Structuring and Solving Public Health Problems
| Module title | Structuring and Solving Public Health Problems |
|---|---|
| Module code | HPDM118Z |
| Academic year | 2021/2 |
| Credits | 15 |
| Module staff | Dr Michelle Tester-Jones (Lecturer) Professor G.J. Melendez-Torres (Lecturer) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 2 |
| Number students taking module (anticipated) | 20 |
|---|
Module description
This intensive module will introduce you to the key frameworks and tools leaders use to understand and develop solutions to public health problems. Blending classic public health tools such as ecological and life-course perspectives with modern complex systems thinking and learning from management and strategy, this module will include both didactic components and ‘laboratory’ sessions in which you will develop a conceptual framework for action on a specific public health problem. Assessment will be by essay and diagram, in which you will write up a conceptual framework using relevant tools learned in the module. Key examples informing this module will include climate change and climate resilience, infectious diseases requiring global responses, and health inequalities.
This module is delivered by distance learning via our online platform. Teaching will draw on a range of high-quality recorded lectures, interspersed with consolidation sessions, workshops and group work. Synchronous sessions will be held via Teams or Zoom.
A blended version of this module is also offered (HPDM118)
Module aims - intentions of the module
In this module you will understand the history and philosophy of public health as well as its core values, concepts, functions, and leadership roles
You will understand the legal, ethical, economic, commissioning and regulatory dimensions of health care and public health policy, and approaches to developing, evaluating, and advocating for public health policies
You will be introduced to the cultural context of public health issues and respectful engagement with people of different cultures and socioeconomic strata
You will develop skills in systems thinking regarding the dynamic interactions among sectors, organisations, and actors with which public health professionals interact to achieve health improvements
You will be introduced to biological, environmental, socio-economic, behavioural, cultural, and other factors that impact human health, influence the global and societal burden of disease, and contribute to health disparities and health inequalities
You will be introduced to tools for ensuring the consistency of policy integration into organizational plans, procedures, structures, and programs
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Discuss the means by which structural bias, social inequities and racism undermine health and create challenges to achieving health equity at organizational, community and societal levels
- 2. Analyse multiple dimensions of the policy-making process, including the roles of ethics and evidence and how production of evidence relates to stakeholder interests
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. Apply systems thinking tools to a public health issue
- 4. Compare the organisation, structure and function of health care, public health and regulatory systems across national and international settings
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 5. Apply awareness of cultural values and practices to the design or implementation of public health policies or programs
- 6. Perform effectively on interprofessional teams
- 7. Apply negotiation and mediation skills to address organizational or community challenges
Syllabus plan
Whilst the module’s precise content may vary from year to year, an example of an overall structure is as follows:
• History of public health, and modern challenges
• Problem solving frameworks in public health: how do we understand a problem? Ecological systems and the lifecourse perspective
• Problem solving frameworks in public health: how do we understand a problem? Introduction to complexity theory and systems thinking
• Developing and describing conceptual frameworks
• Social determinants of health
• Cultural competence in public health
• Public policy and governance in systems
• Organisational strategy and management
• Putting it all together: PRECEDE-PROCEED in systems and across levels
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 10 | 140 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled learning & teaching activities | 10 | Delivered over 5 days, each with 2 hours interactive student seminar sessions, including both lecture and workshop-oriented activities |
| Guided independent study | 100 | Session preparation and follow up work utilising resources provided on ELE |
| Guided independent study | 40 | Reading and assignment preparation |
| Face-to-face scheduled lectures will delivered via MS Teams/Zoom, with learning consolidated by self-directed learning resources and ELE activities. Small-group discussion in tutorials and seminars will be delivered by synchronous group discussion on Teams/ Zoom; or asynchronous online discussion. |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Class discussions and small group work activities: applying frameworks and concepts to structuring and solving a public health problem | Each synchronous session | 1-7 | Facilitator and peer feedback in class |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Essay and conceptual framework | 100 | 2000 words plus conceptual framework diagram | 1-7 | Written |
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 |
|---|---|---|---|
| Essay and conceptual framework (100%) | 2000 words plus conceptual framework diagram | 1-7 | Typically within six weeks of the result |
Re-assessment notes
Please refer to the TQA section on Referral/Deferral: http://as.exeter.ac.uk/academic-policy-standards/tqa-manual/aph/consequenceoffailure/
Indicative learning resources - Basic reading
Krieger, N. Epidemiology and the People’s Health. Oxford University Press, 2014
Indicative learning resources - Web based and electronic resources
ELE – http://vle.exeter.ac.uk/course/view.php?id=6036
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | Yes |
| Origin date | 09/07/2021 |
| Last revision date | 20/10/2021 |
