/A

Overall student workload

Workshop Hours: 3

Independent Learning Hours: 113

Lecture Hours: 24

Tutorial Hours: 3

Guided Learning: 3

Captured Content: 4

Module Availability

Semester 2

Prerequisites / Co-requisites


Module content

The impact of society, culture, values and norms.
Equality versus equity in health
The patterns of health and wellbeing outcomes for a range of communities, populations, and conditions.
The influence of politics and economics on health inequalities
Organisational factors that influence health inequalities
Equitable frameworks, theories, and practice
Policy, ethics, social justice and law
Public health, health promotion and communication strategies

Assessment pattern

Assessment type Unit of assessment Weighting
Coursework Poster presentation 70
Coursework Video presentation 30

Alternative Assessment


Assessment Strategy

The assessment strategy is designed to provide students with the opportunity to demonstrate an understanding of the complexities of health and health inequalities. They will be able to identify a range of complex factors that impact upon health and through critical analysis propose effective strategies that result in more equitable health.

Thus, the summative assessment for this module consists of: Poster presentation, 1000 words analysing a health inequality of their choice and proposing effective strategies to overcome this inequality (addressing learning outcomes 1,2,3,4)

Video presentation,  (10 minutes) supplementary to the poster to add depth on how learning outcome 3 has been achieved (addressing learning outcome 3)

Formative assessment: Presentation (10 minute) students can self-determine the format of their presentation. They will provide an outline of their poster presentation including the specific focus.

Feedback:  Continuous verbal feedback from lecturers within the module  Peer feedback Written feedback - formative feedback may address the proposed case study structure, content, writing skills, critical analysis, and the integration of supporting evidence. Formative submissions will generate a Turnitin score, providing opportunities for early feedback on academic practice, and where appropriate how to develop, including signposting to the academic skills and development team.  Tutorials

Module aims

  • Provide students with a comprehensive understanding of the social, economic, and historical determinants of health inequalities in healthcare, for a range of communities and groups.
  • Embrace a multi-professional approach to the review and development of healthcare experiences, services, and health outcomes.
  • Empower students to develop effective evidence-based strategies that challenge and reduce health inequalities.
  • Promote a focus on cultural competency, social justice principles and ethical considerations in healthcare.

Learning outcomes

Attributes Developed
001 Critically evaluate the relationship of various determinants contributing to inequalities in health, including social, economic, and historical factors. KCT
002 Critically assess the impact of healthcare disparities and their impact on accessibility, utilisation and health outcomes. KCT
003 Cultivate knowledge and skills to formulate effective, evidence-based strategies underpinned by rigorous analysis to address health inequalities. KCPT
004 Critically analyse ethical implications and social justice aspects of healthcare interventions designed to mitigate health inequalities, taking into account principles of equity, human rights and fairness KCPT

Attributes Developed

C - Cognitive/analytical

K - Subject knowledge

T - Transferable skills

P - Professional/Practical skills

Methods of Teaching / Learning

The learning and teaching strategy is designed to: Provide students with the opportunity to critically analyse current health outcomes and practice to build a sound knowledge base. Utilise interprofessional learning and dialogue, that draws on the experience and perspectives of students allowing further subject complexities to be addressed. Challenge values, beliefs, and assumptions in relation to health inequalities. Provide further opportunities to identify effective strategies that can be implemented to remove health inequalities

The learning and teaching methods include:  Lectures , Online, captured content addressing module content, and discussion boards as a further opportunity to share multi-professional perspectives. Guided learning such as signposting to external materials and guidelines. Problem based learning - to consider some of the complexities of health inequalities and how they can be approached.  Discussion, drawing on participants experience and multi-profession perspectives.

Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.

Reading list
Upon accessing the reading list, please search for the module using the module code: HCRM047

Other information

The School of Health Sciences is committed to developing graduates with strengths in Employability, Digital Capabilities, Global and Cultural Capabilities, Sustainability, Resourcefulness and Resilience. This module is designed to develop knowledge, skills and capabilities in the following areas:

Employability  Students will be employed within a range of roles within healthcare, including education, clinicians, leadership and management. Students will further develop a critically inquiring approach to developing improved services and health outcomes. Professional, statutory & regulatory bodies also require that healthcare professionals are advocates for patients, and that their practice is inclusive, this module will subsequently develop employees who are inclusive and driven towards health equity.

Global and cultural perspectives  The module seeks to understand and, where appropriate, challenge current perspective and practice for a range of groups and populations to promote health equity. Depending on the point of interest, community or population perspectives may be local, regional, national and global, most importantly be mixed. This pillar is core to the content and ethos of this module.

Digital capabilities  Students will develop their digital capabilities through the production of a digital poster and video which will promote their use of key technologies and dissemination of information. These skills will be transferable to other health promotion or information sharing strategies within their role.

Programmes this module appears in

Programme Semester Classification Qualifying conditions
Digital Health Transformation MSc 2 Core Each unit of assessment must be passed at 50% to pass the module

Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2025/6 academic year.