Description: In this course, we discuss globalization and health, major actors/organizations in global health, global health inequities, and "hot topics" in global health. This course is designed to help students critically think about how to apply key concepts and skills in health behavior and health education to understanding global health issues.
Course Goals: After completing this course, students should:
-understand how globalization, geopolitical trends and global
policies influence health,
-identify some of the major actors and organizations in global
-have an appreciation for applying social and behavioral
theories to conducting research and developing interventions in
-be aware of some of the major, current global health topics,
-understand ethical issues related to global health and working
in international settings.
They should also have developed skills in:
-reading and critical thinking,
-discussing and debating issue related to global health,
-researching a public health issue, and
-writing at the graduate level.
This course is designed to provide a broad overview of global public health, specifically health behavior and health education in a global context.
Competencies: The following HBHE competencies are a primary focus of this course:
1. Describe the role and interaction of key determinants of health status from a social-ecological perspective (e.g. individual, family, organization, community, and society).
1e. Describe domestic and global disparities in health status and health behavior across settings and countries with varying levels of economic resources.
1f. Describe the political, environmental, economic, cultural, and psychological influences on health status, health behavior, and health behavior change within and across settings and countries with varying levels of economic resources.
1g. Describe how globalization influences health status and health behavior.
2. Describe and apply relevant theories, concepts, and models from social and behavior science that are used in public health research and practice to both understand and affect health status, health behavior, social change, and policy.
2g. Describe some of the benefits and challenges of using social and behavioral theories and models to inform programs and policies involving multiple levels of change (e.g. individual, family, organization, community).
2h. Describe key adaptations and challenges in applying theories and frameworks to conduct public health research and practice across cultures and in resource poor settings.
3. Describe and apply ethical principles relevant to public health research and practice.
3f. Recognize how public health activities support social justice principles including health equity, human rights, appropriate allocation of health resources, and community engagement.
3g. Analyze and resolve conflicts between ethical principles that commonly occur in public health research and practice (e.g. individual rights vs. the "common good").
9. Understand, measure, and intervene to address health inequities within and across settings and countries with varying levels of economic resources.
9b. Describe the social and environmental contributors to health inequities for different health problems and conditions.
9e. Understand ethical and social justice implications of health inequities.
The following HBHE competencies are a secondary focus of this course:
5d. Understand roles and expertise relevant to public health practice, including health educators and community members.
5e. Identify critical community members and organizations as a key step in the planning, implementation and evaluation of public health programs, policies and interventions
7d. Discuss the role of the partners involved in the feedback, interpretation, dissemination and application of research results.
8f. Understand how health communication strategies should be adapted to meet the specific requirements of diverse and global settings
Description: This is a course about doing qualitative social research in public health. One of its major goals is very practical and down to earth: acquiring the strategies and techniques needed to conduct qualitative research on human behavior. But the course also aspires to understand the philosophical, ethical, and political issues involved in the practice of social science within public health. The course will focus upon five phases of the research process: l) pre-research dilemmas and decisions, 2) theory and the formulation of the research question or hypothesis, 3) design, sampling, and data collection, 4) stages of data analysis, and 5) the implications of qualitative knowledge for representation of "subjects" and the expression of this knowledge in the form of written reports or publications.
Prerequisites: SPH MPH and SPH MHSA Residential Students Only or By Instructor Permission
Description: This course is designed to provide an overview of qualitative research methods as commonly used in the field of public health. Students will learn about study design, data collection, and data analysis techniques. This course will have a hybrid style (online & in-class) of instruction.
Course Goals: Students will learn about the role of qualitative methods and sciences in describing and assessing a population's health.
Competencies: • Students will be able to select qualitative data collection methods appropriate for a given public health context
• Students will be able to analyze qualitative data
Learning Objectives: Through this course:
? Students should be able to critically read and assess public health research that incorporates qualitative methods
? Students should be able to identify opportunities for and to correctly apply qualitative methods in public health research
? Students should learn different approaches of data collection and assess their suitability for a study design
? Students should develop basic skills in qualitative data analysis