Global Public Health and Environment
| Module title | Global Public Health and Environment |
|---|---|
| Module code | HPDM033 |
| Academic year | 2021/2 |
| Credits | 15 |
| Module staff | Dr Conny Guell (Lecturer) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 9 |
| Number students taking module (anticipated) | 20 |
|---|
Module description
This module introduces the concept of global health and explores worldwide health improvement/inequality reduction. Real world examples will be utilised to explore a range of public health issues of global importance from a variety of perspectives, within the context of environmental change and its predicted health impacts at both a global and a local, place-specific, level.
No pre-requisites or specialist knowledge are required to undertake this module, which is well suited to interdisciplinary learning. Delivery is via four focused days of expert-led small group learning, interspersed by personal study undertaken at your own pace and supported by our internet resources.
Module aims - intentions of the module
You will develop a critical understanding of contemporary global public health in the context of unprecedented environmental change from multiple perspectives. The module aims to equip individuals with advanced knowledge, understanding and skills to protect and improve health and address inequalities.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Demonstrate critical appraisal of the contemporary theories and concepts that underpin the environmental and social determinants of global health and health inequalities
- 2. Explain, utilising pertinent global health examples, approaches that can be employed to measure and improve population health in the context of environmental change
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. Critically analyse and evaluate the health evidence, policies and practice that relate to the global health landscape and associated healthcare systems
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 4. Evidence an applied and evidence-based approach to practice
Syllabus plan
Whilst the module's precise content may vary from year to year, an example of an overall structure is as follows:
Global health definitions, worldwide public health profile and health inequalities
Global burden of disease – communicable and non-communicable diseases
Impact of environmental change on global health, including disaster response
Communicating with the public
Place specific, real-world examples
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 20 | 130 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled learning & teaching activities | 20 | All student taught sessions. Face-to-face scheduled lectures may be replaced by short pre-recorded videos for each topic (15-20 minutes) and/or brief overview lectures delivered via MS Teams/Zoom, with learning consolidated by self-directed learning resources and ELE activities. - Small-group discussion in tutorials and seminars may be replaced by synchronous group discussion on Teams/ Zoom; or asynchronous online discussion, for example via Yammer or ELE Discussion board - Workshops involving face-to-face classroom teaching may be replaced by synchronous sessions on Teams/Zoom; or Asynchronous workshop activities supported with discussion forum |
| Guided independent study | 30 | Session preparation and follow up work utilising resources provided on ELE |
| Guided independent study | 100 | Reading and assignment preparation |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Class discussions and small group work activities | Each taught session | 1-4 | Facilitator and peer feedback in class. Feedback may be provided via synchronous or asynchronous online discussion. |
| Facilitator and peer feedback on the oral presentation | Oral feedback and one point from each student on what went well and what could be improved | 1-4 | Facilitator and peer feedback in class. Feedback may be provided via synchronous or asynchronous online discussion. |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 75 | 0 | 25 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Global development presentation. Presentations (e.g. PowerPoint-based presentation to group in face-to-face setting) may be replaced by PowerPoint-based presentation to the group using Teams/Zoom; or submission of a narrated PowerPoint. | 25 | 7-8 minutes + Q+A | 1-4 | Written |
| Global development report | 75 | 2000 Words | 1-4 | Written |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Global development presentation (25%) Presentations (e.g. PowerPoint-based presentation to group in face-to-face setting) may be replaced by PowerPoint-based presentation using Teams/Zoom; or submission of a narrated PowerPoint. | Global development presentation to facilitators only (7-8 minutes + Q&A) | 1-4 | Typically within six weeks of the result |
| Global development report (75%) | Global development report (2000 words) | 1-4 | Typically within six weeks of the result |
Re-assessment notes
This module in its entirety is condonable in accordance with TQA 8.6.
In accordance with TQA 11.2.3; where a student fails part of the assessment on a module, but passes the module as a whole, the module will be deemed to have been passed and referral will not be applicable.
Indicative learning resources - Basic reading
Donaldson L and Scally G. (2009). Donaldsons' Essential Public Health. 3rd Revised Edition London: Radcliffe Publishing Ltd.
Rayner G and Lang T. (2012). Ecological Public Health. Oxon: Routledge.
White F, Stallones L and Last J. (2013). Global Public Health – Ecological Foundations. Oxford University Press, Oxford.
ELE – College to provide hyperlink to appropriate pages
Indicative learning resources - Web based and electronic resources
Please see ELE for up to date electronic resources - College to provide a hyperlink to appropriate pages.
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 15/12/2015 |
| Last revision date | 30/07/2020 |
