Course Outline - McMaster University

INDIVIDUAL PORTFOLIO
In additional to the above, each student will submit a portfolio of the work they did in
preparation and implementation of the presentation. This should include:
1. An annotated bibliography of at least six (6) articles (at least 4 of which are NOT on the course
required reading list) which were read in preparation for the presentation or class preparation
2. Each paper will be evaluated based on critical thinking and evidence based criteria
3. A list of the human and/or material resources and strategies used to research the topic for
presentation and paper.
4. Copies of overheads or handouts used (if any) during the presentation.
5. A statement of no more than 250 words describing what you have learned from this course and
how you will be utilizing this knowledge in future.
The portfolio should be handed in one week after the presentation.
ESSAY
Each student will write a paper of no more than 3,000 words (10-20 pages) on a health
issue of international or national relevance. The paper could demonstrate breadth of
knowledge of an issue which crosses boundaries or depth of knowledge of an issue within
one jurisdiction. The overall objective is to demonstrate application of knowledge and (if
possible) synthesis of concepts and principles to the analysis of the issue(s). Papers
which are relevant to the student’s potential clinical placement or any international life
experience are encouraged. APA style is required.
SEMINAR PERFORMANCE (Attendance, accountability to peers and self, evidence
based dialogue)
SEMINAR PROCESS
• Gives you the opportunity to discuss ideas.
• Allows you to argue your point about certain issues.
• Is an opportunity to troubleshoot - it helps you to share and solve issues related to your
study and/or assignments.
• Can be a good opportunity to review lecture and reading material.
• Can be a chance to circulate a document, article or illustration to spark a group
discussion.
• Allows you the opportunity to use the time and expertise of your tutor and your fellow
students to enhance learning.
Expectations
• come to class prepared with questions and critiques of the readings, etc.
• show respect for members of the class, both in speech and manner, and for the method
of shared inquiry and peer discussion.
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